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
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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.
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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
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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.
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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
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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.
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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. (3) In the seigneuries, the farmer paid taxes; however, in the townships, they did not unless the land belonged to the Church or Crown. (4) In the townships, the taxes collected from the plots on Church or Crown land financed schools (including the university). This was not the case with the seigneuries.
ACTIVITY 5
1. How did the map of North America change between ±1745 and ±1820? The answer to this guiding question should include the following points: The vastness of the New France territory before the Conquest and its dramatic shrinkage afterwards. French jurisdiction was limited to the tiny islands of St. Pierre and Miquelon. The vastness of the British colony after the Conquest The emergence of a new and vast independent country south of the British colony: the United States of America The considerable decrease of disputed territories because Britain’s rival, France, was no longer a powerful presence on the North American continent
2. Did the system of land tenure change during that period? How? The answer to this guiding question should include the following points: The land tenure in existence during the French period did not change. In fact, new seigneuries were created after the Conquest. However, a new system was introduced, the townships. Here the student is expected to make a comparison between the two systems. See Activity 4 of this unit for further information.
ASSESSMENT TOOLS
You may want to use the separate assessment tool: 018-Changes_in_Society- Assessment_Tool.pdf. DEEN LES Resource Bank Project 2013-2014 7 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 2
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
Competency 3: To be open to the diversity of societies and their territories
Discerns the main similarities and differences between societies in three different historical periods (1745, 1820 and today)
PROGRESSION OF LEARNING
Location of the society in space and time
Elements of the society that affect the organization of the territory
Techniques: Interprets tables
INTELLECTUAL OPERATIONS
Situates a society in space and time Establishes facts Establishes connections between facts
MATERIALS NEEDED
Maps of 1745, 1820 and present-day Canadian map and any other pertinent visuals available (should be displayed on classroom walls) Books and atlas found in the bibliography at the end of this guide Internet access
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SOME SUGGESTIONS FOR LESSON PLANNING
Initiate the topic, population, with a discussion on present-day demographics in the province of Quebec, particularly Montreal. The variety of nationalities, ethnic groups and religions creates a wonderful mosaic, which should be enjoyed by all of us for it is an amazing cultural richness. Such a sentiment should be discussed and debated so that the students grasp its importance. The objective of this unit is to lead the students to an awareness of the development of our cultural mosaic. A joint lesson with the ERC teacher would be ideal.
Lead the discussion towards the genesis of our a cultural mosaic by asking them: How do you think this cultural mosaic started?
Divide the class into groups of no more than three to attempt to answer the question. Sensitive issues may arise, even among such young students. The teacher should always act as a guide who leads students to an introduction to historical thinking and hence to historical objectivity. The discussion should prepare students to embark on interpreting data presented in table form and understanding the pertinence of statistics in the study of history.
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ANSWER KEY
ACTIVITY 1
1. How many years are there between 1605 and 1822? 217
2. In 1605, New France had a population of 40 inhabitants. 217 years later, in 1822, the population had increased to 400 000.
3. Between 1605 and 1822, the population increased approximately 10 000 times.
4. Between which two dates did the population suddenly increase? Between 1770 and 1806
5. What was the population of New France at the time of the Conquest? ±70 000
6. What was the population of Lower Canada in 1822? 400 000
7. What percentage of the population of Canada does Quebec’s population represent? 23.61%
8. Find the present-day population of the province of Quebec. 8 155 300 (2013) Source: http://www.statcan.gc.ca/tables-tableaux/sum-som/l01/cst01/demo02a-eng.htm)
9. Which province has a higher percentage of the population of Canada than the province of Quebec? Ontario
10. What is the population of Canada today? 35 158 300 (2013) Source: http://www.statcan.gc.ca/tables-tableaux/sum-som/l01/cst01/demo02a-eng.htm)
ACTIVITY 2
1. How many years after the Conquest does Table 2 refer to? 62 years
2. How many French settlers were living in the seigneuries of Lower Canada in 1822? 364 860
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ANSWER KEY (CONT.)
3. How do you know this? Since there were 364 860 Catholic settlers in Lower Canada, and the Catholic settlers were almost exclusively French, it is safe to say that there were 364 860 French settlers in Lower Canada in 1822.
