Welcome to our First Unit in Socials 9!
Welcome to an exciting year of Social Studies 9. It is a year of bloody revolutions, civil wars and profound changes many years ago that still reverberate in society today. Get ready for an action-packed thrill ride of a course where we study English Kings, Cromwell, Napoleon, First Peoples of North America, Explorers and the geography of Canada.
Some brief expectations
As a class, I like to start out by building expectations with students about behaviour, attitude and academics. We will sit down and design these as a group. But first, a small video that captures the core of the problem with modern societies fixation with technology. When we are on our phone, we are fundamentally missing living in the moment and experiencing the joy of the moment. Rather than document the moment via text, try to make sure to experience and savour what is right in front of you.
simple_rules_to_follow_in_class.ppt | |
File Size: | 430 kb |
File Type: | ppt |
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Help me get to know you / Getting to know me...
1. Students will sit in alphabetical order - this helps Mr. Fitton memorize student names quickly.
2. We will create "2 truths and a lie" cards where students will write out 2 truths about themselves and a lie. The class will try to determine the lie - it is a neat way to learn about each and every one of you.
3. Course outline. Students will be given a copy of the outline of what will be covered in the course. See the document below.
2. We will create "2 truths and a lie" cards where students will write out 2 truths about themselves and a lie. The class will try to determine the lie - it is a neat way to learn about each and every one of you.
3. Course outline. Students will be given a copy of the outline of what will be covered in the course. See the document below.
newer_social_studies_9_course_outline.doc | |
File Size: | 940 kb |
File Type: | doc |
who_are_you_social_studies.docx | |
File Size: | 347 kb |
File Type: | docx |
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-After the course outline, we will co-create classroom expectations as a group.
-Students have the opportunity to provide their input. 5. Today we are going to look at the concept of history and "Time" and how modern, written human history is rather short. We will watch the video "The history and Future of Everything." It provides a background for the next activity that we will undertake. An approximately timeline activity outside. 6. First Assignment: Using the Whiteboards! Get into groups of four and brainstorm an event to share with the class. We will put on a timeline. |
A. Draw a picture of something iconic from history (event, person, someone significant to history)
B. Write the Date/Approximate time (from start to end if it was ongoing, like the great depression)
C. Write 5 points about it, in detail. (Use your Phone to research)
D. Write why you chose that particular event.
B. Write the Date/Approximate time (from start to end if it was ongoing, like the great depression)
C. Write 5 points about it, in detail. (Use your Phone to research)
D. Write why you chose that particular event.
7. If time, we will play "The Game." Students will each be given a small chunk of a cut up text. It is a game of listening and acting according to events around you as they unfold. We will do it for time and see what the best time we get is.
the_game.rtf | |
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File Type: | rtf |
LESSON 1 (Tuesday, Feb 2nd) - Intro to Explorers
1. Read Page 158-9 in text (unit 2 North America Beckons)
2. Explorers APK ---
a. Show Indiana Jones Clip and Calvin and Hobbes Comic. What is our perception of explorers? Explain the word Romanticism.
2. Explorers APK ---
a. Show Indiana Jones Clip and Calvin and Hobbes Comic. What is our perception of explorers? Explain the word Romanticism.
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b. Read realities overhead. As a class, we will read about some of the terrible realities of being an explorer. Not as glamorous as Calvin and Indy make it out to be.
life_of_an_explorer.docx | |
File Size: | 127 kb |
File Type: | docx |
C. see what students already know about explorers. Any names etc. – what is exploring? Then proceed to read the unit introduction as a class. On page 216.
3. Read Page 216 as a class.
4. Explorers Treasure Hunt --how do you think this relates to Explorers? As a class, you will get into groups and be given a series of clues that will take you around the school. Answer the clues successfully and you will be able to find the treasure ! (Chocolate coins!)
