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Changes in the Society and Territory of Quebec 1745-1820

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CHANGES IN THE SOCIETY AND TERRITORY OF QUEBEC 1745-1820 TEACHER’S GUIDE Geography, History and Citizenship Education Elementary Cycle 3, Year 1 http://occupations.phillipmartin.info/occupations_teacher3.htm Canjita Gomes DEEN LES Resource Bank Project 2013-2014 1 Released under a CC BY-NC-SA 3.0 licence http://creativecommons.org/licenses/by-nc-sa/3.0/ Clip art by Philip Martin is under CC BY-NC-ND 3.0 licence. http://creativecommons.org/licenses/by-nc-nd/3.0/ IMPORTANT POINTS TO CONSIDER 1. This Learning and Evaluation Situation should only be considered after the period of Canadian society in New France around 1745 has been taught and evaluated. This is because this LES demands a certain amount of prior historical knowledge of this period. 2. The LES emphasizes Competency 2 by the very nature of its title, although the other two competencies are also present. 3. The heading of each unit consists of one or two guiding questions. The students are expected to answer these guiding questions after scaffolding has been done through a series of activities that continuously increase in difficulty and sophistication as they unfold. These guiding questions embrace the whole concept under discussion, so view them as complex tasks. 4. The evaluation tools are found at the end of this Teacher’s Guide. They are to be used at the teacher’s discretion. 5. The bibliography is unfortunately limited to everyday life during the periods in question. English works on societal change between 1745 and 1820 are nonexistent. DEEN LES Resource Bank Project 2013-2014 2 Released under a CC BY-NC-SA 3.0 licence http://creativecommons.org/licenses/by-nc-sa/3.0/ Clip art by Philip Martin is under CC BY-NC-ND 3.0 licence. http://creativecommons.org/licenses/by-nc-nd/3.0/ UNIT 1 COMPETENCIES Competency 2: To interpret change in a society and its territory Recognizes the main changes in the organization of the territory of New France Establishes causes and effects of the changes Defines the influence of events on those changes PROGRESSION OF LEARNING Location of the society in space and time Locates on maps with different scales, the territory of the St. Lawrence River Identifies the assets and limitations of the territory Techniques: Interprets maps of different scales INTELLECTUAL OPERATIONS Situates a society in space and time Makes comparisons of maps of the same territory in different historical periods MATERIALS NEEDED Atlases, a world map, a map of modern Canada and a globe Pertinent maps of the historical period in question (students can easily make poster-maps for each historical period. They should remain on display throughout the LES) Books and atlas found in the bibliography at the end of this guide Internet access DEEN LES Resource Bank Project 2013-2014 3 Released under a CC BY-NC-SA 3.0 licence http://creativecommons.org/licenses/by-nc-sa/3.0/ Clip art by Philip Martin is under CC BY-NC-ND 3.0 licence. http://creativecommons.org/licenses/by-nc-nd/3.0/ SOME SUGGESTIONS FOR LESSON PLANNING A simplified overview of the history of New France can be found in the following video: https://www.youtube.com/watch?v=NdDgnQSpot0&feature=player_embedded The clip is student-friendly and has the acceptable duration of 4:43 minutes. It is an interesting introduction to the turbulent times between 1745 to 1820. Please preview the clip before showing it to your students. The various topics on societal change of the LES are listed on page 2 of the Student Resources document. After watching the video clip with your class, initiate a very general class discussion on each topic so that the students become aware of what they each entail. Diversity of opinion will be the norm and it should be used to help students accept views different from their own and maintain or modify their points of view in a congenial atmosphere. Unit 1: The use of the historical maps previously mentioned is of the essence for this section of the LES. A present-day map of Canada, a map of North America around 1745 and a map of British North America around 1820 should be on display in the classroom. (You may want to simply use the ones provided in the Student Resources document.) Initiate a class discussion based on the topic of differences between the two historical maps and propose that each student writes down the differences detected. Write the differences the students have identified on a Smart Board, thus allowing for student self-evaluation to occur. Divide the students in groups of no more than three and ask them to discuss possible reasons for the differences they