| Specific Outcome 7.1.4.1 |
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How did the First Nations, French, British and Métis peoples interact with each other as participants in the fur trade? (TCC, ER, LPP) |
| Specific Outcome 7.1.4.2 |
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How did the fur trade contribute to the foundations of the economy in North America? (ER, LPP, TCC) |
| Specific Outcome 7.1.4.3 |
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How was Britain's interest in the fur trade different from that of New France? (TCC, ER, GC) |
| Specific Outcome 7.1.4.4 |
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How was economic development in New France impacted by the changing policies of the French Royal Government? (PADM, ER, GC, TCC) |
| Specific Outcome 7.1.4.5 |
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What was the role of mercantilism before and after the 1763 Treaty of Paris? (ER, TCC) |
| Specific Outcome 7.S.1.2 |
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Students will evaluate, critically, ideas, information and positions from multiple perspectives |
| Specific Outcome 7.S.1.4 |
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Students will re-evaluate personal opinions to broaden understanding of a topic or an issue |
| Specific Outcome 7.S.1.5 |
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Students will generate creative ideas and strategies in individual and group activities |
| Specific Outcome 7.S.2.1 |
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Students will analyze historical issues to form or support an opinion |
| Specific Outcome 7.S.2.3 |
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Students will explain the historical contexts of key events of a given time period |
| Specific Outcome 7.S.2.4 |
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Students will distinguish cause, effect, sequence and correlation in historical events, including the long- and short-term causal relations of events |
| Specific Outcome 7.S.2.5 |
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Students will create a simulation or a model, using technology that permits the making of inferences |
| Specific Outcome 7.S.4.2 |
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Students will propose and apply new ideas and strategies, supported with facts and reasons, to contribute to problem solving and decision making |
| Specific Outcome 7.S.8.1 |
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Students will communicate information in a clear, persuasive and engaging manner, through written and oral means |
| Specific Outcome 7.S.8.5 |
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Students will offer reasoned comments related to a topic of discussion |
