LES 1.2 on Population and Migration: First Peoples Onward Note: This Is an Old-Program LES Archived for Use in Related Topics in Newer Programs

LES 1.2 on Population and Migration: First Peoples onward Note: This is an old-program LES archived for use in related topics in newer programs. Google doc version at https://goo.gl/xMsmii

Guiding Question: What factors affect the way populations change and settlements develop?

The Scenario: You are working for a foreign country’s emigration advisory board. You are hired to investigate Canada as a possible place to recommend to emigrants leaving your country.

Some rights reserved by moqub Some rights reserved by BiblioArchives / LibraryArchive To prepare for this final complex task, students will study the historical factors that drove people to Canada in the past, and also how populations grew and settlements developed as a result. Along the way they will engage in a variety of complex tasks that allow them to interpret historical phenomena and form opinions. In the end, using what they have learned, students must decide whether or not, for most groups throughout history, it was worth it to immigrate to Canada. i.e. They will decide whether or not to recommend Canada to emigrants requesting to leave today their homeland.. whether or not the Canadian dream was for most a reality!

QEP Connections:

Broad Area of Learning: Citizenship and Community Life Various sections of the focus of development “Adoption of a culture of peace” apply ● knowledge of international conflicts ● awareness of the interdependence of individuals, generations and peoples ● understanding of the negative consequences of stereotypes and other forms of discrimination or exclusion

Subject Area Competencies developed:

Competency 1 Examines social phenomena from a historical perspective Competency 2 Interprets social phenomena using the historical method Competency 3 Strengthens his/her exercise of citizenship through the study of history

Other (Cross Curricular) competencies developed:

CCC 6: Uses ICT (Information and Communication technologies) See http://www.learnquebec.ca/en/content/ccc_sec/ccc_6/index.html

Phase 1 - Become Aware of Ancient Migrations a) Consider remote first-peoples today. Where, when, how and why did they come here originally?

Timeframe = 1 class or less

QEP Connections: Progression of Learning 1.1. Migrations. Describes, using the Asian migration theory, the migration flows that led to the settlement of northeastern America by the first occupants: nomads from Asia crossed the Bering Strait. Competency 1 Examines social phenomena. KF. Explores social phenomena in the light of the past: considers origins, seeks contexts Competency 1 Examines social phenomena. KF Considers social phenomena in terms of duration: chronological reference points

Hook discussion activities: Show visuals of from Google Earth for Quebec and Canada and zoom in to various isolated settlements in the North For example, start from view of Salluit, Nunavik, Quebec, at http://tinyurl.com/43d6wna then zoom out

Ask class: Why people would live here in the first place? How many people do you think live here? Ask class to come up with questions about origins that they would ask people who lived there?

Refer class to the Salluit community profile at Stats Can. http://tinyurl.com/674xng3 Refer also to NV of Salluit site at http://www.nvsalluit.ca/en/index_eng.htm for population information of 1143! Make conclusions as to why the population is so small and isolated even today

Introduce geographically similar area of the Bering Strait today

Zoom in using Google Earth to the Bering Strait area. Indicate the similarity in latitude, sparsity of communities, etc. Click http://tinyurl.com/3mdf4r7 Switch between “satellite” and “earth” views in Google maps

Ask students to share any previous knowledge they have of the climate of that area, the terrain and of likely animal life as compared to the south.

b) Establishing Facts.... about the Bering Strait Migration Theory

Timeframe = 1 class

QEP connections: Progression of Learning 1.1. Migrations. Describes, using the Asian migration theory, the migration flows that led to the settlement of northeastern America by the first occupants: nomads from Asia crossed the Bering Strait. Competency 2 Interprets social phenomena. KF Establishes factual basis: facts, relevant documents, space-time, points of view! Present an overview of the basics related to the theory Timeframe: 1 class maximum Define “Theory”: Originally the word theory as it is used in English is a technical term from Ancient Greek philosophy. It is derived from theoria, θεωρία, meaning "a looking at, viewing, beholding", and refers to contemplation or speculation, as opposed to action.”

What is it? Introduce the Bering Strait Theory in simple terms . “During the Last Glacial Maximum, about 21,000 years ago, global sea level was approximately 120 m (400 ft) lower than today. The Bering Land Bridge existed as a vast tundra plain connecting Asia and North America. As the world's glaciers and ice sheets melted over the following millenia, rising sea level flooded the land bridge — blocking migration routes for animals and humans.” Source: http://instaar.colorado.edu/QGISL/bering_land_bridge/

View Colorado.edu’s animation of the postglacial flooding and receeding of waters to establish the bridge: http://instaar.colorado.edu/QGISL/bering_land_bridge/downloads/beringlandbridge1l.mov

Alternatively, view the Quiki on Beringia at http://www.qwiki.com/q/#!/Beringia

Who is involved? Take students’ questions on the people who might have crossed at this time, then ask class also to consider “Who” created the theory i the first place. Use questions like: Whose Theory is it? Whose Theory isn’t it? What kind of experts came up with this theory?

When was it? Help students to understand the approximate time element here, first through common knowledge. When were the ice ages? Were their civilizations? How long ago was... etc? Note that more detailed timeline information follows.

c) Asking various experts (optional)

Timeframe = 1 class

Assign different groups the task of determining the point of view of specific “experts” who study this and other areas of North America ● Ethnologists: They demonstrate facts using ethnological evidence. (They consider WHO) ETHNOLOGY is a science that deals with the division of human beings into races and their origin, distribution, relations, and characteristics” Source: http://www.merriam-webster.com/dictionary/ethnology Review original idea of Jose de Acost http://www.ucalgary.ca/applied_history/tutor/firstnations/theories.html ● Geologists: Demonstrate with images “geological” evidence for the existence of a “bridge” between these two continents. (The WHEN and the HOW) See http://www.civilization.ca/cmc/exhibitions/aborig/fp/fpz2f11e.shtml ● Archaeologists: Demonstrate the principal support of the Bering Strait migration theory with reference to Clovis archaeological findings. Keep in mind though that there are no real migratory “path” proven from the Bering area to the New Mexico finds. (The WHEN) Refer to selected passages and sites found at LEARN’s Migratory movements and theories about origins page at http://www.learnquebec.ca/en/content/curriculum/social_sciences/sec_history/resources/cycle2/firstpeoples/index.html#migration ● Geographers: See First Peoples site from Canadian Atlas online at http://www.canadiangeographic.ca/Atlas/themes.aspx?id=first&sub=first_basics_diversity&lang=En

Note to teacher: Any references to alternative Sultrean migration theory may need to be corrected in light of new genetic evidence that insists on a single migration rather than several migrations. (See Solutrean Hypothesis and section on genetic evidence at Wikipedia at http://en.wikipedia.org/wiki/Solutrean_hypothesis, and also Getting to the New World article on single wave of migration)

Task suggestion: All groups present their “expert” views to class (or using Voicethread). [Establish facts] Then each group must comment on another group’s “expert view”, noting how their own group’s facts are 1) supported by the other expert’s view [Connections between facts] and 2) how theirs are different from another team’s view [Make comparisons]

d) Establishing facts surrounding the “Push and Pull “of early Migrations

Timeframe = 1 classes

Establish facts surrounding the chronology of the Bering Strait migrations. Remind students of the distance in time as compared to First Peoples in 1500 Illustrate this by viewing available timelines: http://www.timetoast.com/timelines/13392 or http://www.timetoast.com/timelines/10503 Alternatively copy, translate and view the lignedutemps timeline at http://www.lignedutemps.qc.ca/t26/lecture

Emphasize likely differences and similarities in cultures between earliest migrants and First Nations we know of already. For example, they were likely hunters like most natives in Canada in 1500. Like the Inuit in the north they probably dealt with harsh climates. Etc.

