Multiple Perspectives: Newspaper Stories and Editorials

In this lesson, students will research the fur trade and colonization as a result of the fur trade and write a newspaper and an editorial on the topic from one of three different perspectives.

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Subject/Ages
Social Studies (History), Ages 10 to 13

Overview
The first portion of the activity involves an introduction/review of writing for newspapers.

The second portion involves a small-group discussion of the advantages and disadvantages of European colonization from the perspectives of different groups.

The third portion involves writing an article about colonization and three editorials about the subject.

Note that there are two printable versions. The Rich Text Format (RTF) can be altered to suit your classroom needs.

Outcomes (WCP, APEF); Expectations (ON); Objectives (QC)

Social Studies Outcomes
By the end of these activities, students should be able to:

• Identify some of the consequences of Aboriginal and European interaction
  
• Analyze, classify, and interpret information
  

Language Arts Outcomes

(R) Reading:

• Read non-fiction materials for a variety of purposes
  

(W) Writing

• Produce pieces of writing using a variety of forms (e.g. newspaper articles), techniques and resources appropriate to form and purpose
  
• Communicate ideas and information for a variety of purposes and to specific audiences

(O/V) Oral and Visual Communication

• Express and respond to a range of ideas and opinions concisely, clearly, and appropriately
  
• Contribute and work constructively in groups
  

These Language Arts Outcomes correspond to:

WCP GO - R: 3.2; (W): 2.3; O/V: 5.2, 5.1
Quebec objectives - 2 (Reading); 1 (Writing); 2, 1 (Oral)
APEF CGO - R: 4; (W): 9; O/V: 1, 2.1

Materials/Resources Required

• Computers with access to the Internet
  
• Student Handout
  
• Assessment Criteria Sheet

Links
Early Canadiana Online: Exploration, the Fur Trade and Hudson's Bay Company
URL: http://www.canadiana.org/hbc/

Hudson's Bay Company History Page
URL: http://www.hbc.com/hbc/e_hi/default.htm (English)
URL: http://www.hbc.com/hbcf/f_hi/default.htm (français)

The National Library of Canada: Pathfinders and Passageways
URL: http://www.nlc-bnc.ca/explorers

The Virtual Museum of New France
URL: http://www.civilization.ca/vmnf/explor/explcd_e.html
Musée Virtuel de la Nouvelle-France
URL: http://www.civilization.ca/vmnf/explor/explor_f.html

Previous Knowledge
Students will need:

• Knowledge of basic writing style and language conventions appropriate to grade level.
  
• Some basic knowledge of Canadian history
  
• Some basic knowledge of Canadian history an understanding of
• Web navigation symbols, tools and terminology, particularly the tools used in Exploration, the Fur Trade and Hudson's Bay Company site.

Lesson Opener

• Read the class a common fairy tale or story, such as The Three Little Pigs or Little Red Riding Hood.
  
• Before class, prepare a newspaper account of the story as well as editorials from the perspectives of the different characters.
  
• Discussion can center on how perspective can influence interpretation of facts and opinions.

Procedure

Large Group Work
Review or introduce types of newspaper writing and the differences between editorials and newspaper stories and the differences between fact and opinion. Newspaper stories need to include:

• Who
  
• What
  
• Where
  
• When
  
• How
  

Next, introduce the topic of colonization.

• What is colonization?
  
• How might life change for all those affected by colonization?
  

Small Group Work
Different groups brainstorm and list the advantages and disadvantages of colonization in chart form according to:

• First Nations and Inuit
  
• Colonists
  
• The mother country
  

Results of the brainstorm are presented to the class.

Small Group or Individual Work
Students write a newspaper article reporting on colonization in North America as a result of the fur trade. Then they write an editorial discussing colonization from one of the three different perspectives.

Student work should be displayed in a manner suiting class resources. Some suggestions:

• Divide editorials into groups, and use extracts as banners within these groupings.
  
• Use pictures or artistic creations depicting the effects of colonization on different groups to illustrate.

Summary
Key questions:

• What are the differences between articles and editorials?
  
• How can one distinguish between fact and opinion while reading?
  
• How can perspective influence the recording of history and what we interpret as "fact"?

Evaluation
See the Assessment Sheet. Educators may also wish to use student-developed rubrics.

Homework/Extension
Students could create an artistic representation of the effect of colonization on different groups.