Grade 7
History of New France for
Intermediate Teachers
Developed for the Ontario Curriculum
12/5/2009
ONTARIO CURRICULUM
History of New France
Intermediate Teaching Resource
Teaching history in the intermediate grades can be an enormous challenge. For most students, history
concepts seem to have little relevance because historical concepts can be abstract and contextually
complex. In the intermediate grades few students can learn concepts abstractly given their intellectual
development. Moreover, history content does not always allow teachers the ability to approach the
subject matter concretely.
In addition, due to the changes in the education system, teachers of history in Ontario in the
Intermediate grades are usually from a non-historical background. Therefore, many teachers lack the
confidence and background to teach students. This lack of expertise makes developing effective lessons
difficult. This is coupled with the enormous work load teachers face on a daily basis. In some instances,
classroom teachers are developing 4 to 6 lessons a day.
Another challenge faced by teachers is the availability of resources. For students, Canadian textbooks
used in the Intermediate classrooms are content heavy and require greater than average reading skills.
Instead of being able to focus on the content, students can become overwhelmed by the reading. As a
result, key concepts are lost. In addition to this, the learning materials and teaching activities that
support textbooks have little relevance in today’s classrooms.
This resource attempts to focus on the key elements of content that are linked to the curriculum in
Ontario. The unit and lessons attempt to be structured, integrated, and content specific. This resource
also utilizes a cross-curricular approach to learn history. It focuses on current learning strategies utilized
by teachers in today’s classrooms. This includes using shared reading strategies and specific reading
skills as a vehicle to teach history content. It also uses aspects of differentiated instruction and cooperative learning strategies to facilitate learning.
In the end, this resource offers teachers an alternative resource to history textbooks and their
subsequent teaching guides and lessons. This resource can act as a main resource in a straight grade,
can be used in split grades because much of it can be self directed, and can even be used for students
with learning disabilities. Keep in mind that this, like any resource, is not the be all to end all and can be
used to support or used in conjunction with any other lessons, strategies, and resources you might
deem appropriate.
©Canhistory.net 2009. Permission is granted to photocopy any of the pages for classroom use only. At no time should resources be copied
from teacher to teacher of displayed on any other site other than that of Canhistory.net.
2
ONTARIO CURRICULUM
History of New France
History of New France
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
3
ONTARIO CURRICULUM
History of New France
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.
4
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History of New France
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.
-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;
-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.
-identify the impact the fur trade had on
the development of Canada
-understand why people came to New
France
-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
-understand the format to develop an
essay answer in writing.
-Vocabulary Study.
-Assessment Outline.
-KWL chart on Canadian History
-Student Worksheet (cloze activity)
-Picture analysis
-Analysis of Plains Indians
-Coin design
Native Peoples
The Fur Trade
Problems in New France/Jean Talon
Assignment
Jean Talon
Short Essay Question Writing
Quiz #1
Early Settlement and Samuel de
Champlain
Life in New France
The Catholic Church in New France
5
-understand why people came to live in
New France
-identify key characteristics of
economic, political, and social life in
New France
-demonstrate an understanding of life in
New France.
- identify key characteristics of
economic, political, and social life in
New France
-understanding the role the Catholic
Church played in the development of
New France.
- identify key characteristics of
-Birch Bark study and courier de bois
-Crossword activity
-Discussion
-questions on table
-Jean Talon Assignment
-Vocabulary Study
-Comparison Study
-Comprehension Activity
-understanding the 5 W’s
-writing point form about Jean Talon
-writing essay question
-evaluate using rubric with partner
-Give students define and state the
significance concepts before the test so
they can prepare.
-Vocabulary Activity.
-Fact and Opinion Worksheet
-Pre-lesson Activity.
-Post-lesson Activity. Cloze Activity
-Pre-vocabulary activity.
-Discussion questions.
-Shared Reading on Marie Guyart
-Day 1 (vocab/synonyms)
ONTARIO CURRICULUM
The Government in New France
History of New France
economic, political, and social life in
New France
Day 2
Day 3 (writing activity)
-identify key characteristics of political
life in New France.
-Vocabulary Activity.
-Graphic Organizer.
-Reading Activity. True and False.
-|Define and state the significance
questions given before test.
-Discussion
-Cause and Effect Reading
Quiz #2
War and Conflict in New France
Control of New France
Deportation of the Acadians
The Battle of the Plains of Abraham
Seven Years War and the Articles of
Capitulation
History Review
Final Quiz
6
-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
-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.
-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;
-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
-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
-review history concepts for the test
-Pre-lesson partner activity on Treaty
and Concessions
-Cause and Effect
-Fill in the Blanks
-Pre-lesson discussion on Acadia
-DeBono’s Six Hats
-Comprehension Questions
-Pre-lesson Activity – Making Inferences
-Fact and Opinion Sheet
-Making Inferences
-Making Predictions
-Reading, sequencing events
-Cloze Activity
-Word Sort
- Jeopardy game
- crossword for vocabulary
- end of the year feast and people study
-Final Quiz
ONTARIO CURRICULUM
History of New France
Native People in North America
Algonquians
The Algonquians were ________________________ meaning they moved their village or community
from place to place to where they could find food. The men hunted and _____________________. The
women played an important role in society. They would gather berries, roots, and seeds. They lived in
___________________ or tents covered with birch bark or animal skin. In the summer, to travel, they
used _____________________. In the winter they travelled by foot on ______________________ and
also on ________________________. There social structure was _____________________ meaning the
men were leaders and head of their families. They believed in spirits and the forces of nature. They
would have a _________________________ or medicine man. It was believed this person could expel
evil spirits and had power over the ________________________ of nature.
fished
Shaman
forces
nomadic
patriarchal
toboggans
canoes
snowshoes
wigwams
Iroquois
The Iroquois called themselves ____________________________________ meaning the people of the
longhouses. The lived in and around the Great Lakes and the St. Lawrence Lowlands. Iroquois villages
were usually heavily ______________________ and large. They lived in distinctive
___________________ that were covered by elm bark and could be over 200 feet in length. Different
clans would live __________________________ together. The Iroquois social structure was
_________________________ meaning the women owned all the property and determined kinship.
After a marriage, the man would move into the women’s longhouse and become part of her _________.
They were ______________________ meaning they lived permanently in a community and did not
move. They would only move for safety or if the area become poor and they could not live off the land.
_______________________ provided them with their food. They diet consisted of
_________________, squash and beans. The _____________________ owned and tended to the fields
under the supervision of the clan mother. Men usually left in the fall for the fall _______________.
They would usually return in the middle of the winter. In the spring they would fish. The Iroquois were
most known for their strong _________________________ system. This allowed them to endure the
first 200 years of colonial history.
sedentary
political
matriarchal
fortified
clan
women
corn
Hadenosaunese
hunt
longhouses
communally
agriculture
7
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History of New France
Analyzing a Source
1. What native group do you
think lives here?
2. What characteristics suggest
this?
3. Do you think this group is
nomadic or sedentary? Why or
why not?
4. Why do you think there is a
fence/wall around the village?
5. Is there any evidence of
European influence?
Illustration
You have been hired as an artist to design a commemorative coin that celebrates the history of the
Algonquians. Draw a picture design for the front of the coin. Use aspects of their lives that have been
discussed in class and from the reading.
8
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History of New France
Post Activity (Native Peoples)
Native peoples were greatly affected by their environment. It determined all aspects of their lived; the
way they eat, dress, travel, and even their homes.
Look at the two native groups studied above. Using the t-chart below, determine how the environment
influenced the way each native group lived.
Algonquians
Iroquois
Post Activity: The Plains Indians were another native group that lived around what is now
Saskatchewan and parts of Manitoba and Alberta. The plains were flat with few forests. There was
much grass for the buffalo to feed off of, so they were abundant and travelled long distances in herds.
Answer the following questions about the Plains Indians to determine how they may have lived.
