History Unit Plan Assignment PED3183(I)

Grade 7

By: M. M.
K. N.
S. E.
Kasey Geelen
F. C.
Table of Contents

Rationale…………………………………………………………………………………………..2

Unit Overview…………………………………………………………………………………….5

Lesson Plans

Lesson Plan 1 - ‘Wampum Belts’ by Kasey Geelen…………………………………….10

*PRIMARY SOURCE FOCUS

Lesson Plan 2 - ‘Filles du Roi’ by M. M. ……………...………………………………..18

Lesson Plan 3 - ‘Fur Trade’ by F. C. …………………………………………………….27

Lesson Plan 4 - ‘Acadian Expulsion’ by S. E. ……..……………………………………40

Lesson Plan 5 - ‘Seven Years War’ by K. N. ………………………………………….49

Assessment………………………………………………………………………………………59

References……………………………………………………………………………………….63

1
Rationale:

Our unit covers New France, which is part of Strand A: New France and British North

America, 1713-1800 in the Grade 7 History curriculum. We chose to place this unit as the first

History unit of the year, having been preceded by Grade 7 Geography. With Geography being

taught first, students will already have a grasp on how to read, understand, and analyze maps,

and aspects of social geography (e.g. migration of groups) which will aid students with lessons

covered in the New France Unit. We chose to begin with New France to adhere to the

chronological order of historical events and to provide a foundation for the building conflict and

change that will conspire towards the end of the unit and into the unit on British North America.

The unit itself will lead students through events chronologically but also thematically, focusing

on specific groups or aspects of life in New France given lessons. Strand A covers nearly ninety

years of content, thus, as teachers, we had to pick and choose what we felt was most relevant and

essential for students to learn throughout the course of the year. We often had to break down

topics to focus on one particular group or event for the sake of time. Given this fact, we

acknowledge that there will be a teacher bias since we chose to focus on what we deem to be the

most historically significant events, people, themes, etc.

In our lesson, we integrate cross-curricular links, most notably links to the Grade 7

Geography curriculum. In various lessons, students will analyze and use maps to evaluate the

migration of groups, settlement patterns, and shifting territorial expansion. We also integrate

different strands of the Grade 7 English curriculum such as media literacy, writing, and oral

communication. Lessons integrate videos, slideshows, images, and ask students to create work

using digital mediums. Students will also be asked to read and analyze texts for meaning and to

think critically, as well as present findings in class discussions, presentations, etc.

2
 Throughout the unit, students will also have the opportunity to use many of the Historical

Thinking Concepts. In the final assessment, students will choose a notable person or social group

they deem as historically significant and explain the impact this person or group had on New

France. They must make choices and justify why they believe who they chose is significant.

Students will also examine cause and consequence through various lessons that assess economics

and political expansion. Students will be introduced to various people and groups that made up

the social fabric of the colony. Lessons will provide students with the opportunity to study these

people and understand their role in New France and to pose questions about what these

individuals or groups may have thought. By analyzing specific groups, students will also have to

consider the ethical dimensions and consider issues relating to fairness (e.g. Was it fair to send

orphaned women across the Atlantic to be married off and populate New France? Was it just to

expel the Acadians from their homes? Who is missing in these treaties?)1

The unit will integrate many opportunities for students to work with primary sources. In

her article on primary sources, Dr. Ruth Sandwell discusses how using primary documents

makes teaching history more meaningful.2 Students will have the opportunity to examine images

and view artifacts contemporary to the time to not only ask “What does this mean?” but

understand the stories behind each one.3

Beyond the course content, this unit offers many opportunities to assess as/of/for student

learning and provides the students with many avenues to present their learning. There will be a

combination of self-reflections, group discussions, formative assessments within activities, as

well as a summative assignment where students will have the choice to show their learning in a
1
“Historical Thinking Concepts,” The Historical Thinking Project: Promoting critical history
literacy for the 21st century, Centre for the Study of Historical Consciousness, November 4, 2022,
https://historicalthinking.ca/historical-thinking-concepts.
2
Ruth Sandwell, “Reading Beyond Bias: Using Historical Documents in the Secondary Classroom,” McGill Journal
of Education 438, no. 1 (2003): 170.
3
Ibid, 174.