4. How many British settlers were living in the townships of Lower Canada in 1822? 26 705.
5. How do you know this? By the same logic, since there were 26 705 Protestant settlers in Lower Canada and the Protestant settlers were almost exclusively British, then there must have been 26 705 British settlers in Lower Canada in 1822.
ACTIVITY 3
1. Explain the change in the number of religions in the last 250 years in the province of Quebec. At the time of the Conquest of 1760, there were essentially two religions in the colony: Catholic and Protestant. Today, due to immigration, all major religions of the world are represented in the province of Quebec.
ACTIVITY 4
1. How did the population of New France change after the Conquest of 1760? After the Conquest, the new settlers were no longer of French origin; they were predominantly British (Scottish, Welsh, English and Irish). French immigration had come to an end although they had been the majority up to that point.
2. What changes to language and religion occurred after the Conquest of 1760? The population of New France was essentially French-speaking and Catholic before the Conquest. Afterwards, the new settlers were British, English-speaking and Protestant. However, Catholicism remained the most important religion of the territory that used to be called New France.
ASSESSMENT TOOL
You may want to use the separate assessment tool: 018-Changes_in_Society- Assessment_Tool.pdf.
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UNIT 3
COMPETENCIES
Competency 2: To interpret change in a society and its territory
Recognizes the main changes in the organization of the territory 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 Identifies the assets and limitations of the territory
Influence of people and events on social and territorial organization
Techniques: Interprets maps of different scales
INTELLECTUAL OPERATIONS
Situates a society in space and time Makes comparisons of economies in different historical periods Establishes connections between facts
MATERIALS NEEDED
Maps of 1745, 1820 and present-day Canadian map and any other pertinent visuals available. They should be displayed on the classroom walls. Map of Canada’s natural resources Books and atlas found in the bibliography at the end of this guide Internet access
SOME SUGGESTIONS FOR LESSON PLANNING
As stated in the introduction, before starting this LES, the students must have studied and been evaluated on competency 1 for the historical periods in question. For this unit, the relevant sections of the Progression of Learning in Elementary School are Economic situation in D. Canadian society in New France around 1745 History as well as Economic situation in E. Canadian Society around 1820. Such prior knowledge is pivotal to the success of this unit.
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A short review in the form of a game on the economic situations of these two historical periods would be ideal. Divide the class into two groups. Each group should prepare about 20 questions on the historical theme in question. Once this is done and the questions are verified by the teacher, the game can begin. The final objective here is for the students to refer to their notes, books, atlases and/or the Internet in order to prepare the 20 questions and in the process recall pertinent historical knowledge.
The concept of economics is not easily grasped by such young students. One can start by engaging the students in a discussion on the concept of barter. Exemplify with simple everyday transactions such as an exchange of hockey cards, stamps, coins or any other collectible familiar to the students. Allow students to give examples from their own experience with bartering.
Then call their attention to the concept of paper money. Although it existed before the Bank of Montreal introduced it, it was this bank that brought about a common currency in Lower Canada. Ask the question: Why should paper money be so important? The obvious answer is that one can carry considerable amounts of money without being concerned about weight and volume. Have a photocopy of the five Canadian bank notes ($5, $10, $20, $50, $100) and ask the students to do some math and calculate the number of $1 coins (or any other denomination) they would need to have on them in order to buy, for example, a $125 television. Explain to the class that since, around 1820, the economy of Lower and Upper Canada was booming, it was therefore necessary for industrialists to have their many money transactions facilitated by bank notes and/or cheques in the common currency, the Canadian dollar.
Discuss at length the richness of the natural resources of the territory, which today is the province of Quebec and how such richness became the basis of the economy. Let students consult pages 20-21 and 126-127 of the Atlas of History and Geography mentioned in the bibliography. The students, in groups of two or three, should do some basic research on the economic richness of Canada. Consider only four themes: flora, fauna, natural resources and today’s economic activities. Four Bristol boards, one for each of these themes, should be placed on a classroom wall so that students can write their findings in a succinct manner on the pertinent board. Teacher guidance is of the essence here so as to avoid repetition. When the activity is completed, a student from each group should present the group’s findings.
The class should then be divided into four groups; each group will be responsible for drawing a map about only one of the themes (flora, fauna, natural resources or today’s economic activities). The four final products should be on display for the duration of the LES.
