History of New France for Intermediate Teachersdeanvportfolio.weebly.com/uploads/3/0/7/6/30761239/... · Web viewHistory of New France for Intermediate Teachers Intermediate Teaching

Developed for the Ontario Curriculum

12/5/2009

Grade 7History of New France for Intermediate Teachers

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ONTARIO CURRICULUM History of New France

Intermediate Teaching ResourceTeaching history in the intermediate grades can be an enormous challenge. For most students, history concepts seem to have little relevance because historical concepts can be abstract and contextually complex. In the intermediate grades few students can learn concepts abstractly given their intellectual development. Moreover, history content does not always allow teachers the ability to approach the subject matter concretely.

In addition, due to the changes in the education system, teachers of history in Ontario in the Intermediate grades are usually from a non-historical background. Therefore, many teachers lack the confidence and background to teach students. This lack of expertise makes developing effective lessons difficult. This is coupled with the enormous work load teachers face on a daily basis. In some instances, classroom teachers are developing 4 to 6 lessons a day.

Another challenge faced by teachers is the availability of resources. For students, Canadian textbooks used in the Intermediate classrooms are content heavy and require greater than average reading skills. Instead of being able to focus on the content, students can become overwhelmed by the reading. As a result, key concepts are lost. In addition to this, the learning materials and teaching activities that support textbooks have little relevance in today’s classrooms.

This resource attempts to focus on the key elements of content that are linked to the curriculum in Ontario. The unit and lessons attempt to be structured, integrated, and content specific. This resource also utilizes a cross-curricular approach to learn history. It focuses on current learning strategies utilized by teachers in today’s classrooms. This includes using shared reading strategies and specific reading skills as a vehicle to teach history content. It also uses aspects of differentiated instruction and co-operative learning strategies to facilitate learning.

In the end, this resource offers teachers an alternative resource to history textbooks and their subsequent teaching guides and lessons. This resource can act as a main resource in a straight grade, can be used in split grades because much of it can be self directed, and can even be used for students with learning disabilities. Keep in mind that this, like any resource, is not the be all to end all and can be used to support or used in conjunction with any other lessons, strategies, and resources you might deem appropriate.

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©Canhistory.net 2009. Permission is granted to photocopy any of the pages for classroom use only. At no time should resources be copied from teacher to teacher of displayed on any other site other than that of Canhistory.net.

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History of New France

Vocabulary and Concept Study: Below is a list of terms and concepts that will be covered and assessed.

Jean Talon seigneurial system intendant

habitant courier de bois Samuel de Champlain

fur trade the Quebec Act Proclamation of 1763

The King’s Daughters Louisburg the Acadian

mercantilism colonization colony

alliance census Sovereign Council

absolute monarchy l’habitation colonization

mercanitilism seigneur treaty

Acadians James Wolfe Marquis de Montcalm

Oath of allegiance Seven Years War Treaty of Utrecht

Articles of Capitulation Battle of the Plains of Abraham nomadic

Iroquois Algonquin matriarchal

longhouse shaman Bishop

capitulate

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Assessment Plan1. Quiz #1 20%

2. Quiz #2 20%

3. History Final Quiz 20%

4. Independent Assignment (Jean Talon Report) 20%

5. Participation 10%

6. History Assignments/Work 10%

Teachers Notes:The assessments for the unit are included in the black line masters. You can modify the percentages of

each assessment if you like. A copy can be given to the students the first day so they are clear on

their assessment. A suggestion is to put it on your website or send it home to be signed by a parent.

Also, it can be put in their binders and they can track their results as they finish each assessment.

For class participation, each class you can give a student a class list and every time a student gives an

answer, asks a question or contributes to the class, they are given a check beside their name and then

they are calculated at the end of the term. You can give the students an assessment rubric for class

participation.

Most lessons begin with a vocabulary activity or pre-lesson discussion, followed by a content study

through reading and discussion questions that attempts to draw out the necessary information, and

then a reading activity that is great towards a specific reading strategy. (i.e. Cause and Effect, cloze

activity, comprehension questions, fact and opinion, etc) In addition, some units have an extension

activity that can be done with the students and assessed if you choose.

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History Unit FrameworkTopic Focus Student WorkIntroduction to Unit on History of New France

-Understanding the content and framework of the unit, -understanding assessment.

-Vocabulary Study.-Assessment Outline.-KWL chart on Canadian History

Native Peoples -analyse, synthesize, and evaluate historical information- explain why people came to live in New France (e.g., for land, for military reasons, for the fur trade, for religious reasons) and describe the impact of European immigration on First Nation settlements;

-Student Worksheet (cloze activity)-Picture analysis-Analysis of Plains Indians-Coin design

The Fur Trade -Identify the role of the courier de bois in the fur trade.-Understand the importance of the fur trade in the development of Canada.-Understand why people came to live in New France.

-Birch Bark study and courier de bois-Crossword activity-Discussion

Problems in New France/Jean Talon Assignment

-identify the impact the fur trade had on the development of Canada-understand why people came to New France

-questions on table-Jean Talon Assignment

Jean Talon -understand why people came to live in New France-analyse, synthesize, and evaluate historical information from different points of view-communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and reports, drawings, tables, charts, and graphs

-Vocabulary Study-Comparison Study-Comprehension Activity

Short Essay Question Writing -understand the format to develop an essay answer in writing.

-understanding the 5 W’s-writing point form about Jean Talon-writing essay question-evaluate using rubric with partner

Quiz #1 -Give students define and state the significance concepts before the test so they can prepare.

Early Settlement and Samuel de Champlain

-understand why people came to live in New France-identify key characteristics of economic, political, and social life in New France

-Vocabulary Activity.-Fact and Opinion Worksheet

Life in New France -demonstrate an understanding of life in New France.- identify key characteristics of economic, political, and social life in New France

-Pre-lesson Activity.-Post-lesson Activity. Cloze Activity

The Catholic Church in New France -understanding the role the Catholic Church played in the development of New France.- identify key characteristics of

-Pre-vocabulary activity.-Discussion questions.-Shared Reading on Marie Guyart-Day 1 (vocab/synonyms)

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economic, political, and social life in New France

Day 2Day 3 (writing activity)

The Government in New France -identify key characteristics of political life in New France.

-Vocabulary Activity.-Graphic Organizer.-Reading Activity. True and False.

Quiz #2 -|Define and state the significance questions given before test.

War and Conflict in New France -understand the conflicts between France and England-understand the impact these conflicts had on New France identify and explain examples of conflict and cooperation between the French and First Nation peoples and between the French and English

-Discussion-Cause and Effect Reading

Control of New France -identify and explain examples of conflict and cooperation between the French and First Nation peoples (e.g., with respect to the fur trade, religion and culture, military alliances/conflicts), and between the French and English fur traders -outline the background and causes of key events of the period and describe their effects.