3
way that best suits their learning style. Lessons will incorporate universal design for learning

elements with varied learning strengths targeted such as maps, multimedia, art, body breaks and

opportunities for differentiated products such as different oral, written work, text to speech,

closed captioning, digital or physical copies of worksheets, etc. The unit will ensure all students

are equipped for success and gain valuable insight on this time period and also make valuable

links to historical concepts and ideas.4

4
OME, “Learning for All: A Guide to Effective Assessment and Instruction for All Students, K to 12,” Queen’s
Printer, 2013.

4
Unit Overview:

Grade 7 - History Unit Plan

Chapter 1: First People and European Explorers

Chapter 2: French and English Colonies (1600s)
Chapter 3: New France: A Royal Government (1663 – 1760)
Chapter 4: Struggle for Control (1670 – 1774)

Overview of Lessons
Lesson # Lesson Execution Assessment Tool(s)

0.Introduction to Lesson 1:
History Introduction to History
● AfL
- What is History?
- Discussion ● AaL
Activity
- Anything can be Historically relevant ● AoL
- 5 items on desk, have students pick
one and I will give a 5-minute history
or historical anecdote Brief description:
Closure - Exit Ticket
- Exit ticket
- Students will submit something
related to history that they are
interested in learning about
- Can be anything. To be woven into
lessons later. Ex. Student is interested
in fashion, I will work to include
discussion of contemporary fashion of
the period.

Lesson 2:
Introduction to the text
- Into to text from teacher guide - Worksheet (information
- Brainstorming session (Key terms retrieval) + Teacher
they should have learned already) observation of independent
- Looking for areas where class is work skills & subject
struggling to remember history/social knowledge
studies from previous grades

Lesson 3:
Evaluating Evidence
- Class discussion on evidence,
trustworthy sources, and bias

5
 - Read p. 12 – 17, Chapter
description***
- Identify one point of bias

1. First People Lesson 1:

and European First Peoples
● AfL
Explorers - Word Ladder from teacher guide
- Take up word ladder + Discussion of ● AaL
local context/land acknowledgements
● AoL
Lesson 2:
European Explorers:
- Powerpoint Brief description:
- Vikings, Champlain, Cabot, etc. - Word Ladder with key term
- Brief discussion of names of and definitions
monuments in the local context - Wampum belt activity
(Champlain Bridge) (Lesson 3)

Lesson 3:
Wampum Belts
- Detailed Lesson Plan #1 - Primary
Source focus
- Wampum belt activity &
organizer

Lesson 4:
Activity
- “First Contact: Perspectives” Explain
assignment and work independently
- Students will consider some of the - Written paragraph to be
most pressing concerns of either handed in next lesson,
European explorers or Indigenous assessed by rubric
Peoples
- Write a one paragraph explanation of
the most pressing issues faced by one
group or the other

2. French and Lesson 1:

English Mercantilism & Colonization
● AfL
Colonies - Powerpoint + Discussion
(1600s) ● AaL
Lesson 2:
- Map reading activity from teacher ● AoL
guide
- Students will identify and become Brief description:
familiar with the parts of a map - Discussion + Map reading
(Scale, legend, compass, etc.) activity
- Take up as a class

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3. New France: Lesson 1:
Life & Royal Intro to Royal governmental structures of
● AfL
Government New France
(1663 – 1760) - Powerpoint ● AaL
- Absolute monarchy, discussion of 3
main figures (Frontenac, Laval, ● AoL
Talon)
- Students will use graphic organizer to Brief description:
develop note-taking skills with - Graphic organizer to be
teacher prompts collected or observed next
- Teacher will highlight or star sections class
that should be written down - Exemplar on a different
- Graphic organizer can be used subject will be on google
digitally classroom for student
- Students who require additional reference
support will make use of a digital set
of speakers notes which they can
access on google classroom to
transcribe or add to orally or through
translation software
- Students will be primed for
cumulative task.