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ANSWER KEY
ACTIVITY 1
1. What economic activity is pictured in Image 1? Farming
2. What economic activity is pictured in Image 2? Fur trading
3. Describe the two main economic activities in New France around 1745. Image 1: The habitant (censitaire or canadien) farmed the land (wheat, vegetables and fruit). He paid taxes with about 10% of what he produced and the rest he sold to the population.
Image 2: Fur trade was based on hunting wild animals (beaver, deer, fox, etc.); their pelts were sold to merchants, who sent them to France to make hats and coats for the nobility and the moneyed class.
ACTIVITY 2
1. For each economic activity below, name the natural resource(s) it requires: Tanneries: Furs Sawmills: Wood Furniture manufacturing: Wood Canals, roads and railways: Stones, wood and metal
2. For each economic activity below, name where the required natural resource(s) were found: Tanneries: Forest animals (beaver, deer, fox, etc.) Sawmills: Forests Furniture manufacturing: Forests Canals, roads and railways: Forests and rocky mountains
3. Do you agree that the environment provided most of the natural resources used in the economic activities of the new British colony? Explain. Most of the materials were obtained in abundance from nature, i.e. the environment. This meant that the territory of Lower Canada was very rich in raw materials.
4. By approximately how many tonnes did the export of wood increase between 1812 and 1842? 320 000 - 20 000 = 300 000 tons The export of wood to Britain increased by 300 000 tons between 1812 and 1842.
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ANSWER KEY (CONT.)
5. Why were canals important to the development of the economy of the new British colony (province of Quebec)? New products were available for sale, but the rapids in the waterways made navigation difficult and dangerous, slowing down transportation. Canals were the answer because the boats carrying goods could easily sail through the calm waters of the canals and enter the river where the water was tranquil again. Canals made it possible for the economy to develop since the goods could now be transported easily along the St. Lawrence and all around the Great Lakes.
6. Why were the following people needed to build a canal? Influential businessmen were needed because they had the money to fund the construction of canals Labourers were needed because they were the people who would actually build the canals.
7. What year did the Lachine Canal officially open to navigation? 1821 + 4 = 1825
8. Goods from Lower Canada had to be sent to Britain throughout the year; however, during the long winters, the Montreal port was always frozen, which made transportation by water impossible.
9. TITLE: Roads and Railways from Lower Canada to Ice-Free Ports (Around 1820) (or something similar)
ACTIVITY 3
1. What personal traits did John Molson and James McGill possess that made them so successful? They were both hardworking, diligent and dedicated to solving local needs.
2. In which fields did Molson contribute to the economy? He was instrumental in the opening of the waterways to shipping to transport goods and passengers. He also contributed to the building of a big hospital, the Montreal General Hospital. Finally, he was a very successful brewer!
3. How did his contributions improve the economy? Transportation was essential for goods to be delivered on time and the new hospital catered to the health of the growing population.
4. What was one of James McGill’s greatest contributions to the colony? He left a large sum of money in his will to create the first university on Canadian soil.
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ANSWER KEY (CONT.)
5. Why is a university important for the economy of a country? A university is an educational institution that teaches students at an advanced level. After graduating, these students can contribute to society by applying their specialized skills to their work.
ACTIVITY 4
1. What is a deposit? A deposit is the money a person keeps in his or her bank account.
2. Give an example of a deposit. I have saved $21 this week and I deposited it all in my bank account.
3. What is an investment? An investment is the money a person uses to buy something that he or she thinks will be worth more in the future.
4. Give an example of an investment. I have bought a famous painting and I think in 10 years time I will be able to sell it for double the price I paid for it.
5. In this example, which words refer to possible deposits? “been saving money . . . [for] three years”
6. Which words refer to possible investments? “They decided to apply for a loan from the bank to buy the house.”
ASSESSMENT TOOL
You may want to use the separate assessment tool: 018-Changes_in_Society- Assessment_Tool.pdf.