-Pre-lesson partner activity on Treaty and Concessions-Cause and Effect-Fill in the Blanks

Deportation of the Acadians -understand the causes of the deportation of the Acadians-analyse, synthesize, and evaluate historical information from different points of view- analyse and describe conflicting points of view about a historical event (e.g., the expulsion of the Acadians), giving examples of fact and opinion;

-Pre-lesson discussion on Acadia-DeBono’s Six Hats-Comprehension Questions

The Battle of the Plains of Abraham -identify and explain examples of conflict and cooperation-understand the importance of the battle of Plains of Abraham-understand the reasons for the French loss at the battle

-Pre-lesson Activity – Making Inferences-Fact and Opinion Sheet-Making Inferences

Seven Years War and the Articles of Capitulation

-identify and explain examples of conflict and cooperation-understand the impact of the Seven Years War and British North America-identify the causes of the Seven Years War

-Making Predictions-Reading, sequencing events-Cloze Activity-Word Sort

History Review -review history concepts for the test - Jeopardy game- crossword for vocabulary- end of the year feast and people study

Final Quiz -Final Quiz

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Native People in North America

AlgonquiansThe Algonquians were ________________________ meaning they moved their village or community from place to place to where they could find food. The men hunted and _____________________. The women played an important role in society. They would gather berries, roots, and seeds. They lived in

___________________ or tents covered with birch bark or animal skin. In the summer, to travel, they used _____________________. In the winter they travelled by foot on ______________________ and

also on ________________________. There social structure was _____________________ meaning the men were leaders and head of their families. They believed in spirits and the forces of nature. They would have a _________________________ or medicine man. It was believed this person could expel evil spirits and had power over the ________________________ of nature.

fished Shaman forces nomadic wigwams

patriarchal toboggans canoes snowshoes

IroquoisThe Iroquois called themselves ____________________________________ meaning the people of the longhouses. The lived in and around the Great Lakes and the St. Lawrence Lowlands. Iroquois villages were usually heavily ______________________ and large. They lived in distinctive ___________________ that were covered by elm bark and could be over 200 feet in length. Different clans would live __________________________ together. The Iroquois social structure was _________________________ meaning the women owned all the property and determined kinship. After a marriage, the man would move into the women’s longhouse and become part of her _________. They were ______________________ meaning they lived permanently in a community and did not move. They would only move for safety or if the area become poor and they could not live off the land. _______________________ provided them with their food. They diet consisted of _________________, squash and beans. The _____________________ owned and tended to the fields under the supervision of the clan mother. Men usually left in the fall for the fall _______________. They would usually return in the middle of the winter. In the spring they would fish. The Iroquois were most known for their strong _________________________ system. This allowed them to endure the first 200 years of colonial history.

sedentary political matriarchal fortified

clan women corn Hadenosaunese

hunt longhouses communally agriculture

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Analyzing a Source1. What native group do you think lives here?

2. What characteristics suggest this?

3. Do you think this group is nomadic or sedentary? Why or why not?

4. Why do you think there is a fence/wall around the village?

5. Is there any evidence of European influence?

IllustrationYou have been hired as an artist to design a commemorative coin that celebrates the history of the Algonquians. Draw a picture design for the front of the coin. Use aspects of their lives that have been discussed in class and from the reading.

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Post Activity (Native Peoples)Native peoples were greatly affected by their environment. It determined all aspects of their lived; the way they eat, dress, travel, and even their homes.

Look at the two native groups studied above. Using the t-chart below, determine how the environment influenced the way each native group lived.

Algonquians Iroquois

Post Activity: The Plains Indians were another native group that lived around what is now Saskatchewan and parts of Manitoba and Alberta. The plains were flat with few forests. There was much grass for the buffalo to feed off of, so they were abundant and travelled long distances in herds. Answer the following questions about the Plains Indians to determine how they may have lived.

1. Main Food: ___________________________ 2. Clothing made out of? __________________

3. Shelter: Teepee or Longhouse_______________ 4. Nomadic or sedentary? _________________

5. Other food they may have ate from the land: _____________________________________________

6. How would the winter have affected the lives of the Plains Indians? ___________________________

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_____________________________________________________________________________________

_____________________________________________________________________________________

Samuel Champlain and L’habitation

Colonization

Colonization involves one country (the mother country like France) bringing another separate region under its control for economic purposes. Colonization was a major goal of most Kings in the 16 th century. King Louis VIV made it a priority for France to acquire new lands which would bring him greater power and prestige. Any colonies would also act as markets to buy manufactured products from France.

Spain had great success in gaining colonies in Central and South America, so France began to explore North America and attempt to set up a colony there.

Early explorers of North America found success in trading with natives. The French government granted trading monopolies to some companies that promised to invest a portion of their profits and to support missionaries. It became clear though that these companies were not interested in settling and attempting to colonize. Thus, very few settlers immigrated to New France before the French government to greater control and interested in the colony in the 1660’s.

In 1608, Samuel de Champlain attempted to try and establish a settlement in the St. Lawrence Valley, where there was a better access to the Native peoples and the fur trade.

The habitation was built like a small European fort. It served both as a living space and working space for Champlain and the settlers. On July 3, 1608, Champlain landed at the "point of Quebec" and set about fortifying the area by the erection of three main wooden buildings, each two stories tall, that he collectively called the "Habitation", with a wooden stockade and a moat 12 feet (4 m) wide surrounding them. This was the very beginning of Quebec City. In the 1620s, the Habitation at Quebec was mainly a store for the Compagnie des Marchands (Traders Company),

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http://en.wikipedia.org/wiki/Quebec_City

http://en.wikipedia.org/wiki/Stockade


Champlain lived in the wooden Fort Saint Louis newly built up the hill (south from the present-day Château Frontenac Hotel), near the only two houses built by the two settler families (the ones of Louis Hébert and Guillaume Couillard, his son-in-law).

Discussion1. Look at the diagram of the l’habitation, what do you notice about the first settlement in New France?2. What problems do you think the first settlements might have encountered in New France?3. What do you think life was like living in New France in the early 1600s?

Samuel de ChamplainSamuel de Champlain (1567-1635) was a French explorer and navigator who mapped much of north eastern North America and started a settlement in Quebec. Champlain also discovered the lake named for him (Lake Champlain, on the border of northern New York state and Vermont, named in 1609) and was important in establishing and administering the French colonies in the New World.

In 1603, Champlain sailed to France on Francois Grave Du Pont's expedition. They sailed up the St. Lawrence River and the Saguenay River; they also explored the Gaspe Peninsula. He returned to France in 1603, and decided to search for a Northwest Passage and to settle the Gaspe Peninsula.

He returned to Canada in 1604 on Pierre de Mont's expedition. From 1604-1607, he sailed around and charted most of the coast of Nova Scotia (to the Bay of Fundy) and down the coast to Cape Cod and Martha's Vineyard (Massachusetts), and later to Rhode Island. After a short time in France, Champlain returned to Canada and helped found a colony in Port Royal, Nova Scotia (1605).

In 1608, Champlain led 32 colonists to settle Quebec in order to establish it as a fur-trading center. Here he built l’habitation the first attempt at a permanent settlement in North America. Only nine colonists survived the first bitter winter in Quebec, but more settlers arrived the following summer.

In 1609, Champlain befriended the Huron Indians and helped them fight the Iroquois (this battle led to 150 years of bitterness and hostility between the Iroquois and the French). It was during this venture that he discovered Lake Champlain. In 1613, he again sailed up the St. Lawrence, and explored the Ottawa River. Two years later, after returning from France, he retraced this route and ventured into

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L’habitation

http://en.wikipedia.org/w/index.php?title=Guillaume_Couillard&action=edit&redlink=1

http://en.wikipedia.org/wiki/Louis_H%C3%A9bert

http://en.wikipedia.org/wiki/Louis_H%C3%A9bert


what is now northern New York state and the eastern Great Lakes (Georgian Bay of Lake Huron, and Lake Ontario).

Champlain headed the Quebec settlement for years, until the English attacked and took the Fort at Quebec in July, 1629. Champlain once again returned to France. After a French-British peace treaty in 1632, Quebec was once again French, and Champlain returned as its governor (1633). He died from a stroke on Dec. 25, 1635.

Comprehension Questions1. Why is Samuel de Champlain considered the Father of New France?a) he mapped and explored some of North Americab) he established a relationship with the Iroquois and fought the Hurons.c) he was the first to establish a permanent settlement in New France.

