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Canadiana UniversityofAlbertaLibrary O A AUG 0 1620 3535794 4 C L b I • U D T E S S I Module 3: Canada's Early History Learning Facilitator's Manual Distance Learning /diberra EDUCATION Note ThisSocial StudiesLearningFacilitator'sManual containsanswerstoteacher-assessedassignmentsand thefinal test; therefore,it shouldbekeptsecurebytheteacher.Studentsshouldnothaveaccessto these assignmentsorthe fmal testsuntil theyareassignedin asupervisedsituation.Theanswersshould be storedsecurely by theteacheratall times. Social Studies 8 Learning Facilitator's Manual Module 3 Canada's Early History Alberta Distance Learning Centre ISBN No. 0-7741-0180-6 — ALL RIGHTS RESERVED Copyright*1991,theCrowninRightofAlberta,asrepresentedbytheMinisterofEducation,AlbertaEducation11160JasperAvenue, Edmonton, Alberta,T5K0L2. Allrightsreserved. AdditionalcopiesmaybeobtainedfromtheLearningResourcesDistributingCentre. Nopartofthiscoursewaremaybereproducedinanyformincludingphotocopying(unlessotherwiseindicated), withoutthewritten permissionofAlbertaEducatioiL Everyefforthasbeenmadebothtoprovideproperacknowledgementoftheoriginalsourceandtocomplywithcopyrightlaw. Ifcases areidentifiedwherethishasnotbeendone,pleasenotifyAlbertaEducationsoappropriatecorrectiveactioncanbetaken. UNJVERSITY LieRARV Module3 Module 3 - Canada's Early History: Overview Inthismodulethestudentwillexaminecolonization,exploration,expansion, and settlementin Canada. The firstsectionofthemodulebeginswithanexaminationoftheestablishmentofthe colonyofNewFrance,continues withanexaminationoftheeconomic,political, andsocialaspects of NewFrance, andends withthedefeatofNewFranceinQuebecandtheestablishmentofaBritish militarygovernment. The focusofthis sectionisthatcolonizationwasone resultofcompetition betweenFranceandGreatBritainfornewterritories. The secondsectioncalled.LivingwithourDifferences,deals withthe BritishattemptstogovernNew France. TheRoyalProclamationAct, 1763, the QuebecAct, 1774, andthe ConstitutionalActof 1791 areexaminedinsomedetail. From thissectionstudentswilllearnthatgoverning is aprocess andis,therefore,changingand willcontinueto change. Throughthestudyoftheseactsstudents will begintoappreciatetheideaoffoundingnations. Section3dealswiththeexplorationandsettlementofCanada. Itbeginswithanexaminationofthree Indiangroups: theIroquoiantribes, thePlainsIndians andtheWestCoastIndians. Studentswillthen learnabouttheHudson'sBayCompany,theNorthWestCompany, and the furtraderssuch as Simon FraserandDavidThompson whoopenedupWesternCanada. Thelasttwo activitiesdealwiththe UnitedEmpireLoyalistsandtheRedRiverSettlement. Module 3: Canada's Early History Section 1 Section 2 Section 3 British and French Living Exploration Coionies in with Our and North America Differences Settlement of Canada SocialStudies8 1 Learning Facilitator'sManual Module3 Evaluation Theevaluationinthismodulewillbebasedonthreeassignments. Section 1 Assignment 40% Section2Assignment 30% Section3Assignment 30% Total 100% Materials Needed Canada'sPoliticalHeritage(Youwillfindthe TeacherGuideforCanada'sPoliticalHeritage helpM.) ruler pens pencils colouredfeltpensorcolouredpencils Additionalresourceswhichmightbeofinterestinclude • JourneysofExplorationbyStanGarrod,Fitzhenry andWhiteside • IndianPeoplesofCanadabyPalmerPatterson, Grolier • UnitedEmpireLoyalistsbyAlanSkeoch,Grolier • NewFranceandWarbyDesmondMorton,Grolier • TheAcadiansby BarryMoody, Grolier Youmayalsoconsultyourlocal film library andACCESSNetworkfilm andvideotapes. TeachingSuggestions Haveaclassdiscussiononcompetition. Thestudentscoulddiscuss suchthings as • Whatiscompetition? • Whatthingsdothestudentsthemselvescompete for? • Whatthingswouldcountriescompete for? ThisdiscussioncouldleadintohowthecompetitionbetweenFranceandBritainledtothe