1. Main Food: ___________________________
2. Clothing made out of? __________________
3. Shelter: Teepee or Longhouse_______________
4. Nomadic or sedentary? _________________
5. Other food they may have ate from the land: _____________________________________________
6. How would the winter have affected the lives of the Plains Indians? ___________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
9
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History of New France
Samuel Champlain and L’habitation
Colonization
Colonization involves one country (the mother country like France) bringing another separate region
under its control for economic purposes. Colonization was a major goal of most Kings in the 16th
century. King Louis VIV made it a priority for France to acquire new lands which would bring him greater
power and prestige. Any colonies would also act as markets to buy manufactured products from France.
Spain had great success in gaining colonies in Central and South America, so France began to explore
North America and attempt to set up a colony there.
Early explorers of North America found success in trading with natives. The French government granted
trading monopolies to some companies that promised to invest a portion of their profits and to support
missionaries. It became clear though that these companies were not interested in settling and
attempting to colonize. Thus, very few settlers immigrated to New France before the French
government to greater control and interested in the colony in the 1660’s.
In 1608, Samuel de Champlain attempted to try and establish a settlement in the St. Lawrence Valley,
where there was a better access to the Native peoples and the fur trade.
The habitation was built like a small European fort. It served both as a living space and working space
for Champlain and the settlers. On July 3, 1608, Champlain landed at the "point of Quebec" and set
about fortifying the area by the erection of three main wooden buildings, each two stories tall, that he
collectively called the "Habitation", with a wooden stockade and a moat 12 feet (4 m) wide surrounding
them. This was the very beginning of Quebec City. In the 1620s, the Habitation at Quebec was mainly a
store for the Compagnie des Marchands
(Traders Company), Champlain lived in the
wooden Fort Saint Louis newly built up the
hill (south from the present-day Château
Frontenac Hotel), near the only two houses
built by the two settler families (the ones of
Louis Hébert and Guillaume Couillard, his sonin-law).
Discussion
1. Look at the diagram of the l’habitation,
what do you notice about the first settlement
in New France?
2. What problems do you think the first
settlements might have encountered in New
France?
3. What do you think life was like living in
New France in the early 1600s?
10
L’habitation
ONTARIO CURRICULUM
History of New France
Samuel de Champlain
Samuel de Champlain (1567-1635) was a French explorer and navigator who mapped much of north
eastern North America and started a settlement in Quebec. Champlain also discovered the lake named
for him (Lake Champlain, on the border of northern New York state and Vermont, named in 1609) and
was important in establishing and administering the French colonies in the New World.
In 1603, Champlain sailed to France on Francois Grave Du Pont's expedition. They sailed up the St.
Lawrence River and the Saguenay River; they also explored the Gaspe Peninsula. He returned to France
in 1603, and decided to search for a Northwest Passage and to settle the Gaspe Peninsula.
He returned to Canada in 1604 on Pierre de Mont's expedition. From 1604-1607, he sailed around and
charted most of the coast of Nova Scotia (to the Bay of Fundy) and down the coast to Cape Cod and
Martha's Vineyard (Massachusetts), and later to Rhode Island. After a short time in France, Champlain
returned to Canada and helped found a colony in Port Royal, Nova Scotia (1605).
In 1608, Champlain led 32 colonists to settle Quebec in order to establish it as a fur-trading center.
Here he built l’habitation the first attempt at a permanent settlement in North America. Only nine
colonists survived the first bitter winter in
Quebec, but more settlers arrived the
following summer.
In 1609, Champlain befriended the Huron
Indians and helped them fight the Iroquois
(this battle led to 150 years of bitterness and
hostility between the Iroquois and the
French). It was during this venture that he
discovered Lake Champlain. In 1613, he again
sailed up the St. Lawrence, and explored the
Ottawa River. Two years later, after returning
from France, he retraced this route and
ventured into what is now northern New York
state and the eastern Great Lakes (Georgian
Bay of Lake Huron, and Lake Ontario).
Champlain headed the Quebec settlement for
years, until the English attacked and took the
Fort at Quebec in July, 1629. Champlain once
again returned to France. After a FrenchBritish peace treaty in 1632, Quebec was once
again French, and Champlain returned as its governor (1633). He died from a stroke on Dec. 25, 1635.
Comprehension Questions
1.
a)
b)
c)
11
Why is Samuel de Champlain considered the Father of New France?
he mapped and explored some of North America
he established a relationship with the Iroquois and fought the Hurons.
he was the first to establish a permanent settlement in New France.
ONTARIO CURRICULUM
History of New France
2. In what year did Champlain lead a settlement to New France?
a)
b)
c)
d)
1603
1608
1629
1635
3. What area did Champlain not sail around and explore;
a)
b)
c)
d)
Bay of Fundy around Nova Scotia
coast of Cape Cod and Martha’s Vineyard
South America
Rhode Island
4. On what city site did Champlain found L’habitation?
a)
b)
c)
d)
Ottawa
Quebec City
Montreal
Port Royal
5. What country was at war with France and took over the settlement for a short time?
a)
b)
c)
d)
Britain
Portugal
Spain
United States
6. What does the term befriend mean?
a) become enemies
b) become allies/friends
7. What Indian tribe did Champlain befriend?
a)
b)
c)
d)
Iroquois
Métis
Hurons
Plains
8. Who were the Huron’s bitter enemies?
a) Iroquois
b) Métis
c) Plains
12
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History of New France
9. Samuel de Champlain died of;
a) scurvy
b) stroke
c) heart attack
d) starvation
10. Where was the location of the first French settlement in North America?
a) Montreal
b) Quebec
c) Port Royal
Champlain Assignment (differentiated instruction)
The province of Quebec is discussing whether or not to make Champlain’s birthday a National Holiday.
Use the Raft writing technique to design something that depicts and explains Champlain’s significant
contribution to the history of Canada. You get to choose the format and the role you take on.
Role - _________________________ (you choose)
Audience - Province of Quebec
Form - ____________________________ (you choose)
Topic – Explains Champlain’s contribution to the history of Canada.
Some examples;
a) take on a role of an artist and design a painting, collage, to celebrate his accomplishments
b) write a letter as a citizen to the government explaining why Champlain is important and it should be a
holiday
c) take on the role as a poet and write a poem
d) write an informative brochure on Champlain
Note: Remember, this assignment must have all the content needed to explain why Champlain is
important. Be sure to choose something you’re interested in and a task that suits your abilities as a
student.
Post Activity: Below, make a point form list of Champlain’s major accomplishments. This will help
you organize and begin your assignment.
13
ONTARIO CURRICULUM
History of New France
The Fur Trade and New France
The discovery of North America and the beaver was an economic jackpot for France and Britain.
This demand for beaver was a result of the fashion trends in Europe. Beaver hats were
extremely popular in Europe. Prior to the discovery of furs in North America, fur hats and
clothing in Europe had come from furs in Europe. However, the depletion of furs because of
overhunting in Europe led traders to North America to trade for furs.
After hearing about the beaver in North America, the French sent an expedition to the St.
Lawrence River and further inland. They met with Aboriginals who eagerly traded them for
items such as iron pots, and other tools.
More expeditions followed and some of North America
was mapped by different explorers.
One of the first to realize the potential of trade in
North America was Samuel de Champlain. In 1603, he
made his first trip to North America. He returned
several years later to establish a permanent
settlement. He wanted to bring many more people to
settle in Canada. The King of France gave him
permission to do so, but in return Champlain was told
to develop the fur trade.
It was not long before the English also saw how much
money could be made in the fur trade. The
competition between England and France became
fierce. They both wanted to be in control of the land
and its resources. The English and the French were soon sending shiploads of beaver pelts back
to Europe.
Competition in the fur trade sparked fighting between First Nations tribes. The Iroquois would
ambush the Huron traders who were bringing furs to Quebec. As a result of this violence, the
fur trade almost came to a stop.
When the fur trade first began, First Nations and Inuit people brought the furs to the trading
posts. They would arrive by canoe. The furs would be unloaded and traded for goods such as
muskets, axes, knives, blankets, whisky and pots. It was not long before some of the men at the
trading posts decided they would go inland and get the fur themselves. These were the people
known as the coureur de bois.