2. In what year did Champlain lead a settlement to New France?

a) 1603b) 1608c) 1629d) 1635

3. What area did Champlain not sail around and explore;

a) Bay of Fundy around Nova Scotiab) coast of Cape Cod and Martha’s Vineyardc) South Americad) Rhode Island

4. On what city site did Champlain found L’habitation?

a) Ottawab) Quebec Cityc) Montreald) Port Royal

5. What country was at war with France and took over the settlement for a short time?

a) Britainb) Portugalc) Spaind) United States

6. What does the term befriend mean?

a) become enemiesb) become allies/friends

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7. What Indian tribe did Champlain befriend?

a) Iroquoisb) Métisc) Huronsd) Plains

8. Who were the Huron’s bitter enemies?

a) Iroquoisb) Métisc) Plains

9. Samuel de Champlain died of;

a) scurvyb) strokec) heart attackd) starvation

10. Where was the location of the first French settlement in North America?

a) Montrealb) Quebecc) Port Royal

Champlain Assignment (differentiated instruction)The province of Quebec is discussing whether or not to make Champlain’s birthday a National Holiday. Use the Raft writing technique to design something that depicts and explains Champlain’s significant contribution to the history of Canada. You get to choose the format and the role you take on.

Role - _________________________ (you choose)

Audience - Province of Quebec

Form - ____________________________ (you choose)

Topic – Explains Champlain’s contribution to the history of Canada.

Some examples;a) take on a role of an artist and design a painting, collage, to celebrate his accomplishmentsb) write a letter as a citizen to the government explaining why Champlain is important and it should be a holidayc) take on the role as a poet and write a poemd) write an informative brochure on Champlain

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Note: Remember, this assignment must have all the content needed to explain why Champlain is important. Be sure to choose something you’re interested in and a task that suits your abilities as a student.Post Activity: Below, make a point form list of Champlain’s major accomplishments. This will help you organize and begin your assignment.

The Fur Trade and New France

The discovery of North America and the beaver was an economic jackpot for France and Britain. This demand for beaver was a result of the fashion trends in Europe. Beaver hats were extremely popular in Europe. Prior to the discovery of furs in North America, fur hats and clothing in Europe had come from furs in Europe. However, the depletion of furs because of overhunting in Europe led traders to North America to trade for furs.

After hearing about the beaver in North America, the French sent an expedition to the St. Lawrence River and further inland. They met with Aboriginals who eagerly traded them for items such as iron pots, and other tools.

More expeditions followed and some of North America was mapped by different explorers.

One of the first to realize the potential of trade in North America was Samuel de Champlain. In 1603, he made his first trip to North America. He returned several years later to establish a permanent settlement. He wanted to bring many more people to settle in Canada. The King of France gave him permission to do so, but in return Champlain was told to develop the fur trade.

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It was not long before the English also saw how much money could be made in the fur trade. The competition between England and France became fierce. They both wanted to be in control of the land and its resources. The English and the French were soon sending shiploads of beaver pelts back to Europe.

Competition in the fur trade sparked fighting between First Nations tribes. The Iroquois would ambush the Huron traders who were bringing furs to Quebec. As a result of this violence, the fur trade almost came to a stop.

When the fur trade first began, First Nations and Inuit people brought the furs to the trading posts. They would arrive by canoe. The furs would be unloaded and traded for goods such as muskets, axes, knives, blankets, whisky and pots. It was not long before some of the men at the trading posts decided they would go inland and get the fur themselves. These were the people known as the coureur de bois.

The coureurs de bois learned the ways of the woods from the First Nations. They were taught how to canoe, hunt and snowshoe. Canoes were made out of birch bark the way the Natives taught them. They dressed in the same kinds of clothes and ate the same food as the First Nation peoples. A typical meal consisted of pemmican, deer meat and dried corn and peas.

The silver birch tree was the most important resource for life in the woods. It was used to build and repair canoes on the journey. Shelters were built with the branches and the bark. The bark was also good for drawing maps on and for writing messages. The bark could even be eaten if there was no other food!

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http://www.canadiana.org/hbc/stories/coureurs1_e.html



http://www.canadiana.org/hbc/hist/hist4_e.html





1. Who are the people in the picture? 2. What are they doing?3. Where are they?4. Is the person in the picture a courier de bois? Why or why not? 5. Think/Pair/Share. Underline the sentence that tells you that the courier de bois were not native. What background were they?

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Fur trade in North America

Pre-lesson Activity

The fur trade was important to the development of Canada. The fur trade brought the French and British to North America to trade furs with the Native people. The courier de bois (runner of the woods) played a vital role in the fur trade.

It has been said that birch bark was the important resource for the courier de bois in the fur trade. Look over the piece of birch bark given to you in your group. Brainstorm a list of uses for the birch park.

Crossword ActivityAfter reading the fur trade, complete the crossword on important terms and concepts from the lesson on the fur trade.

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Problems in New France

Population of New France (Table 1)Year Population Location in New France1605 44 Population of Port Royal1608 28 Population of Quebec1620 60 Population of Quebec1628 76 Population of Quebec1629 117 Population of New France1641 240 Population of New France1653 2000 Population of New France1663 2500 Population of New France1665 3215 Population of New France1667 3918 Population of New France1668 6282 Population of New France

Discussion (Making Observations)Look at the table below which traces the population growth in New France. Discuss any trends you see. Write these trends below.

Questions1. Based on the data, what was the problem with the population in New France? _________________

2. When did the population of New France start to grow? ____________________________________

3. Why do you think the population of New France grew so slowly before 1663? __________________

____________________________________________________________________________________

4. What do you think was done to make the population increase? ______________________________

_____________________________________________________________________________________

Population of New France (1665-66: Table 2)Population Sexes Married Widowed Children and

UnmarriedTotal M F M F M F M F

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3215 2034 1181 528 491 13 29 1493 661

Questions1. Who is more numerous in New France? _________________________________________________

2. Who is more likely to be widowed? ____________________________________________________

3. Why do you think there are more males/females in New France? ____________________________

_____________________________________________________________________________________

4. Many immigrants would come to New France. From the table, who was more likely to immigrate to New France? __________________________________________________________________________

_____________________________________________________________________________________

Table 3: Age groups in New France (1665-66)

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1. In the 0-10 year group. Are there more males or females born?

2. Look at the widowed totals. Who was more likely to die in this society, males, females, neither?

a. Look at the totals of the age groups. What is the largest age group at this time?

b. What does this tell you about the birth rate?

3. Look at the 11-15 and 16-20 age totals compared to the 0-10 total. What does this tell you about death rates among children?

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Look at the map.

Where was the first successful French settlement?

What part of North America was being disputed?

Who possessed most of the land in North America?

What was Rupert’s Land?

Where did the English settle first?


Jean Talon AssignmentYou have been sent to New France by King Louis XIV to New France with the job of increasing the population and settlement in New France. You are to send a report back to the King with your findings. Your report must include the following three things.

1) Introduction: Purpose of your Report2) Problems: Your findings on some of the problems that exist. (i.e. few women, few farmers, etc.)3) Graphs: You are to make 3 graphs from Table 1, 2, 3 in the reading.4) Solutions: You are to provide suggestions to King Louis on how he might address some of the problems in New France.

You have one week to complete this assignment. The above subheadings should be used in your report. Be sure to include a cover page on your report. It can be either done by hand or computer generated.

Try to be creative and realistic in your suggestions to King Louis XIV. You will be assessed based on the practically of your suggestions along with the number. You must come up with at least three suggestions and explain these fully to meet expectations.

After the assignment is completed and handed in, we will study Jean Talon and what he did to address some of the problems in New France. You will be able to compare your suggestions and what Jean Talon proposed to the King.Level 1 Level 2 Level 3 Level 4The presentation of the assignment lacks organization and creativity.

There is some creativity and organization to the report.

There is creativity and organization to the report and meets expectations.

The organization and creativity exceeds the expectations and adds to the quality of the work.

There is little content. There are few suggestions and little findings in the report.

There is some content. There are some suggestions and findings in the report.

The content, findings, and suggestions meet the expectations for this assignment.

There are more than 3 solutions. The solutions are practical and are closely related to the ideas presented by Jean Talon.

The graphing is inaccurate and inappropriate.

There are some errors with the selection of graphs and the presentation. Graphs are missing some labels and details.

There are few errors in the selection and construction of graphs. There are only a few minor missing labels or details.