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UNIT 4
COMPETENCIES
Competency 2: To interpret change in a society and its territory
Recognizes the main changes in the organization of the territory Establishes causes and effects of the changes Defines the influence of events on those changes
PROGRESSION OF LEARNING
Influence of people and events on social and territorial organization Names groups who played a role Indicates events that marked the society
Techniques: Organizes information and interprets illustrated documents
INTELLECTUAL OPERATIONS
Makes comparisons and establishes causal connections Determines changes
MATERIALS NEEDED
Books and atlases found in the bibliography at the end of this guide
SOME SUGGESTIONS FOR LESSON PLANNING
Collect a number of different English and French newspapers and distribute them among the students. Students can also be responsible for bringing newspapers from home. Allow them to page through the newspapers and ask them to identify the various sections. Of course this may vary depending on the purpose of the paper. On a Bristol board, write all the newspaper sections they detected (local and foreign news, sports, business, advertisements, comics, weather, fashion, classified ads, entertainment, etc.). Guide the students in this for it may not be that obvious to them. Question the students on the importance of each section. Mention that each newspaper reader might have different preferences. Then have an open class discussion about: What is the purpose of newspapers in a society? Possible answers include to develop an awareness of what is happening in our society and around the world, to offer valuable information that can be used to get a job, to buy a house, to find out the price of items that are for sale, to know who won the hockey game, etc.
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Ask the students if newspapers were essential to the growing economy of Lower Canada at the turn of the 19th century. Indeed, newspapers were pivotal for the spreading of news, such as the existence of a new product, a new factory being built (new jobs), the latest steamship timetable, the arrival of new settlers, etc. Thus, this new tool began to be used to distribute information; word of mouth was no longer the only way to find things out.
The concept of government may be difficult for your students to grasp. It would be prudent to start with very basic forms of government that are part of their daily experience, such as at home, at school or at the sports centre.
Following that, develop the concept present in the Student Resources document regarding the government of New France. This is a very rudimentary form of government, but as such, it is ideal for grasping the concept. A role-playing activity can be introduced here. Allow students to act the parts of each member of the Sovereign Council. Examples from Activity 4 of the student logbook or similar ones can be used to render the experience more vivid and more tangible.
Guide the students through the next step: the beginning of a parliament. This means introducing the concepts of legislature (responsible for making the laws), executive (responsible for executing the laws) and judicial (responsible for judging those who disobey the law). The role-playing activity mentioned above can be repeated using instead these three levels of government, which applied in Lower Canada around 1820. It is essential that students representing the three levels of government are visibly separated so that they can grasp the meaning of the different jurisdictions. Examples from Activity 5 can be used as an exercise.
The fact that both Activity 4 and Activity 5 are being used before the students begin Unit 4 should not be a concern because the objective here is only to introduce students to the concepts of the distribution and jurisdiction of power. Once they grasp these concepts, the activities are just examples where such concepts are applied.
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ANSWER KEY
ACTIVITY 1
1. Consider the illustration below and describe the way information was distributed to the public before the Conquest of 1760. News was written on posters that were plastered on the walls of certain public places or shops.
ACTIVITY 2
1. What is a newspaper? A newspaper is a printed publication containing local news, foreign news, advertisements, weather forecasts, entertainment news, etc. Newspapers are generally printed on cheap paper (newsprint) and published either daily or weekly.
2. How important is a newspaper to a society? A newspaper informs the public about all the events that occurred or are about to occur in a society. It also informs the public about what is happening in other parts of the world. It is a way of keeping the public informed.
3. Give examples of five items that can easily be found in a newspaper. Local news, foreign news, sports, comics, advertisements, fashion, etc.
ACTIVITY 3
2. The first two newspapers mentioned in the table were very different from the other four. How different were they in terms of their language of publication and their intention? Language: The first two newspapers were bilingual, whereas the other four were published in only one language, either English or French. Intention: The intention of the first two newspapers was to inform the general public. Because they were bilingual, this meant they were intended to be read by all members of the colony at the time. The other four newspapers were political and therefore catered to specific audiences: two of them were for English-speaking merchants and businessmen, while the other two were for French-speaking merchants and businessmen. None of these four papers were intended for the general public.
3. Why do you think the first newspapers were published only in Montreal and Quebec City? Newspapers were only published in the larger centres, Montreal and Quebec, because that is where literate people lived and worked. In the villages, the majority of the farmers were illiterate.
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ANSWER KEY (CONT.)