3. Read Page 216 as a class.
4. Explorers Treasure Hunt --how do you think this relates to Explorers? As a class, you will get into groups and be given a series of clues that will take you around the school. Answer the clues successfully and you will be able to find the treasure ! (Chocolate coins!)
explorer_scavenger_hunt.docx | |
File Size: | 1465 kb |
File Type: | docx |
4. In groups research one explorer and put key facts (from headings on the chart) on chart page. Please use your textbook as the source of research for this particular project. Except for Columbus - I have a handout for that group. Present and copy down the information into their charts
Explorers:
Vikings
Columbus
Cabot
Cartier
Champlain
Explorers:
Vikings
Columbus
Cabot
Cartier
Champlain
explorer_chart.docx | |
File Size: | 52 kb |
File Type: | docx |
christopher_columbus.docx | |
File Size: | 163 kb |
File Type: | docx |
5. Present to the class on our explorers.
Lesson 2 - February 3rd - Details about Columbus, Cabot, Cartier, Champlain
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1. Present Explorers (if any groups have not).
2. Watch John Green's the Columbian Exchange. Students will write down on scrap paper, 5 things they learned from the video. We will pause several times to discuss. |
3. Watch Canada' a A People's history clips on each Explorer:
Vikings Part 4 0-3min. Columbus Part 4 12:50--14 min Cabot Part 4 14min-end and Part 5 0-2:40 Cartier Part 5 4:40-end and part 6 beginning to 7:40.
Vikings Part 4 0-3min. Columbus Part 4 12:50--14 min Cabot Part 4 14min-end and Part 5 0-2:40 Cartier Part 5 4:40-end and part 6 beginning to 7:40.
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4. Work on Chapter questions. Below is a copy of the unit chapter questions and key vocabulary to know.
new_ch_8_unit_outline.docx | |
File Size: | 246 kb |
File Type: | docx |
Lesson 3 - Champlain
1. Review the explorers: Vikings, Columbus, Cabot and Cartier, start by watching: a “Brief History of Canada” (Created by History bites)
2. Go over powerpoint on Champlain
-Cartier tried to establish a permanent settlement in Canada but failed. French King not interested just wants resources and nothing else.
-Summer 1605 men named Samuel Champlain and Sieur De Monts were given a monopoly on the fur trade in return for establishing a French Colony (trading posts, English have parts of present day US and French don’t want to fall behind
-1st colony: Port Royal (now Nova Scotia), build a mill, planted crops and established the “Company of Good Cheer” group that held dinner parties in the winter to stave off boredom
-De Monts lost the monopoly when business was not as good as he thought
-not a big success and by 1607 it was abandoned
-few settlers stayed there and formed a new colony called Acadia, allowed to stay as long as they didn’t participate in the fur trade
-instead they became skilled farmers.
-Champlain still determined to establish a settlement. Travelled up the St. Lawrence
-Arrived at present day Quebec City and determined the natural cliff surrounding the city would be useful for keeping enemies out
-established a post (Habitation) and allied with the Algonkians and Montagnais against the Iroquois (they agreed not to trade furs with the English in return for protection against the Iroquois
-French fire arms helped Algonkians win battles against Iroquois
-Allied with Hurons too in West and discovered that they had many furs.
-Why? Great traders, prosperous, Champlain could use their trading connections, good geographic location (close to good fishing area, good farming, many resources), good knowledge of area
-Champlain (and France) only saw Canada as useful for resources, still don’t want farmers. Establish Coureurs de Bois to get furs and intermarry with aboriginals to strengthen the alliance.
-Eventually alliance with Hurons would eventually cause the Algonkians and Montagnais to turn against him and they kidnapped him,
-also angry at Christian missionaries sent to convert Aboriginals to Catholicism
-however, his colony did not die, when he was let go he establish the Company of a Hundred Associates which Cardinal Richelieu (most powerful man in France supported), began to rebuild Quebec
-Cartier tried to establish a permanent settlement in Canada but failed. French King not interested just wants resources and nothing else.