Lesson 2:
Filles Du Roi
- Detailed Lesson Plan #2
- Catherine Ducharme
Reading and chart activity

Lesson 3:
The Seigneurial System
- Read as a class and discuss
- Continue use of graphic organizers
- Ensure students are making use of
glossary when encountering
unfamiliar words, not just copying
from the text

Lesson 3:
- The Church in New France
- Read p. 78-79 and answer questions
- Take up as a class
- Flex time
- Students who have not completed all
4 graphic organizers will work on
those with teacher support
- Rest of class will work on
assignments from other classes or
read/write/draw

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4. Struggle for Lesson 1:
Control (1670 – Control of the fur trade
● AfL
1774) - Detailed Lesson Plan #3
- Youtube video on overview of ● AaL
Fur Trade
- Slideshow overview of main ● AoL
actors in fur trade - students
to fill in graphic organizers Brief description:
- Map activity and critical - Worksheet from Fur Trade
thinking questions worksheet lesson
- Major assignment (Lesson
Lesson 2: 5)
Acadian Expulsion - New France presentations
- Detailed Lesson Plan #4 - Assessed via rubric
- Map discussion, activate - Other students to complete
prior knowledge from exit tickets for each day of
geography presentations
- Powerpoint “Struggle for
Control”
- Students making note of key
points, as directed by
teacher, in graphic organizer

Lesson 3:
Seven Years’ War
- Detailed Lesson Plan #5
- Instruction and Videos
- Photo discussion and
graphic organizer
- Students making note of key
points, as directed by
teacher, in graphic organizer

Lesson 4:
- Research Methods
- Appropriate sources
- Always asking students “Who made a
choice” Re: historical significance,
preservation, publishing
- Show research methods and tips on
projector in real time

Lesson 5:
- Assignment
- Individually or in pairs, choose a
group/individual discussed in the
New France unit and produce a
powerpoint/poster/podcast outlining
key details and historical significance

8
 - Governor General, Intendent, Bishop,
Habitant (male or female), priest,
Filles du Roi, etc.

Lesson 6:
- Work on Assignment(Chromebook)

Lesson 7:
- Finish assignment (Chromebook)

Presentations Assessment of Learning -

- 2 Periods summative assignment
- Exit tickets (Two facts that you found
interesting about a peer’s
presentation)

Interstitial Lessons 1 – 4:
- Build lessons around student interests
from Week 1
- Fashion, Military Technology,
Indigenous life, Sports & Leisure,
Scientific advancement, Travel
(ORBIS Tool)

9
 Lesson Plans:
LESSON 1 - WAMPUM BELTS
*PRIMARY SOURCE FOCUS
By: Kasey Geelen
Name: Wampum Belts (Primary Source Focus) Grade(s): 7 Subject: History

Curriculum Expectations: Enduring Understanding(s)/Big Idea(s):

Overall Expectations: ● I can identify and explain a wampum belt

A2. Inquiry: use the historical inquiry process to
investigate perspectives of different groups and
communities, including First Nations, Métis,
and/or Inuit communities, on some significant
events, developments, and/or issues related to the
shift in power in colonial Canada from France to
Britain
in relation to treaties
● I can identify treaties that involved
wampum belts
● I can explain the significance of these
treaties and the wampum belts
● I can use primary and secondary sources to
gain a deeper understanding of treaties

A3. Understanding Historical Context: describe

various significant people, events, and
developments, including treaties, in Canada
between 1713 and 1800, and explain their impact

Specific Expectations:

A2.2 gather and organize information and

evidence about perspectives of different groups
and communities, including First Nations, Métis,
and/or Inuit communities, on some significant
events, developments, and/or issues related to the
shift in power in colonial Canada from France to
Britain, using a variety of primary sources and
secondary sources

A2.3 assess the credibility of sources and

information relevant to their investigations
A2.5 interpret and analyze information and
evidence relevant to their investigations, using a
variety of tools

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A2.6 evaluate evidence and draw conclusions
about perspectives of different groups and
communities, including First Nation, Métis,
and/or Inuit communities, on some significant
events, developments, or issues related to the shift
in power in colonial Canada from France to
Britain

A3.2 identify a few key treaties of relevance to

Indigenous people during this period, including
wampum belts exchanged, and explain the
significance of some of these agreements for
different people and communities in Canada

Equity/ Diversity and Social Justice (Teacher Actions):

The teacher should adapt this lesson to meet the needs of their class, making it accessible for all
students. The teacher should implement any UDL or Differentiation that they see fit to help support
their learners. Later in the lesson plan some differentiation suggestions are listed.

