1). Introduction of Voyageur and the Fur Trade industry: showing a historic map of Great Lakes region.
2). Class simulates activity/movement of voyageurs in canoes and sings the song 'Rame' ('Paddle On').
3). Discussion and illustration of the hard work and life the voyageur had, and other kinds of work
typically done in the 18th century.
4). Song 'Bien Travailler' ('We Like Our Work') is taught and students make up movements to illustrate the
different kinds of work necessary in the Fur Trade era.
5). Discussion and illustration of the progression of a Voyageur?s life: settlement in the frontier and intermarriage with Indian women; also recreation and celebration that the Voyageur practiced.
6). Learn and practice the 'Red River Jig', a French Canadian dance done by Voyageurs and Métis.
7). Time allowed for questions and answers.
- Students will understand how and why the fur trade existed in North America.
- Students will appreciate the life and experiences of Voyageurs and others in the Fur Trade, including practicing songs and dances done by them.
- Students will learn and practice simple French greetings and Fur Trade-related terminology
- Students will appreciate the importance of the waterways to early European trade and exploration in North America (includes viewing a historic map of the Great Lakes),
- Students will identify roles, artifacts and other facts significant to the Fur Trade.
National History Standards (NCHS)
Standard 3B: The student understands the history of the first European, African, and/or Asian-Pacific explorers and settlers who came to his or her state or region.
Standard 3C: The student understands the various other groups from regions throughout the world who came into the his or her own state or region over the long ago and recent past.
National Standards for Physical Education (AAHPERD) Physical activity is critical to the development and maintenance of good health. The goal of physical education is to develop physically educated individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity. A physically educated person:
Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
National Dance Standards Developed by the Consortium of National Arts Education Associations in 1994. Endorsed by American Alliance for Health, Physical Education, Recreation, and Dance (AAHPERD)
3. Content Standard: Understanding dance as a way to create and communicate meaning
5. Content Standard: Demonstrating and understanding dance in various cultures and historical periods.
7. Content Standard: Making connections between dance and other disciplines
A.4.9 Demonstrate rhythmic awareness by moving to a musical beat and responding to changes in
A.4.11 Develop kinesthetic awareness (movement perception and muscle sense)
A.4.12 Demonstrate concentration and focus while moving.
H.4.1 Perform folk dances from various cultures within a historical and cultural context
H.4.2 Learn and share a dance from their cultural heritage.
H.4.4 Study dance from a particular culture or time period.
Standard A ? Geography: People, Places, and Environments
A.4.2 Locate on a map or globe physical features such as continents, oceans, mountain ranges, and landforms, natural features such as resources, flora, and fauna; and human features such as cities, states, and national borders
A.4.4 Describe and give examples of ways in which people interact with the physical environment, including use of land, location of communities, methods of construction, and design of shelters
A.4.7 Identify connections between the local community and other places in Wisconsin, the United States, and the world
Standard B- Historical Eras and Themes
While studying Wisconsin history, students in grades 4-12 will learn about early explorers, traders, and settlers to 1812.
B.4.1 Identify and examine various sources of information that are used for constructing an
understanding of the past, such as artifacts, documents, letters, diaries, maps, textbooks, photos,paintings, architecture, oral presentations, graphs, and charts
B.4.3 Examine biographies, stories, narratives, and folk tales to understand the lives of ordinary and extraordinary people, place them in time and context, and explain their relationship to important historical events
B.4.8 Compare past and present technologies related to energy, transportation, and communications and describe the effects of technological change, either beneficial or harmful, on people and the environment
B.4.9 Describe examples of cooperation and interdependence among individuals, groups, and nations