There are no errors or omissions in the selection of the graphs and the presentation of graphs.

There are many errors or omissions in conventions, grammar and spelling.

There are some errors or omissions.

There are few errors or omissions.

There are no errors or omissions.

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Jean Talon and the Changing of New France

Who was Jean Talon?Jean Talon was the first intendant of New France. The intendant was the chief administrator or manager of the colony of New France for King Louis XIV. His duties included;

Informing the king on activities in the colony and ensuring harmony among the people Supervised the day to day running of the colony, law and order and matters relating to the

finance and administration in the colony.

During his term from 1665 to 1668, he conducted the first census of the population. Talon attempted to change the economic base of the colony from fur-trading to agriculture and industry, such as forestry. He found out quickly that the future of the colony depended upon increasing the population. Many immigrants were brought to New France at the government’s expense. Over 7000 French immigrants arrived in the colony between 1663 – 1670.

Talon implemented a number of forward thinking policies. He arranged for settlers to come to New France, including over 1000 women known as the filles du roi (“kings daughters”). These women, many of whom were orphans and very young, were sent to New France to marry any men in New France. He encouraged further population growth through marriage grants and baby bonuses (money given to a couple when they married and when they had children). If you had a family over 10 you would receive a bonus and be fined if you were over a certain age and not married.

Talon also tried to convert New France into an economy based on agriculture, not just the fur trade. The fur trade did not allow the population to grow, so he introduced land and settlement incentives such as free land and funding to those who would come and settle in New France. He tried to diversify and expand the economy by introducing new crops such as flax and hops. He also wanted to have New France become less dependent on France for supplies. He established industries such as shipbuilding, brewing, and shoemaking.

Although some of his policies were a drain on the finances of France, he has been credited for the successful colonization of New France. Without some of his policies, especially his immigration and economic policies, there may have never been a French population in Canada today.

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Jean Talon and his policies

Pre-lesson activity;Fill in the blanks. You have several minutes to attempt to fill in the blanks with the correct words for each definition. We will take these up when you are finished.

________________ Another name for farming.

________________ He was the manager and administrator in New France.

________________ An official account of the number of people living in a country or colony.

________________ Women who came at the King’s expense to settle and marry in New France.

________________ To gain control of an area and bring them under your control (mother country) for economic purposes.

colonization census King’s daughters (filles de roi)

agriculture intendant

Post lesson Activity (Talon’s Policies): With a partner, make a point form list of Jean Talon’s policies for changing New France. Beside the list, make a list of the policies you introduced in your report. Compare.

Talon’s Policies My Policies

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1. What is a census?a) a surveyb) a collection of data on a populationc) a test

2. The population before Jean Talon grew;

a) slowlyb) not at allc) there was a large increase of people

3. Why did the population grow slowly in New France?

a) many people died because of different diseases b) the fur trade industry did not require a population in New France, most were young males working in the fur trade.c) Native people were attacking them so people left and were afraid to immigrate.

Post lesson Activity: Connect the correct responsibilities of an intendant in New France. Three of these are correct and 3 are incorrect.

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Intendant Responsibilities in New France

Law and order in New France.

Finances in the colony.

Collecting taxes for the church.

Informing the King.

Formulated and enacted laws.

In charge of fur trade.


Answering Essay Questions

Define and state the Historical Significance

Students of history are required to analyse, synthesize, and make inferences based on reading information. In order to be a successful history student it is essential you learn to communicate effectively in writing.

To begin, students need to be able to answer short essay questions. In the assessments that will follow, you will be required to define and state the historical significance of a historical event. To answer this question, you must pull out relevant information about a topic that answer the essential questions related to who, what, where, when, why. (5 W’s) The second part to answer this question effectively is to answer the historical significance of the event. This question is essential because it answers why this event or person is studied in history as opposed to other events or people.

Harriet Tubman was a runaway slave from Maryland who became known as the "Moses of her people." Over the course of 10 years, and at great personal risk, she led hundreds of slaves to freedom along the Underground Railroad, a secret network of safe houses where runaway slaves could stay on their journey north to freedom. She later became a leader in the abolitionist movement, and during the Civil War she was a spy for the federal forces in South Carolina as well as a nurse. She is important because she was a woman he displayed great strength and rescued hundreds during slavery.

Below is a sample answer of the question, defining who Harriet Tubman was and stating her significance.

The first part of this question defines the term, event or person. When answering, give as much detail as you can on the subject. The second part is to state its historical significance. For this part, you must come up with reasons why we study this and why it is remembered as an important historical event or why this person is remembered.

Let’s PractiseDefine and state the historical significance of Jean Talon. Complete the following in point form.

Who?

What?

Where?

When?

Why?

Historical Significance

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Now we will write a sample answer in the space below. Use the following leads when answering the historical significance.

We study this because ......

This person, event is historical significant because .....

This is important because ................

You will be marked out of 4, using the following rubric. Assess your friends answer.

Level 1 Level 2 Level 3 Level 4There are few details. He/ she has not stated the significance. Person displays little understanding for the concept, person, or event.

There are some details. He/she has attempted to answer the historical significance but it is not accurate. Person understands some of the concept, person, or event.

There are most details and information. He/she has stated the historical significance.Person has demonstrated they understand most of the concept, person, or event.

Answer is historically complete and accurate. He/she has stated the historical significance. Person has displayed a thorough understanding.

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Life in New France

Seigneurial SystemThe seigneurial system was introduced to New France in 1627 by Cardinal Richelieu. Land was arranged in long strips, called seigneuries, along the banks of the St. Lawrence River. Each piece of land belonged to the lord, or seigneur. The seigneur divided the land further among his tenants, known as censiteurs or habitants, who cleared the land, built houses and other buildings, and farmed the land. The habitants paid taxes to the seigneur (the cens et rentes, or "cents and rents"), and were usually required to work for their seigneur for three days per year, often building roads (the corvée).

The seignerurial system in New France was different than in France. The seigneurs of New France were not all nobles. Seigneuries were granted to military officers, some were owned by the Catholic clergy and even by unions of local inhabitants. In 1663, half of the seigneuries of French Canada were managed by women. This situation came to be because a woman could inherit her husband's property after his death.

Discussion Questions1. Who owned the land in New France?2. Why were the seigneuries developed along the water?3. How was the seigneurial system different in New France?

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http://upload.wikimedia.org/wikipedia/commons/5/59/Seigneurial_system.svg


Pre-lesson Activity (Seigneurial System)

You have been given the task of setting up a settlement within a year by the King. There will be 125 people immigrating to New France from France.

1. What will materials will you need? Make a list.

2. What will you need to do/build?

3. Organize a settlement, like a land use map, to show how you would actually physically organize the settlement. (i.e. Would you have a church, where would it be located? How is the land going to be organized among the farmers?)

Post Lesson Activity: Fill in the Blanks

The ____________________________ System was a land division system used in New France used to allocate and divide land. It divided land into long, rectangular land plots called ___________________. The __________________________ was the manager of the seigneur. He handed out the land the tenants who were called the ________________________. They were responsible for working and clearing the land and paying a tax to the seigneur. They were also required to work for 3 days a year for the seigneuir to build roads. This was called a _______________________. Unlike in France, the seigneurs were not all ____________________. In New France even __________________________ could manage a seigneury as they could ______________________ their land from their husbands.

Post Lesson ActivityIn the space below, draw a diagram of the organization of a seigneury. Make sure you label and draw a legend for your seigneury.

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The Catholic Church in New France

The Catholic ChurchChamplain believed it was his duty to spread Christianity and the Roman Catholic religion in New France. He encouraged the Jesuits – a group of Catholic missionary priests - to come to North America to convert the Native peoples of New France. The French King and the ministers believed that if all people within in New France were Catholic it would be a stronger colony.

Discussion1. Why do you think the French wanted to convert the Native peoples living in North America?2. How would you feel if you were one of the Native people?3. Do you think it was fair? Why or why not?