This topic can be a sensitive subject for many people. There is a dark history in Canada regarding the
treatment of Indigenous Peoples. The teacher should acknowledge this history, and offer appropriate
support when needed, like allowing a student to take a break and go for a walk around the school.
There should also be an acknowledgment of the language used in the treaties, and a conversation with
the class should be had about that language.

Context:

This lesson takes place relatively early on in our unit on Grade 7 History, Strand A: New France and
British North America, 1713-1800. Students will have had a few introductory lessons regarding history
(Introduction to history, Introduction to the Text, Evaluating Evidence, and First Peoples). Students
should already have a base knowledge on the Indigenous Peoples who lived in what would become
Canada (First Peoples Lesson). Students should also already have a base knowledge on working with
primary and secondary sources (Evaluating Evidence Lesson). This lesson will expand on both of these
topics, getting students to work with primary sources (Wampum belts) and secondary sources
(additional research) to deepen their understanding of 1. Indigenous peoples, 2. Relations between
European newcomers and Indigenous peoples, and 3. The treaties created in response to these relations.

11
Is there a Connection for Students? Connections to other Curricular areas:

For students: There is a connection to current events. With what is coming to light with residential
schools and Canada’s (and by extension New France & British North America’s) treatment of
Indigenous peoples students are more aware than ever of historic conflict between Indigenous people
and newcomers.

To other curriculum: There is a connection to geography, maps would be easy to integrate into this
lesson. Geography can also be integrated through overall expectation B3. Understanding Geographic
Context: demonstrate an understanding of the sources and use of different types of natural resources
and of some of the effects of the extraction/harvesting and use of these resources. There is also a
connection to the Arts curriculum. Wampum belts are rich in symbolism, and students can analyze the
symbolism in them, connecting to the overall expectation D3. Exploring Forms and Cultural Contexts:
demonstrate an understanding of a variety of art forms, styles, and techniques from the past and
present, and their sociocultural and historical contexts.

PART 1: Materials:
Minds On - Activating Prior Knowledge: - Add pictures!
Students: KWL chart,
- What is a wampum belt? - provide students with an image and KWL pencil/pen
chart to fill out.
- Bring class back together after a few minutes for students to fill out Teacher: slides,
their charts and discuss answers, connecting to the definition of a projector,
wampum belt SmartBoard/ white
board & markers

Image from “Gakina Gidagwi’igoomin Anishinaabewiyang. We Are

All Treaty People: Understanding the Spirit and Intent of the Treaties
matters to All of Us,” in Treaties and the Treaty Relationship
Magazine. Note it is a reproduction

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PART 2: Materials:
Action:
- Extension of wampum belt definition in relation to treaties specifically, Students: Handout,
Go over an example of a wampum belt (from minds on) and model ChromeBooks/
expectations for the following activity. Highlight that the Dish With laptops
One Spoon wampum image is a reproduction, and that the treaty was
negotiated before Europeans arrived between the Anishinaabe and the Teacher: slides,
Haudenosaunee. projector,
- Split class into at least 3 groups (dependent on class size and abilities) SmartBoard/ white
Each group will be assigned one of the following treaties board & markers
- The Treaty of Niagara

Image from “Treaty of Niagara, 1764,” Canadian

Encyclopedia. Note this is a reproduction.
https://www.thecanadianencyclopedia.ca/en/article/treaty-of-ni
agara-1764
- The Two Row Wampum Belt (Kaswentha)

Image from “Two Row Wampum – Gaswéñdah,” Onondaga

Nation: People of the Hills.
https://www.onondaganation.org/culture/wampum/two-row-wa
mpum-belt-guswenta/
- Hiawatha Belt

13
 Image from “Interpreting the Treaties: Historical Agreements
Between the Crown and First Nations are Fraught with
Ambiguity,” in Treaties and the Treaty Relationship Magazine
- Students will then research their wampum belts and treaties, filling out
an organizer (see end of lesson plan for template)

PART 3: Materials:
Consolidation and Debrief:
Paper, pencil/pen or
- Wampum today chromebook to write
- Continue to hold deep significance, but many have been lost or responses
are now held in museums. Exit ticket: should wampum belts be
kept in museums?

