The Victoria Community Development Corporation

BAY DE VERDE HERITAGE HOUSE LEARNING RESOURCES
OBJECTIVES

- compare life in grandparent's days to life today
- conduct an interview
- prepare and deliver an oral report
- reading for information

1. INTRODUCTION

Have students list five (5) appliances found in kitchen and the function of each machine (what does it do). When completed allow time for sharing.
Extend the discussion by asking: When your grandparents were about your age, would they have used the same machines?
Next, have students brainstorm how their grandparents would have completed the same tasks they listed for their appliances.

2. READING FOR INFORMATION

Arrange students in small groups, or have them work individually. Instruct students to read pages 110-111 in The Atlantic Edge. Direct them to locate specific information that tells how the kitchen was used and why it was the most important room in the house. Have them record their findings in jot-note form in Column 1 of the activity sheet.
When completed, allow time for sharing responses.

3. BRAINSTORMING

For each item listed in Column 1 of the activity sheet, students brainstorm and record how they do each of the activities. Allow time for sharing responses.

4. HOME ACTIVITY

Assign each student to interview a grandparent or other elderly person as to what life was like in the past. Each student should prepare a short oral report for presentation to class.

5. CLASS MUSEUM

Have students bring to class an item or items from their grandparents' time. Each student should briefly explain the use of the item, etc. to the class. Display the items in the classroom with suitable annotations. Students may write the annotation for the objects they bring.

6. FIELD TRIP

Visit the Bay de Verde Heritage House to find our more about what life was like in the past.

--------------------------------------------------------------------------------

ACTIVITY SHEET - THE KITCHEN

Why the kitchen was important in grandparents' days?
How we do the same thing today?

History

Objective/Activity Focus:

- Students will have an understanding of how Bay de Verde became a settled fishing community?
- who were the first settlers?
- why these migratory fishermen came to the area, and why they stayed?

Method: Follow lesson plan and display overheads as instructed.

Materials: Lesson plan, overheads and overhead projector.

Introduction:

As one of the earliest settled sites in North America, the town of Bay de Verde got its name from the Portuguese which translates as "Green Bay". After the defeat of the Spanish Armada in 1588, Bay de Verde came into the hands of English migratory fishermen. The Spanish and Portuguese were then excluded from the Newfoundland fishery.

In the course of time many ships and their crew members were lost in the waters around Bay de Verde. (Display overhead; Shipwrecks near Baccalieu Island). However, from the early 1500s to the present day, Bay de Verde has been and continues to be a thriving fishing community. The first recorded year round inhabitant was Isaac Dethick, who was forced to leave Placentia when the French attacked that harbour in 1662.

One of the first extended families to settle in Newfoundland were the Taverners, who fished out of Bay de Verde as migratory fishermen from the early 1600s. After years of returning to Poole, England at the end of each fishing season, they settled in Bay de Verde in the 1670s. According to Capt. John Berry's fisheries census of 1675, there were four families of Taverners among 11 resident families. Bay de Verde was raided and burned twice by French forced. In 1697, when the French was led by D'Iberville, there were 14 houses and 90 inhabitants. After this raid William and Jacob Taverner moved to Trinity with their families and fishing servants. The French attacked again in 1705, under Placentia Governor Subercase.

In 1708, when the principal inhabitant was John Taverner, there were 30 migratory fishing ships using the harbour. Throughout the 1700s and the early 1800s Bay de Verde continued to be frequented by these fishing ships carrying men and women from West Country England and South East Ireland. Many of these migratory fishermen and their families settled in Bay de Verde and are ancestors of the present-day inhabitants.

Assessment Suggestions:

1. Name one of the earliest settled sites in North America.

2. Bay de Verde is a Portuguese name. What does it mean in the English translation?

3. What two groups of fishermen were excluded from the Newfoundland fishery after 1588?

4. What is the name of one of the first excluded families to settle in Newfoundland?

5. What were migratory fishermen?

6. Why do you think Bay de Verde was raided and burned by the French in 1697?

Answer Key:

1. Bay de Verde
2. Green Bay
3. The Spanish and the Portuguese
4. Taverners
5. Migratory fishermen were those who came to Newfoundland from England and other European countries to fish during the fishing season (summer) but returned home in the fall.
6. Answers will vary. Suggestions - they wanted to drive the English out of Newfoundland.
- they wanted to have access to these great fishing waters and a safe harbour.