have observed. Here the role of the teacher should be one of guidance and observation (formative assessment). However, whenever the students fail to follow a logical historical progression of thought, the teacher should intervene only to guide them towards improving their historical reasoning. After this initial activity, Unit 1 should be almost auto-didactic. DEEN LES Resource Bank Project 2013-2014 4 Released under a CC BY-NC-SA 3.0 licence http://creativecommons.org/licenses/by-nc-sa/3.0/ Clip art by Philip Martin is under CC BY-NC-ND 3.0 licence. http://creativecommons.org/licenses/by-nc-nd/3.0/ ANSWER KEY ACTIVITY 1 1. Why do you think the French gave the name New France to their North American colony? They called it New because it was a new French colony and France because it was the name of their mother country. 2. Describe the extent of the territory of New France around 1745. New France covered the territory north and south of the St. Lawrence River across to the area around the Great Lakes and down south to the Gulf of Mexico. 3. Where was the British territory located around 1745? The British territory was located east of New France along the Eastern coast of North America down to northern Florida 4. Which other European country had interests in North America? Spain 5. Where was its territory located? The Spanish territory was located in Florida and southwest of New France. 6. Although New France was a vast territory, where was its population mainly concentrated? Why? Along the St. Lawrence River, because this is a very fertile area for agriculture and was advantageous for the fur trade (as a means of transportation) 7. What do you think the term disputed territory means? A territory that two or more counties are trying to claim 8. Where were the two disputed territories located? West of the British territory North of New France 9. Which two countries disputed those territories? Britain and France 10. Why did they dispute them? Because of the very active fur trade in these areas DEEN LES Resource Bank Project 2013-2014 5 Released under a CC BY-NC-SA 3.0 licence http://creativecommons.org/licenses/by-nc-sa/3.0/ Clip art by Philip Martin is under CC BY-NC-ND 3.0 licence. http://creativecommons.org/licenses/by-nc-nd/3.0/ ANSWER KEY (CONT.) ACTIVITY 2 1. Which territory was under French control in North America around 1820? The islands of St. Pierre and Miquelon 2. What economic importance did this territory have for France? The surrounding sea is rich in fish. 3. What was the name, in 1820, of the territory that had previously been known as New France? Lower Canada 4. Why was this territory given this name? Because Lower Canada is at a lower altitude than Upper Canada (altitude means height in relation to sea level) 5. What new country appears on Map 2 that was not on Map 1? United States of America 6. Describe the boundaries of the British North American colony around 1820. It covered most of the territory north of the American territory, except the area around Hudson Bay. ACTIVITY 3 1. Look at the province of Quebec on Map 3 and compare it in size to New France around 1745 (Map 1). What differences do you detect? In 1745, New France included a wider area along the shores of the St. Lawrence River, surrounded the Great Lakes and extended south as far as the Gulf of Mexico. In 2013, Quebec consists of a narrower stretch along the south shore of the St. Lawrence River, no longer surrounds the Great Lakes, but extends further north while excluding Labrador. 2. Then compare present-day Quebec to Lower Canada around 1820 (Map 2). What differences do you detect? In 1820, Lower Canada did not extend up into the northwestern part of what is now Quebec; however, what is now Labrador was part of Lower Canada. DEEN LES Resource Bank Project 2013-2014 6 Released under a CC BY-NC-SA 3.0 licence http://creativecommons.org/licenses/by-nc-sa/3.0/ Clip art by Philip Martin is under CC BY-NC-ND 3.0 licence. http://creativecommons.org/licenses/by-nc-nd/3.0/ ANSWER KEY (CONT.) ACTIVITY 4 2. Identify which of the two systems of land tenure is illustrated in each of the images below. a. TITLE: Seigneuries of Lower Canada b. TITLE: Townships of Lower Canada 3. Identify similarities and differences between the two systems of land tenure: the French seigneurial system and the British township system. Similarities: (1) They were both systems of land tenure and (2) the plots of land were used for agriculture. Differences: (1) The seigneuries were rectangular while the townships were square. (2) The seigneuries usually bordered a river, while in the townships the plots were organized in a grid, regardless of where the rivers were located.
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