Push & pull: WHY people migrated to Canada Teacher models next task by asking the following question and notes answers in columns on board or whiteboard What might have PUSHED people out of their homelands in Asia? (Example answers such as lack of food, competition from other tribes and animals, weather changes, etc.) What about North America would have PULLED the people to come here? (Example answers such as following animals, weather changes, unoccupied territory, good hunting grounds, etc.)

Paraphrasing a website with PUSH/PULL in mind. The teacher first explains the concept of paraphrasing, and directs the students to the Purdue Paraphrasing website. http://owl.english.purdue.edu/owl/resource/619/01/

Student quick research and observation task: Students explore the The Spread of Homo Sapiens site at http://www.ucalgary.ca/applied_history/tutor/migrations/ to find information to paraphrase, with these two new questions in mind: Why might people have left their homes? What features drew them here? (Push and pull)

Teacher directs students especially to section 1 of the site, on Early Migrations to North America. Students paraphrase the sections, share with other students, share with the class any new and interesting information.

Student Interpretative and Organization Task: Begin an extendible “PUSH-PULL” document to be used throughout the LES In partners or groups add new ideas and specific facts (time frames, reasons, whereabouts, etc.) about the earliest migrants to a Google document or temporarily share a Word Document. Make Google document available so that other groups can “comment “ or use “chat” feature to give other groups feedback and exchange information. Push – Pull Factors Group Circa: PUSHed PULLed (away from home) (to the new land)

Earliest Native Peoples migration experiences

Using Google Docs or a word processor ensure that the columns stretch downward as teacher (and students) add different groups as they research. Set page layout to landscape so as to later add a new column for Consequences!

Phase 2: Investigating First Occupants circa 1500 -- Time, Culture and Territory

Timeframe = 3-5 classes

Introduction: Teacher may need to review concepts introduced during previous classes (Population, Belonging, Growth, etc.), particularly if students were already exposed to those concept in other contexts in "LES 1.1 Population (Local and Quebec’s Population Today)” available on LEARN at http://www.learnquebec.ca/en/content/les/history/y2_les1_population

Teacher could also discuss the implications of peoples continually migrating into territories that may have been occupied by early migrants. (i.e. Were people already there before the aboriginal peoples of 1500 arrived?). Note also that the 1500 is a much more recent time period than when the Bering migrants came to North America. In 1500 we will consider not only migration, but also questions regarding territory: who came and lived there, how it was occupied and then developed, etc. We will start with the First Nations who occupied North America, particularly in the Quebec area in the 1500s. Later we will be reviewing similar territorial occupation by the French then the English.

a) Territorial location of First Occupants in the Quebec area

QEP connections: Progression of Learning 2.1 Territorial Occupation and 2.2 Territorial Organization Competency 1 Examines social phenomena. KF. Explores social phenomena in the light of the past: considers origins, seeks contexts Competency 1 Examines social phenomena. KF Considers social phenomena in terms of duration: chronological reference points

Review the location of First Occupants in the Quebec area, relative to those described in Bering migration routes First examine an image of the world (use and explain different projections if possible, different maps, different views. Review Beringa route around the world again, and also coastal routes of various migrations. Refer to available maps and timelines to show how the Quebec area was likely being settled at a much later time than the Beringa migrations.

Remind students that the assumption that First Peoples peoples originated outside of North America is based primarily on the difference in age of certain artifacts found in North America (Clovis points, etc.) as compared to much older traces of humanity in Asia and before that Africa. If not used already, teacher could run presentation available at http://www.bradshawfoundation.com/journey/ on the growth of population through time.) Note that the premise that people arrived in Quebec at an even later date comes from the fact that no artifacts have yet been found in Quebec older than 10,000 years.

Optional student task: Situation on a timeline of 15,000+ years the Bering migrations on one end, the First Occupants on the other, and in the middle some of the other cultures studied by students in previous courses (Egypt, Romans, Greeks, etc) and older cultures such as those in China and India.

b) Cultural areas at the time of first European contact

QEP connections: Progression of Learning 2.1 Territorial Occupation and 2.2 Territorial Organization Competency 1 Examines social phenomena. KF. Explores social phenomena in the light of the past: considers origins, seeks contexts Competency 2 Interpret social phenomena K.F. Establish factual basis: Finds information on facts, Identifies actors and witnesses

Using maps help the class discuss why certain types of cultures likely developed in different types of areas. http://www.kstrom.net/isk/maps/cultmap.html Refer to the secondary 3 course and tap into their own prior knowledge. Discuss effects of different climates, soil, waterways. Discuss water usage (fishing, travel), and the hunting of land animals.

Discussion: As a class, discuss term “Pre-contact” and its implications. i.e. Discuss Who is contacting Whom? And note how the term “pre-contact peoples” or even “first peoples” is problematic in that it labels all aboriginal peoples in North America with a singular definition, whereas there were several distinct cultures present in 1500. Contrast this limiting view with the cultural maps which demonstrate differences. Review available pre-contact maps for any surprises or confusions students may have.

c) Consider linguistic Groups

QEP connections: Progression of Learning 2.1: Territorial Occupation (especially 2.1.a Identifies groups belonging to each language family) Competency 2 Interpret social phenomena: K.F. Establish factual basis: Identifies actors and witnesses, Identifies circumstances and actions Competency 2 Interpret social phenomena: K.F. Explains social phenomena: Seeks explanatory factors Using selected documents, help students to review differences between pre-contact aboriginal linguistic groups in the same areas covered above. See http://www.ucalgary.ca/applied_history/tutor/firstnations/civilisations.html section on linguistic approach for example. Have students share any surprises. Remind students they must be able to to “identify” groups according to language. [POL Pop. 2.1]

Note: This page was taken down in 2013. As of 2015 you could see it at https://web.archive.org/web/20131012153057/http://www.ucalgary.ca/applied_history/tutor/firstnations/civilisations.html

Student Task: Identify language groups, and state why they might have been “pulled” to different areas. ● Explore interactive website at Canadian Encyclopedia at http://www.thecanadianencyclopedia.com/customcode/Media.cfm?Params=A3native-people.swf (Link not working in 2013. Alternatively just to look over the images at http://www.cogsci.indiana.edu/farg/rehling/nativeAm/ling.html)

● Identify the two language groups and their location in the southern half of present-day Quebec. (Algonquian and Iroquoian) ● Add these groups to the push/pull charts started above ● For each group reasons why these groups were likely pulled toward their respective areas. (Consider climate, land, etc.)

See also the interactive map at The Atlas of Canada at http://atlas.nrcan.gc.ca/site/english/maps/historical/aboriginalpeoples/circa1630 See also sections on Algonquian and Iroquoian groups at http://www.civilisations.ca/cmc/VMNF/premieres_nations/en/index.shtml

Together as a class review ideas for “pull” factors that students added to their Push and Pull tracker documents.

`d) Investigating specific groups: Territorial Occupation and Organization at the time of European contact

QEP connections: Progression of Learning 2.1 Territorial Occupation and 2.2 Organization Competency 2 Interpret social phenomena K.F. Establish factual basis: Identifies actors and witnesses, Identifies circumstances and actions Competency 2 Interpret social phenomena K.F. Puts his/her interpretation of social phenomena in perspective: identifies similarities and differences among societies.