14
ONTARIO CURRICULUM
History of New France
The coureurs de bois learned the ways of the woods from the First Nations. They were taught
how to canoe, hunt and snowshoe. Canoes were made out of birch bark the way the Natives
taught them. They dressed in the same kinds of clothes and ate the same food as the First
Nation peoples. A typical meal consisted of pemmican, deer meat and dried corn and peas.
The silver birch tree was the most important resource for life in the woods. It was used to build
and repair canoes on the journey. Shelters were built with the branches and the bark. The bark
was also good for drawing maps on and for writing messages. The bark could even be eaten if
there was no other food!
1. Who are the people in the picture?
2. What are they doing?
3. Where are they?
4. Is the person in the picture a courier de bois? Why or why not?
5. Think/Pair/Share. Underline the sentence that tells you that the courier de bois were not native.
What background were they?
15
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History of New France
Fur trade in North America
Pre-lesson Activity
The fur trade was important to the development of Canada. The fur trade brought the French and
British to North America to trade furs with the Native people. The courier de bois (runner of the woods)
played a vital role in the fur trade.
It has been said that birch bark was the important resource for the courier de bois in the fur trade. Look
over the piece of birch bark given to you in your group. Brainstorm a list of uses for the birch park.
Crossword Activity
After reading the fur trade, complete the crossword on important terms and concepts from the lesson
on the fur trade.
16
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History of New France
Problems in New France
Population of New France (Table 1)
Year
1605
1608
1620
1628
1629
1641
1653
1663
1665
1667
1668
Population
44
28
60
76
117
240
2000
2500
3215
3918
6282
Location in New France
Population of Port Royal
Population of Quebec
Population of Quebec
Population of Quebec
Population of New France
Population of New France
Population of New France
Population of New France
Population of New France
Population of New France
Population of New France
Discussion (Making Observations)
Look at the table below which traces the population growth in New France. Discuss any trends you see.
Write these trends below.
Questions
1. Based on the data, what was the problem with the population in New France? _________________
2. When did the population of New France start to grow? ____________________________________
3. Why do you think the population of New France grew so slowly before 1663? __________________
____________________________________________________________________________________
4. What do you think was done to make the population increase? ______________________________
_____________________________________________________________________________________
Population of New France (1665-66: Table 2)
Population
Sexes
Total
3215
M
2034
17
Married
F
1181
M
528
Widowed
F
491
M
13
F
29
Children and
Unmarried
M
F
1493
661
ONTARIO CURRICULUM
History of New France
Questions
1. Who is more numerous in New France? _________________________________________________
2. Who is more likely to be widowed? ____________________________________________________
3. Why do you think there are more males/females in New France? ____________________________
_____________________________________________________________________________________
4. Many immigrants would come to New France. From the table, who was more likely to immigrate to
New France? __________________________________________________________________________
_____________________________________________________________________________________
Table 3: Age groups in New France (1665-66)
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History of New France
1. In the 0-10 year group. Are there more males or females born?
2. Look at the widowed totals. Who was more likely to die in this society, males, females, neither?
a. Look at the totals of the age groups. What is the largest age group at this time?
b. What does this tell you about the birth rate?
3. Look at the 11-15 and 16-20 age totals compared to the 0-10 total. What does this tell you about death
rates among children?
Look at the map.
Where was the first successful
French settlement?
What part of North America was
being disputed?
Who possessed most of the land in
North America?
What was Rupert’s Land?
Where did the English settle first?
19
ONTARIO CURRICULUM
History of New France
Jean Talon Assignment
You have been sent to New France by King Louis XIV to New France with the job of increasing the
population and settlement in New France. You are to send a report back to the King with your findings.
Your report must include the following three things.
1) Introduction: Purpose of your Report
2) Problems: Your findings on some of the problems that exist. (i.e. few women, few farmers, etc.)
3) Graphs: You are to make 3 graphs from Table 1, 2, 3 in the reading.
4) Solutions: You are to provide suggestions to King Louis on how he might address some of the
problems in New France.
You have one week to complete this assignment. The above subheadings should be used in your report.
Be sure to include a cover page on your report. It can be either done by hand or computer generated.
Try to be creative and realistic in your suggestions to King Louis XIV. You will be assessed based on the
practically of your suggestions along with the number. You must come up with at least three
suggestions and explain these fully to meet expectations.
After the assignment is completed and handed in, we will study Jean Talon and what he did to address
some of the problems in New France. You will be able to compare your suggestions and what Jean
Talon proposed to the King.
Level 1
Level 2
Level 3
Level 4
The presentation of the There is some creativity There is creativity and
The organization and
assignment lacks
and organization to the organization to the
creativity exceeds the
organization and
report.
report and meets
expectations and adds
creativity.
expectations.
to the quality of the
work.
There is little content.
There is some content.
The content, findings,
There are more than 3
There are few
There are some
and suggestions meet
solutions. The solutions
suggestions and little
suggestions and
the expectations for this are practical and are
findings in the report.
findings in the report.
assignment.
closely related to the
ideas presented by Jean
Talon.
The graphing is
There are some errors
There are few errors in
There are no errors or
inaccurate and
with the selection of
the selection and
omissions in the
inappropriate.
graphs and the
construction of graphs. selection of the graphs
presentation. Graphs
There are only a few
and the presentation of
are missing some labels minor missing labels or graphs.
and details.
details.
There are many errors
There are some errors
There are few errors or There are no errors or
or omissions in
or omissions.
omissions.
omissions.
conventions, grammar
and spelling.
20
ONTARIO CURRICULUM
History of New France
Jean Talon and the Changing of New
France
Who was Jean Talon?
Jean Talon was the first intendant of New France. The intendant was the chief administrator or
manager of the colony of New France for King Louis XIV. His duties included;


Informing the king on activities in the colony and ensuring harmony among the people
Supervised the day to day running of the colony, law and order and matters relating to the
finance and administration in the colony.
During his term from 1665 to 1668, he
conducted the first census of the population.
Talon attempted to change the economic base
of the colony from fur-trading to agriculture
and industry, such as forestry. He found out
quickly that the future of the colony depended
upon increasing the population. Many
immigrants were brought to New France at the
government’s expense. Over 7000 French
immigrants arrived in the colony between
1663 – 1670.
Talon implemented a number of forward
thinking policies. He arranged for settlers to
come to New France, including over 1000
women known as the filles du roi (“kings
daughters”). These women, many of whom
were orphans and very young, were sent to
New France to marry any men in New France.
He encouraged further population growth through marriage grants and baby bonuses (money given to a
couple when they married and when they had children). If you had a family over 10 you would receive a
bonus and be fined if you were over a certain age and not married.
Talon also tried to convert New France into an economy based on agriculture, not just the fur trade. The
fur trade did not allow the population to grow, so he introduced land and settlement incentives such as
free land and funding to those who would come and settle in New France. He tried to diversify and
expand the economy by introducing new crops such as flax and hops. He also wanted to have New
France become less dependent on France for supplies. He established industries such as shipbuilding,
brewing, and shoemaking.
Although some of his policies were a drain on the finances of France, he has been credited for the
successful colonization of New France. Without some of his policies, especially his immigration and
economic policies, there may have never been a French population in Canada today.
21
ONTARIO CURRICULUM
History of New France
Jean Talon and his policies
Pre-lesson activity;
Fill in the blanks. You have several minutes to attempt to fill in the blanks with the correct words for
each definition. We will take these up when you are finished.
________________ Another name for farming.
________________ He was the manager and administrator in New France.
________________ An official account of the number of people living in a country or colony.
________________ Women who came at the King’s expense to settle and marry in New France.
________________ To gain control of an area and bring them under your control (mother country) for
economic purposes.
colonization
census
agriculture
intendant
King’s daughters (filles de roi)
Post lesson Activity (Talon’s Policies): With a partner, make a point form list of Jean
Talon’s policies for changing New France. Beside the list, make a list of the policies you
introduced in your report. Compare.