-Summer 1605 men named Samuel Champlain and Sieur De Monts were given a monopoly on the fur trade in return for establishing a French Colony (trading posts, English have parts of present day US and French don’t want to fall behind
-1st colony: Port Royal (now Nova Scotia), build a mill, planted crops and established the “Company of Good Cheer” group that held dinner parties in the winter to stave off boredom
-De Monts lost the monopoly when business was not as good as he thought
-not a big success and by 1607 it was abandoned
-few settlers stayed there and formed a new colony called Acadia, allowed to stay as long as they didn’t participate in the fur trade
-instead they became skilled farmers.
-Champlain still determined to establish a settlement. Travelled up the St. Lawrence
-Arrived at present day Quebec City and determined the natural cliff surrounding the city would be useful for keeping enemies out
-established a post (Habitation) and allied with the Algonkians and Montagnais against the Iroquois (they agreed not to trade furs with the English in return for protection against the Iroquois
-French fire arms helped Algonkians win battles against Iroquois
-Allied with Hurons too in West and discovered that they had many furs.
-Why? Great traders, prosperous, Champlain could use their trading connections, good geographic location (close to good fishing area, good farming, many resources), good knowledge of area
-Champlain (and France) only saw Canada as useful for resources, still don’t want farmers. Establish Coureurs de Bois to get furs and intermarry with aboriginals to strengthen the alliance.
-Eventually alliance with Hurons would eventually cause the Algonkians and Montagnais to turn against him and they kidnapped him,
-also angry at Christian missionaries sent to convert Aboriginals to Catholicism
-however, his colony did not die, when he was let go he establish the Company of a Hundred Associates which Cardinal Richelieu (most powerful man in France supported), began to rebuild Quebec
champlain.ppt | |
File Size: | 441 kb |
File Type: | ppt |
Vikings - MR. Fitton will do a viking lesson based on the above video of Linwood Thompson. We will use meter sticks and play the viking game.
-first explorers of Canada, about 1000 ad, led by Leif Erikson, called it Vinland (really Newfoundland)
-wanted new farm land
-driven out by Beothuck
Columbus
-1492, landed in San Salvador (Caribbean), sponsored by Spain
-Looking for new trade route to Asia
Cabot
-1497, sponsored by English, sailed on the Matthew
-expecting to find Japan and China, but landed in Newfoundland and declared it New Found Land for Britain
-massacred Beothuk
-found a new resource: Cod
Cartier
1524, sponsored by the French, looking for Northwest passage (passage through Arctic to Asia, doesn’t exist because of 365 days of ice).
-claimed Gaspe (mouth of St. Lawrence for France, kidnapped Iroquois and brought them back to France who guided him up the St. Lawrence (near Quebec city)
-mistakenly named Canada
-returned to France with the same Iroquois and a few others, they died
-established the furtrade, traded useless things for furs from Natives
4. Have time to prepare creative review on an explorer. Choose from a children's song or a Christmas Carol, skit, trading card, comic, poem, play dough etc..
5. Present
6. Work on Chapter questions when done.
-first explorers of Canada, about 1000 ad, led by Leif Erikson, called it Vinland (really Newfoundland)
-wanted new farm land
-driven out by Beothuck
Columbus
-1492, landed in San Salvador (Caribbean), sponsored by Spain
-Looking for new trade route to Asia
Cabot
-1497, sponsored by English, sailed on the Matthew
-expecting to find Japan and China, but landed in Newfoundland and declared it New Found Land for Britain
-massacred Beothuk
-found a new resource: Cod
Cartier
1524, sponsored by the French, looking for Northwest passage (passage through Arctic to Asia, doesn’t exist because of 365 days of ice).
-claimed Gaspe (mouth of St. Lawrence for France, kidnapped Iroquois and brought them back to France who guided him up the St. Lawrence (near Quebec city)
-mistakenly named Canada
-returned to France with the same Iroquois and a few others, they died
-established the furtrade, traded useless things for furs from Natives
4. Have time to prepare creative review on an explorer. Choose from a children's song or a Christmas Carol, skit, trading card, comic, poem, play dough etc..
