Interactions of Indigenous Peoples and Europeans (Grade 5 Social Studies)

This workbook covers the Grade 5 Interactions of Indigenous Peoples and Europeans prior to 1713, in What Would Eventually Become Canada unit in the current 2018 Ontario Social Studies curriculum (Heritage and Identity).

In this workbook, students will learn about various topics related to Canada's history before 1713 and the early interactions between Indigenous communities and European explorers. They will explore the different Indigenous communities such as the Anishinaabe, Cree, Haudenosaunee, Mi'kmaq, Métis, and Inuit, their traditional beliefs, roles of men, women, and children, as well as aspects of their daily life including shelter, clothing, and food.

The workbook also covers the reasons for exploration, the Doctrine of Discovery, colonization, and the arrival of the first European explorers in Canada, including the significance of L'Anse aux Meadows. The workbook further explores the interactions during early contact between Indigenous communities and Europeans and examines the consequences of these interactions.

There is a variety of readings, long and short answer questions, creative writing activities, and drawing prompts included to create a varied workbook suitable for many learning styles.

To support assessment practices, Ontario curriculum expectations are clearly identified on each page. A quiz is included at the end of the workbook.

This resource includes:

• 61-page Interactions of Indigenous Peoples and Europeans prior to 1713 Workbook (B&W and Colour)
• 61-page Interactions of Indigenous Peoples and Europeans prior to 1713 ANSWER KEY
• TpT Easel Activity - This tool allows students to complete workbook pages digitally, with no printing necessary. New to using Easel by TpT? Check out this guide.

Table of Contents

1. Title Page
2. Table of Contents
3. K-W-L Chart
4. Canada, Before 1713
5. Indigenous Communities
6. Anishinaabe
7. Anishinaabe
8. Cree
9. Cree
10. Haudenosaunee
11. Haudenosaunee
12. Haudenosaunee
13. Mi'kmaq
14. Mi'kmaq
15. Métis
16. Métis
17. Inuit
18. Inuit
19. Indigenous Communities Prior to 1713
20. Indigenous Communities Prior to 1713: Roles of Men, Women, and Children
21. Indigenous Communities Prior to 1713: Traditional Beliefs
22. Indigenous Communities Prior to 1713: Shelter
23. Indigenous Communities Prior to 1713: Shelter
24. Indigenous Communities Prior to 1713: Clothing
25. Indigenous Communities Prior to 1713: Food
26. Indigenous Communities Prior to 1713: Knowledge Check
27. Comparing Communities
28. Comparing Communities
29. Early Interactions: Timeline Prior to 1713
30. Early Interactions: Timeline Prior to 1713
31. Why Explore?
32. The Doctrine of Discovery
33. What is Colonization?
34. First European Explorers in Canada
35. First European Explorers in Canada
36. L’Anse aux Meadows
37. Case Study: Cedar Tea
38. Case Study: Cedar Tea
39. The Fur Trade
40. The Fur Trade: Coureurs de bois
41. The Fur Trade: Coureurs de bois
42. The Fur Trade: The Hudson’s Bay Company
43. New France
44. New France: Quebec City
45. New France: Seigneurial System
46. New France: Seigneurial System
47. New France: Missionaries
48. Interactions During Early Contact
49. Consequences of Early Contact
50. Consequences of Early Contact
51. Past and Present
52. Vocabulary
53. Vocabulary
54. Vocabulary
55. Early Interactions Quiz
56. Early Interactions Quiz

57 - 61. Early Interactions Discussion Cards

* Important note: We strive to keep all resource content updated, accurate, sensitive, and in line with our goal of reconciliation through respect and recognition of Indigenous rights. Please connect with your local school board’s Indigenous Education consultant prior to using this resource to ensure it is appropriate for your students and school community.

Available in French: Les interactions avant 1713 (Grade 5 FRENCH Social Studies)

Grade 5 Ontario Curriculum Expectations

A1. Application: analyse some key short- and long-term consequences of interactions among Indigenous peoples, among Europeans, and between Indigenous and European people prior to 1713 in what would eventually become Canada

 A2. Inquiry: use the social studies inquiry process to investigate aspects of the interactions among Indigenous peoples, among Europeans, and between Indigenous and European people prior to 1713 in what would eventually become Canada, from the perspectives of the various groups involved 

 A3. Understanding Context: describe significant features of and interactions among Indigenous peoples, among Europeans, and between Indigenous and European people prior to 1713 in what would eventually become Canada

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