In 1627, Cardinal Richelieu, a powerful church leader, declared that only Roman Catholics could emigrate from France to New France.

While the trading companies controlled New France, the main institution and major influence in the colony was the Roman Catholic Church. The church concerned itself with the religious life of the colony as well as establishing schools and hospitals. The Jesuits played a leading role in these developments.

The JesuitsThe Jesuits first arrived in New France in 1625 and were called the Black Robes by Native peoples. They established a college for the sons of settlers at Quebec in 1635, and established a hospital and convents by brining a group of nuns to New France.

The Jesuits built churches and schools for the Huron’s (natives) in Huronia between 1639 and 1649. Huronia is the name of the area where the entire nations of Huron’s lived. The Jesuit headquarters were located in the mission of St. Marie in Huronia. This mission contained a chapel, a hospital, a bakery, a carpentry shop, and blacksmith shop. They also planted crops and raised livestock at the mission.

The Jesuits had considerable influence in New France. In 1647, the leader of the Jesuits (Bishop) was one of three main members of the Superior Council which administered the colony.

The Jesuits left written records of early life in New France in the Jesuit relations, annual reports that they sent home to Paris.

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Discussion1. How did the Jesuits help with the development of New France?2. Were they powerful and influential in New France? Discuss.3. Were the Jesuit Relations a primary or secondary source? Why are they important in Canadian history?

Women of God in New France Much like the Jesuits, the Ursuline Nuns came to New France to spread the Catholic religion in North America. They first landed in Canada on August 1st, 1639. They were primarily responsible for education and care of the elderly and sick. They began with education of Aboriginal girls. They were quite successful with conversion and education, more successful than there Jesuit counterparts.

Comprehension Questions1. Looking at the photograph, who were the Ursuline Nuns working with in New France?

2. Who were the Jesuits and what was their role in New France?

3. Who did the Jesuits work with?

4. What 3 roles did the Ursuline Nuns play in New France?

5. Who was the bishop and what was his role in New France?

6. What was the Jesuit Relations and why was it important?

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Women of God (Shared Reading Activity)Commanded by a vision, Marie Guyart—better known as Marie de l’Incarnation—arrived in 1639 in what would become Quebec City. By 1642, Marie, the first Ursuline nun in New France, had established the first school and built a convent in New France.

Prior to arriving in New France, her parents arranged her marriage at seventeen to a man in whom she had no interest in. Two years later, she was a widowed young mother. She discouraged all further men, lived with her father, and earned a living as an embroiderer.

In her diary, Marie tells of a unique spiritual experience on the morning of March 25, 1620, when an irresistible force came upon her. In a moment, the eyes of her spirit were opened and all her faults and imperfections were revealed to her with “a clearness more certain than any certitude.” She saw herself immersed in Christ’s blood. After confession, she was completely changed, and committed to prayer. She studied the Gospels, meditated on the life of Christ, and practised the sacraments at her local parish church.

Marie left her father to help her sister and brother-in-law in their shipping company. They made her the company manager because of her skill for administration. At the same time she became involved in benevolent works in Tours.

Her son, Claude, had entered college at age twelve, a separation that was hear-rending for Marie. She sought the advice for her priest and waited for divine guidance. In January 1631, she asked her sister to care for her son and entered the noviciate of the Ursulines of Tours. Distraught, Claude tried to storm the convent with a band of schoolboys. During the uproar, Marie overheard him crying; “Give me back my mother, give me back my mother.” She would later say of her decision to leave her son that “no human explanation can justify such an action,” she was obeying divine commands.

Marie took her vows in 1633 as Marie de l’Incarnation. Like many other nuns, Marie had read of opportunities to create religious communities in New France in Relations des Jesuits (published in English as Jesuit Relations and Allied Documents), and she prayed fervently for the Catholic work in the colony.

She studied Indian languages under the Jesuits and she became so fluent that she wrote Algonquin, Iroquois, Montagnais, and Ouendat dictionaries and a catechism in Iroquois. She wrote prolifically, and her correspondence—over 12,000 letters—is a valuable document of Canadian history.

Discussion1. Why do you think Marie left her son?2. Why was she important for Canadian history?3. What was her contribution to New France?4. What historical documents did she leave behind?

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Shared Reading Lessons (Women of God)Day 1

Vocabulary – for the list below, find a synonym and antonym for each word. After this has been done and taken up, read through the passage.

vision catechism uproar divine

prolifically meditated embroiderer distraught

immersed

Day 2 – Read through the passage. Discuss why we can highlight and summarize information. Summarize in your own words, important accomplishments of Marie Guyart in New France. Use a highlighter to highlight first, than summarize in point form.

Day 3

1. Read through the passage one more time.

2. Activity. We will use RAFT technique of writing. Role, audience, form, topic.

Role – a nun.

Audience-King Louis

Form – letter

Topic – Take on the role of a nun; explain your own reasons for coming to New France, what you have encountered since you have been in New France, and the duties/roles that you carry out living there. This should be at least one page long. Be sure to write it in your own handwriting as they didn’t have computers back then.

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The Royal Government in New France

Discussion (Pre-activity)1. What kind of government do we have in Canada?2. What is a monarchy?3. What do you think is meant by the term absolute monarchy?4. What is wrong with an absolute monarchy as a system of government?5. Who do you think is in the photograph?6. Who is the head of the monarchy in England today? Is there an absolute monarchy in England?

The government in New France was led by King Louis XIV from his throne in France. It was the responsibility of the Governor General, who was the king’s representative, to govern the colony of New France. He was responsible for the military and external issues. He was assisted by others who made up the Sovereign Council. The Intendant was the administrator and manager of the colony. He ensured that policies were implemented and was in charge of finances in the colony. The intendant had more influence than the Governor General. The Bishop was also part of the Sovereign Council. He was responsible for the missionary efforts, as well as hospitals and schools in the colony. He was chosen by the king and confirmed by the Pope, the head of the Catholic Church. The Sovereign Council was renamed the Superior Council in 1703. The Council acted as a court of appeal in criminal and civil cases. The governor and bishop made these appointments until the King of France decided to make these appointments.

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Intendant Bishop


Government in New France

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King

Advisors in French Government in France

New France

The King was at the head of the government from his post in France.

He was an absolute monarchy meaning he had all the power and

authority for decisions and who were his advisors.

In New France, the Governor General, Intendant, and the Bishop made up the Sovereign Council with

5 councillors, a clerk, and the Attorney General. They made up

laws, enforced laws and carried out the King’s wishes.

The people of New France had little say in the government, although

they would try to influence officials. Women were not involved at all in

the government.

People in New France

Governor General

5 Councillors Clerk(Record Keeper)

Attorney General who handled legal matters


Post Lesson: Fill in the incomplete flow chart on the structure of the government in New France.

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The Royal Government

Post lesson activity: Fill in the blank with the correct person who corresponds with each job description.___________________________ This person was the head of the church in France and in charge of all the missionaries in New France. He sat on the Sovereign Council in New France.

___________________________ This person was the head of the government from his throne in France.

____________________________ This person was responsible for handling legal matters in New France.

____________________________ This position was responsible for carrying out the King’s wishes in New France. His position was largely ceremonial and was held by someone from the military.

____________________________ The duties of this position required the person to keep records on the Sovereign Council in New France.

Post lesson Activity: Complete the following true and false statements. If they are false, write the statement so it is true.

1. ___ The King was an absolute monarchy meaning he had absolute power to make decisions and appoint officials in the government.

_____________________________________________________________________________________

2. ___ The Sovereign Council was made up the governor general, the bishop, and the intendant.

_____________________________________________________________________________________

3. ___ Women were not allowed to take part in the government in New France.

_____________________________________________________________________________________

4. ___ People could elect members of the Sovereign Council.

_____________________________________________________________________________________

5. ___ The Governor General was appointed by the King and held the most power in New France.