5. Present
6. Work on Chapter questions when done.
Lesson 4 - Intro to First Nations and Their Culture Unit
1. Presentation on local indigenous culture and the four food chiefs. We will be going to the library and having a presentation where we eat food and learn crafts created by the plateaux people.
Lesson 5 - Finish up unfinished items from the unit and review game!
1. Finish up any incomplete segments on famous explorers.
2. Play "SWAT" to review what we have learned so far. Mr. Fitton will assign a number to each student in the class. Someone on the other side of the class will have the same number as you. Mr. Fitton will read a clue, and then announce a number. Both pupils with the same number will run up to the board, grab a fly swatter and hit the work, which has been placed on the board. If they hit the correct work, which corresponds to the clue, their team gets a point. n
2. Play "SWAT" to review what we have learned so far. Mr. Fitton will assign a number to each student in the class. Someone on the other side of the class will have the same number as you. Mr. Fitton will read a clue, and then announce a number. Both pupils with the same number will run up to the board, grab a fly swatter and hit the work, which has been placed on the board. If they hit the correct work, which corresponds to the clue, their team gets a point. n
explorer_review_swat.docx | |
File Size: | 75 kb |
File Type: | docx |
Lesson 6 - First Nations of Canada
1. Review Explorers with Historica Minutes. In Chronological order of when they arrived in Canada.
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2. Watch Canada A People's History Part 4 3min-5:30 for intro to Early Indigenous People
3. Fill in notes on Aboriginal groups in Canada prior to contact
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4. In groups, pick one Creation story from any of the aboriginal groups we took notes on yesterday.
aboriginal_creation_stories.docx | |
File Size: | 143 kb |
File Type: | docx |
5. ASSIGNMENT: Mr. Fitton will distribute the next assignment. Basically, you will summarize in a small paragraph who your aboriginal group is (Where they live, main cultural traditions), 5 sentences Maximum. Put your paragraph on chart paper. Go over an example of each kind of summary. These techniques are useful when you are trying to review for tests because putting things into your own words helps you remember them. Review the rubric I will be using to grade them.
6. Create a matrix (combination of pictures and words) of their creation story below the paragraph,
6. Create a matrix (combination of pictures and words) of their creation story below the paragraph,
assignment_-_paragraph_and_matrix_summary_example.docx | |
File Size: | 1823 kb |
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Lesson 7 - Coureurs De Bois
1. Because of 13 colonies in US, France finally interested in building a permanent settlement, 2 things help them do this, the Jesuit missions and the coureur de Bois. Review Champlain in a powerpoint.
-Company of a Hundred Associates given a charter to bring settlers to Canada
-Not really interested because they were business men, but established feudal like farms anyway
2. Read: 232-233 about Jesuits. Show from 8:28-end in The Black Robe:
-Discussion: Write question 3 on the board: students must come up with pro & con arguments about something. They will get to pair up and then go against another pair of students. They must select a winner. (Mini debate)
1. Write the word “convert” on the board. Brainstorm with the class as to what the term means. (change religious beliefs, or adopt a religious belief)
2. Write the term “missionary” on the board. Come up with a definition from the text – (one who travels to communicate a religious message)
3. Class discussion of the ethics of communicating religion with other people. What is ok? What isn’t? Should missionaries be allowed to go door to door to spread their message? Should missionaries be allowed to set up schools in 3rd world countries for the purpose of converting their students to their religion?