Identify earliest groups contacted. Examine early maps and exploration routes. Drawing from Canadian Atlas Exploration maps http://atlas.nrcan.gc.ca/site/english/maps/historical/#exploration and Beothuk entry at Canadian Encyclopedia http://tinyurl.com/3q62und and Heritage Newfoundland site on Beothuks at http://www.heritage.nf.ca/aboriginal/beothuk.html → Emphasize likely Algonquian language links, of what is now a dead language → View maps of Newfoundland along early exploration routes, and of Beothuk distribution in Newfoundland at http://www.heritage.nf.ca/aboriginal/beo_distribution.html

Referring to the Nova Scotia Museum site at http://museum.gov.ns.ca/arch/infos/mikmaq1.htm and the Wikipedia entry http://en.wikipedia.org/wiki/Mi%27kmaq_people outline territory of the Mi'kmaq and describe initial encounters and relationships

Refering to http://www.pc.gc.ca/eng/lhn-nhs/qc/cartierbrebeuf/natcul/natcul4/a.aspx and http://www.pc.gc.ca/eng/lhn-nhs/qc/cartierbrebeuf/natcul/natcul4/c.aspx tell the story of the St. Lawrence Iroquoians → Emphasize also the notion that this is a “Nation”, like with many of these groups, consisting of several villages or communities or camps

Identify and differentiate between Nomadic and Sedentary groups Drawing from the source Canadian Encyclopedia at http://tinyurl.com/m59tfv for Eastern Woodlands. → View maps on “Eastern Farmers” (Huron, Neutral, Petun) and “Eastern Hunters” (Micmac, Abenaki, Algonquin, Nipassing, Ojibwa) → Define nomad and emphasize hunting culture and traditions, large territory. → Define sedentary and emphasize village and farming culture and traditions

Other resources: For further teacher reference, regarding Territories of First Peoples around the time of contact (or shortly after, “before the eastern population dislocations”) see Interactive map at The Atlas of Canada at http://atlas.nrcan.gc.ca/site/english/maps/historical/aboriginalpeoples/circa1630

For Organization of Algonquians and Iroquoian groups at http://www.civilisations.ca/cmc/VMNF/premieres_nations/en/index.shtml

Student Research Task: Investigate one aboriginal group in Quebec in 1500 Research one of the groups of First Peoples examined above and report back to the class. Identify all sources for use by other students.

Describe the following for one native Nation or tribe. ● Language information for your group ● Approximate population of your group at the time of contact. ● Territory occupied at time of contact or shortly after. ● How they lived and why? (For nomadic groups describe camps or hunting grounds, houses or tents, etc. For sedentary groups describe villages, longhouses, etc.)

Enter descriptions in a common space such as a Forum discussion area or a common Google Document so all students have access. Teacher can comment and correct information as needed.

Additional student task: Have students comment on any “similarities and differences among societies” in terms of their territorial occupation and organization.

As a supplement to the above task, rather than using a Google document, have students enter the tribe/nation names and information onto a commonly shared Google Map. See sample map at https://maps.google.ca/maps/ms?msid=215266017422325638107.0004addc6dbe7f8846a35&msa=0

Phase 3: The French Regime - Territory Possessed, Occupied, Organized

Timeframe = 1 to 2 classes

Introduction/ Engagement discussion: Review mapped locations of aboriginal societies encountered in previous classes, and remind students of some contexts for population changes and migration long before the whites arrived. (trading routes, use of land, hunting lands, conflicts!, etc.)

For example, tell story of the origin of word Naskapi (“people beyond the horizon”) and its probable use as a form of a reproach by other Innu See: http://faculty.marianopolis.edu/c.belanger/quebechistory/encyclopedia/NaskapiIndians.htm Discuss why and how they were likely pushed north by Iroquois and Montagnais, and then later by whites.... See http://en.wikipedia.org/wiki/Naskapi#Move_to_Schefferville and http://www.naskapi.ca/en/History

Refer to the last section’s investigation of existing tribes at time of contact, and clarifying population numbers associated at time of European contact, locations of key native nations on maps. and a reminder of which groups were nomads and which were sedentary societies.

a) Examine European exploration (Review and refine prior knowledge) Review the routes and reasons for European explorations, by first sharing prior knowledge from past courses, and then by viewing “The New World: Explore” selected segments from the Discovery Videos Note: You must first log in at LEARN, then click the Vodzone button to access Discovery’s collection.... then search.

Review also the European arrivals and their early access to and use of territory via timelines on sites such as The Canadian Encylopedia’s Early New France (1600 to 1730) at http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCETimelineBrowse&Params=A3PER11 or Alternatively, refer to the timeline on the Quebec-focused site “La République libre du Québec” at http://www.republiquelibre.org/cousture/NVFR2.HTM

Student Task: Research events surrounding early European Territorial Occupation Use the The Canadian Encyclopedia's Early New France (1600 to 1730) at http://tinyurl.com/43yawwl Choose only 5 events from between 1535 to 1663 that you feel are representative of the way the French initially “possessed”, “occupied” and “organized” the North American territory for their own purposes. Place those 5 events on your own timeline document. (Example shown below uses Google Docs “drawing” feature.)

Students could share their chosen events and explanations next day. Students can be asked to explain orally what they chose and why!

b) Survey initial efforts to settle New France

Timeframe = 1 to 2 classes per “part”

Review some important steps that lead towards the “colony” of New France. Refer to events chosen by students above for 1663 and before from Canadian Encyclopedia timeline entries at http://tinyurl.com/43yawwl. (Teacher could ensure that a list of suggested events is covered, based on what is listed in the Progression of Learning for this section. See list at left below.) Together as a class, categorize important events according to the way the French Possessed, Occupied and then Organized territory

Suggested key events you might review with the class Examples of some student choices (Piloted online Sept. 2011. Students who used Google Docs)

Territory Possessed Cartier Visits Hochelaga (1535)

Champlain Reaches Montréal (Jul 4, 1603)

Champlain Battles the Iroquois (Jul 30, 1609) French Mobilize Forces (Sep 1, 1615) (by M.) Maisonneuve Plants Cross at Mont Royal (Jan 6, 1642)

Territory Occupied Founding of Québec (Jul 4, 1608)

Ville-Marie Founded (May 17, 1642) Maisonneuve Founds Ville-Marie (May 18, 1642) (by A.) Champlain’s Last Words (Aug 18, 1634)

Territory Organized Louis XIII Initiates Colony (Mar 12, 1618)

Seigneurial System Instituted (Feb 4, 1623) & Seigneurial System Surveyed (1632)

Montmagny Arrives in New France- First Titular Governor (1636) (by J.)

Louis XIV Sets up Council (Mar 27, 1647)

New France a Crown Colony (Feb 24, 1663) Laval Founds Seminary (Mar 26, 1663) Sovereign Council Created (Sep 18, 1663)

c) Examine the population composition of New France in 1663 As a class, analyze images of some people arriving in New France.

[Please visit and show original images directly at image 1 from http://www.civilization.ca/virtual-museum-of-new-france and image 2 from http://www.telusplanet.net/public/hexaquad/photo-b.htm ]

Help students to focus their first impressoins, to look for details that indicate who arrived, their status, their clothing, the transportation they used, etc. Help students to think of questions we might ask them, in order to understand their possible reasons for coming to New France. Suggest questions regarding available land, territory to expand, conditions and circumstances when they left. Ask students to imagine population numbers. i.e. How many people do you think we are talking about at this period?