4. Why are newspapers today published in small villages as well as in big cities? Today, the literacy rate is almost 100%, so people in villages, towns and cities enjoy reading local newspapers.
ACTIVITY 4
1. On Tuesday afternoon, Stéphane stole five geese from his neighbour Vincent. Intendant of New France
2. Anne will marry Antoine on Sunday afternoon. Bishop of New France
3. Fifteen new settlers arrived from northern France to the port of Trois-Rivières. Intendant of New France
4. Next week. Monsieur Paquin will become a seigneur. Intendant of New France
5. Last night the Iroquois attacked the seigneurie of Monsieur Bouquet. Governor General of New France
6. Sunday mass will be celebrated in the cathedral at 10 AM. Bishop of New France
7. The land dispute between Lucas and Oscar will be settled in court next Friday afternoon. Attorney General
8. The British attacked the Tadoussac fur trading post on July 15. Governor General of New France
9. A new trading post will be established between Trois-Rivières and Quebec City. Intendant of New France
10. The army has 10 new recruits. Governor General of New France
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ANSWER KEY (CONT.)
ACTIVITY 5
1. Which three bodies of the government could reject the proposed law from the House of Assembly? King, Governor General of Lower Canada and Legislative Council
3. What makes a government democratic? A democracy is a government of the people, for the people and by the people. It is a government that listens to the wishes of the people.
4. Do you consider that the government of Lower Canada in 1819 was democratic? Explain your answer. It was not democratic because it did not respect the wishes of the people that were represented in the House of Assembly.
ACTIVITY 6
1. The man on the podium is stating who he is voting for out loud. Does this seem unusual to you? Explain your answer. It is unusual and not fair because everybody knows who the man is voting for, which could sway his vote.
2. How do we vote today? Today, voting is done by secret ballot, which means voters are not afraid to vote for whomever they choose.
3. There are seven other people waiting in line to vote. Considering how they are dressed, what types of profession do you think they all have? Explain your answer. Starting from the left: The second gentleman could be a labourer because he is not wearing a long coat, jacket or cravat; however he is wearing long boots. The first and second-to-last gentlemen appear to be more formally dressed. They are wearing long jackets and are holding their hats in their hands. They could be professionals (teachers, doctors, lawyers, etc.). The third gentleman is the most fashionable of them all, since he is wearing an elaborate coat with a high collar, a cravat and a wig. He is probably a councillor, nobleman or seigneur. The fifth and seventh gentlemen could fall under any of the above social classes with the exception of labourer, since they are both wearing cravats and long coats. Refer to the next question for the woman. It appears as if all social classes of that society are represented in this image.
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ANSWER KEY (CONT.)
4. There is only one woman in line. What does this tell you? Remember that the image depicts a scene from around 1820. Before 1849, certain women who either owned property or large enough sums of money could vote. The woman in the image appears to be well dressed; she is undoubtedly well off. Despite the fact that women could vote at this time, it would have been fairly unusual for them to do so.
5. What are the seated men doing? The seated men are registering the vote, which means that they are taking done the names of voters and which candidate they are voting for.
ACTIVITY 7
Similarities between the two systems of government All government officials were nominated by the king: the French monarch before the Conquest and by the British monarch after the Conquest. The Governor General represented the King in both systems. Both governments, before and after the Conquest, did not represent the wishes of the people.
Differences between the two systems of government The French colonial government had only 10 officials. The British colonial government around 1820 had 26 officials plus 55 elected deputies in the House of Assembly, for a total of 81. A representative of the Church, the Bishop of New France, was a member of the Sovereign Council before the Conquest. There were no church representatives in the British colonial government around 1820. The government around 1820 already had a modern structure (made up of legislative, executive and judicial bodies), which was to evolve into our present-day government at both the provincial and the federal level.
Conclusion Students may come to many different conclusions. However, they must all include the fact that both government systems were authoritarian. In addition, the government of Lower Canada already had a modern structure (made up of legislative, executive and judicial bodies), which was to evolve into our present-day governments (provincial and federal).