3. Read: 234-235 – Coureurs de bois section.
-Company of a Hundred Associates given a charter to bring settlers to Canada
-Not really interested because they were business men, but established feudal like farms anyway
2. Read: 232-233 about Jesuits. Show from 8:28-end in The Black Robe:
-Discussion: Write question 3 on the board: students must come up with pro & con arguments about something. They will get to pair up and then go against another pair of students. They must select a winner. (Mini debate)
1. Write the word “convert” on the board. Brainstorm with the class as to what the term means. (change religious beliefs, or adopt a religious belief)
2. Write the term “missionary” on the board. Come up with a definition from the text – (one who travels to communicate a religious message)
3. Class discussion of the ethics of communicating religion with other people. What is ok? What isn’t? Should missionaries be allowed to go door to door to spread their message? Should missionaries be allowed to set up schools in 3rd world countries for the purpose of converting their students to their religion?
3. Read: 234-235 – Coureurs de bois section.
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4. Have students write notes on who Radisson and Grosseliers were and the importance of HBC.
-Brothers in law -most famous Coureurs de bois -brought many furs from the north (De Grosseliers) and Hudson Bay (Radisson) -France didn’t care (wanted New France to remain small, turmoil in France (languages, tariffs in France, gov’t over spending), don’t know how to run a colony, want easy resources on coast) so went to England with their find and Charles II Sponsored the creation of the Hudson Bay Company. (England much better at running colonies, good navy, stable politics) |
5. Video Clip: Business Suit Trappers: Kids in the hall.
Explain how we will be learning about a distinctive type of people; The “Coureurs de Bois” who were the ones who sought furs in Canada. Birch bark canoes etc. These 2 groups brought people to Canada who would actually live there and started building European settlements that would last.
6. Work on Chapter Questions
Explain how we will be learning about a distinctive type of people; The “Coureurs de Bois” who were the ones who sought furs in Canada. Birch bark canoes etc. These 2 groups brought people to Canada who would actually live there and started building European settlements that would last.
6. Work on Chapter Questions
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Snowshoeing Trip - As a class, we went snowshoeing to have a hands on perspective of what it was like to be an early explorer or one of the First Nations Groups in Canada. We then filled out a reflection sheet.
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Lesson 8 - New France
1. Take notes on First Government. (Mr. Fitton has these on an overhead in class.)
1663 New France made a Royal Colony (why? Threat of 13 colonies, New France outnumbered 200-1)
Governor: represented the king, supervised defense, and establish treaties with Native people
Intendant: govern local people
Professional soldiers: guard and protect
1663 New France made a Royal Colony (why? Threat of 13 colonies, New France outnumbered 200-1)
Governor: represented the king, supervised defense, and establish treaties with Native people
Intendant: govern local people
Professional soldiers: guard and protect
notes_on_new_france.pdf | |
File Size: | 323 kb |
File Type: |
Catholic Bishop: responsible for religious affairs and convert native people
Want colony made up of French people (not intermarry anymore)
Jean Talon: Position: New France’s first intendant Ideas: Knew New France needed settlers, good defense system and basic industries, recruited women who had the least to gain by staying in France, knew mercantilism was important. Impact: Soldiers made colony safer, established a brewery, lumber mill and tannery that did not complete with French industries, but made trade and life in the colonies easier, allowed small ships to be built. This made New France stronger, more self-sufficient and profitable to France.
Frontenac: Position: First Governor Ideas: Dislikes Jesuits, ignores home government, build forts to protect against Iroquois Impact: made colony bigger by sending out Coureurs De Bois to look for more furs, made Iroquois even more suspicious
De Laval: Position: First Bishop Ideas: founded a training school for priests, fought against trade of alcohol, Impact: trade of alcohol for furs had devastating impact on natives, lost profits for English and French who traded it for furs, school became Laval University
3. Life in New France Jigsaw (Break into 4 groups and then groups of 4)
1. The Seigneural system
2. Women in New France
3. Towns:
4. The Habitants
Want colony made up of French people (not intermarry anymore)
Jean Talon: Position: New France’s first intendant Ideas: Knew New France needed settlers, good defense system and basic industries, recruited women who had the least to gain by staying in France, knew mercantilism was important. Impact: Soldiers made colony safer, established a brewery, lumber mill and tannery that did not complete with French industries, but made trade and life in the colonies easier, allowed small ships to be built. This made New France stronger, more self-sufficient and profitable to France.