Review how John Talon’s appointment was an example of France beginning to “Organize” the territory. Read and analyze the following texts about Talon’s basic role with the students.

“Intendant of NEW FRANCE, office created in 1663 when Louis XIV established a system of colonial government, including a GOUVERNEUR and SOVEREIGN COUNCIL. Second in rank to the governor, the intendant controlled the colony's entire civil administration. He gave particular attention to settlement and economic development, and to the administration of justice. Because he also managed financial matters, he had the most sweeping powers in the colony's government.” Source: http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=A1ARTA0004023

“This first intendant of NEW FRANCE was to convert a small, weak, fur-trading and missionary outpost under company rule into a profitable, well-populated royal province, capable of defending itself.” Source: http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=A1ARTA0007860

“As Intendant of Justice, Police, and Finance, Talon's tasks were to stimulate the economic expansion of New France, increase the colony's self-sufficiency and bring order to its financial administration. He was a man of enthusiasm and vision, and although he ranked below the Governor, he soon became the real manager of the colony. Talon served two terms: from 1665 to 1668, then from 1670 to 1672.” Source: http://www.statcan.gc.ca/about-apercu/jt-eng.htm

Class task: Examine the population situation in New France Direct the students to the Statistics Canada website archives for Talon’s Census pages at http://www.statcan.gc.ca/kits-trousses/5200679-eng.htm and refer students specifically to table 1 entitled: Census of 1665-1666 New France. Table I - Families, Population, Sexes, Conjugal Condition

Note: This table has been reprinted below incase the Stats Can site is down or moved again.

See also http://www.statcan.gc.ca/pub/98-187-x/4064814-eng.htm and http://www5.statcan.gc.ca/bsolc/olc-cel/olc-cel?catno=98-187-X&lang=eng

Smaller Task: Complete the First Census Men/Women sheet. The teacher should model the first set of information that the students will have to complete on the First Census Men/Women sheet. Distribute the document entitled Firstcensus.doc and have students finish other sets of information.

Class discussion: What are some implications of the census of 1665? After sharing and comparing results, and discussing the composition of the different towns and comparing totals, the teacher leads the students to the realization of the problem that there are few people in general, and in particular very few women. Compare this with the population statistics gathered in LES 1.1 on Local Populations Today, and what we know about numbers of people and their gender now.

Individual Student Task: Formulating Questions Hypothesize as to how the population grew so much in the last 400 years, as to when it in time it might have grown most, etc. Time permitting, students could use an organizer to create specific questions that could help them find out what exactly occurred and why the population composition and number changes so much over time. They could use the Questions – Duration.doc or add their questions to a class list on a white board.

Teacher can comment and the class can share their questions.

Individual Student Interpretation Task: A letter to the King! Assign students task of writing a letter to the King of France, from the point of view of Jean Talon The letter must attempt to suggest: What could be done increase the population of New France.

Requirements: In their letters students must propose 3 possible solutions to the problems of lack of women, etc.

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Sharing and reflection Share letters and have students comment on each other’s work. Teacher can use these short presentations to show what couldn’t have worked, what difficulties existed, and what solutions might have been feasible for the early colonizers.

d) Population Growth and Territorial Organization: Jean Talon’s plan and legacy

Timeframe = 3 classes

Introduce Guiding Question and Situation at this point (if not done already)

What factors affect the way populations change and settlements develop?

Present the learning “Situation” to students “You are working for a foreign country’s emigration advisory board, investigating Canada as possible place to recommend for relocation! You are studying first the factors that drove people to Canada historically, and how populations grew and settlements developed. Eventually you will decide whether for most it was worth it, and whether or not to recommend Canada to emigrants requesting to leave.”

Some rights reserved by moqub AND Some rights reserved by BiblioArchives / LibraryArchive

Teacher could go over sections of the Culminating Task evaluation grid, and what students will need to collect in order to present their case. Go over possible formats (essay, presentation, etc.) Students will need to base their arguments on typical "immigration experience" events in the past, ones that changed populations and territory. i.e. Were the immigrants’ Canadian dreams and images of Canada true for them, was it worth it for them, was it good for everyone?

Emphasize that the Final Complex Task assignment requirements will include:

1. A Map, a Graph or Chart, and a Timeline 2. (Also recommended but not required: Pictures) 3. Written explanations. (Could also be the script of what you read in a presentation too.) 4. Written opinion (Could be a script too)

In other words, students should be gathering this sort of “evidence” throughout the rest of these Population theme investigations! a) Migration and settlement reviews (Optional): Early efforts to occupy and settle territory

At this point the teacher may need to quickly review students’ prior knowledge from this and previous courses

Quick review of migration movements to date, emphasizing notion of settlement and population growth: Early migration theories and slow building up of very small settlements Early Europeans basically only setting up fur trading posts

Quick review of 100 Associates and installation of the Seigneurial system The COMPAGNIE DES CENT-ASSOCIÉS obtained the rights to allocate the land to its best advantage. The land was therefore granted as fiefs and seigneuries to the most influential colonists who, in turn, granted tenancies. Source: http://www.thecanadianencyclopedia.com/articles/seigneurial-system See also: : Parks Canada at http://www.pc.gc.ca/eng/lhn-nhs/qc/manoirpapineau/natcul/natcul1/c.aspx See also the Map of the Seigneuries in New France, 1624-1760 http://www.pc.gc.ca/eng/lhn-nhs/qc/manoirpapineau/natcul/natcul1/c/i.aspx?m=1 and Canada in the Making site at : http://www.canadiana.ca/citm/themes/pioneers/pioneers3_e.html#seigneurial

Quick review/introduction of notion of a Royal Colony See “Establishment of the Royal Colony http://web.dsbn.edu.on.ca/[email protected]/FOV1-0009F9A7/FOV1-000C6418/FOV1-00141BFE/Establishment%20of%20the%20Royal%20Colony%201663.pdf Chapter 3: A Century of New France: 1663-1763 http://www.canadianheritage.org/books/canada3.htm

b) Examining Key Players in the 1660s Review in general the players and the sort of things that had been done to “occupy”, “settle” and “expand” the colony previously If available, show segments of Episode 2 Adventurers and Mystics from Canada a People’s History http://www.cbc.ca/history/EPHOMEEP2LE.html Ask, In general, what are some things that were done to increase the population of New France?

Research Task in groups on key players Divide class into separate groups to start initial research on key players: 1. Filles du roi 2. Carignan-Salières Regiment 3. Jean Talon

As a class, have students formulate general questions to help each group focus their research. Classify questions according to WHAT, WHERE, WHEN and HOW.

Students could then transfer questions onto a note-taking sheet and add additional questions specific to their group before researching.

Students use provided links (see next page) to research answers to the questions, or to develop further questions that need to be clarified later.