Talon’s Policies
22
My Policies
ONTARIO CURRICULUM
History of New France
1. What is a census?
a) a survey
b) a collection of data on a population
c) a test
2. The population before Jean Talon grew;
a) slowly
b) not at all
c) there was a large increase of people
3. Why did the population grow slowly in New France?
a) many people died because of different diseases
b) the fur trade industry did not require a population in New France, most were young males working in
the fur trade.
c) Native people were attacking them so people left and were afraid to immigrate.
Post lesson Activity: Connect the correct responsibilities of an intendant in New France. Three of
these are correct and 3 are incorrect.
Intendant Responsibilities
in New France
Collecting taxes
for the church.
Informing the
King.
Finances in the
colony.
Law and order in
New France.
Formulated and
enacted laws.
In charge of fur
trade.
23
ONTARIO CURRICULUM
History of New France
Answering Essay Questions
Define and state the Historical Significance
Students of history are required to analyse, synthesize, and make inferences based on reading
information. In order to be a successful history student it is essential you learn to communicate
effectively in writing.
To begin, students need to be able to answer short essay questions. In the assessments that will follow,
you will be required to define and state the historical significance of a historical event. To answer this
question, you must pull out relevant information about a topic that answer the essential questions
related to who, what, where, when, why. (5 W’s) The second part to answer this question effectively is
to answer the historical significance of the event. This question is essential because it answers why this
event or person is studied in history as opposed to other events or people.
Harriet Tubman was a runaway slave from Maryland who became known as the "Moses of her people."
Over the course of 10 years, and at great personal risk, she led hundreds of slaves to freedom along the
Underground Railroad, a secret network of safe houses where runaway slaves could stay on their journey
north to freedom. She later became a leader in the abolitionist movement, and during the Civil War she
was a spy for the federal forces in South Carolina as well as a nurse. She is important because she was
a woman he displayed great strength and rescued hundreds during slavery.
Below is a sample answer of the question, defining who Harriet Tubman was and stating her
significance.
The first part of this question defines the term, event or person. When answering, give as much detail as
you can on the subject. The second part is to state its historical significance. For this part, you must
come up with reasons why we study this and why it is remembered as an important historical event or
why this person is remembered.
Let’s Practise
Define and state the historical significance of Jean Talon. Complete the following in point form.
Who?
What?
Where?
When?
Why?
Historical Significance
24
ONTARIO CURRICULUM
History of New France
Now we will write a sample answer in the space below. Use the following leads when answering the
historical significance.
We study this because ......
This person, event is historical significant because .....
This is important because ................
You will be marked out of 4, using the following rubric. Assess your friends answer.
Level 1
There are few details.
He/ she has not stated
the significance. Person
displays little
understanding for the
concept, person, or
event.
25
Level 2
There are some details.
He/she has attempted
to answer the historical
significance but it is not
accurate. Person
understands some of
the concept, person, or
event.
Level 3
There are most details
and information.
He/she has stated the
historical significance.
Person has
demonstrated they
understand most of the
concept, person, or
event.
Level 4
Answer is historically
complete and accurate.
He/she has stated the
historical significance.
Person has displayed a
thorough
understanding.
ONTARIO CURRICULUM
History of New France
Life in New France
Seigneurial System
The seigneurial system was introduced to New France in 1627 by Cardinal Richelieu. Land was
arranged in long strips, called seigneuries, along the banks of the St. Lawrence River. Each piece of
land belonged to the lord, or seigneur. The seigneur divided the land further among his tenants, known
as censiteurs or habitants, who cleared the land, built houses and other buildings, and farmed the land.
The habitants paid taxes to the seigneur (the cens et rentes, or "cents and rents"), and were usually
required to work for their seigneur for three days per
year, often building roads (the corvée).
The seignerurial system in New France was different than
in France. The seigneurs of New France were not all
nobles. Seigneuries were granted to military officers,
some were owned by the Catholic clergy and even by
unions of local inhabitants. In 1663, half of the
seigneuries of French Canada were managed by women.
This situation came to be because a woman could inherit
her husband's property after his death.
Discussion Questions
1. Who owned the land in New France?
2. Why were the seigneuries developed along the water?
3. How was the seigneurial system different in New
France?
26
ONTARIO CURRICULUM
History of New France
Pre-lesson Activity (Seigneurial System)
You have been given the task of setting up a settlement within a year by the King. There will be 125
people immigrating to New France from France.
1. What will materials will you need? Make a list.
2. What will you need to do/build?
3. Organize a settlement, like a land use map, to show how you would actually physically organize the
settlement. (i.e. Would you have a church, where would it be located? How is the land going to be
organized among the farmers?)
Post Lesson Activity: Fill in the Blanks
The ____________________________ System was a land division system used in New France used to
allocate and divide land. It divided land into long, rectangular land plots called ___________________.
The __________________________ was the manager of the seigneur. He handed out the land the
tenants who were called the ________________________. They were responsible for working and
clearing the land and paying a tax to the seigneur. They were also required to work for 3 days a year for
the seigneuir to build roads. This was called a _______________________. Unlike in France, the
seigneurs were not all ____________________. In New France even __________________________
could manage a seigneury as they could ______________________ their land from their husbands.
Post Lesson Activity
In the space below, draw a diagram of the organization of a seigneury. Make sure you label and draw a
legend for your seigneury.
27
ONTARIO CURRICULUM
History of New France
The Catholic Church in New France
The Catholic Church
Champlain believed it was his duty to spread Christianity and the Roman Catholic religion in New
France. He encouraged the Jesuits – a group of Catholic missionary priests - to come to North America
to convert the Native peoples of New France. The French King and the ministers believed that if all
people within in New France were Catholic it would be a stronger colony.
Discussion
1. Why do you think the French wanted to convert the Native peoples living in North America?
2. How would you feel if you were one of the Native people?
3. Do you think it was fair? Why or why not?
In 1627, Cardinal Richelieu, a powerful church leader, declared
that only Roman Catholics could emigrate from France to New
France.
While the trading companies controlled New France, the main
institution and major influence in the colony was the Roman
Catholic Church. The church concerned itself with the religious
life of the colony as well as establishing schools and hospitals.
The Jesuits played a leading role in these developments.
The Jesuits
The Jesuits first arrived in New France in 1625 and were called
the Black Robes by Native peoples. They established a college
for the sons of settlers at Quebec in 1635, and established a
hospital and convents by brining a group of nuns to New France.
The Jesuits built churches and schools for the Huron’s (natives) in Huronia between 1639 and 1649.
Huronia is the name of the area where the entire nations of Huron’s lived. The Jesuit headquarters were
located in the mission of St. Marie in Huronia. This mission contained a chapel, a hospital, a bakery, a
carpentry shop, and blacksmith shop. They also planted crops and raised livestock at the mission.
The Jesuits had considerable influence in New France. In 1647, the leader of the Jesuits (Bishop) was
one of three main members of the Superior Council which administered the colony.
The Jesuits left written records of early life in New France in the Jesuit relations, annual reports that
they sent home to Paris.
28
ONTARIO CURRICULUM
History of New France
Discussion
1. How did the Jesuits help with the development of New France?
2. Were they powerful and influential in New France? Discuss.
3. Were the Jesuit Relations a primary or secondary source? Why are they important in Canadian
history?
Women of God in New France
Much like the Jesuits, the Ursuline Nuns came to New France to spread the Catholic religion in North
America. They first landed in Canada on August 1st, 1639. They were primarily responsible for
education and care of the elderly and sick. They began with education of Aboriginal girls. They were
quite successful with conversion and education, more successful than there Jesuit counterparts.
Comprehension Questions
1. Looking at the photograph, who were the Ursuline Nuns working with in New France?
2. Who were the Jesuits and what was their role in New France?
3. Who did the Jesuits work with?
4. What 3 roles did the Ursuline Nuns play in New France?
5. Who was the bishop and what was his role in New France?
6. What was the Jesuit Relations and why was it important?
29
ONTARIO CURRICULUM
History of New France
Women of God (Shared Reading Activity)
Commanded by a vision, Marie Guyart—better known as Marie de l’Incarnation—arrived in 1639 in
what would become Quebec City. By 1642, Marie, the first Ursuline nun in New France, had established
the first school and built a convent in New France.
