(a) |
Identify the traditional locations of the various First Nations tribes and language groupings in Saskatchewan prior to European contact. |
(b) |
Detail the ways in which First Nations peoples supported the survival of early European newcomers to Saskatchewan. |
(c) |
Trace and represent the history of European immigration to Saskatchewan including those who came for economic reasons (explorers, fur traders, homestead farmers) and religious reasons (Mennonites, Hutterites, Doukhobours). |
(d) |
Articulate reasons why European immigrants left their homelands and settled in Saskatchewan, with particular emphasis upon the local community and/or the individual student families. |
(e) |
Represent through speaking, writing, drama, multimedia, or other form, the challenges faced, both historically and in the current era, by First Nations people, Métis people, and immigrants to Saskatchewan. |
(f) |
Identify strategies by which diverse cultural communities in Saskatchewan learned to work together for the common good (e.g., agricultural fairs, service organizations, community celebrations, arts groups, barn raising, construction of community facilities). |
(g) |
Compare immigration patterns in Saskatchewan in the 19th and early 20th centuries to immigration patterns in the current era. |
(h) |
Identify the significance of historic buildings and places associated with cultural diversity in the community and province. |
(i) |
Investigate the role of archaeology in understanding the origins of Saskatchewan communities. |
The young boy rows to a nearby island and hunts hare for the celebration. While at the island, a storm begins and a canoe carrying a gentleman from the North West Company is caught on the lake. The boy helps the canoe land and takes the gentleman to town in his canoe, earning the voyageur's red sash.
The book includes brief background information on Fort William and a glossary.