Research links: Filles du roi

“In 1663, the King took over direct control of the government of New France and initiated an organized system of recruiting and transporting marriageable women to the colony. On September 22, 1663, thirty-six girls --the first group of Filles du Roi-- arrived in Québec.” Source and more specific details about the Filles du Roi http://www.delmars.com/family/filleroi.htm See also segments from Canada A People’s History, Episode 2. http://www.cbc.ca/history/EPHOMEEP2LE.html and the summary pages on the CBC site at http://www.cbc.ca/history/EPCONTENTSE1EP2CH7PA5LE.html Also from 4 minutes on of this youtube video http://www.youtube.com/watch?v=tTXRGwTmiM4 Short article at http://www.whitepinepictures.com/seeds/i/12/sidebar.html

Carignan-Salières Regiment “This regiment was used between 1665 and 1668 to combat the Iroquois threat to the struggling colony of New France. Over 400 soldiers and officers decided to remain in New France when the regiment was recalled to France. Most French Canadians have several ancestors who served in the Carignan-Salières Regiment!“ Source and more specific details http://habitant.org/carignan.htm See also: http://en.wikipedia.org/wiki/Carignan-Salières_Regiment and http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=A1ARTA0001405

Jean Talon Talon had his “Plan” to “people the country” It included: Encouraged immigration (indentured employees transported and given land) Carignan-Salières soldiers encouraged to stay and settle

Filles du roi were to arrive and marry and produce children Money and positions in civil office were given to those with large families, hunting restrictions were placed on bachelors Source and to find out about how territory developed: http://www.biographi.ca/009004-119.01-e.php?&id_nbr=277

c) Efforts to Expand Population and Territorial Organization

Timeframe = 1 to 2 classes per “part”

QEP connections: Competency 1 Examines a social phenomenon... looks a complexity of phenomenon Techniques: Read and create timelines, Read maps

Engage the class Sections from Canada a Peoples History where the Carignan-Salières Regiment arrive for first time could be shown, if available. Alternatively, read from this summary page http://www.cbc.ca/history/EPCONTENTSE1EP2CH7PA3LE.html Images of Carignan-Salières Regiment soldiers and events also available at http://www.youtube.com/watch?v=Q0I5XgJQtFI

Review with class the purpose of soldiers, their origins, how many we are talking about. Ask others who did not research this group to guess about how many actually stayed to add to the colonists numbers and to promote their security.

Group Presentations 1 and 2 Have the group who researched the Carignan-Salières Regiment and then the Filles du roi present their findings. Teacher could note their questions and answers on empty versions of charts used above.

Individual Student Organization Task for final culminating task: While groups present, students should return to their Push Pull document and add these two groups (soldiers and fille du roy) to the list. They should make sure they have added another column for consequences, and during the presentations class could discuss known consequences, such as increased population, peace, security, families, etc.

Group Presentations 3 on Jean Talon’s policies While this group presents what they found, teacher can review Jean Talon’s policies in details as follows:

Some measures taken by the state to settle the colony between 1666 and 1672. Carignan-Salières brought over for protection and security Soldiers and engagés both granted land so they could settle Filles du Roy were brought over to increase female population Talon instigated several specific policies aimed to encourage large families

The main consequences of Talon’s policies between 1666 and 1672? - increase in the number of women, doubling of the population - large families - main factor in the growth of the population of New France between 1672 and 1760 is natural growth

Teacher could read aloud the following passage and discuss birth and death rates.

“During the next 100 years, birth rates ranged from 50 to 65 births per 1000 population and produced a sufficient excess of births over deaths for the population to reach 70,000 at about the time that the British had won political control from the French at the end of the SEVEN YEARS' WAR.” Source: http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=A1ARTA0006396

c) Examination of causes and effects of French Territorial Expansion in North America i) Causes related to Territorial Control and Security If possible view section of episode 2 on Carignan-Salires regiment's victory from Canada a People’s History if available, or read sections from the summary page at http://www.cbc.ca/history/EPCONTENTSE1EP2CH7PA4LE.html

Interpret map at http://www.the-m-factory.com/portfolio/maps/trad_maps_11.html Discuss points mentioned in video above (Richelieu River) and areas of Native occupation. Discuss extent of French exploration and penetration into territory so far. Discuss numbers of English colonists.

ii) Effects on Populations of First Nations. If there is time, have students research the various conflicts with the Iroquois http://en.wikipedia.org/wiki/Beaver_Wars and http://www.cmhg.gc.ca/cmh/page-46-eng.asp for soldiers roles in these battles

If available view first 30 minutes of the Canada A Peoples History episode 3 up to just before the 1749 dates and the Acadians are mentioned. If not, review chapters available here http://www.cbc.ca/history/EPHOMEEP3LE.html

While watching or reading film excerpt above: Students note dates mentioned, and make notes as to what happened, effects on Territory(where), effects on Natives (disease, territory, culture), etc.

d) Interpreting Territorial Expansion of New France

QEP Connections: Competency 1 Examine social phenomena Techniques - Read and create timeline of events & - Interpret documents (video) Competency 1 and 2 Examines and Interprets. Understands point of view. Considers duration, continuity and change. Explains social phenomena by establishing connections and identifying consequences.

Engage class: Share each other’s new knowledge about Population and Territory by reviewing areas mentioned using a large map of North America and/or a Google Earth version presented on on screen or whiteboard. Ideally during the last class students had viewed Canada People’s history Episode 2 on conflicts with French expansion to the south and their conflicts with the English and Iroquois. Students had taken notes based on dates mentioned, as to what happened, effects on Territory (where), and effects on Natives (disease, territory, culture).

On Venn-Type Diagram indicate some new interesting events that affected Population and Territory or both. Explain.

Other discussion questions: What was most important event that affected the French population or territory...over the long term? Explain the perspective of some of the Natives on the changing events, borders, economics, society. What in general is happening to French territory? (expanding) Native territory? (being encroached upon) Note: A correction key for important events was prepared for this LES. It may still be availble at https://docs.google.com/document/d/1DItqT4QM-7ZzTbTthjUbT37Kn-aHPlC82O2rGxynAiU/edit?hl=en_US

Task: Map interpretation (individually or in groups): Have students more closely examine maps and tables, and offer their “Interpretations” using Worksheet questions provided for each map.

i) Missions, Settlements, Trading Posts and Forts

View original aboriginal settlement maps at http://atlas.nrcan.gc.ca/site/english/maps/historical/aboriginalpeoples and read texts provided there for more information. 1) Explain the two maps. How would life be different in the “Populations” of Natives contacted by the Europeans? How would European contact have affected the different groups in different ways? (Think Nomad vs Sedentary. Remember their different cultures and politics)

ii) New France Expands... America too

View maps at Evolution of Canada at http://atlas.nrcan.gc.ca/site/english/maps/archives/historical/mcr_2306 1) What areas of New France remained the same in terms of real control over territory? 2) What new areas have been claimed, explored, controlled by Europeans?

iii) New France Expands after Queen Anne’s War

Refer to article and map at Queen Anne’s War and Treaty of Utrecht on Wikipedia http://en.wikipedia.org/wiki/Queen_Anne's_War 1) What differences do you notice because of the way this map is created as compared to the previous one?

iv) New France Population Expands... but so does the English Population!

Refer to the population table at http://merrill.olm.net/mdocs/pop/colonies/colonies.htm when referring to 13 Colonies 1) Visit source website and comment on this whole table. Which specific population increase(s) would most affect New France territories and why?

v) New France Explands: 1740 Claims

View maps of territory occupied during the height of New France’s expansion at http://atlas.nrcan.gc.ca/site/english/maps/historical/preconfederation/newfrance1740

1) Visit source website and comment on the map at full view. Which claimed territory has the French finally given up on? Which claimed territory can they defend effectively and which can they not? Why? 2) Visit source website and comment on the map in zoom view. Where are some potential areas of conflict?