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ASSESSMENT TOOL: RUBRIC FOR POSTER
Excels Exceeds standards Meets standards Developing Limited Criterion 5 4 3 2 1 Purpose The poster The poster The poster The poster The poster (historical and communicates relevant communicates well communicates relevant communicates some communicates little or geographical and thought-provoking thought out and information relevant information no relevant information Information) information relevant information The poster is organized The poster is well The poster is organized The poster shows The poster is poorly logically and organized some organization organized Organizational coherently, giving it an appearance unified and pleasing appearance Design The poster uses design The poster uses design The poster uses some The poster uses a few The poster uses no elements elements to create an elements to design elements to design elements to design elements to (colour, form impact communicate key communicate communicate communicate and balance) information information information information The poster has an The poster has an The poster has an The poster has an The poster has an appropriate and appropriate print style appropriate print style inappropriate print style inappropriate print style effective print style and and most words are and some misspelled and some misspelled and many misspelled Style and text the words are well spelled correctly words words words chosen and spelled correctly
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ASSESSMENT TOOL: RUBRIC FOR HISTORICAL OPINION PIECE
Excels Exceeds standards Meets standards Developing Limited Criterion 5 4 3 2 1 Adopts an informed Adopts a firm position Adopts a position on Offers an opinion Vaguely addresses the Purpose and confident position on the topic the topic somewhat related to topic on the topic the topic Relevant content and Interesting ideas based Some evidence of Little evidence of No evidence of Research insightful ideas based on research research research research on sound research Very well organized, Well organized, Argument is fairly easy Argument is not easily Lacks organization and allowing for argument allowing for argument to follow and connects followed due to poor shows no evidence of Organization to flow smoothly and to flow easily; stays on to topic; ideas are organization; ideas are ideas and ideas giving power to the topic and ideas are clearly presented not always clear topic; ideas are original interesting and clearly and well developed expressed Editing is effective with Editing is thorough with Shows evidence of Editing ineffective; No evidence of editing; few or no errors some errors some editing but errors there are a significant repeated spelling, Editing are still present number of spelling, grammar and syntax grammar and syntax errors errors
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BIBLIOGRAPHY
BOOKS AND ATLAS
Hacker, Carlotta, and John Mantha. The Kids Book of Canadian History. Toronto: Kids Can Press, 2009.
Kalman, Bobbie. Colonial Life. St. Catherine’s, ON: Crabtree Publishing Company, 1992.
______. In the Barn. St. Catherine’s, ON: Crabtree Publishing Company, 1996.
______. The Kitchen. St. Catherine’s, ON: Crabtree Publishing Company, 1993.
Kalman, Bobbie, and Deanna Brady. The Woodworkers. St. Catherine’s, ON: Crabtree Publishing Company, 2002.
Kalman, Bobbie, and Kate Calder. Travel in the Early Days. St. Catherine’s, ON: Crabtree Publishing Company, 2000.
Kalman, Bobbie, and John Crossingham. Colonial Home. St. Catherine’s, ON: Crabtree Publishing Company, 2000.
Kalman, Bobbie, and Tammy Everts. A Child’s Day. St. Catherine’s, ON: Crabtree Publishing Company, 1994.
Kalman, Bobbie, and Heather Levine. Schoolyard Games. St. Catherine’s, ON: Crabtree Publishing Company, 2000.
Kalman, Bobbie, and David Schimpsky. Children’s Clothing of the 1800s. St. Catherine’s, ON: Crabtree Publishing Company, 1995.
Livesey, Robert, and A. G. Smith. New France. Toronto: Stoddart, 1990.
Robillard, Clément, and Alain Parent. Atlas of History and Geography (Elementary Cycles 2 and 3). Montréal: Chenelière, 2006.
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WEBSITES
The Kids’ Site of Canadian Settlement: French https://www.collectionscanada.gc.ca/settlement/kids/021013-2051-e.html
New France, New Horizons http://www.archivescanadafrance.org/english/accueil_en.html
Seasons of New France http://podcastmcq.org/Nouvelle-France/index-en.html
Virtual Museum of New France (Canadian Museum of Civilization) http://www.historymuseum.ca/virtual-museum-of-new-france/
Please note that the external links mentioned in this LES may no longer be active or may direct you to content that is outdated or inappropriate. Please check these links before using them with your students, as we cannot guarantee they will work. Moreover, the Directors of English Education Network (DEEN) does not endorse nor shall be held responsible for the reliability or accuracy of these external links or for the consequences of their use.
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