A. Choose one of the famous people we are studying in this unit. See the long list.
B. The person I have chosen is _______________________________________________.
RESEARCH
C. Using textbooks, library books and the internet find out all you can on this person. Don’t worry, some people have much more written about them than others. If you are not happy with the amount of information you have found, talk to your teacher about it.
PASSPORT
D. Organize your information under these headings: i) Personal Information (born, died, married...) ii) Important life events iii) Accomplishments iv) Challenges and Difficulties v) Tell why or why not you would have liked to have met this person.
E. Make a passport sized folder with a page for each heading about. Decorate it!
DRAMATIC PRESENTATION
F. When it is your presentation day bring your passport to the front of the class.
Tell us your name, your occupation, why you are in New France, How important you are in your community and Why Canadians still remember you today.
(Remember the Heritage Minutes Presentations) Dress Up as Your Historical Figure, you may do a presentation with someone else in the class with two or three historical figures in the same presentation (For example Cartier speaking to Chief Donnaconna)
* Prepare and learn your little speech.
* Look at the audience and speak clearly.
* Make your talk interesting!
* Use appropriate terms related to New France.
* BONUS: Use French words or sentences to really impress us!

HISTORY RUBRIC “PASSPORT OF NEW FRANCE”
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
Knowledge &
Understanding
7h5
Inquiry &
Research
7h10/7h11
With teacher’s assistance the student is able to identify key characteristics of economic, political, and social life in New
France
With limited assistance the student is able to identify the key characteristics of economic, political, and social life in New
France
Consistently the student is able to identify key characteristics of economic, political, and social life in New
France while identifying examples of conflict and cooperation
With teacher’s assistance the student is able analyse, synthesize, and evaluate historical information from different points of view
With limited assistance the student is able to analyse, synthesize, and evaluate historical information from different points of view using a variety of primary and secondary sources
Consistently and independently the student is able to identify key characteristics of economic, political, and social life in New
France while identifying examples of conflict and cooperation through description of key events of the era
Consistently the student is able to analyse, synthesize, and evaluate historical information from different points of view using a variety of primary and secondary sources. The student can describe conflicting points of view about a historical event.
Consistently and independently the student is able to analyse, synthesize, and evaluate historical information from different points of view using a variety of primary and secondary sources. The student can describe conflicting points of view about a historical event by giving examples of fact and opinion.
Communicate
Skills
7h13/7h14
Application
7h15/7h16
With teacher’s assistance the student is able to communicate the results of inquiries for specific purposes and audiences
With limited assistance the student is able to communicate the results of inquiries for specific purposes and audiences using oral presentations and media works.
Consistently the student is able to communicate the results of inquiries for specific purposes and audiences using oral presentations and media works while using appropriate vocabulary.
Consistently and independently the student is able to communicate the results of inquiries for specific purposes and audiences using oral presentations and media works while using appropriate vocabulary to describe their inquiries and observations.
With teacher’s assistance the student is able to compare the attractions and drawbacks for
French Canadians in choosing to leave France and live in the colony.
With limited assistance the student is able to compare the attractions and drawbacks for French
Canadians in choosing to leave
France and live in the colony.
Consistently the student is able to compare the attractions and drawbacks for
French Canadians in choosing to leave
France and live in the colony by comparing attitudes towards it.
Consistently and independently the student is able to compare the attractions and drawbacks for French Canadians in choosing to leave France and live in the colony by comparing and contrasting past and present attitudes towards the colony and its practices.
HISTORICAL FIGURES FOR PASSPORT PRESENTATION

1.
Jacques Cartier 45. Guy Carlton
2.
Pierre De Monts 46. Chief Donnaconna
3.
Jean de Poutrincourt 47. Domagaya
4.
Marc Lescarbot 48. Kirke Brothers
5.
Membertou 49. Captain Sam Argall
6.
Mathieu da Costa 50. Jean de Lalande
7.
Samuel de Champlain 51. King George III
8.
Helene Boulle 52. Chief Pontiac
9.
Etienne Brule 53. Samuel Adams
10.
Jean Nicollet 54. John Adams
11.
Robert de La Salle
12.
Adam Dollard
13.
Louis Hebert
55. George Washington
56. Benedict Arnold
57. John Butler
14.
Marie Hebert
15.
Michel Sarrazin
58. Joseph Brant
59. Tecumseh
16.
Paul de Maisonneuve 60. John Graves Simcoe
17.
Jean de Brebeuf 61. Napoleon Bonaparte
18.
Kateri Tekakwitha 62. Isaac Brock
19.
Francoise Marie Jacquelin 63. General Procter
20.
Charles & Marie de La Tour 64. Laura Secord
21.
William Alexander 65. Colonel John By
22.
Louis XIV
23.
Comte de Frontenac
66. Sir Francis Bond Head
67. Louis Joseph Papineau
24.
Bishop de Laval
25.
Jean Talon
26.
Garakontie
27.
Noel Lavasseur
28.
Madeleine de Vercheres
29.
Marguerite d’Youville
30.
Pierre Radisson
68. William Lyon Mackenzie
69. Robert Baldwin
70. Louis Hippolyte LaFontaine
71. Joseph Howe
72. Sir John Colborne
73. Lord Durham
31.
Les Filles Du Roi
32.
Jeanne Mance
33.
Marie de L’Incarnation
34.
Marguerite Bourgeoys
35.
Pierre Le Moyne D’Iberville
36.
Father Marquette
37.
Louis Joilet
38.
Pierre Gaultier de La Verendyre
39.
Paul Mascarene
40.
Pierre de Vaudreuil
41.
Intendant Francois Bigot
42.
Louis Joseph de Montcalm
43.
James Wolfe
44.
James Murray