Complex Task: Blog Post from point of view of character in NF

Timeframe = 2 classes plus homework time

Students task description: Write a blog post from the point of view of a local figure in New France areas. See http://www.commoncraft.com/video/blogs

Instructions and Requirements (Evaluation Grid on next page) Choose one event in time between 1600 and 1740. Take the role of a character living and experiencing that event. It must be someone who has to report back to someone in France or New France (or even the United States) about the situation, in terms of population changes and territorial changes.

Observable Elements Intellectual Operations and Competencies evaluated

Explain the reason the character happened to be in that location and that specific time in the first place. (Pull) [Not evaluated]

Describe the facts of the event. Focus on how the populations and territories were affected.

(Competency 1-Complexity and Competency 2-Facts)

Interpret some causes of this events, connections to other events, and identify any consequences.

(Competency 1-Complexity and Competency 2-Explains social phenomena

Give an opinion: Tell how you see the event (i.e. their point of view, your point of view, etc.!)

Competency 1 -- Exploring by...understanding point of view of actors. Competency 3 - Discusses Issues

Sample Evaluation Grid for Blog Post on Character from New France

Scale Advanced Thorough Acceptable Partial Minimal 5 + -- (98%) 4+ -- (84%) 3+ -- ( 70%) 2+ -- (55%) 1+ -- (37%) Criteria 5 -- (92%) 4 -- (77%) 3 -- (65%) 2 -- (46%) 1 -- (28%)

Appropriate Student describes the Student describes the facts Student describes the historical Student describes an No real historical use of facts of the historical event of the historical event and event with SOME facts included, historical event with event described. Knowledge and considers how the considers how the and partially considers how the but includes almost no (40% populations and territories populations and territories populations and territories were facts and barely refers were affected in a very were affected, with few affected. to populations and sophisticated way with errors. territories. absolutely no errors.

Rigour of Student interprets events Student interprets events Student interprets events by Student interprets No interpretation of Reasoning by identifying their by identifying their causes, doing some of the following: events but doesn’t historical event. (40%) causes, AND by making AND by making identifying their causes, by really identify their connections to other connections to other making connections to other causes, or make events, AND by identifying events, AND by identifying events, by identifying connections to other consequences, consequences. consequences. events, or identify all with depth of consequences. understanding.

Expression of Student defends an Student defends an opinion Student states an opinion of the Student states a point Student does not a well founded opinion of the situation of the situation and the events with an argument that of view on events but state a point of view opinion and the issues with a well issues with a reasonable partially relates to facts above. not in the form of a on historical events (20 %) thought-out argument that argument that mostly clear argument or

relates to facts and relates to facts and opinion. interpretations above. interpretations above.

Sharing

Share chosen events for blog posts on a timeline or common google document. Teacher adds some key events not chosen to bring important events up to the 1740s. See http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCETimelineBrowse&Params=A1PER16 for examples.

If your class is posting events to a blog, teacher could demonstrate the following blog functionalities: - many blogs have options to the change date of the post, so the blog acts like a timeline - there are usually options for inserting images. Brainstorm types of images that could be used: (copyright-free photos, graphs, maps, sketches) - consider using links to Google locations on Google Maps and Google Street views of locations now.

Use or assign the Review Powerpoint presentation on The Conquest & Beginning of British Rule from the green LEARN Materials menu after signing in at LEARN from older courses could be assigned to review the situation (wars, treaties and other changes) leading up to the end of New France, and to offer students other events to choose from for their course, or other “consequences” to add to their project.

Phase 4 : British Rule and different waves of immigration.

Introduction Engage students by viewing a map of places in Eastern Townships, and discuss where in the world we might be? Show zoomed in map of county names in Eastern Townships area.

See http://www.rootsweb.ancestry.com/~qceastwn/etcomap.html Ask students to guess in what province these counties were located. Ask what language or cultural groups were present in those areas when these towns were established. Reveal that this is actually an area of Quebec!

Review British Conquest: From last class Blog post assignments, and from review of Conquest using The Review Powerpoint presentation on The Conquest & Beginning of British Rule available after signing from the LEARN Materials menu, review chronology of events related to political and territorial change.

Include key events such as the Treaty of Paris (1763), Quebec Act 1774, Constitutional Act 1791, Act of Union 1840 Review of other important events involved such as American Revolution 1776, Emancipation of Slaves, Land grants, Etc.

Review concepts involved in exploring this question: Demographics: Populations and population “growth” Migration: movement of people, reasons for movement, effects of movement.

Remind students of the guiding question for various migration related events. What factors affect the way populations change and settlements develop?

a) Examine various migration experiences

Timeframe = 3 classes

Introduce 5 key migrations that took place during the British Period using a timeline ● First loyalists ● Late loyalists ● Black loyalists ● Irish immigrant ● French Canadien emigrants

“Quick” Research Task with a partner(s): Investigate a migration experience Research and present more details about a particular wave of immigration/emigration. Divide up the task of researching, reading and presenting. Record your findings in the chat window and on the whiteboard, or in a common Google document you can share with the class. ● Find at least 3 websites with information on the group’s experience. ● Find at least one photo to “interpret” for the class. ● Find at least one map that helps to to “explain” the group’s migration. ● Place the experience in time (indicate time period or place on a timeline)

● Present for at least 5 facts about the group’s history and experience in your own words. (“Quotes” permitted)

Web site resources

First Loyalists: http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=a1ARTA0004796 http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=A1ARTA0008225 http://www.learnquebec.ca/en/content/curriculum/social_sciences/features/loyalists/ http://www.mysteriesofcanada.com/Canada/united_empire_loyalists.htm http://www.canadiana.ca/citm/themes/pioneers/pioneers4_e.html http://www.vcanada2.com/section_3/3.2the_loyalists.htm http://www.slmc.uottawa.ca/?q=arrival_loyalists Source for texts and map: http://www.hastingscountyatlas.com/photos/maps/target25.html

Later Loyalists http://www.uelac.org/SirJohnJohnson/eastern-townships.php Image at: http://www.pc.gc.ca/lhn-nhs/on/fortgeorge/edu/edu10/d.aspx © Archives of Ontario / C 279-0-0-0-34; AO 492 http://firstpeoplesofcanada.com/fp_treaties/fp_treaties_preconfed.html http://atlas.nrcan.gc.ca/site/english/maps/historical/aboriginalpeoples/circa1823

Black Loyalists http://museum.gov.ns.ca/blackloyalists/who.htm http://www.learnquebec.ca/en/content/curriculum/social_sciences/features/loyalists/background/loybkgr_peters.html http://guelph.ca/museumsites/BlackHistory/index.htm http://museum.gov.ns.ca/blackloyalists/ http://museum.gov.ns.ca/blackloyalists/who.htm http://www.learnquebec.ca/en/content/curriculum/social_sciences/features/loyalists/background/loybkgr_peters.html http://firstpeoplesofcanada.com/fp_treaties/fp_treaties_preconfed.html http://collections.ic.gc.ca/freedom/page19.htm found in 2011 at http://oberlin.edu/external/EOG/LaneDebates/RebelBios/HiramWilson.html Timeline at http://www.cbc.ca/news/interactives/slavery-canada/ The Pierpoint Settlement documents referred to in original LES are no longer available, but this site http://guelph.ca/museumsites/BlackHistory/wellington.htm may lead similar information. New: Richard Pierpoint FROM HERITAGE MINUTES COLLECTION https://www.historica-dominion.ca/content/heritage-minutes/richard-pierpoint?media_type=41& New: The Coloured Corps: African Canadians in the War of 1812 http://www.eighteentwelve.ca/?q=eng/Topic/25

Irish

Main reference at http://irishfamine.ca/ Old Lady evicted from her home. Photo from The National Library of Ireland found at http://www.acrimony.org/article_What_IS_for_Supper_Ma.php Overloaded ships photos at http://irishfamine.ca/passage-to-the-americas/emigration-to-north-america-in-1847 Population growth graph at http://www.bytown.net/iowa.htm Irish pulled to Quebec http://www.pc.gc.ca/lhn-nhs/qc/grosseile/natcul/natcul1/b.aspx

Research Organizer Groups could use a Quick research organizer such as displayed below (Table completed as simple Google Document, which can be expanded infinitely and shared easily)

Migration group Requirements Space for notes and images

1. References: 3 websites or documents with information on the 2. group’s experience. 3.

At least one photo to interpret Paste version of copyright-free photo. Add source information as a caption.