Frontenac: Position: First Governor Ideas: Dislikes Jesuits, ignores home government, build forts to protect against Iroquois Impact: made colony bigger by sending out Coureurs De Bois to look for more furs, made Iroquois even more suspicious
De Laval: Position: First Bishop Ideas: founded a training school for priests, fought against trade of alcohol, Impact: trade of alcohol for furs had devastating impact on natives, lost profits for English and French who traded it for furs, school became Laval University
3. Life in New France Jigsaw (Break into 4 groups and then groups of 4)
1. The Seigneural system
2. Women in New France
3. Towns:
4. The Habitants
jigsaw_life_in_new_france_sharing_chart.docx | |
File Size: | 43 kb |
File Type: | docx |
KEY
The Seigneural System
Similar to Feudal system, Lords granted parcels of land Habitants had right to farm in exchange for fees and services. Differences: both parties relatively prosperous (many Habitants worked part-time in furtrade) Seignuer had to build and live in a manor house, hold court in event of disputes, attract settlers and build a mill, responsible for defense,
Habitants: Paid rent, provide days of service to the seigneur, serve in militia, keep land productive, and grind grain into flour in lord’s mill.
Habitants
-Farmers/Furtrade
-many children, catholic
-Lived simply in danger of Iroquois
-Lived around farming cycle
-worked together
-disliked by many in France because they lived well
-ate fish, berries, pea soup, fruits
-enjoyed music and story telling
The Towns
Largest= Montreal, Quebec, Trois Rivieres and Tadoussac (all on St. Lawrence)
Quebec = oldest and strongest
Small (18 000 Europeans in all of Canada)
More interesting place to live than farm (had schools, hospitals, industries)
Iroquois not happy with border
Women in New France
Nuns= first, to convert natives
Few in early days (only want resources, no settlement)
Married women had little influence however, worked beside husbands, often knew more about business (men trading furs) and took over duties of farm if widowed.
Filles Du Roi Orphans brought to marry Seigneurs (in Jean Talon section)
Married women worked on farms and had many children.
4. Review answers and read family planning in New France article
FAMILY PLANNING – from “Today in History” - MR. FITTON WILL SUMMARIZE THE ARTICLE BELOW - STUDENTS MAY CHOOSE TO READ IT ON THEIR OWN TIME IF THEY ARE INTERESTED.
By the 1660’s, the little French colony of Quebec was 2 generations old and not very prosperous.
The king of France had given the fur-trading concessions to various merchants from time to time. They were given the exclusive right to harvest furs which were a source of great wealth. In exchange, they were supposed to send out supplies and colonists. They always managed to get their furs, but they always had excuses why they couldn’t do the supplying and the colonizing.
So, King Louis XIV and his prime minister, Colbert, decided to handle things directly. They took control themselves and sent out a civil administrator named Jean Talon to make it all work.
To the south of Quebec, the New England colonies were thriving. People were pouring in from England and lots more were being born there. Immigrants from all over Europe were welcome.
Talon sent back word that what he needed most was a plentiful supply of healthy young women who could raise big families. So, shiploads of young women called “the King’s girls” were sent out, off and on, for the next 20 years.
Soon the young men of Quebec had no excuse for staying single. Just to make sure they got the message, their parents were hauled into court and fined every six months a man was single after the age of 20, or a daughter after 16.
Bachelors were forbidden to go into the bush to hunt or fish, or to carry on with the Aboriginal girls. Talon had made a survey and decided that Indigenous women didn’t raise big enough families.
If all this seems a little heavy-handed, it was just part of the very over-governed pattern of life in a French colony. Laws dictated what people could wear, what merchants could charge, that every chimney had to be swept twice a year and the chimney sweep could charge no more than six sous… endless regulation.