Prior to arriving in New France, her parents arranged her marriage at seventeen to a man in whom she
had no interest in. Two years later, she was a widowed young mother. She discouraged all further men,
lived with her father, and earned a living as an embroiderer.
In her diary, Marie tells of a unique spiritual experience on the morning of March 25, 1620, when an
irresistible force came upon her. In a moment, the eyes of her spirit were opened and all her faults and
imperfections were revealed to her with “a clearness more certain than any certitude.” She saw herself
immersed in Christ’s blood. After confession, she was completely changed, and committed to prayer.
She studied the Gospels, meditated on the life of Christ, and practised the sacraments at her local parish
church.
Marie left her father to help her sister and brother-in-law in their shipping company. They made her the
company manager because of her skill for administration. At the same time she became involved in
benevolent works in Tours.
Her son, Claude, had entered college at age twelve, a separation that was hear-rending for Marie. She
sought the advice for her priest and waited for divine guidance. In January 1631, she asked her sister to
care for her son and entered the noviciate of the Ursulines of Tours. Distraught, Claude tried to storm
the convent with a band of schoolboys. During the uproar, Marie overheard him crying; “Give me back
my mother, give me back my mother.” She would later say of her decision to leave her son that “no
human explanation can justify such an action,” she was obeying divine commands.
Marie took her vows in 1633 as Marie de l’Incarnation. Like many other nuns, Marie had read of
opportunities to create religious communities in New France in Relations des Jesuits (published in
English as Jesuit Relations and Allied Documents), and she prayed fervently for the Catholic work in the
colony.
She studied Indian languages under the Jesuits and she became so fluent that she wrote Algonquin,
Iroquois, Montagnais, and Ouendat dictionaries and a catechism in Iroquois. She wrote prolifically, and
her correspondence—over 12,000 letters—is a valuable document of Canadian history.
Discussion
1.
2.
3.
4.
30
Why do you think Marie left her son?
Why was she important for Canadian history?
What was her contribution to New France?
What historical documents did she leave behind?
ONTARIO CURRICULUM
History of New France
Shared Reading Lessons (Women of God)
Day 1
Vocabulary – for the list below, find a synonym and antonym for each word. After this has been done
and taken up, read through the passage.
vision
catechism
uproar
divine
prolifically
meditated
embroiderer
distraught
immersed
Day 2 – Read through the passage. Discuss why we can highlight and summarize information.
Summarize in your own words, important accomplishments of Marie Guyart in New France. Use a
highlighter to highlight first, than summarize in point form.
Day 3
1. Read through the passage one more time.
2. Activity. We will use RAFT technique of writing. Role, audience, form, topic.
Role – a nun.
Audience-King Louis
Form – letter
Topic – Take on the role of a nun; explain your own reasons for coming to New France, what you have
encountered since you have been in New France, and the duties/roles that you carry out living there.
This should be at least one page long. Be sure to write it in your own handwriting as they didn’t have
computers back then.
31
ONTARIO CURRICULUM
History of New France
The Royal Government in New France
Discussion (Pre-activity)
1. What kind of government do we have in Canada?
2. What is a monarchy?
3. What do you think is meant by the term absolute monarchy?
4. What is wrong with an absolute monarchy as a system of government?
5. Who do you think is in the photograph?
6. Who is the head of the monarchy in
England today? Is there an absolute
monarchy in England?
The government in New France was led by
King Louis XIV from his throne in France. It
was the responsibility of the Governor
General, who was the king’s representative,
to govern the colony of New France. He
was responsible for the military and
external issues. He was assisted by others
who made up the Sovereign Council. The
Intendant was the administrator and
manager of the colony. He ensured that
policies were implemented and was in
charge of finances in the colony. The
intendant had more influence than the
Governor General. The Bishop was also
part of the Sovereign Council. He was
responsible for the missionary efforts, as
well as hospitals and schools in the colony.
He was chosen by the king and confirmed
by the Pope, the head of the Catholic
Church. The Sovereign Council was
renamed the Superior Council in 1703. The Council acted as a court of appeal in criminal and civil
cases. The governor and bishop made these appointments until the King of France decided to make
these appointments.
32
ONTARIO CURRICULUM
History of New France
King
The King was at the head of the
government from his post in France.
He was an absolute monarchy
meaning he had all the power and
authority for decisions and who
were his advisors.
King
Advisors in French
Government in France
New France
Intendant
5 Councillors
Governor
General
Clerk
(Record Keeper)
Bishop
In New France, the Governor
General, Intendant, and the Bishop
made up the Sovereign Council with
5 councillors, a clerk, and the
Attorney General. They made up
laws, enforced laws and carried out
the King’s wishes.
Attorney General
who handled
legal matters
The people of New France had little
say in the government, although
they would try to influence officials.
Women were not involved at all in
the government.
33
People in New France
ONTARIO CURRICULUM
History of New France
Government in New France
Post Lesson: Fill in the incomplete flow chart on the structure of the
government in New France.
34
ONTARIO CURRICULUM
History of New France
The Royal Government
Post lesson activity: Fill in the blank with the correct person who corresponds
with each job description.
___________________________ This person was the head of the church in France and in charge of all
the missionaries in New France. He sat on the Sovereign Council in New France.
___________________________ This person was the head of the government from his throne in
France.
____________________________ This person was responsible for handling legal matters in New
France.
____________________________ This position was responsible for carrying out the King’s wishes in
New France. His position was largely ceremonial and was held by someone from the military.
____________________________ The duties of this position required the person to keep records on
the Sovereign Council in New France.
Post lesson Activity: Complete the following true and false statements. If they are false, write
the statement so it is true.
1. ___ The King was an absolute monarchy meaning he had absolute power to make decisions and
appoint officials in the government.
_____________________________________________________________________________________
2. ___ The Sovereign Council was made up the governor general, the bishop, and the intendant.
_____________________________________________________________________________________
3. ___ Women were not allowed to take part in the government in New France.
_____________________________________________________________________________________
4. ___ People could elect members of the Sovereign Council.
_____________________________________________________________________________________
5. ___ The Governor General was appointed by the King and held the most power in New France.
_____________________________________________________________________________________
35
ONTARIO CURRICULUM
History of New France
War and Conflict: France and Britain
Britain and France were rivals in Europe and in competition in North America. These conflicts over land
and wealth could be seen in North America. France built Louisburg to control the Atlantic and entrance
to the St. Lawrence River and inland. Britain built Halifax in 1749 to provide them with protection from
France.
Discussion
1. Who do you think had more of a strategic position and better access to New France and the rest of
North America? Why?
2. Why did Britain build Halifax? What is at the location of Halifax today?
3. Why do you think Britain or France wanted to control the St. Lawrence River?
4. What island is Louisburg on?
5. Do you think it would be easy to attack Louisburg?
6. What was Port Royal?
36
ONTARIO CURRICULUM
History of New France
Conflict (France vs. Britain)
Below is a list of conflicts between Britain and France in the 1600’s and 1700s. France and Britain were
rivals in Europe and New France. The chart shows the impact and changes that these wars had on North
America. Treaties were signed between England and France and usually resulted in some changes in
North America.
War In Europe
War of the League of
Augsburg (1688-97)
War of the Spanish
Succession
(1702-13)
War of the Austrian
Succession
(1720-48)
Seven Years’ War
(1756-63)
War in North
America
King William’s War
(1689-97)
Queen Anne’s War
(1701-13)
Peace Treaty
Peace of Ryswick
1697
Treaty of Utrecht
(1713)
King George’s War
(1744-48)
Treaty of Aux-laChapelle (1748)
French and Indian Wars
(1754-63)
Treaty of Paris (1763)
Results in North
America
-brief end to BritishFrench hostilities
-French surrendered
forts in territories of
Hudson Bay Co.