At least one map you can use to explain the group’s migration. Paste version of copyright-free map. Add source information as a caption.

Time Period information

At least 5 details about the group’s history and experience in your own words. (“quotes” permitted, if you say who said them.)

Presentation and Sharing of Documents Each student should present key facts on their researched migration group’s experience. After each group’s presentation teacher could clarify key facts.

As a class, continually refer to the guiding question What factors affect the way populations change and settlements develop? As a class, continually reflect on whether the overall experience seemed worth it to come to Canada or to leave Canada. Teacher should emphasize this initial research is relatively superficial and should students with to use any of these examples in their final complex task they will need to research further.

Individual Task: Completion of Push-Pull document information Each student should individually add each social group’s migration experience to their push/pull document, reflecting on consequences where possible.

b) (Optional) Interpreting the Irish Immigration experience.... and how it is “remembered”

Timeframe = 1-2 classes

Engage by showing still images from the Remembering a Memory film

Quickly review the Irish immigrant experience covered by group 5 above. Review key events on a timeline. Discuss concepts of "belonging" and "society" and how they apply to the Irish immigrating to Quebec. Introduce the notions of "the state" and different "institutions" who were involved in the Irish migration experiences.

Introduce the film Remembering a Memory using written excerpts from the synopsis site at http://rememberingamemory.concordia.ca/about_synopsis.html Or see included “Remembering a Memory Notes” document below.

Student Task: Analyse film Remembering a Memory and interpret the Irish immigration experience:

1. Watch film at http://rememberingamemory.concordia.ca/

2. Look for the events that you don't have already about the Irish. Add the Irish migration and these events to your push/pull document used to record why the Irish came and the consequences of their coming.

3. Note down examples of how the "state" (i.e. different governments) are involved.

4. Note down how societies are involved in the different celebrations in 1909 and 2009 (the french and english people, but also the group that put up the cross.)

5. Think about how memory of an event has changed, between the first time the monument was built and today. Write your ideas as to “why" the memories of that event have changed over time?

Remembering a Memory Synopsis

Explain each paragraph (especially bold lettered words) in boxes below and in your own words. Source: http://rememberingamemory.concordia.ca/about_synopsis.html

Remembering a Memory directed by Robert McMahon and produced by Ronald Rudin, tells the story of a monument whose own story has been transformed in the hundred years since its unveiling. On 15 August 1909, a fourteen-metre tall Celtic Cross was unveiled on Grosse-Île, a tiny island in the St-Lawrence just east of Quebec City, which is the site of the largest cemetery outside Ireland for victims of the Potato Famine of the 1840s. Grosse-Île had been a quarantine station since the 1830s, and in 1847 alone over 5000 people died there.

Constructed by the Ancient Order of Hibernians (AOH), the Cross told a number of stories in three languages on panels at its base, but the emotional punch came from the French inscription (which paid tribute to Catholic priests who had tended to the ill) and the Irish one (which declared the Famine an act of British genocide). The unveiling ceremony underscored this bicultural understanding, with speeches in both Irish and French, pointing to a shared Irish-French Canadian legacy borne out of the tragedy of the 1840s.

Exactly 100 years after the unveiling, however, little of that shared understanding remained as the centenary events, again sponsored by the AOH, were staged exclusively in English, with barely a word of recognition that French Canadians had been a part of the Grosse-Île experience. So what had happened to the story of a shared Irish-French Canadian moment?

Remembering a Memory explores this shifting memory, recreating the unveiling ceremony of 1909 by means of photographs and the transcript of the speeches delivered, and providing the viewer with both the words and images from the centenary of the unveiling in 2009. The film includes commentary from participants in the centenary as well as "ordinary" people on the street in Quebec City, in addition to explanations for this shift in historical understanding from experts in both Irish and French-Canadian history.

c) (Optional) Examining and interpreting an emigration experience: French emigration

Timeframe = 2 classes

Introduction/Engage: Introduce the Maclean’s article -- "Quebecers, in record numbers, head out to Wild Rose country" -- as a way of understanding emigration in more modern terms before looking at the past. http://www.macleans.ca/article.jsp?content=20071001_110039_110039&source=srch Teacher first asks students why many Quebecers today might be leaving for Alberta? Teacher can then read through the article or distribute it for silent reading.

As a class review the short document and article with a map and statistics at http://www.vintage-views.com/centers-of-french-canadian-immigration-in-new-england-p244.html

Group Article Reading Tasks: Divide class into groups. Each group should look over ONE of these 4 website articles:

● article 1 http://www.sunjournal.com/encore/story/880310 ● article 2 http://www.flowofhistory.org/themes/movement_settlement/immigration.php ● article 3 http://www.rihs.org/museums_mwc.html ● article 4 http://ourpluralhistory.stcc.edu/industrial/frenchcanadians.html a) For each article describe and map the exact location of the French Emigrants in the United States b) Jot down some specifics about their stories. (i.e. why they left, what they did there, their overall experience)

Each group presents their findings and shares the stories

Teacher could follow the discussions of each location and the related different stories with similar accounts for Mauricie, Saguenay, Abitibi, and other regions of Quebec developing at this time.

Discuss Role of State... roads, railways, information to people, support of local governments as new cities grow.

Phase 5: Examining the Canadian Dream

Timeframe = 1 class

Introduction and Review Start with review of Confederation in Preparation for Discussion of Western Migration Sections of Canada’s a People’s History Episode 18 The Great Enterprise and/or:

3:48 Confederation: The Creation of Canada www.mccord-museum.qc.ca "Confederation: The Creation of Canada" Brian J. Young, McGill University Confederation has played a large role in every ... by MuseeMcCordMuseum | 3 years ago | 18,205 views

3:36 Forging the National Dream at the heart of Canada's growth as a nation. Aussi disponible en français: www.mccord-museum.qc.ca © McCord Museum, 2003 ... Museum McCord History ... by MuseeMcCordMuseum | 3 years ago | 3,468 views

3:33 The National Policy and Uncle Sam's Chagrin Canadian development over several decades. Aussi disponible en français: www.mccord-museum.qc.ca © McCord Museum, 2007 ... Museum McCord History ... by MuseeMcCordMuseum | 3 years ago | 1,078 views

a) Examine state promotion of immigration: The Canadian West

Timeframe = 1 class

Hook Introduction: The teacher could ask students why a country "needs" immigration. For example, what types of immigrants are "required" in Quebec today. Guide a discussion on how the notions of "need" and "required" could be applied to this social phenomenon of the new and expanding Canadian country. Think about immigration today. Look at the the Immigration Quebec website at http://www.immigration-quebec.gouv.qc.ca/en/index.html and find out what type of immigrants Quebec needs today and why?