To make a system like this work, the king had to make it pay. So, as soon as a couple decided to get married, they filled out the forms and were entitled to receive an ox, a cow, two pigs, two chickens, two barrels of salt meat and some money.
When the annual shiploads of girls arrived from France, the girls paraded into a room, picked out their husbands, and went into the next room where a priest was waiting to marry them.
This system was going for a few years when the king decided to make it work even better. On the fifth of April in 1669, he issued a decree that conferred a pension of 300 pounds a year on any couple with 10 kids. And 12 kids produced 400 pounds. Those were considerable sums and big families became the rule in Quebec for centuries.
And in 1944, our federal government extended the idea across the country when it came up with what we still call the baby bonus, a monthly cheque to mothers.
The Seigneural System
Similar to Feudal system, Lords granted parcels of land Habitants had right to farm in exchange for fees and services. Differences: both parties relatively prosperous (many Habitants worked part-time in furtrade) Seignuer had to build and live in a manor house, hold court in event of disputes, attract settlers and build a mill, responsible for defense,
Habitants: Paid rent, provide days of service to the seigneur, serve in militia, keep land productive, and grind grain into flour in lord’s mill.
Habitants
-Farmers/Furtrade
-many children, catholic
-Lived simply in danger of Iroquois
-Lived around farming cycle
-worked together
-disliked by many in France because they lived well
-ate fish, berries, pea soup, fruits
-enjoyed music and story telling
The Towns
Largest= Montreal, Quebec, Trois Rivieres and Tadoussac (all on St. Lawrence)
Quebec = oldest and strongest
Small (18 000 Europeans in all of Canada)
More interesting place to live than farm (had schools, hospitals, industries)
Iroquois not happy with border
Women in New France
Nuns= first, to convert natives
Few in early days (only want resources, no settlement)
Married women had little influence however, worked beside husbands, often knew more about business (men trading furs) and took over duties of farm if widowed.
Filles Du Roi Orphans brought to marry Seigneurs (in Jean Talon section)
Married women worked on farms and had many children.
4. Review answers and read family planning in New France article
FAMILY PLANNING – from “Today in History” - MR. FITTON WILL SUMMARIZE THE ARTICLE BELOW - STUDENTS MAY CHOOSE TO READ IT ON THEIR OWN TIME IF THEY ARE INTERESTED.
By the 1660’s, the little French colony of Quebec was 2 generations old and not very prosperous.
The king of France had given the fur-trading concessions to various merchants from time to time. They were given the exclusive right to harvest furs which were a source of great wealth. In exchange, they were supposed to send out supplies and colonists. They always managed to get their furs, but they always had excuses why they couldn’t do the supplying and the colonizing.
So, King Louis XIV and his prime minister, Colbert, decided to handle things directly. They took control themselves and sent out a civil administrator named Jean Talon to make it all work.
To the south of Quebec, the New England colonies were thriving. People were pouring in from England and lots more were being born there. Immigrants from all over Europe were welcome.
Talon sent back word that what he needed most was a plentiful supply of healthy young women who could raise big families. So, shiploads of young women called “the King’s girls” were sent out, off and on, for the next 20 years.
Soon the young men of Quebec had no excuse for staying single. Just to make sure they got the message, their parents were hauled into court and fined every six months a man was single after the age of 20, or a daughter after 16.
Bachelors were forbidden to go into the bush to hunt or fish, or to carry on with the Aboriginal girls. Talon had made a survey and decided that Indigenous women didn’t raise big enough families.
If all this seems a little heavy-handed, it was just part of the very over-governed pattern of life in a French colony. Laws dictated what people could wear, what merchants could charge, that every chimney had to be swept twice a year and the chimney sweep could charge no more than six sous… endless regulation.
To make a system like this work, the king had to make it pay. So, as soon as a couple decided to get married, they filled out the forms and were entitled to receive an ox, a cow, two pigs, two chickens, two barrels of salt meat and some money.