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_____________________________________________________________________________________

War and Conflict: France and Britain

Britain and France were rivals in Europe and in competition in North America. These conflicts over land and wealth could be seen in North America. France built Louisburg to control the Atlantic and entrance to the St. Lawrence River and inland. Britain built Halifax in 1749 to provide them with protection from France.

Discussion1. Who do you think had more of a strategic position and better access to New France and the rest of North America? Why?2. Why did Britain build Halifax? What is at the location of Halifax today?3. Why do you think Britain or France wanted to control the St. Lawrence River?

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4. What island is Louisburg on?5. Do you think it would be easy to attack Louisburg?6. What was Port Royal?

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Conflict (France vs. Britain)

Below is a list of conflicts between Britain and France in the 1600’s and 1700s. France and Britain were rivals in Europe and New France. The chart shows the impact and changes that these wars had on North America. Treaties were signed between England and France and usually resulted in some changes in North America.

War In Europe War in North America

Peace Treaty Results in North America

War of the League of Augsburg (1688-97)

King William’s War(1689-97)

Peace of Ryswick1697

-brief end to British-French hostilities

War of the Spanish Succession(1702-13)

Queen Anne’s War(1701-13)

Treaty of Utrecht(1713)

-French surrendered forts in territories of Hudson Bay Co.-French gave up claims to Newfoundland and Acadia-Iroquois declared British subjects-islands of the Gulf of St. Lawrence French

War of the Austrian Succession (1720-48)

King George’s War(1744-48)

Treaty of Aux-la-Chapelle (1748)

-Louisburg returned to French

Seven Years’ War (1756-63)

French and Indian Wars(1754-63)

Treaty of Paris (1763) -all French land possessions in North America except tiny islands of St. Pierre and Miquelon off coast of Newfoundland became British

(Taken from Canada Revisited)

Discussion1. What do you notice about the length of the wars? 2. In what war, did France receive the largest land loss?3. Why do countries go to war today and historically?4. Why do you think France and Britain went to war so often?5. France and England were bitter enemies in the 1600s and 1700s. Make a list of enemies in the world today. (e.g. Iran vs Iraq)6. What conflict had the largest impact on Canada? Explain.

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Pre-lesson Activity (War and Conflict)

1. What is a treaty?

2. With a partner, imagine that you are leaders of the United States and Canada and we have just finished a war and Canada has won. You are going to sign a treaty. Make a name for the treaty. Discuss what you will negotiate as a settlement at the end of the war. Make a list of concessions by the U.S. to Canada. Be creative, but realistic.

Post Activity: Cause and EffectMatch the correct cause or effect with each statement. Write it in the space below from the list under the chart.

Cause EffectAfter the war of Spanish Succession and King George’s War

there was a brief end to British/French hostilities

When treaties were signed in Europe to end wars

The treaty of Utrecht was signed

all French land possessions were given to Britain except for tiny islands St. Pierre and Miquelon.

When the Seven Years War ended Louisburg was returned to France

The effects were felt in North America After King William’s War and the Peace Treatyof Ryswick

French surrendered forts, gave up claimsto Newfoundland and Acadia, and the Iroquoiswere declared British subjects.

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Deportation of the AcadiansOne of the most important wars between France and Britain was the War of Spanish Succession. In this war each country was fighting to gain countrol of colonies in a number of areas. This included areas of North America. This war was fought between 1702 and 1713 and ended with the signing of the treaty of Utretch. France decided to give up New France as it was less valuable to them then other colonies that produced sugar. Acadia became a British colony in 1713.

Discussion1. Why do you think France decided to give up Acadia? 2. Why do you think the Acadians might be nervous about having the British take control of them as a colony?3. What challenged might the British face?

The challenge the British faced was that the Acadians were French speaking citizens who had came to North America from France and they were living in a British controlled colony. They were living in the colony of Nova Scotia where more and more British people were immigrating through the port of Halifax to Nova Scotia. What the British wanted to know was if they again went to war with the French that the Acadians would not revolt against them. The British attempted to have the Acadians swear an Oath of Allegiance to Britain.

If the Acadians did not take their oath they would be expelled from their land. As the British colonial office wrote in 1720 to the Governor of New France;

As to the French inhabitants of Nova Scotiawho appear to be so disloyal, we are concerned

they will never become good subjects to hisMajesty ..... for this reason we think they ought

to be removed.

The British did not pay that much attention to Acadia, but in 1755 they again asked the Acadians to take the Oath. In meetings with Acadians in July 1755 in Halifax, Governor Lawrence pressed them to take an oath of allegiance to Britain. When they refused, he imprisoned them and gave the fateful order for deportation.

Between 1755 and 1763, approximately 10 000 Acadians were deported. They were shipped to many areas around the Atlantic. Large numbers were sent to the English colonies, others in France or the Caribbean. Thousands died of disease or starvation in the squalid conditions on board ship. To make matters worse, the inhabitants of the English colonies, who had not been informed of the arrival of refugees, were furious. Many Acadians were forced, to wander in search of loved ones or a home.

Although the Acadians were not actually shipped to Louisiana by the British, many were attracted to the area by the same language and culture. Back in Nova Scotia, the Acadian land was soon occupied by British settlers. When the Acadians were finally allowed to return after 1764, they settled far from their old homes as much of it had been occupied.

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Deportation of the AcadiansIn this lesson, we will be using De-Bono’s six hats to study the deportation of the Acadians. The students are to be put into groups. Give each group a marker and chart paper or poster board. Each group will read the story of the deportation of the Acadians. Each group will be assigned one of the six hats in sequence. Use the sequence below. Start with the white hat and work your way through. Give the groups 5 minutes or so to work their way through each hat. Discuss the groups’ results at the end of each session. When they are done this, they will answer the comprehension sheet to consolidate the learning of this topic.

DeBono’s Six Hats

The White Hat

The White Hat calls for information known or needed. Consider purely what information is available, what are the facts?

The Red Hat

The Red Hat signifies feelings, hunches and intuition. How do they feel? What do you feel? Instinctive gut reaction or statements of emotional feeling

(but not any justification)

The Black Hat

The Black Hat is judgment -- the devil's advocate or why something may not work. Be the devil’s advocate. Logic applied to identifying flaws or

barriers, seeking mismatch.

The Yellow Hat

The Yellow Hat symbolizes brightness and optimism. Logic applied to identifying benefits, seeking harmony.

The Green Hat

The Green Hat focuses on creativity: the possibilities, alternatives and new ideas.

Statements of provocation and investigation, seeing where a thought goes.

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The Blue Hat

The Blue Hat is used to manage the thinking process.

Post Activity: After you have completed the lesson on the Deportation of the Acadians, answer the following questions in your book.

Comprehension Questions1. Define the term deportation.

2. Who were the Acadians?

3. Where did they live?

4. What reasons were they deported?

5. How many Acadian were deported?

6. How would you have felt if you were an Acadian living during this time? Explain.

7. Consider current day examples of people who have had similar situations as the Acadians. People who have been forced to leave a country or area?

8. Where were the Acadians deported to? Where did they go?

9. What province has a large French population today?

10. What is unique about this province and situation in Canada? What province is it similar to in some ways?

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Battle of the Plains of Abraham

Pre-lesson (Making Inferences)1. Look at the picture below. What do you think is happening?2. What city is in the background?3. Where do you think the army in the river want to attack? Why?

The Battle of the Plains of Abraham, 13 September 1759, during SEVEN YEARS' WAR, fought upstream from Québec on a tract of land that is thought to have been named after Abraham Martin, to whom it was granted 1635-45. A powerful British force under Major-General James WOLFE and Vice-Admiral Charles Saunders was sent up the St Lawrence to capture Québec. The French, commanded by Lieutenant-General the Marquis de MONTCALM, at first held the British at bay.