-French gave up claims
to Newfoundland and
Acadia
-Iroquois declared
British subjects
-islands of the Gulf of
St. Lawrence French
-Louisburg returned to
French
-all French land
possessions in North
America except tiny
islands of St. Pierre and
Miquelon off coast of
Newfoundland became
British
(Taken from Canada Revisited)
Discussion
1. What do you notice about the length of the wars?
2. In what war, did France receive the largest land loss?
3. Why do countries go to war today and historically?
4. Why do you think France and Britain went to war so often?
5. France and England were bitter enemies in the 1600s and 1700s. Make a list of enemies in the world
today. (e.g. Iran vs Iraq)
6. What conflict had the largest impact on Canada? Explain.
37
ONTARIO CURRICULUM
History of New France
Pre-lesson Activity (War and Conflict)
1. What is a treaty?
2. With a partner, imagine that you are leaders of the United States and Canada and we have just
finished a war and Canada has won. You are going to sign a treaty. Make a name for the treaty.
Discuss what you will negotiate as a settlement at the end of the war. Make a list of concessions by the
U.S. to Canada. Be creative, but realistic.
Post Activity: Cause and Effect
Match the correct cause or effect with each statement. Write it in the space below from the list under
the chart.
Cause
Effect
After the war of Spanish Succession and King
George’s War
there was a brief end to British/French hostilities
When treaties were signed in Europe to end wars
The treaty of Utrecht was signed
all French land possessions were given to Britain
except for tiny islands St. Pierre and Miquelon.
When the Seven Years War ended
Louisburg was returned to France
The effects were felt in North America
After King William’s War and the Peace Treaty
of Ryswick
French surrendered forts, gave up claims
to Newfoundland and Acadia, and the Iroquois
were declared British subjects.
38
ONTARIO CURRICULUM
History of New France
Deportation of the Acadians
One of the most important wars between France and Britain was the War of Spanish Succession. In this
war each country was fighting to gain countrol of colonies in a number of areas. This included areas of
North America. This war was fought between 1702 and 1713 and ended with the signing of the treaty
of Utretch. France decided to give up New France as it was less valuable to them then other colonies
that produced sugar. Acadia became a British colony in 1713.
Discussion
1. Why do you think France decided to give up Acadia?
2. Why do you think the Acadians might be nervous about having the British take control of them as a
colony?
3. What challenged might the British face?
The challenge the British faced was that the Acadians were French speaking citizens who had came to
North America from France and they were living in a British controlled colony. They were living in the
colony of Nova Scotia where more and more British people were immigrating through the port of Halifax
to Nova Scotia. What the British wanted to know was if they again went to war with the French that the
Acadians would not revolt against them. The British attempted to have the Acadians swear an Oath of
Allegiance to Britain.
If the Acadians did not take their oath they would be expelled from their land. As the British colonial
office wrote in 1720 to the Governor of New France;
As to the French inhabitants of Nova Scotia
who appear to be so disloyal, we are concerned
they will never become good subjects to his
Majesty ..... for this reason we think they ought
to be removed.
The British did not pay that much attention to Acadia, but in 1755 they again asked the Acadians to take
the Oath. In meetings with Acadians in July 1755 in Halifax, Governor Lawrence pressed them to take
an oath of allegiance to Britain. When they refused, he imprisoned them and gave the fateful order for
deportation.
Between 1755 and 1763, approximately 10 000 Acadians were deported. They were shipped to many
areas around the Atlantic. Large numbers were sent to the English colonies, others in France or the
Caribbean. Thousands died of disease or starvation in the squalid conditions on board ship. To make
matters worse, the inhabitants of the English colonies, who had not been informed of the arrival of
refugees, were furious. Many Acadians were forced, to wander in search of loved ones or a home.
Although the Acadians were not actually shipped to Louisiana by the British, many were attracted to the
area by the same language and culture. Back in Nova Scotia, the Acadian land was soon occupied by
British settlers. When the Acadians were finally allowed to return after 1764, they settled far from their
old homes as much of it had been occupied.
39
ONTARIO CURRICULUM
History of New France
Deportation of the Acadians
In this lesson, we will be using De-Bono’s six hats to study the deportation of the Acadians. The
students are to be put into groups. Give each group a marker and chart paper or poster board. Each
group will read the story of the deportation of the Acadians. Each group will be assigned one of the six
hats in sequence. Use the sequence below. Start with the white hat and work your way through. Give
the groups 5 minutes or so to work their way through each hat. Discuss the groups’ results at the end of
each session. When they are done this, they will answer the comprehension sheet to consolidate the
learning of this topic.
DeBono’s Six Hats

The White Hat

The White Hat calls for information known or needed. Consider
purely what information is available, what are the facts?

The Red Hat
 The Red Hat signifies feelings, hunches and intuition. How do they
feel? What do you feel? Instinctive gut reaction or statements of emotional feeling (but not
any justification)

The Black Hat
 The Black Hat is judgment -- the devil's advocate or why
something may not work. Be the devil’s advocate. Logic applied to identifying flaws or
barriers, seeking mismatch.

The Yellow Hat

The Yellow Hat symbolizes brightness and optimism. Logic applied to
identifying benefits, seeking harmony.

40
The Green Hat
ONTARIO CURRICULUM


History of New France
The Green Hat focuses on creativity: the possibilities, alternatives and new ideas.
Statements of provocation and investigation, seeing where a thought goes.

The Blue Hat
The Blue Hat is used to manage the thinking process.
Post Activity: After you have completed the lesson on the Deportation of the Acadians, answer
the following questions in your book.
Comprehension Questions
1. Define the term deportation.
2. Who were the Acadians?
3. Where did they live?
4. What reasons were they deported?
5. How many Acadian were deported?
6. How would you have felt if you were an Acadian living during this time? Explain.
7. Consider current day examples of people who have had similar situations as the Acadians. People
who have been forced to leave a country or area?
8. Where were the Acadians deported to? Where did they go?
9. What province has a large French population today?
10. What is unique about this province and situation in Canada? What province is it similar to in some
ways?
41
ONTARIO CURRICULUM
History of New France
Battle of the Plains of Abraham
Pre-lesson (Making Inferences)
1. Look at the picture below. What do you think is happening?
2. What city is in the background?
3. Where do you think the army in the river want to attack? Why?
The Battle of the Plains of Abraham, 13 September 1759, during SEVEN YEARS' WAR, fought upstream
from Québec on a tract of land that is thought to have been named after Abraham Martin, to whom it
was granted 1635-45. A powerful British force under Major-General James WOLFE and Vice-Admiral
Charles Saunders was sent up the St Lawrence to capture Québec. The French, commanded by
Lieutenant-General the Marquis de MONTCALM, at first held the British at bay.
Having sailed upstream past the city on September 5 and 6, Wolfe's army landed without opposition on
September 13, climbing the cliffs a few km above Québec. Wolfe believed this would be a suitable spot
to attack. He believed the French would not expect an attack from here. Also, from here Montcalm's
communications with his source of supplies were threatened; he felt obliged to accept battle and
impulsively attacked without waiting to collect all his forces. The armies actually on the field seem to
have been about numerically equal - some 4500 each - but the British were all regulars, whereas many
of the French were ill-trained militia. The French attack was broken by British infantry fire, and the
French retired in disorder. Both Wolfe and Montcalm were mortally wounded. The French field army
retreated up the St Lawrence by a circuitous route that night. Québec surrendered on September 18. A
42
ONTARIO CURRICULUM
History of New France
French attack early in 1760 failed to recover the city, and later in the year the British captured Montréal
and NEW FRANCE fell.
Post Activity: Fact and Opinion
1. _____ The attack on the British during the Seven Years War at the Plains of Abraham was upstream
from Quebec.
2. ____ The attack for the British was led by General James Wolfe who was the strongest General in the
British Army.
3. ____ General Marquis de Montcalm was the leader of the French Army at the Battle of the Plains of
Abraham.
4. ____ The Plains of Abraham was a good place for an attack.
