Developed for the Ontario Curriculum


Vocabulary and Concept Study: Below is a list of terms and concepts that will be covered and assessed



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Vocabulary and Concept Study: Below is a list of terms and concepts that will be covered and assessed.

Jean Talon seigneurial system intendant

habitant courier de bois Samuel de Champlain

fur trade the Quebec Act Proclamation of 1763

The King’s Daughters Louisburg the Acadian

mercantilism colonization colony

alliance census Sovereign Council

absolute monarchy l’habitation colonization

mercanitilism seigneur treaty

Acadians James Wolfe Marquis de Montcalm

Oath of allegiance Seven Years War Treaty of Utrecht

Articles of Capitulation Battle of the Plains of Abraham nomadic

Iroquois Algonquin matriarchal

longhouse shaman Bishop

capitulate
History of New France

Assessment Plan


1. Quiz #1 20%

2. Quiz #2 20%

3. History Final Quiz 20%

4. Independent Assignment (Jean Talon Report) 20%

5. Participation 10%

6. History Assignments/Work 10%



Teachers Notes:


The assessments for the unit are included in the black line masters. You can modify the percentages of each assessment if you like. A copy can be given to the students the first day so they are clear on their assessment. A suggestion is to put it on your website or send it home to be signed by a parent. Also, it can be put in their binders and they can track their results as they finish each assessment.

For class participation, each class you can give a student a class list and every time a student gives an answer, asks a question or contributes to the class, they are given a check beside their name and then they are calculated at the end of the term. You can give the students an assessment rubric for class participation.

Most lessons begin with a vocabulary activity or pre-lesson discussion, followed by a content study through reading and discussion questions that attempts to draw out the necessary information, and then a reading activity that is great towards a specific reading strategy. (i.e. Cause and Effect, cloze activity, comprehension questions, fact and opinion, etc) In addition, some units have an extension activity that can be done with the students and assessed if you choose.


History Unit Framework

Topic

Focus

Student Work

Introduction to Unit on History of New France


-Understanding the content and framework of the unit, -understanding assessment.

-Vocabulary Study.

-Assessment Outline.

-KWL chart on Canadian History


Native Peoples

-analyse, synthesize, and evaluate historical information

- explain why people came to live in New France (e.g., for land, for military reasons, for the fur trade, for religious reasons) and describe the impact of European immigration on First Nation settlements;



-Student Worksheet (cloze activity)

-Picture analysis

-Analysis of Plains Indians

-Coin design




The Fur Trade

-Identify the role of the courier de bois in the fur trade.

-Understand the importance of the fur trade in the development of Canada.

-Understand why people came to live in New France.


-Birch Bark study and courier de bois

-Crossword activity

-Discussion


Problems in New France/Jean Talon Assignment

-identify the impact the fur trade had on the development of Canada

-understand why people came to New France



-questions on table

-Jean Talon Assignment



Jean Talon


-understand why people came to live in New France

-analyse, synthesize, and evaluate historical information from different points of view

-communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and reports, drawings, tables, charts, and graphs


-Vocabulary Study

-Comparison Study

-Comprehension Activity


Short Essay Question Writing

-understand the format to develop an essay answer in writing.

-understanding the 5 W’s

-writing point form about Jean Talon

-writing essay question

-evaluate using rubric with partner



Quiz #1




-Give students define and state the significance concepts before the test so they can prepare.

Early Settlement and Samuel de Champlain

-understand why people came to live in New France

-identify key characteristics of economic, political, and social life in New France



-Vocabulary Activity.

-Fact and Opinion Worksheet



Life in New France

-demonstrate an understanding of life in New France.

- identify key characteristics of economic, political, and social life in New France



-Pre-lesson Activity.

-Post-lesson Activity. Cloze Activity



The Catholic Church in New France

-understanding the role the Catholic Church played in the development of New France.

- identify key characteristics of economic, political, and social life in New France




-Pre-vocabulary activity.

-Discussion questions.

-Shared Reading on Marie Guyart

-Day 1 (vocab/synonyms)

Day 2

Day 3 (writing activity)




The Government in New France

-identify key characteristics of political life in New France.


-Vocabulary Activity.

-Graphic Organizer.

-Reading Activity. True and False.


Quiz #2




-|Define and state the significance questions given before test.

War and Conflict in New France


-understand the conflicts between France and England

-understand the impact these conflicts had on New France identify and explain examples of conflict and cooperation between the French and First Nation peoples and between the French and English



-Discussion

-Cause and Effect Reading



Control of New France

-identify and explain examples of conflict and cooperation between the French and First Nation peoples (e.g., with respect to the fur trade, religion and culture, military alliances/conflicts), and between the French and English fur traders

-outline the background and causes of key events of the period and describe their effects.



-Pre-lesson partner activity on Treaty and Concessions

-Cause and Effect

-Fill in the Blanks


Deportation of the Acadians

-understand the causes of the deportation of the Acadians

-analyse, synthesize, and evaluate historical information from different points of view

- analyse and describe conflicting points of view about a historical event (e.g., the expulsion of the Acadians), giving examples of fact and opinion;


-Pre-lesson discussion on Acadia

-DeBono’s Six Hats

-Comprehension Questions


The Battle of the Plains of Abraham

-identify and explain examples of conflict and cooperation

-understand the importance of the battle of Plains of Abraham

-understand the reasons for the French loss at the battle


-Pre-lesson Activity – Making Inferences

-Fact and Opinion Sheet

-Making Inferences


Seven Years War and the Articles of Capitulation

-identify and explain examples of conflict and cooperation

-understand the impact of the Seven Years War and British North America

-identify the causes of the Seven Years War


-Making Predictions

-Reading, sequencing events

-Cloze Activity

-Word Sort



History Review

-review history concepts for the test

- Jeopardy game

- crossword for vocabulary

- end of the year feast and people study


Final Quiz




-Final Quiz


Native People in North America



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