Having sailed upstream past the city on September 5 and 6, Wolfe's army landed without opposition on September 13, climbing the cliffs a few km above Québec. Wolfe believed this would be a suitable spot to attack. He believed the French would not expect an attack from here. Also, from here Montcalm's communications with his source of supplies were threatened; he felt obliged to accept battle and impulsively attacked without waiting to collect all his forces. The armies actually on the field seem to have been about numerically equal - some 4500 each - but the British were all regulars, whereas many of the French were ill-trained militia. The French attack was broken by British infantry fire, and the French retired in disorder. Both Wolfe and Montcalm were mortally wounded. The French field army retreated up the St Lawrence by a circuitous route that night. Québec surrendered on September 18. A

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http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=A1ARTA0005391




French attack early in 1760 failed to recover the city, and later in the year the British captured Montréal and NEW FRANCE fell.

Post Activity: Fact and Opinion

1. _____ The attack on the British during the Seven Years War at the Plains of Abraham was upstream from Quebec.2. ____ The attack for the British was led by General James Wolfe who was the strongest General in the British Army.3. ____ General Marquis de Montcalm was the leader of the French Army at the Battle of the Plains of Abraham.4. ____ The Plains of Abraham was a good place for an attack.5. ____ The win for the French was pivotal because it allowed them to take Quebec eventually leading to the fall of New France.6. ____ Montcalm was not a very strong leader.7. ____ There were many ill trained French militia fighting for the French at the Battle of the Plains of Abraham.8. ____ Montcalm and Wolfe were both mortally wounded at the battle.9. ____ Wolfe and Montcalm, both generals, were the two most important leaders in the history of Canada.10. ____ At the battle, the number of troops was numerically equal for both sides.

Making Inferences – the French lose the Battle

Making inferences requires the reader to read between the lines and interpret the text for the answer. Try this with a partner. Discuss why the French lost the battle at the Plains of Abraham. Use the diagram to assist you as well. You should be able to come up with three reasons.

1.

2.

3.

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Seven Years Wars and the end of French domination in North America

Making Predictions1. Look at the title of this lesson, what do you think it is going to be about?

2. What does the word domination mean?

3. Who dominates politics and government in the world today? What evidence is there of this?

4. Define the term capitulate.

Seven Years WarThe Seven Years War began in 1754 in North America, but it began in 1756 in Europe. Ironically, it is still called the Seven Years War. The war was a large war fought in many parts of the world. It was fought in North America, beginning in controlling the Atlantic. In June of 1758 the British attacked Louisburg and after 60 days they were able to take over Louisburg. This allowed the British access to the rest of France down the St. Lawrence River.

After Louisburg, the British focused their attention on Quebec. Quebec was the center of French power in North America and the capture of it would mean the end to French control in North America.

In the spring of 1759 General James Wolfe sailed with a massive force up the St. Lawrence towards Quebec. He first tried to land soldiers on Beauport Shore downstream from Quebec without success. He finally came up with a plan to go upriver and send troops up a steep cliff to fight on the Plains of Abraham. Wolfe’s key strategizing and Montcalm’s questionable decision making led to a disastrous loss at the Battle of the Plains of Abraham. The French retreated to Quebec. The loss allowed the British access to Quebec and soon after the French capitulated.

As part of their surrender the French Governor, Marquis de Vaudreil presented General Amherst with a list of demands to protect the French people living in New France. This list was called the Articles of Capitulation.

The Seven Years War ended in 1763 with the signing of the Treaty Utrecht. Much of what France had gained was now lost. Their domination in this part of North America was over. Now, the French in Quebec would come under British rule with some special concessions. Below is a list of the demands of the French and what the British allowed in the Articles of Capitulation.

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Seven Years War and the end of French Control

Post Activity: Put the following events in the order they occurred.

Remember when sequencing events look at transition words and refer back to the text to check for an accurate sequencing of events.

___ The Treaty of Utrecht was signed.

___ The British captured Louisburg which allowed them access to the St. Lawrence River and to the rest of New France.

___ After the Battle of the Plains of Abraham and the French retreat, the British attack Quebec and it falls soon after.

___ The end of the war signifies the end of French rule in North America. New France will now come under French rule.

___ The Seven Years War began in Europe in 1756, but it began in North America in 1754, although it is still considered the Seven Years War.

___ After the capture of Louisburg, the British focused their attention on Quebec.

___ With the fall of Quebec, the French capitulate.

___ As part of their surrender, the French Governor presented General Amherst with the Articles of Capitulation which outlined a list of demands to protect the people living in New France.

___ General Wolfe attack the French at Aux de foulone a set of cliffs by the Plains of Abraham.

___ General Montcalm was mortally wounded at the battle and the French retreat to Quebec.

Articles of Capitulation

The Articles of Capitulation outlined the terms under which the French and the Canadiens _______________________to the British. They were binding until a formal ____________________ was concluded between Britain and France who were still at war in Europe. The Capitulation stated that:

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The French had to ________ down their arms. New France's territory was now under British _______________rule. Those who wished to return to France were allowed to do so. The

elite of the colony (government administrators, army officers, and some merchants) took advantage of this offer and left. The Canadiens (artisans, peasants, and clergy) ______________.

The people of New France were allowed the freedom to practise their Roman Catholic ____________________ and continue their ________________.

While waiting for the Seven Years' War to come to an end, British military government was _______________________ in the colony, between 1760 and 1763, to facilitate its administration and to maintain order. British military rule did not interfere with the laws, religion and language. The seigneurial system and the captains of the ______________ were retained.

Cloze Activitysurrendered religion militia language

stayed lay peace military

maintained

Word Sort: Sort the words under the following categories.Nouns Verbs Adjectives

Define the Articles of Capitulation.

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Assessment Sheet

Student Quiz 1 Quiz 2 Assignments Test Participation Final

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North America in the 1740s

History Review

Use the Smartboard presentation to review the concepts for the final test. You can administer the game how you want as rules, teams, etc. If you don’t have access to a Smartboard, use an overhead project and the questions and answer sheet that is attached.

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History Review Jeopardy QuestionsWar and Conflict

Acadians Government People Fur Trade Aboriginals

This is where James Wolfe and General Montcalm fought an important battle.

The Acadians spoke this language.

He was the King’s representative in New France.

An Intendant in New France who was responsible for increasing the population to New France

The animal that provided many of the furs to the hats in France.

This native group lived in the Eastern part of Canada near the Appalachians.

This native group were bitter enemies of the French because Samuel de Champlain befriended the Hurons.

The Acadians were asked to swear this so they would not fight against the British.

He was head of the Catholic Church in New France and was on the Sovereign Council.

The father of New France. Was the first to establish a permanent settlement in New France.

The person who carried the furs to the trading posts. Were trained by native people.

The Iroquois lived in this type of shelter.

This treaty was signed at the end of the Seven Years War.

Acadia covered parts of these two present day provinces.

Had the most power and influence in

the government in New France.

She was a nun in New France who played an important role by developing a language dictionary.

This native group was befriended by the French to help them in the fur trade.

Another name for a medicine man who was thought to have control over evil spirits and forces of nature.

The British took control of this French fort on Cape Breton Island which allowed them access to the St. Lawrence River.

At the end of this war Acadia became a British colony.

The number of clerks who part of the Sovereign Council.

The King of France who was responsible for the exploration and development of New France.

This group was granted exclusive rights to the fur trading in the Hudson Bay area.

The name of the parish that Christian missionaries first built among the Hurons.

This was presented to General Amherst after New France came under British control on behalf of

When Acadia became a British colony.

The Sovereign Council’s name was changed to this in 1703.

A person who is not a full time soldier.

Another name for the courier de bois.

The type of society where the women plays an important role and men become part of their clan.

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the French.