As a class view animate map of Canadian expansion at http://en.wikipedia.org/wiki/File:Canada_provinces_evolution.gif Ask students what kind of manpower the country needed after 1867. From where would Canada get these people and why?

For notion of manipulation of documents in advertising, view large version of false advertisement for the Canadian Pacific Railway, used to attract people to the west. See “A Tale from the Map Vault” at http://www.collectionscanada.gc.ca/education/008-3060-e.html (Library and Archives Canada, NMC 11868)

Show Posters that were used to attract immigrants. Posters available at http://www.collectionscanada.gc.ca/canadian-west/052920/05292052_e.html

Also see “Choosing Canada” section at http://content.blackgold.ca/ict/AISI/DivIII/Grade7/G7SocialStudies/G7_SocialStudies.html for other posters, related materials, and suggestions

In class interpretation task: The students can analyze a poster that was used to attract immigrants in the late 1800s.

Complex Task suggestion

(Idea also from http://content.blackgold.ca/ict/AISI/DivIII/Grade7/G7SocialStudies/G7_SocialStudies.html Students could create their own poster or full-page ad promoting the Canadian west as an great place to live. They could incorporate ideas of push and pull, and demonstrate a reflection on the new political and territorial changes going on at the time. b) Questioning Immigration Policies

Timeframe = 1 class

Hook: View various images of British and European immigrants and look for commonalities in terms of culture and language.

See http ://www.collectionscanada.gc.ca/05/0529/052920/05292059_e.html http://www.collectionscanada.gc.ca/05/0529/052920/05292060_e.html http://www.collectionscanada.gc.ca/05/0529/052920/05292061_e.html

And at http://www.cic.gc.ca/english/resources/publications/legacy/chap-2a.asp

As a class discuss characteristics of their respective home countries (agricultural economies? industrialized?). Hypothesize as to why these European immigrants were favoured by government, over other groups, and why came in great numbers.

Review Global Contexts Review political realities of the time period to contextualize when we are talking about and what sort of global phenomena are occurring

Discuss and interpret State involvement and Racist Policies

Show pictures and discuss different reactions caused by Sikh’s trying to immigrate during the Komagata Maru incident http://en.wikipedia.org/wiki/Komagata_Maru_incident See also Komagata Maru: Continuing the Journey http://komagatamarujourney.ca

Review term “The State” and discuss why the government would want to restrict or control immigration.

Review and compare various examples of Canada’s Racist Immigration Policies of the Past http://www.canadaandtheworld.com/canadasracistimmigrationpolicies.html

Optional Student Partners/Group Task: Research two of the different cultural communities that came to Canada during the late 1800s or early 1900s. Compare their experiences briefly, in terms of push/pull factors, state involvement, numbers and consequences of their arrival. Present your findings to the class.

c) Culminating Complex Task: Immigration Experiences and the Canadian Dream

Timeframe = 2-3 classes

Assignment Overview: You must present historical facts, your interpretation of those facts, and then your opinion as to whether you would recommend Canada as a place to live, to an emigration advisory board from another country.

Part 1 for 75 percent of mark: Essentially you must make a case, based on several "immigration experiences”. You must identify the facts that lead to or resulted from that immigration experience, explaining how these factors significantly affected the way populations changed and settlements developed. In other words, where appropriate, you should consider those who immigrated, those who were here already, and the development of the settlements and territories concerned .

Part 2 for 25 percent of mark: You must end with an opinion as to whether Canada is a good place to live, and whether the Canadian Dream of a better life here is in general a reality or a myth. Essentially you must generalize and characterize different immigration experience’ and their effect on the evolution of Canadian society.

Other Assignment Requirements:

● Your case must refer to at least 3 events involving immigration experiences ● The events must take place in at least two periods out of the following (Early migrations, First Peoples, New France, British Regime, Canada into 20th century) ● You must situation the events you chose, and the periods you cover, on a timeline, and include that in your presentation somehow ● You must include at least one of each of the following and explain their significance to your argument: A Map and A Graph or Chart, ● You must include at least three pictures that are free from copyright, and explain their significance to your argument

Assignment Preparation Students edit their own push/pull documents (copying information from other students’ shared push/pull documents and expanding on new information) to create rows for notes on selected “events” related to various immigration experiences they would like to highlight. Each event should include notes on either

Push/Pull/Consequence information. Additional columns can be added as a place to insert images and references that might be used. Also any graphs, charts or tables of statistics can be added as images or as links to the site where they were found. Again, a Google Document allows for this sort of infinite expansion of the document.

Evaluation Criteria Grids Part 1a, Part 1b, and Part 2

Part 1: Identification and Explanation of immigration events (75% = 25 per event. i.e. Push / Pull factors + Consequences)

Part 1 a) identify the push/pull facts that lead to that immigration experience. (15 maximum grade per event) Excellent: Good: Adequate: Inadequate Teacher Comments 15-13 12-10 9-8 7-0

Observable elements Student identifies Student identifies Student partially identifies Student does not historically accurate and historically accurate and historically accurate and sufficiently identiy significant facts that significant facts that significant facts that lead to historically accurate and that lead to that that lead to that that immigration significant facts that lead to Event / Migration immigration experience, in immigration experience, experience with few errors. that immigration a sophisticated way with with clarity and with no experience. Experience no errors. errors.

Part 1: Identification and Explanation of immigration events (75% = 25 per event. i.e. Push / Pull factors + Consequences) Part 1 b) Explaining how these factors significantly affected the way populations changed and settlements developed. 10 maximum grade per event)

Excellent: Good: Adequate: Inadequate Teacher Comments 10-9 8-7 6 5-0

Observable elements Student explains how Student explains how Student partially explains Student does not various factors significantly various factors significantly how various factors sufficiently explain how affected the way affected the way significantly affected the factors affected the way populations changed and populations changed and way populations changed populations changed and Event / Migration settlements developed, in settlements developed with and settlements developed settlements developed or a sophisticated way with clarity and with no errors. with few errors. he/she does so with too Experience no errors. many errors.

Totals

Part 2: Opinion/Argument section (25% for characterizations that support an opinion)

You must end with an opinion as to whether Canada is a good place to live, and whether the Canadian Dream of a better life here is in general a reality or a myth. Essentially you must generalize and characterize different immigration experiences and their effect on the evolution of Canadian society.

Excellent Good Adequate Inadequate Comments

The student accurately The student accurately The student characterizes the The student does not characterizes the immigration characterizes the immigration immigration experiences characterizes the immigration experiences he/she presented, experiences he/she presented,. he/she presented. Then he/she experiences he/she presented in a sophisticated way. Then Then he/she interprets those interprets those experiences very well.. He/she interprets he/she interprets those experiences so as to so as to partially characterize those experiences but does experiences so as to characterize the way the way populations and not sufficiently characterize characterize the way populations and territories territories were ultimately the way populations and populations and territories were ultimately affected by affected by those experiences. territories were ultimately were ultimately affected by those experiences. He or she He or she presents that affected by those experiences. those experiences. He or she presents that characterization in characterization in the form of a His or her opinion is not presents that characterization in the form of a supported opinion. presented well enough or the form of a well-supported opinion. supported well enough. opinion. 25-21 20-16 15-12 11-0 Total

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Final Grade ______/ 75 + ______/25 = ______/100

Teacher Comments: