Camp Kawartha

Day in the life of a Voyageur

voyageur canoeNow here is a creative approach to historical education! In this all-day program, students “live” the life of a voyageur by donning simple costumes, eating authentic food and paddling a 26’ Voyageur Canoe under the guidance of an historical persona. In the winter, students experience the thrill of being part of a student powered dog team. Students sing French Canadian songs, listen to stories and participate in an unforgettable adventure from Canada’s past.

Season Availability: Fall, Winter, Spring

Feel free to contact us about modifying any of our outdoor education programs to suit older or younger students.

Grade 5 : Social Studies Curriculum Links

Heritage and Identity: First Nations and Europeans in New France and Early Canada

Overall Expectations
A1.   Application: analyse some key short- and long-term consequences of interactions among and between First Nations and European explorers and settlers in New France prior to 1713
A3.   Understanding Context: describe significant features of and interactions between some of the main communities in Canada prior to 1713, with a particular focus on First Nations and New France

Specific Expectations
A1.1   describe some of the positive and negative consequences of contact between First Nations and Europeans in New France, and analyse their significance
A1.2   analyse aspects of early contact between First Nations and Europeans in New France to determine the ways in which different parties benefited
A1.3   explain some of the ways in which interactions between and among First Nations and Europeans in New France are connected to issues in present-day Canada
A2.1   formulate questions to guide investigations into aspects of the interactions among and between First Nations and Europeans in Canada prior to 1713, from the perspectives of the various groups involved
A2.3   analyse and construct maps as part of their investigations into interactions among and between First Nations and Europeans
A2.5   evaluate evidence and draw conclusions about aspects of the interactions between and among First Nations and Europeans during this period, highlighting the perspectives of the different groups involved
A2.6   communicate the results of their inquiries, using appropriate vocabulary
A3.2   describe some significant interactions among First Nations before contact with Europeans
A3.3   describe the main motives for Europeans’ exploration in early Canada and for the establishment of permanent settlements

Grade 6 : Social Studies Curriculum Links

Heritage and Identity: Communities in Canada, Past and Present

Overall Expectations
A1.   Application: assess contributions to Canadian identity made by various groups and by various features of Canadian communities and regions
A3.   Understanding Context: demonstrate an understanding of significant experiences of, and major changes and aspects of life in, various historical and contemporary communities in Canada

Specific Expectations
A1.2   evaluate some of the contributions that various ethnic and/or religious groups have made to Canadian identity
A2.1   formulate questions to guide investigations into different perspectives on the historical and/or contemporary experience of two or more distinct communities in Canada
A2.5   evaluate evidence and draw conclusions about perspectives on the historical and/or contemporary experience of two or more distinct communities in Canada
A2.6   communicate the results of their inquiries, using appropriate vocabulary
A3.1   identify the main reasons why different peoples came to Canada
A3.2   describe some key economic, political, cultural, and social aspects of life in settler communities in Canada, and identify significant ways in which settlers’ places of origin influenced their ways of life in Canada
A3.3   identify various types of communities that have contributed to the development of Canada
A3.5   describe interactions between communities in Canada, including between newcomers and groups that were already in the country
A3.6   identify key differences, including social, cultural, and/or economic differences, between two or more historical and/or contemporary communities in Canada

Grade 12 : Canada: History, Identity, and Culture

University Preparation – Canada, Origins to 1774

Overall Expectations
B1.   Setting the Context: analyse the significance, for different groups in Canada, of various social/cultural, economic, and political practices and developments prior to 1774
B2.   Interactions and Interdependence: analyse activities of and interactions between various groups in Canada prior to 1774 and how these groups and their interactions contributed to the development of Canada, including the development of identity in Canada
B3.   Diversity and Citizenship: assess the impact of various individuals, groups, and colonial policies prior to 1774 on the development of identity, citizenship, and heritage in Canada