5. ____ The win for the French was pivotal because it allowed them to take Quebec eventually leading
to the fall of New France.
6. ____ Montcalm was not a very strong leader.
7. ____ There were many ill trained French militia fighting for the French at the Battle of the Plains of
Abraham.
8. ____ Montcalm and Wolfe were both mortally wounded at the battle.
9. ____ Wolfe and Montcalm, both generals, were the two most important leaders in the history of
Canada.
10. ____ At the battle, the number of troops was numerically equal for both sides.
Making Inferences – the French lose the Battle
Making inferences requires the reader to read between the lines and interpret the text for the answer.
Try this with a partner. Discuss why the French lost the battle at the Plains of Abraham. Use the
diagram to assist you as well. You should be able to come up with three reasons.
1.
2.
3.
43
ONTARIO CURRICULUM
History of New France
Seven Years Wars and the end of French
domination in North America
Making Predictions
1. Look at the title of this lesson, what do you think it is going to be about?
2. What does the word domination mean?
3. Who dominates politics and government in the world today? What evidence is there of this?
4. Define the term capitulate.
Seven Years War
The Seven Years War began in 1754 in North America, but it began in 1756 in Europe. Ironically, it is still
called the Seven Years War. The war was a large war fought in many parts of the world. It was fought in
North America, beginning in controlling the Atlantic. In June of 1758 the British attacked Louisburg and
after 60 days they were able to take over Louisburg. This allowed the British access to the rest of France
down the St. Lawrence River.
After Louisburg, the British focused their attention on Quebec. Quebec was the center of French power
in North America and the capture of it would mean the end to French control in North America.
In the spring of 1759 General James Wolfe sailed with a massive force up the St. Lawrence towards
Quebec. He first tried to land soldiers on Beauport Shore downstream from Quebec without success.
He finally came up with a plan to go upriver and send troops up a steep cliff to fight on the Plains of
Abraham. Wolfe’s key strategizing and Montcalm’s questionable decision making led to a disastrous
loss at the Battle of the Plains of Abraham. The French retreated to Quebec. The loss allowed the
British access to Quebec and soon after the French capitulated.
As part of their surrender the French Governor, Marquis de Vaudreil presented General Amherst with a
list of demands to protect the French people living in New France. This list was called the Articles of
Capitulation.
The Seven Years War ended in 1763 with the signing of the Treaty Utrecht. Much of what France had
gained was now lost. Their domination in this part of North America was over. Now, the French in
Quebec would come under British rule with some special concessions. Below is a list of the demands of
the French and what the British allowed in the Articles of Capitulation.
44
ONTARIO CURRICULUM
History of New France
Seven Years War and the end of French
Control
Post Activity: Put the following events in the order they occurred.
Remember when sequencing events look at transition words and refer back to the text to check for an
accurate sequencing of events.
___ The Treaty of Utrecht was signed.
___ The British captured Louisburg which allowed them access to the St. Lawrence River and to the rest
of New France.
___ After the Battle of the Plains of Abraham and the French retreat, the British attack Quebec and it
falls soon after.
___ The end of the war signifies the end of French rule in North America. New France will now come
under French rule.
___ The Seven Years War began in Europe in 1756, but it began in North America in 1754, although it is
still considered the Seven Years War.
___ After the capture of Louisburg, the British focused their attention on Quebec.
___ With the fall of Quebec, the French capitulate.
___ As part of their surrender, the French Governor presented General Amherst with the Articles of
Capitulation which outlined a list of demands to protect the people living in New France.
___ General Wolfe attack the French at Aux de foulone a set of cliffs by the Plains of Abraham.
___ General Montcalm was mortally wounded at the battle and the French retreat to Quebec.
Articles of Capitulation
The Articles of Capitulation outlined the terms under which the French and the Canadiens
_______________________to the British. They were binding until a formal ____________________ was
concluded between Britain and France who were still at war in Europe. The Capitulation stated that:
45
ONTARIO CURRICULUM
History of New France




The French had to ________ down their arms.
New France's territory was now under British _______________rule.
Those who wished to return to France were allowed to do so. The
elite of the colony (government administrators, army officers, and
some merchants) took advantage of this offer and left. The
Canadiens (artisans, peasants, and clergy) ______________.
The people of New France were allowed the freedom to practise
their Roman Catholic ____________________ and continue their
________________.
While waiting for the Seven Years' War to come to an end, British military government
was _______________________ in the colony, between 1760 and 1763, to facilitate its administration
and to maintain order. British military rule did not interfere with the laws, religion and language.
The seigneurial system and the captains of the ______________ were retained.
Cloze Activity
surrendered
religion
militia
language
stayed
lay
peace
military
maintained
Word Sort: Sort the words under the following categories.
Nouns
Verbs
Define the Articles of Capitulation.
46
Adjectives
ONTARIO CURRICULUM
History of New France
Assessment Sheet
Student
47
Quiz 1
Quiz 2
Assignments
Test
Participation
Final
ONTARIO CURRICULUM
History of New France
North America in the 1740s
History Review
Use the Smartboard presentation to review the concepts for the final test. You can administer the game
how you want as rules, teams, etc. If you don’t have access to a Smartboard, use an overhead project
and the questions and answer sheet that is attached.
48
ONTARIO CURRICULUM
History of New France
History Review Jeopardy Questions
War and
Conflict
This is where
James Wolfe
and General
Montcalm
fought an
important
battle.
This native
group were
bitter enemies
of the French
because
Samuel de
Champlain
befriended the
Hurons.
This treaty was
signed at the
end of the
Seven Years
War.
Acadians
Government
People
Fur Trade
Aboriginals
The Acadians
spoke this
language.
He was the
King’s
representative
in New France.
The animal
that provided
many of the
furs to the hats
in France.
This native
group lived in
the Eastern
part of Canada
near the
Appalachians.
The Acadians
were asked to
swear this so
they would not
fight against
the British.
He was head of
the Catholic
Church in New
France and
was on the
Sovereign
Council.
An Intendant
in New France
who was
responsible for
increasing the
population to
New France
The father of
New France.
Was the first to
establish a
permanent
settlement in
New France.
The person
who carried
the furs to the
trading posts.
Were trained
by native
people.
The Iroquois
lived in this
type of shelter.
Acadia covered
parts of these
two present
day provinces.
Had the most
power and
influence in
the
government in
New France.
She was a nun
in New France
who played an
important role
by developing
a language
dictionary.
This native
group was
befriended by
the French to
help them in
the fur trade.
The British
took control of
this French fort
on Cape
Breton Island
which allowed
them access to
the St.
Lawrence
River.
This was
presented to
General
Amherst after
New France
came under
British control
on behalf of
the French.
At the end of
this war Acadia
became a
British colony.
The number of
clerks who part
of the
Sovereign
Council.
The King of
France who
was
responsible for
the exploration
and
development
of New France.
This group was
granted
exclusive rights
to the fur
trading in the
Hudson Bay
area.
Another name
for a medicine
man who was
thought to
have control
over evil spirits
and forces of
nature.
The name of
the parish that
Christian
missionaries
first built
among the
Hurons.
When Acadia
became a
British colony.
The Sovereign
Council’s name
was changed
to this in 1703.
A person who
is not a full
time soldier.
Another name
for the courier
de bois.
49
The type of
society where
the women
plays an
important role
and men
become part of
their clan.
ONTARIO CURRICULUM
History of New France
History of New France
Quiz #1
Name: ___________________
Vocabulary: Match the word with the correct definition. (9 marks)
a. wigwam
b. shaman
c. matriarchal
d. census
e. patriarchal
f. colonization
g. monopolies
h. courier de bois
i. pemmican
___ A religious figure who could communicate with spirits.
___ This was a dwelling lived in by Algonquin Indians prior to European contact.
___ A person who took part in the fur trade; assisted native people and European with the fur trade.
___ The women owned all the property and determined kinship in this kind of society.
___ The men owned all the property and determined kinship in this kind of society.
___ A collection of data on a given population.
___ A food used by courier de bois and North American Indians.
___ The process of gaining colonies to provide markets for the mother country.
___ When one company owns all the rights to selling a product or good in a market.
Part B: True and False (6 marks)
1. ___ Jean Talon was the first indendant of New France.
