Home - The Human Side of Lake Saint-Pierre
Virtual Museum of Canada

Teacher's Toolkit

Student Notebook

Student Notebook


Team No.:

1- Visit the virtual exhibit THE HUMAN SIDE OF LAKE SAINT-PIERRE to learn about the various human activities practised in the Lake Saint-Pierre region.

2- Select a type of activity practised in the Lake Saint-Pierre region.

3- Identify and assess two consequences of that human activity on the environment.

4- Share your team's observations in class.

5- Draw up an overview of human activities in the region.

6- Draw conclusions.

7- As a group, present the various activities practised in the region, with a focus on sustainable development.

- - -


With its strategic location and abundant natural resources, this vast region has played a major role in Canadian history for over 500 years. This region was frequented by the St. Lawrence Iroquoians (16th century) and the Abenaki (18th century). It was visited by the explorers Cartier (1535) and Champlain (1603-1609-1610). Laviolette founded the city of Trois-Rivières in 1634; Fort Richelieu was built in 1642, and the Seigneury of Pierre de Saurel was established in 1672. Loyalists and Germans settled in Sorel during the American War of Independence (1775-1781). Lake Saint-Pierre became an important centre of industry in the 20th century, and remains so today.

The region has always been very attractive for human settlement because of the ease of transport provided by its ready access to major waterways; its rich soil, ideal for agriculture; and its abundant fish and wildlife. However, people who settled along the banks of Lake Saint-Pierre had to find ways to deal with spring floods. They also developed particular hunting, fishing and agricultural methods. The local lifestyle, with its adaptations to the environment, has inspired many writers.


  1. In teams, explore the virtual exhibit The Human Side of Lake Saint-Pierre to discover the activities practised in the Lake Saint-Pierre region throughout history.
  2. Select one activity you have learned about.
  3. Compare this activity as it was practised in the past and the present; note what has changed, and what has stayed the same.
  4. Share your team's observations with the class by entering them in the timeline.
  5. As a class, try to imagine how these activities are likely to change in the future.




Top of page