Differentiated Instruction:
- Mixed ability grouping - each student brings a different strength to the table, students that don’t
always work together get a chance to work together
- Modification of expectations - i.e., processing challenges: reduce number of questions,
chunking of task rather than all of the information at once
- Use of assistive technology - i.e., ELLs, dyslexia: text to speech features, type responses rather
than write by hand
- Choice in how to present learning - i.e., UDL: share verbally, share as written work, share as
slides, depending on groups’ collaboration and decision
- Guidance on how to start research - providing specific sites for research aspect, providing exact
phrases to search
- Body breaks - for students who are overwhelmed by the topic, students who are kinesthetic
learners who need to move around, or students who need a break to ‘reset’ before being able to
continue on with their work
- Assignment of roles within the group - ensure everyone plays their part, gives students a clear
job that they are to complete for the group (i.e., recorder, researcher(s), symbol finder,
presenter…)

14
Next Steps:

Following this lesson, students will continue to explore the perspectives of those involved during First
Contact. The students will be assessed, through a paragraph and rubric, on their understanding of the
issues faced by either European explorers or Indigenous Peoples. Following the assessment next
lesson, the unit will continue on focusing on a brief overview of French & English colonies, before
diving deeply into New France.

Self Reflection:

What parts of your lesson were successful in helping your students understand the Big Idea(s)?

What instructional decisions were successful in meeting the needs of all students?

Reflect on your planning and delivery of the lesson and record any changes/modifications that you
might make as you continue to move forward with lesson delivery.
What went well? What did not go so well? What do I need to change?

15
 Organizer: Wampum Belt Activity

In your groups, research your assigned wampum belt and treaty. Answer the following questions.

Description of Wampum Who were the involved When was this treaty? Does this treaty still Does your secondary
Belt & its symbols parties? Who is What was the purpose have an impact today? source(s) have any bias?
missing? of this treaty? Is it accurate?

16
 Bibliography
Brown, Douglass and William Wicken. “Interpreting the Treaties: Historical Agreements
Between the Crown and First Nations are Fraught with Ambiguity.” Treaties and the
Treaty Relationship. April 2018: 16-21.
Duhamel, Karine. “Gakina Gidagwi’igoomin Anishinaabewiyang. We Are All Treaty People:
Understanding the Spirit and Intent of the Treaties matters to All of Us.” Treaties and the
Treaty Relationship. April 2018: 10-15.
https://www.thecanadianencyclopedia.ca/en/article/wampum
Gadacz, René R. “Wampum.” The Canadian Encyclopedia. Last modified November 5, 2020,
Hele, Karl S. “Treaty of Niagara, 1764.” The Canadian Encyclopedia. Last modified January 11,
2021, https://www.thecanadianencyclopedia.ca/en/article/treaty-of-niagara-1764
Ontario Ministry of Education. The Ontario Curriculum: Social Studies Grades 1 to 6, History
and Geography Grades 7 and 8. 2018.
Ontario Ministry of Education. The Ontario Curriculum Grades 1-8: The Arts. 2009.
“Two Row Wampum – Gaswéñdah.” Onondaga Nation: People of the Hills. Accessed November
20, 2022
https://www.onondaganation.org/culture/wampum/two-row-wampum-belt-guswenta/
“Wampum.” Haudenosaunee Confederacy. Accessed November 20, 2022,
https://www.haudenosauneeconfederacy.com/wampum/

17
 LESSON 2 - FILLES DU ROI
By: M. M.

Name of lesson: Who are the women of New France? Grade: 7 Subject: History

Curriculum Expectations: Enduring Understanding(s)/Big Idea(s):