2. ___ The Iroquois lived in longhouses.
3. ___ The Plains Indians were sedentary and not nomadic.
4. ___ The Iroquois were a matriarchal society.
5. ___ There were very few women in New France because of the fur trade.
6. ___ The site of the l’habitation in 1608 was present day Montreal.
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ONTARIO CURRICULUM
Part C: Multiple Choice (7 marks)
1. He was considered the father of New France.
a) Jean Talon
b) Samuel de Champlain
c) King Louis XIV
2. On what city site did Champlain found L’habitation?
a)
b)
c)
d)
Ottawa
Quebec City
Montreal
Port Royal
3. What Indian tribe did Champlain befriend and become allies with?
a)
b)
c)
d)
Iroquois
Métis
Hurons
Plains
4. What was l’habitation?
a) first permanent settlement in North America
b) a military fort
c) a British trading post for the fur trade
5. What most affected the way Aboriginals lived?
a) snow
b) religion
c) environment
6. This was France’s largest rival in North American colonization?
a) Spain
b) Germany
c) Britain
7. Which native group lived in clans?
a) Iroquois
b) Algonquin
c) Plains Indians
51
History of New France
ONTARIO CURRICULUM
History of New France
Part D: Define and state the significance of 2 of the following. Samuel de Champlain, Iroquois, Jean
Talon, King’s Daughters, courier de bois. (8 marks)
____/ 30 marks
52
ONTARIO CURRICULUM
History of New France
History of New France
Quiz #2
Name: ___________________
Vocabulary: Match the word with the correct definition. (8 marks)
a. habitant
b. corvee
c. Jesuits
d. seigneur
e. absolute monarchy
f. Sovereign Council
g. Governor General
h. Seigneuries
___ These people were responsible for the spreading of religion in New France.
___ The King’s representative in the government in New France.
___ This was the person who worked the land and paid tax to the seigneur.
___ The habitant was required to pay this to the Seigneur three days a year. This required the habitant
to work for the Seigneur building roads or buildings.
___ A kind of government where the King has supreme control over decisions and the running of a
country.
___ This was the part of the government in New France responsible for making decisions in New France.
___ A plot of land given to the Seigneur.
___ The person in charge of the habitants in New France and were required to collect taxes for the King.
True and False: Mark T for true and F false. (6 marks)
1. ___ The King of France was the head of the government in New France.
2. ___ People in New France could vote for people in the government.
3. ___ Women in New France could own and run seigneuries in New France.
4. ___ All the seigneuries in New France were run by nobles in New France.
5. ___ The seigneurial system was the same in New France as it was in France.
6. ___ Marie Guyart helped write some of the Jesuit Relations.
53
ONTARIO CURRICULUM
History of New France
Multiple Choice: Circle the correct answer. (8 marks)
1. This Sovereign Council was renamed this in 1703.
a) Superior Council
b) Supreme Court
c) Great Council
2. This person was the head of the Catholic Church in New France and was on the Sovereign Council.
a) Ursuline Nun
b) Jesuit Priest
c) Bishop
3. Who was not on the Sovereign Council in New France?
a) King
b) Governor General
c) Intendant
4. This was the British fort built by the British in response to the building of Louisbourg.
a) Annapolis
b) Port Royal
c) Halifax
5. The French built Louisbourg so it could control;
a) the Great Lakes
b) St. Lawrence River
c) Lake Champlain
6. This was the system of government in New France.
a) absolute monarchy
b) representative government
c) democracy
7. This person handled legal matters in New France.
a) Governor General
b) Intendant
c) Attorney General
54
ONTARIO CURRICULUM
History of New France
8. What did the nuns not do in New France?
a)
b)
c)
d)
cared for the elderly
education
spread Roman Catholic religion
helped with the fur trade
Part D: Define and state the significance. Mary Guyart de L’Incarnation, Louisbourg, Seigeurial
System, Jesuits (8 marks)
____/30 marks
55
ONTARIO CURRICULUM
History of New France
History of New France
Quiz #3
Name: ___________________
Vocabulary: Match the word with the correct definition. (8 marks)
a. deportation
b. Treaty of Utrecht
c. Treaty of Paris
d. capitulation
e. Militia
f. Oath of Allegiance
g. treaty
h. Dominate
___ To surrender in war under specific conditions.
___ A formal agreement signed between two countries to end a conflict or disagreement.
___ To send a person or group out of a country.
___ There are untrained, non-professional, volunteer soldiers.
___ Swearing loyalty to a particular government or king.
___ To have rule or control over an area, colony, or country.
___ A treaty signed at the end of the Seven Years War.
___ A treaty signed at the end of the War of Spanish Succession.
True and False: Mark t for true and f for false. (5 marks)
1. ___ General Montcalm was the leader of the British forces that attacked at the Battle of Plains of
Abraham.
2. ___ The Treaty of Utrecht was signed at the end of the Seven Years War.
3. ___ All Acadians living in the colony of Nova Scotia were deported.
4. ___ Acadians living in the colony of Nova Scotia were deported to the Thirteen Colonies, Carribean,
and Louisiana.
5. ___ At the battle of Plains of Abraham, the armies were numerically equal between the British and
French.
Multiple Choice: Choose the correct answer. (7 marks)
1. Why did the General of the British forces choose the Plains of Abraham as a site for an attack?
a) it was an easy place to attack.
b) It would surprise the French if they attacked there, upstream rather than downstream.
56
ONTARIO CURRICULUM
History of New France
c) it was a large open area that they could use ships to fire canons on.
2. The Acadians were;
a) of French descent
b) of British descent
c) French and British descent
3. The Acadians were forced to take an oath of allegiance because;
a) they were threatening the British in the colony by attacking them each day and the British were
growing tired of fighting them in the colony.
b) they were French living in a British colony, and the French wanted to know if they went to war with
the French that they would remain loyal to the British throne.
4. The Articles of Capitulation;
a) outlined the terms under which the French and the Canadiens would surrender to the British at the
end of the Seven Years War.
b) outlined that the British would take over the colony and enforce British laws, religion and language.
c) outlined that all French would be deported from the colonies in British North America.
5. In the Articles of Capitulation the French were forced;
a) to lay down their arms and give up their religion and language.
b) to lay down their arms, swear an oath of allegiance, and deported immediately if they did not take
the oath.
c) to lay down their arms, but kept their religion, language and the seigneurial system.
6. At the end of the War of Spanish Succession one effect was;
a) the French gave up claims to Acadia and Newfoundland.
b) the French gave up control of all possessions in British North America.
c) this ended all British and French hostilities and fighting.
7. The Battle of the Plains of Abraham was a battle part of this conflict;
a) The War of Spanish Succession
b) The Seven Years War
c) King William’s War
57
ONTARIO CURRICULUM
History of New France
Short Answer: Answer in complete sentences. (3 marks)
1. Identify 3 reasons why the French lost the Battle of the Plains of Abraham.
Define and state the significance of two of the following. Battle of the Plains of Abraham, Deportation
of the Acadians, Articles of Capitulation. (8 marks)
____/30 marks
58
ONTARIO CURRICULUM
History of New France
Acknowledgements
Bain, Colin. Canadian History 7. (Don Mills, Ontario: Pearson, 2008).
Clark, Arnold, McKay, and Soetaert. Canada Revisisted 7. (Edmonton, Alberta: Arnold Publishing Ltd,
1999).
http://www.histori.ca
http://www.canadianencyclopedia.ca
New France – Canada in the Making. www.canadiana.org
Jean Talon Role Play. http://canadaonline.about.com
Maps and Photos
www.canadiana.org/en/contact
www.freewebs.com/.../influentialpeople.htm
www.lessignets.com/.../calendrier/juin/24.htm
Pictures, maps, and other images used in the production of this material were in the public domain or
no longer under copyright.
59