When the annual shiploads of girls arrived from France, the girls paraded into a room, picked out their husbands, and went into the next room where a priest was waiting to marry them.
This system was going for a few years when the king decided to make it work even better. On the fifth of April in 1669, he issued a decree that conferred a pension of 300 pounds a year on any couple with 10 kids. And 12 kids produced 400 pounds. Those were considerable sums and big families became the rule in Quebec for centuries.
And in 1944, our federal government extended the idea across the country when it came up with what we still call the baby bonus, a monthly cheque to mothers.
Lesson 9 - New France
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1. Play "Review Hot Potato" to review for upcoming quiz. Goes over material that is testable from the Chapt. Qs and the assignments.
2. Review How New France was Organized.
3. Try some French Canadian food: Sugar Pie, Tortiere, Split Pea Soup, 4. Show a video that is in French, ask students to take notes. Tell them it is for ten marks and must be perfect. Let them know this would make sense to them if the British had not won the 7 years war (the war we will study today and will understand why we speak English). Also, remember that the way they are feeling is the way that the french would have felt - new rulers, speaking a different language. Show from 2:46 - 3:30 |
5. Review last class by reviewing the chapter questions and watching the History of New France video.
https://youtu.be/NdDgnQSpot0
https://youtu.be/NdDgnQSpot0
6. Read pg. 241 and talk about the difference between a French Peasant and a New France Habitant
7. Explain that there was always rivalry between the French and the English, many struggles for power with Iroquois, English Settlers and British. Often European Wars carried over to North America.
8. Read about the loss of Louisburg. Explain that France also lost Acadia.-
-The Acadians became British subjects when France gave Acadia to Britain by the Treaty of Utrecht.
- Acadia became known as Nova Scotia ("New Scotland").
-The British government demanded that they take an oath of allegiance to the British monarch. However, most refused.
-The British government ordered the mass deportation of Acadians.
-In what is known as the Great Expulsion, about 10,000 Acadians were expelled from the colony.
-The British destroyed around 6000 Acadian houses and dispersed the Acadians from Massachusetts to Georgia.
-The Term "Cajun" for those in Louisiana who speak french comes from "Acadian" = "A Ca'jun"
9. Go through Seven Years War PowerPoint and get them to write down the 10 important points. Go outside and renact The Battle.
7. Explain that there was always rivalry between the French and the English, many struggles for power with Iroquois, English Settlers and British. Often European Wars carried over to North America.
8. Read about the loss of Louisburg. Explain that France also lost Acadia.-
-The Acadians became British subjects when France gave Acadia to Britain by the Treaty of Utrecht.
- Acadia became known as Nova Scotia ("New Scotland").
-The British government demanded that they take an oath of allegiance to the British monarch. However, most refused.
-The British government ordered the mass deportation of Acadians.
-In what is known as the Great Expulsion, about 10,000 Acadians were expelled from the colony.
-The British destroyed around 6000 Acadian houses and dispersed the Acadians from Massachusetts to Georgia.
-The Term "Cajun" for those in Louisiana who speak french comes from "Acadian" = "A Ca'jun"
9. Go through Seven Years War PowerPoint and get them to write down the 10 important points. Go outside and renact The Battle.
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10. Watch History Bites Mother Britain, 7:45 –end)
11. Watch History Bites My Canada includes Quebec
11. Watch History Bites My Canada includes Quebec
Lesson 10 - Review
1. Finish My Canada Includes Quebec
2. Watch History of New France video if we didn't get to it the last day.
3. Explorers/New France Jeopardy
4. Work on ASR
2. Watch History of New France video if we didn't get to it the last day.
3. Explorers/New France Jeopardy
4. Work on ASR
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Lesson 11 - This is the End, My Friend.
1. Test (when completed the unit test, please move on to the next two items)
2. Map of 13 colonies
3. American Revolution Worksheet
2. Map of 13 colonies
3. American Revolution Worksheet