November 14

History 30 1.3.1 Life/Governance in New France – Assignment

We’re learning what life was like, specifically for the colonist building the New France settlements. Their lifestyles and ways of life were influenced heavily by the French traditions of their homeland, but new customs were developed as well to meet the needs of their new and young society. These early years in Canada have left their mark on the Canadian identity and heritage we have today. 

Assignment in Two Stages: Primary Documents Study & Group Creative Project

Image result for note taking

 

Image result for high school podcast

 

Stage One: Studying Primary Sources

  1. We’re going to read through (mostly) primary documents from the French settler experiences in New France.
    1. (Mostly) Primary Documents Reading Package: it contains a variety of perspectives and experiences from first-hand accounts during the early days of French Canada
    2. While reading,  you’re going to individually jot summary notes of main/relevant information from the variety of writings. You’ll have to submit this for evaluation.
      1. There is a Word doc file you can use – with the Cornell Note-taking Method (Make sure you save it properly while using it.)
      2. There is the same document in Google Docs form here.  (It will automatically save as you develop it.)
      3. You can use pen/paper if you prefer. (I’ll have copies.)
  2. After reading, you’ll review the details you’ve noted and draw some conclusions/make some review observations of them as a whole, on the left side of the document and summary for the whole goes at the bottom.
  3. Part of your mark will be based on this note-taking product: the observation points and summaries you develop to represent what life was like for colonist in many ways and the impact different individuals/perspectives played in what later developed into Canadian culture/identity
    • Assignment Handout/Rubric: Either develop paragraphs or fill in the chart to describe/analyze/make observations of and synthesize your understanding of life in New France. 1.3.1 Assignment- Life in New France

Stage Two: A Creative Representation of Your Observations

  1. Either individually, in a pair, or small group, you’ll create some type of creative representation of the life of a New France colonist. Your goal should be to include some observations of any/all of the following:
      • lifestyle in general: social status, perspectives, policies, practices, customs/culture developed, life in towns vs country/farms, education
      • occupations: trappers, farmers, soldiers, intendents, merchants, land owners, relationship to environment
      • power structure of governance: alliance/rivalry groups
      • social etiquette or values at the time
      • control over lifestyle/laws/punishments
      • relationship with First Nations traders/people
      • gender roles
      • lives of missionairies or impact of religion
      • economy: wealth generation from resource production/consumers, buying, trading, mercantilism method of France
      • relationship to France/Church
      • technology/innovations of the time
  2. Project Options you can develop include, but are not limited to:
      1. A dating profile, complete with emails exchanged with a potential love connection
      2. A writing project: personal narrative, journal entries, letters exchanged between characters
      3. Create a Twitter identity and develop tweets with fake usernames, to fake users, with relevant hashtags #NewFranceForever
      4. Group: A pair or group performance (10 minutes long min) of a conflict or exchange between colonists
      5. Pair or Group: develop a Podcast to discuss New France living (either in character or as yourselves)
      6. Create a real estate listing, similar like a HGTV Show set in New France
      7. Create music lyrics to reflect the ideas of colonists at the time (multiple songs)
      8. Alternatives: What ideas do you have?
  3. For any of these, students and teacher will co-construct the requirements/scope of the project, in an effort to create a somewhat-equal balance of the scope of the project compared to others
      1. Evaluation for this project will be based on:
        1. Audio recording of the planning session of the project. Through the oral recording, I will assess the quality and quantity of input each group member contributes to the project.
        2. Final Product: evaluated by
          1. Knowledge/Understanding of content relayed: concepts, ideas, interrelationships, events, roles, significance
          2. Thinking with Critical/Creative skills: gathering, organizing, planning, interpreting, synthesizing, detecting point of view, applying historical thinking critically and creatively, connections made
          3. Communication of meaning through various forms: clear expression, logical organization in written/oral/visualizations for different audiences (formal/informal) using the proper conventions/tools
          4. Polish of final product: mechanics and techniques used to develop a completed project

 

 

History Curricular Goals:

  • investigate issues, events, or developments in Canadian history, with a focus on the development of identity and culture
  • select and organize relevant evidence and information on aspects of Canadian history from a variety of primary and secondary sources, ensuring the sources reflect a range of perspectives
  • interpret/analyze information relevant to study using various tools, strategies, and approaches appropriate for historical inquiry
  • use the concepts of historical thinking to assess the impact of various individuals on the development of culture and/or identity in Canada
  • evaluate and synthesize (combine) findings to formulate conclusions or make informed judgments/predictions about the issues and events you’re studying
  • Communicate your ideas, arguments, conclusions using various formats and styles

Specific to this Collision of Cultures in New France:

  • Set the Context: analyze the significance, for different groups in Canada, of various social, cultural, economic, and political practices and developments prior to 1774
    • including comparing various aspects of life among people of European origin living in Canada prior to 1774 related to religion, education, work, relationships with the environment, lifestyles, culture, gender roles, lives of missionaries, life in towns vs farms or seigneuries)
    • and analyze how these people responded to the challenges of life in Canada
  • describe the various practices and developments associated with the emerging economy (wealth generated by production/consumption of goods) in colonial Canada prior to 1774
    • including First Nations trade, the fur trade, fishing, the seigneurial system, mercantilism, land grants, etc.
    • and assess their significance for the development of Canada, including development of identity in Canada, including role of natural resources, alliances and rivalries, etc
  • Interactions and Interdependence: analyse activities of/interactions between various groups in Canada and how their interactions contributed to the development of Canada and identity
    • analyze the roles of various groups in colonial Canada prior to 1774
    • including Cree trappers/guides, FN & Acadian farmers, French/British soldiers, intendents, merchants, Jesuit missionaries,
    • and how they contributed to the development of Canada
  • Diversity and Citizenship: assess the impact of various individuals, groups, and colonial policies prior to 1774 on the development of identity, citizenship, and heritage in Canada
    • including describe the roles of some notable individuals in early Canadian society and assess their contribution to the development of identity and/or heritage in Canada
    • analyze ways in which colonial policy and practices reflected ideas about rights, citizenship, and social status in Canada prior to 1773


Posted November 14, 2019 by Waldner in category History 30

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