Extension Ideas:

1. How many ships sank near Baccalieu in the 1800s?

2. How many ships sank near Baccalieu Island in the 1900s?

3. Give the difference in number.

4. Was there a greater loss of lives in the 1800s or the 1900s?

5. Over all which ship had the greatest loss of lives, and how many?

Baccalieu Island
Description

Activity Focus

The island of Baccalieu is located three kilometers east of Bay de Verde, and is separated from the mainland by Baccalieu Tickle which contains some of the most famous fishing grounds in Newfoundland waters. The name "Baccalieu" is derived from the Portuguese word for codfish. In the 1500s this name was applied to the entire Island of Newfoundland. In 1858 a lighthouse was erected on the northern end of Baccalieu. The first keepers were James and Michael Ryan, formerly of Trinity. The Ryans and their descendants kept the light until the early 1950s. In 1995, because of its importance as a bird colony, this island was officially declared the Baccalieu Island Ecological Reserve.

Questions

1. How much distance separates the Baccalieu Island from the main land of Bay de Verde?

2. From what country did Baccalieu Island get its name?

3. The name "Baccalieu" is derived from what Portuguese word?

4. To what other place was this word applied?

5. In what year was a lighthouse erected on Baccalieu Island?

6. What were the names of the first keepers?

7. Because of its importance as a bird colony, the island was officially declared the Baccalieu Island Ecological Reserve, in what year?

8. Is the lighthouse still operational today?

Answer Key:

1. Three kilometers.
2. Portugal
3. Codfish
4. Newfoundland
5. 1858
6. James and Michael Ryan
7. 1995
8. No

Bay de Verde
"Fish Grades"

Mathematics:

Objective/Activity Focus:

Students will demonstrate a knowledge of addition, subtraction, division, multiplication and problem solving skills.

Method:

Follow lesson plan.

Materials Needed:

Lesson plan, student Activity Sheet 1.0 (2 pages), and Activity Sheet 1.1. Math manipulative if necessary.

Teacher Background:

Explain to the students that there are a number of ways to grade fish and these methods were used by fishermen and fish merchants when buying and/or selling fish. The activity sheets will provide the data for requested calculations and math operations

Introduction:

Until recent times it was not uncommon to see the best land areas in a fishing community covered with fish flakes. These structures were built to dry or "make" the summer's catch. At the merchant's store the dried fish would be culled into a bewildering variety of grades: such as, choice, prime, madeira, thirds, west indie, tomcods, etc. The making and shipping of fish was a family affair, with men, women and children working side by side.

The ‘Skipper' or owner of the boat usually had a crew of fishermen or ‘share men' who went fishing with him. These men earned a percentage of the season's catch after expenses were paid.

Assuming that the type of boat used by a particular crew was a Trap Skiff, there were usually four crew members. Using this boat the crew would normally catch 10 quintals of fish on a good day, using a cod trap of trawl line.

Mathematics
Fish Grades

Activity 1.0 (a)

After the fishing season was over, Skipper John had his account settled with the local fish merchant. Calculations were as follows.

Skipper John sold:

70 quintals of ‘choice' fish @ $1.25 per quintal
25 quintals of ‘thirds' @ $1.00 per quintal
21 quintals of ‘tomcods @ $ 0.80 per quintal

1. How many quintals did he sell in all? ___________________________.
2. How much did he receive for ‘choice' fish? ______________________.
3. How much did he receive for ‘thirds'? __________________________.
4. How much did he receive for ‘tomcods'? ________________________.
5. What was the total amount of money owing to Skipper John? ______________________.

