# Ways of Life in Canada: Stories and Changes *30 minutes, 3 stages* Learning about how people lived in different times and places in Canada helps you understand how the country grew. Many different groups of people shaped Canada. They had different needs, beliefs, and skills ([Topic](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/47656)). When you learn about explorers, settlers, traders, and First Nations peoples, you see that Canada's history has many stories, not just one. ([Details](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/47670)). ## Stage 1: Explore a Settlement (8 min) Pick one of these early Canadian settlements. Write three sentences about what daily life might have been like there. Use the details given. **Port-Royal (1605)** was a French settlement in what is now Nova Scotia. Colonists farmed, fished, and traded furs with Mi'kmaq people nearby. **Quebec City (1608)** was founded by Samuel de Champlain on the St. Lawrence River. The settlement became a centre for the fur trade. Trappers, traders, and First Nations allies worked together there. **A fur trading post** was built by the Hudson's Bay Company or North West Company in the north and west. Hunters, trappers, interpreters, voyageurs, and clerks all worked there. They exchanged furs for goods from Europe. Write your three sentences below. Include at least one detail about who lived or worked there and what they did. Your settlement: _______________ Your sentences: 1. _______________________________________________ 2. _______________________________________________ 3. _______________________________________________ ## Stage 2: Match People to Roles (10 min) In the fur trade and early settlements, different people had different jobs. Draw a line to match each person or group to what they did. ([Details](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/47683)). | Person or Group | What They Did | |---|---| | Coureurs des bois and voyageurs | Acted as go-betweens, connecting European traders to their communities | | First Nations and Métis hunters and trappers | Shipped furs from North America to Europe; shipped goods back | | Interpreters and guides | Caught and prepared furs for trade | | European traders and merchants | Helped Europeans understand First Nations languages and lands | | First Nations and Métis women | Paddled canoes, carried goods, and worked at trading posts | ## Stage 3: Think About Change (12 min) Colonists came to Canada for different reasons. Read the list, then answer the questions below. ([Details](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/47670)). Reasons colonists came: - Access to farmland - Business opportunities - Religious freedom - Better quality of life - Adventure **Question 1:** Which reason do you think was most important for someone starting a farm in Quebec City? Why? Answer: _______________________________________________ **Question 2:** Which reason might have been most important for a fur trader working at a remote trading post? Why? Answer: _______________________________________________ **Question 3:** How do you think the arrival of so many colonists changed the land and the First Nations people who already lived here? Answer: _______________________________________________ ## Self-check Ask yourself these three questions to see if you understood the assignment. 1. Can you name at least one early settlement in Canada and describe one thing people did there? 2. Can you explain why the fur trade brought different groups of people together? 3. Can you give one reason why colonists came to Canada and say why that reason mattered to them? If you answered yes to all three, you have completed the homework successfully. --- *AILI student homework · language en · model claude-haiku-4-5-20251001 · generated 2026-09-17 · id 569eb084-df8b-4694-950a-81811762cc1b* ### Sources - node:n1: **Time and Place:** Exploring the dynamic relationships between people, place, and time supports understanding of perspe (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/47656) - node:n2: How did Canada become a country? (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/47657) - node:n3: Students investigate changes in Canada's political boundaries. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/47658) - node:n4: Details (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/47660) - node:n5: How did colonies influence the formation of Canada? (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/47667) - node:n6: Students examine significant historical events that contributed to the formation of the country of Canada. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/47668) - node:n7: Details (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/47670) - node:n8: **Systems:** Evaluating processes and structures of organizations builds understanding of decision making in the world. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/47673) - node:n9: How is the government of Canada organized? (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/47674) - node:n10: Students investigate historical influences on the federal government in Canada. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/47675) - node:n11: Details (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/47677) - node:n12: How did economic opportunities influence the establishment of Canada? (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/47680) - node:n13: Students examine the role of the fur trade in the development of Canada. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/47681) - node:n14: Details (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/47683) - node:n15: **Time and Place:** Exploring the dynamic relationships between people, place, and time supports understanding of perspe (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/47694) - node:n16: In what ways might the ancient world have relevance today? (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/47695) - node:n17: Students examine ancient civilizations. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/47696) - node:n18: Details (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/47698) - node:n19: **Systems:** Evaluating processes and structures of organizations builds understanding of decision making in the world. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/47735) - node:n20: How are the principles of democracy part of governments in Canada? (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/47736) - node:n21: Students analyze democracy in Canada. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/47737) - node:n22: Details (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/47739)