colonizationofNorthAmerica. The classcouldthengoonwithadiscussion,eitheringroupsoras a wholeclass,toexamine how theFrenchandthe Britishhavelivedwiththeirdifferences. Ourpolitical historyhasbeen influencedbythenationhavingtwo foundingpeoples. Learning thishistoricalbackgroundcan helpstudentsbetterunderstandissues we still face today. SocialStudies8 2 LearningFacilitator'sManual Module3 Section 1: British and French Colonies in North America KeyConcepts: • colonization • competitionbetweenFranceandBritainfornewterritory • NewFrance • Britishcolonies • colonialgovernment • tradepatterns Uponfinishingthissection,studentsshould • understandthatCanadawascolonizedpartlyastheresultofcompetitionbetweenBritainand France • havesomeknowledgeoftheauthorityofcolonialgovernmentofNewFranceandofthe British colonies • beabletoidentifytradepatternsbetweencountriesorregions TeachingSuggestions • Agoodquestionforgroupdiscussionis"WhostartedtheprocessofformingCanadaintoa nation?" • OverheadtransparenciesworkwellforshowingmapsofBritainandFrance aswellasthe BritishcoloniesandNewFrance. Mapoutlinesgivethestudentsavisualimageofthe topic. Overheadscouldalsobeusedtopresentgrowthchartsofthecolonies andtheir populations. • Some role-playactivitiescouldbedonewherestudentsareselectedtoplaythepartsof differentpeopleinNewFrance (aseigneur,habitant,intendant,priestornun,orcompany man) andtopresenttheobjectivesandintereststhesepeoplewouldhaveinthe developmentofNewFrance. • Theclassmayalsobedividedintotwogroupstodiscussthebattie forQuebec. Whatplans andstrategieswouldeachsidemake? SocialStudies8 3 LearningFacilitator'sManual Module3 Section 1: Activity 1 Thepurposeofthisactivityistohelpstudentsto • understandtheconceptsofcompetitionandcolonization • realizethatBritainandFrancewereincompetition,andthatbothestablishedcoloniesinNorth Americaas aresult • identifythelocationoftheseearlycoloniesinNorthAmerica 1. InthefollowingspaceidentifyreasonswhyBritainandFrancecompetedtoestablishcoloniesin NorthAmerica. ReasonsforcompetitionbetweenBritainandFranceincludedthedesirefornewterritory,furs, fish, lumber, andotherriches. 2. UsingyourknowledgeofthegeographyofNorthAmerica,identifythelakes andriverswhich formpartofNewFrance. St.LawrenceRiver LakeHuron LakeOntario LakeErie 3. AlongwhatoceandidtheBritishcolonists settle? TheysettledalongtheAtlanticOcean. 4. CanyousuggestreasonswhytheBritishcolonistssettledwhere theydid? TheBritishcolonistsmayhavesettledwheretheydidforanyofthefollowingreasons: • closertoBritain • goodclimate • firstlandedthere • goodsoil • resourceswereabundant 5. Frommemorywritedefinitions for a. competition- anefforttoobtainsomethingwantedbyothers;arivalry;oracontest especiallyone inwhich thereisaprizeforthewinner b. colony- aterritorydistantfromthe countrythatgovernsit, orasettlementmadebyagroup ofpeoplewhostillremaincitizensoftheoriginalcountry SocialStudies8 4 LeamingFacilitator'sManual Module3 Section 1: Activity2 Duringhissecondvoyage,CartiermetsomeIroquoisnatives atStadacona(Quebec)whowishedto tradefurswithhim. Afterahardwinter, CartierreturnedtoFrancetakingwithhim somecaptive Indians. ThinkaboutthesekidnappedIndians andaskyourselfthe followingquestions: • HowwouldtheIroquoishavefeltwhentheywerekidnapped? • Howwouldyoufeelifyouwerekidnapped? • HowwouldthefamiliesofthekidnappedIroquoishave felt? • Howwouldyourfamilyfeelifyouwerekidnapped? 1. Nowthatyouhavethoughtaboutthesituation,answerthe followingquestionsinthespace provided. a. IfyouwereacrewmemberonCarrier'sshipandwere askedyouradvicepriortothe kidnapping,whatwouldyouhavesaid? Answerswillvary. Somepossibilitiesfollow: • SuggestCartiergetpermissionoftheIndiansandtheirchief. • AdviseCartiertotakeartifactsinsteadofIroquoisas evidence toshowthepeoplein France. • Advisehimofpossiblebadrelationswhichmightresultfromhisactions. ShouldCartierhavekidnappedUie Iroquois? Give reasonsforyouranswer. Answerswillbepersonalopinion,butshouldbesupportedbyalogicalreason. 