Skipper Jim sold:

90 quintals of ‘choice' fish @ $1.25 per quintal
15 quintals of ‘prime' fish @ $1.10 per quintal
15 quintals of ‘thirds' @ $1.00 per quintal
10 quintals of ‘west indie' @ $0.70 per quintal

6. How many quintals did he sell in all? ___________________________.
7. How much did he receive for ‘choice' fish? ______________________.
8. How much did he receive for ‘prime' fish? ______________________.
9. How much did he receive for ‘thirds'? __________________________.
10. How much did he receive for ‘west indie' fish? ________________________.
11. What was the total amount of money owing to Skipper Jim? ___________________.
12. What was the difference in the amount of money Skipper Jim and Skipper John made? ______

Before the crew or ‘share men' were paid their share of the sales the fishing supplies had to be paid for. The remainder was usually made in percentages. It was a normal practice that the Skipper and his boat was paid 50% after expenses.

13. If fishing supplies cost $32.45 for Skipper John, what was the remainder? _______________.
14. How much did he and his boat receive if he received 50% of this remainder? _____________.
15. If Skipper John had four ‘share men', and each man received an equal share, how much did each man receive? __________________.
16. If fishing supplies cost $36.25 for Skipper Jim, what was the remainder?_______________.
17. If Jim and his boat were paid 50% of the remainder, how much did he receive? __________.

Mathematics
Fish Grades

Activity 1.0 (b)

After fishing season was over, Skipper Blundon had his account settled with the local fish merchant. Calculations were as follows:

Skipper Blundon sold:

270 quintals of ‘choice' fish @ $ 1.25 per quintel
215 quintals of ‘thirds' @ $ 1.00 per quintal
190 quintals of ‘tomcods' @ $ 0.80 per quintal

1. How many quintals did he sell in all? ___________________.
2. How much did he receive for ‘choice' fish? _______________.
3. How much did he receive for ‘thirds'? ___________________.
4. How much did he receive for ‘tomcods'? _________________.
5. What was the total amount of money owing to Skipper Blundon? _______________.

Skipper Walsh sold:

190 quintals of ‘choice' fish @ $ 1.25 per quintal
226 quintal of ‘prime' fish @ $ 1.10 per quintal
157 quintals of ‘thirds' @ $ 1.00 per quintal
273 quintals of ‘west indie' @ $ 0.70 per quintal

6. How many quintals did he sell in all? ________________.
7. How much did he receive for ‘choice' fish? _____________.
8. How much did he receive for ‘prime' fish? ______________.
9. How much did he receive for ‘thirds'? _________________.
10. How much did he receive for ‘west indie' fish? __________.
11. What was the total amount of money owing to Skipper Walsh? ______________.
12. What was the difference in the amount of money Skipper Walsh and Skipper Blundon made? ________________.

Before the crew or ‘share men' were paid their share of the sales the fishing supplies had to be paid for. The remainder was usually made in percentages. It was a normal practice that the Skipper and his boat was paid 50% after expenses.

13. If fishing supplies cost $132.45 for Skipper Blundon, what was the remainder?_________.
14. How much did he and his boat receive if he received 50% of this remainder? ___________.
15. Is Skipper Blundon had four ‘share men', and each man received an equal share, how much did each man receive? ________________.
16. If fishing supplies cost $136.25 for Skipper Walsh, what was the remainder? ____________.
17. If Walsh and his boat were paid 50% of the remainder, how much did he receive? _________.

Mathematics Fish Grades

Answer Key:

Activity 1:0 (a)

1. 116
2. $ 87.50
3. $ 25.00
4. $ 16.80
5. $ 128.80
6. 130
7. $ 112.50
8. $ 16.50
9. $ 15.00
10. $ 7.00
11. $151.00
12. $ 22.20
13. $ 96.35
14. $ 48.18
15. $ 12.04
16. $ 114.75
17. $ 57.38
18. $ 11.48

 

Activity 1.0 (b)

1. 675
2. $ 337.50
3. $ 215.00
4. $ 152.00
5. $ 704.50
6. 846
7. $ 237.50.
8. $ 248.60
9. $ 157.00
10. $ 191.10
11. $ 834.20
12.$ 129.70
13. $ 572.05
14. $ 286.03
15. $ 71.51
16. $ 697.95
17. $ 348.96
18. $ 69.80