Quiz #1 Name: ___________________

Vocabulary: Match the word with the correct definition. (9 marks)

a. wigwam b. shaman c. matriarchal

d. census e. patriarchal f. colonization

g. monopolies h. courier de bois i. pemmican

___ A religious figure who could communicate with spirits.

___ This was a dwelling lived in by Algonquin Indians prior to European contact.

___ A person who took part in the fur trade; assisted native people and European with the fur trade.

___ The women owned all the property and determined kinship in this kind of society.

___ The men owned all the property and determined kinship in this kind of society.

___ A collection of data on a given population.

___ A food used by courier de bois and North American Indians.

___ The process of gaining colonies to provide markets for the mother country.

___ When one company owns all the rights to selling a product or good in a market.

Part B: True and False (6 marks)

1. ___ Jean Talon was the first indendant of New France.

2. ___ The Iroquois lived in longhouses.

3. ___ The Plains Indians were sedentary and not nomadic.

4. ___ The Iroquois were a matriarchal society.

5. ___ There were very few women in New France because of the fur trade.

6. ___ The site of the l’habitation in 1608 was present day Montreal.

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Part C: Multiple Choice (7 marks)

1. He was considered the father of New France.

a) Jean Talonb) Samuel de Champlainc) King Louis XIV

2. On what city site did Champlain found L’habitation?

a) Ottawab) Quebec Cityc) Montreald) Port Royal

3. What Indian tribe did Champlain befriend and become allies with?

a) Iroquoisb) Métisc) Huronsd) Plains

4. What was l’habitation?

a) first permanent settlement in North Americab) a military fortc) a British trading post for the fur trade

5. What most affected the way Aboriginals lived?

a) snowb) religionc) environment

6. This was France’s largest rival in North American colonization?

a) Spainb) Germanyc) Britain

7. Which native group lived in clans?

a) Iroquois

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b) Algonquinc) Plains Indians

Part D: Define and state the significance of 2 of the following. Samuel de Champlain, Iroquois, Jean Talon, King’s Daughters, courier de bois. (8 marks)

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____/ 30 marks

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Quiz #2 Name: ___________________


a. habitant b. corvee c. Jesuits

d. seigneur e. absolute monarchy f. Sovereign Council

g. Governor General h. Seigneuries

___ These people were responsible for the spreading of religion in New France.

___ The King’s representative in the government in New France.

___ This was the person who worked the land and paid tax to the seigneur.

___ The habitant was required to pay this to the Seigneur three days a year. This required the habitant to work for the Seigneur building roads or buildings.

___ A kind of government where the King has supreme control over decisions and the running of a country.

___ This was the part of the government in New France responsible for making decisions in New France.

___ A plot of land given to the Seigneur.

___ The person in charge of the habitants in New France and were required to collect taxes for the King.

True and False: Mark T for true and F false. (6 marks)

1. ___ The King of France was the head of the government in New France.

2. ___ People in New France could vote for people in the government.

3. ___ Women in New France could own and run seigneuries in New France.

4. ___ All the seigneuries in New France were run by nobles in New France.

5. ___ The seigneurial system was the same in New France as it was in France.

6. ___ Marie Guyart helped write some of the Jesuit Relations.

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Multiple Choice: Circle the correct answer. (8 marks)

1. This Sovereign Council was renamed this in 1703.

a) Superior Councilb) Supreme Courtc) Great Council

2. This person was the head of the Catholic Church in New France and was on the Sovereign Council.

a) Ursuline Nunb) Jesuit Priestc) Bishop

3. Who was not on the Sovereign Council in New France?

a) Kingb) Governor Generalc) Intendant

4. This was the British fort built by the British in response to the building of Louisbourg.

a) Annapolisb) Port Royalc) Halifax

5. The French built Louisbourg so it could control;

a) the Great Lakesb) St. Lawrence Riverc) Lake Champlain

6. This was the system of government in New France.

a) absolute monarchyb) representative governmentc) democracy

7. This person handled legal matters in New France.

a) Governor Generalb) Intendantc) Attorney General

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8. What did the nuns not do in New France?

a) cared for the elderlyb) education c) spread Roman Catholic religiond) helped with the fur trade

Part D: Define and state the significance. Mary Guyart de L’Incarnation, Louisbourg, Seigeurial System, Jesuits (8 marks)

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____/30 marks


Quiz #3 Name: ___________________


a. deportation b. Treaty of Utrecht c. Treaty of Paris

d. capitulation e. Militia f. Oath of Allegiance

g. treaty h. Dominate

___ To surrender in war under specific conditions.

___ A formal agreement signed between two countries to end a conflict or disagreement.

___ To send a person or group out of a country.

___ There are untrained, non-professional, volunteer soldiers.

___ Swearing loyalty to a particular government or king.

___ To have rule or control over an area, colony, or country.

___ A treaty signed at the end of the Seven Years War.

___ A treaty signed at the end of the War of Spanish Succession.

True and False: Mark t for true and f for false. (5 marks)

1. ___ General Montcalm was the leader of the British forces that attacked at the Battle of Plains of Abraham.

2. ___ The Treaty of Utrecht was signed at the end of the Seven Years War.

3. ___ All Acadians living in the colony of Nova Scotia were deported.

4. ___ Acadians living in the colony of Nova Scotia were deported to the Thirteen Colonies, Carribean, and Louisiana.

5. ___ At the battle of Plains of Abraham, the armies were numerically equal between the British and French.

Multiple Choice: Choose the correct answer. (7 marks)

1. Why did the General of the British forces choose the Plains of Abraham as a site for an attack?

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a) it was an easy place to attack.b) It would surprise the French if they attacked there, upstream rather than downstream.c) it was a large open area that they could use ships to fire canons on.

2. The Acadians were;

a) of French descentb) of British descentc) French and British descent

3. The Acadians were forced to take an oath of allegiance because;

a) they were threatening the British in the colony by attacking them each day and the British were growing tired of fighting them in the colony.b) they were French living in a British colony, and the French wanted to know if they went to war with the French that they would remain loyal to the British throne.

4. The Articles of Capitulation;

a) outlined the terms under which the French and the Canadiens would surrender to the British at the end of the Seven Years War.b) outlined that the British would take over the colony and enforce British laws, religion and language.c) outlined that all French would be deported from the colonies in British North America.

5. In the Articles of Capitulation the French were forced;a) to lay down their arms and give up their religion and language.b) to lay down their arms, swear an oath of allegiance, and deported immediately if they did not take the oath. c) to lay down their arms, but kept their religion, language and the seigneurial system.

6. At the end of the War of Spanish Succession one effect was;

a) the French gave up claims to Acadia and Newfoundland.b) the French gave up control of all possessions in British North America.c) this ended all British and French hostilities and fighting.

7. The Battle of the Plains of Abraham was a battle part of this conflict;

a) The War of Spanish Successionb) The Seven Years Warc) King William’s War

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Short Answer: Answer in complete sentences. (3 marks)

1. Identify 3 reasons why the French lost the Battle of the Plains of Abraham.

Define and state the significance of two of the following. Battle of the Plains of Abraham, Deportation of the Acadians, Articles of Capitulation. (8 marks)

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____/30 marks

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Acknowledgements

Bain, Colin. Canadian History 7. (Don Mills, Ontario: Pearson, 2008).

Clark, Arnold, McKay, and Soetaert. Canada Revisisted 7. (Edmonton, Alberta: Arnold Publishing Ltd, 1999).

http://www.histori.ca

http://www.canadianencyclopedia.ca

New France – Canada in the Making. www.canadiana.org

Jean Talon Role Play. http://canadaonline.about.com

Maps and Photoswww.canadiana.org/en/contact

www.freewebs.com/.../influentialpeople.htm

www.lessignets.com/.../calendrier/juin/24.htm

Pictures, maps, and other images used in the production of this material were in the public domain or no longer under copyright.

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http://www.lessignets.com/signetsdiane/calendrier/juin/24.htm

http://www.freewebs.com/birmingham-schools-kick-racism-out/influentialpeople.htm

http://www.canadiana.org/en/contact

http://canadaonline.about.com/

http://www.canadiana.org/

http://www.canadianencyclopedia.ca/

http://www.histori.ca/