2. a. WhywasSamueldeChamplainknownasthe"FaUierofNewFrance"? ChamplainworkedhardesttokeepaliveFrenchclaimsinNorthAmerica,andheexplored muchoftheareaofNewFrance. HowdidChamplainencourage the furtrade? Eachsummerhesentyoungmentomeetthetribescomingtotradefurs. Champlainbrought theFrenchintocontactwiththewesternIndians. 3. a. WhatthreeIndiantribeswere foundinthisregion? TheIroquois,Hurons,andAlgonquinswerefoundhere. SocialStudies8 5 LearningFacilitator'sManual Module3 b. Whatrivers andlakes separatedthe HuronConfederacy, the Iroquois Confederacy, andthe AlgonquinConfederacy? LakeOntario,LakeErie,andtheSt.LawrenceRiverseparatedtheHuronsfrom theIroquois; theSt.LawrenceRiverseparatedtheAlgonquinsfrom theIroquois; andthe OttawaRiver separatedtheAlgonquinsfromtheHurons. c. WithwhattribeswouldFrenchexplorers andsettlersmostlikelyhavecomeintocontact whiletravellinguptheSt.Lawrenceriver? FrenchexplorersandsettlerswouldprobablyhavemetAlgonquinsandperhapstheHurons. d. Whatwaterroutestothe WestmighttheFrenchandnativeshavedusedintheirsearchfor furs? Twopossiblewaterrouteswere • OttawaRiver,FrenchRiver,LakeNipissing,GeorgianBay • LakeOntario,LakeErie,LakeHuron e. HowmightFrenchcontactwidinativegroupshaveincreasedtheconflictamongthedifferent nativetribes? TribeswouldprobablyfightamongthemselvesinordertotradefurswiththeFrench. Section 1: Activity 3 1. Completethefollowingchart. KingLouisXIIIpromised • twoarmedwarships • togrant master'scertificatesaftersixyears • notaxesonshippedgoodsforfifteenyears • citizenship toallchildrenborntoFrenchsettlers TheCompanypromised • tosupportallsettlersforthefirstthreeyearsuntiltheirlandswere cleared • tobringprieststothesettlement SocialStudies8 6 LearningFacilitator'sManual Module3 2. Whatweretherightsandthedutiesofthefollowingpeople? a. seigneur • paidataxequaltoone-fifthofthevalueofhispropertywhensold • grantedlandtosettlers • builtaflourmillfortheuseofhabitants • heldaseigneurialcourtforsettlinglocaldisputes • hadthebestpewinchurch b. habitant • hadtoliveonandcultivatetheland • paidyearlytaxesinmoneyandproducetotheseigneur • paidchargesfortheuseoftheflourmill • workedafewdaysayearontheseigneur'sfarm • paidchargesiflandwassoldoutsidethefamily 3. Inyouropinionwhogainedthemost,thehabitantortheseigneur? Whydoyou feelthisway? Answerswillbeapersonalopinion,butshouldbesupportedwithlogicalreasons. 4. CanyoupredictwhatmighthavehappenedwhenFranceandEnglandrealizedthatmuchmoney couldbemadeinthefurtrade? Theywouldcompetewithoneanothertogaincontrolofthefurtrade. Theywouldformalliances withvariousIndianstribestohelpwiththefurtrade. Conflictwouldcontinue. 5. Answerthefollowingquestionsaboutthe furtrade. a. Howimportantwasthefurtradetothe French? Thefurtradewasveryimportantasasourceofwealth. b. Whattypesoffurswereimportant?Explainyouranswer. Beaver,moose, ermine,andfoxfurswereimportant. Theycouldbeusedtomakeclothesfor wealthypeople. c. HowwouldthenativeshaveusedfursbeforetheFrenchandotherEuropeanscametoNorth America? Thenativeswouldhaveusedfursforclothingandforsleepingrobes(tokeepwarm). SocialStudies8 7 LearningFacilitator'sManual Module3 Triangular Trade Patterns 6. Usethemap'TriangularTradePatterns"to answerthefollowingquestions. a. Who wasthemostimportanttradingpartnerforthecolonies? Whydo youthinkthis was so? Francewas themostimportanttradingpartner. Thecoloniesexistedtobring rawmaterials, resources,andmoneytothemothercountry. b. WhattypesofgoodsdidFrance receive from thecolonies? Furs, lumber,andfishcamefromNewFrance. Sugar,molasses, rum,andcoffeecamefrom theWestIndies. c. Whattypesofgoodsdid thecolonies receive from France? Thecoloniesreceivedmanufacturedgoods,suchassom^s,axes,andironware. SocialStudies8 8 Learning Facilitator'sManual