Overall Expectations: This lesson will give a brief overview about the
Filles du Roi, explain their importance to society in
● A2. Inquiry: use the social studies inquiry
New France, and examine perspectives with these
process to investigate aspects of the
women as the focal point.
interactions among Indigenous peoples,
among Europeans, and between Indigenous
By the end of this lesson, students should be able
and European people prior to 1713 in what
to:
would eventually become Canada, from the
perspectives of the various groups involved
● In one to two sentences, explain who the
(FOCUS ON: Interrelationships; Perspective)
Filles du Roi were.
● A3. Understanding Historical Context:
describe various significant people, events,
● Explain why they immigrated to New
and developments, including treaties, in France.
Canada between 1713 and 1800, and explain ● Explain their impact on society.
their impact (FOCUS ON: Historical ● Explore different perspectives.
Significance; Cause and Consequence)

Specific Expectations:

● A2.1 formulate questions to guide

investigations into aspects of the interactions
among Indigenous peoples, among
Europeans, and between Indigenous and
European people in what would eventually
become Canada, from the perspectives of
various groups involved
● A3.4 identify significant offices and
institutions in New France

Equity/ Diversity and Social Justice (Teacher Actions):

To ensure I consider the diverse needs within the classroom, I will use a variety of teaching and
assessment methods which will enable students of all needs to engage fully in the lesson. I plan to use a
multimedia resource (YouTube video) for audio/visual learners, group discussion, group work, and
writing tasks. Assessment will be based on oral participation, group collaboration and written tasks.

18
The variety of methods will allow for a greater scope of abilities. Paper copies will be provided to
students who want to write, and a tech tub with Chromebooks will also be available for students who
would rather type.

Context:

This lesson will be placed with a series of other lessons entitled “The People of New France”. In these
lessons, students will be introduced to various groups of people in New France who made up the social
landscape. Students will have already been introduced to different Indigenous groups such as the
Iroquois and Algonquin Peoples, Les Habitants, and Catholic missionaries. This lesson will aim to
provide insight for yet another dimension of the social fabric that made up New France and explain the
tremendous impact of the Filles du Roi.

Is there a Connection for Students? Connections to other Curricular areas:

Students are close to the age some of these Filles du Roi began to immigrate to New France. With this
fact in mind, students can attempt to resonate with similar feelings and hesitations these women may
have had.

The main body of this lesson will require skills acquired from the Grade 7 English curriculum. Students
will need to exercise reading for a purpose (to pick out key information) as well as critical thinking
skills to analyze this profile and connect it to the broader ideas of this topic.

19
*Provide a minute or two for students to get settled. Materials:

PART 1: Chromebook and Smart

Board to display image
Minds On:
Link to image:
● Group discussion based on image below - 5 mins:
Filles du Roi | The
Canadian Encyclopedia

(painting by Eleanor Fortescue, courtesy Library and Archives Canada/1996-371-1)

Questions to pose to class:

What do you notice about the girls in line? How old are they?

Why do you think they are curtsying?

What kind of event are they taking part in based on this photo?

20
PART 2: Materials:

Action: Link to video:

● Introductory video - 3 mins: The King's Daught…

The King's Daughters (Les Filles du roi) Catherine Ducharme

Reading (up to the end of
● Brief discussion based on video - 5 mins: paragraph 4)
○ Recap
■ Who were the Filles du Roi? Orphaned young women who Catherine Ducharme
did not know how to read or write. (1657-1719), Fille du Roi
■ Why were they sent to New France? To be married off and
increase the population. Chart (attached below)
■ Was their role effective? Yes, they increased New France’s
population x3.
● Get students to get into small groups (2-3) and read the passage about
Catherine Ducharme (one of the King’s Daughters) - 25 mins:
○ Fill out the chart below

*Provide a minute or two for students to pack up.

PART 3:

Consolidation and Debrief:

● Brief closing discussion to summarize some key points and

importance of the Filles du Roi - 5 mins:

Questions to pose to class:

Put yourself in the shoes of Catherine. What may be some key thoughts she would
have?

Think about her marriage and eighteen children. How would this have impacted
New France’s population?

Do you think the Filles du Roi were significant in the role they were sent to fulfill?

21
Differentiated Instruction:

● Mixture of visual, audio, and written tasks

● Closed captioning on video for ELLs
● Ability to replay video if needed
● Groupings with mixed abilities
● Worksheet available digitally or physically
● Text to speech for text about Catherine Ducharme
● Body break halfway through the class period
● Noise canceling headphones available

22
Next Steps:

This lesson is one of many that discusses the population of New France. The following lectures will
continue to build upon the idea of a growing settlement and lead into a discussion on tension that arose,
conflict, and eventual shift of control from New France to British North America.

Following topics will include:

● The Fur Trade

● Wampum Belts
● Acadian Expulsion
● Seven Years’ War

23
Self Reflection:

What parts of your lesson were successful in helping your students understand the Big Idea(s)?

What instructional decisions were successful in meeting the needs of all students?

Reflect on your planning and delivery of the lesson and record any changes/modifications that you might make
as you continue to move forward with lesson delivery.

What went well? What did not go so well? What do I need to change?

24
Name: ______________________________ Homeroom Number: ______ Date: ____________

The Story of Catherine Ducharme (A Daughter of the King)

Instructions:

1. Please click the following link: Catherine Ducharme (1657-1719), Fille du Roi
2. Read until the end of the fourth paragraph (halfway down page 2).
3. Fill out the chart below as you read.
4. Scroll to the bottom of page 8 and skim the section about her children. Think about the impact this had on the population of
New France.

Short Biography of One of the King’s Daughters

Name Birth and Year of arrival Where she Marriage date Husband’s Number of Additional
death date to New settled and age when name children notes
France married

Catherine
Ducharme

25
 Bibliography

McNelley, Susan. “Catherine Ducharme (1657-1719), Fille du Roi: City Girl Survives and

Thrives in Pioneer Life in La Prairie.” Sent by the King, Journal of La Société des filles

du roi et soldats du Carignan Inc. (September 2016): 1-12. Catherine Ducharme

(1657-1719), Fille du Roi

The King's Daughters (Les Filles du roi). LEARN. August 1, 2022. Video, 2:20.

The King's Daughters (Les Filles du roi)

Wien, Tom and Suzanne Gousse. “Filles du Roi.” The Canadian Encyclopedia. The Canadian

Encyclopedia, February 24, 2015. Filles du Roi | The Canadian Encyclopedia

26
 LESSON 3 - FUR TRADE
By: F. C.

Name of lesson: Control of the Fur Trade in New France Grade: 7 Subject: History

Curriculum Expectations Enduring Understanding(s)/Big Idea(s):

Overall Expectations: The goal of this lesson is to understand the social and
economic impacts that fur trade had on New France.
● A2. Inquiry: use the social studies inquiry
By the end of the lesson, students will be able to:
process to investigate aspects of the
interactions among Indigenous peoples, -Understand that fur trade was the root of
among Europeans, and between Indigenous
non-Indigenous presence in Canada. Students will
and European people prior to 1713 in what
examine how Indigenous and non-Indigenous
would eventually become Canada, from the
perspectives of the various groups involved
relationships evolved from reciprocal to colonial.
(FOCUS ON: Interrelationships;
-Understand who the main actors in the fur trade were
Perspective) (OME 2018, 144)
within the New France time period. These included
● A3. Understanding Historical Context: Indigenous groups (the original trappers), Métis
describe various significant people, events, Peoples, fur trade companies owned by colonizing
and developments, including treaties, in settlers (namely French and British), as well as fur
Canada between 1713 and 1800, and explain trade workers such as trappers, coureurs des bois,
their impact (FOCUS ON: Historical voyageurs
Significance; Cause and Consequence)
(Ibid) -Examine the relationship between Indigenous people,
Métis, and settlers during the fur trade, including
Specific Expectations: thinking about power dynamics between various
● A2.1 formulate questions to guide
groups
investigations into aspects of the interactions
among Indigenous peoples, among
Europeans, and between Indigenous and
European people in what would eventually
become Canada, from the perspectives of
various groups involved (e.g … the creation
of the North West Company and other fur
trade companies…) (Ibid, 147)

● A2.4 analyse and construct maps as part of

their investigations into significant events,
developments, and/or issues related to the
shift in power in colonial Canada from
France to Britain, with a focus on exploring

27
 their spatial boundaries (Ibid, 148)

● A3.4 identify key social and economic

changes that occurred in and/or affected
Canada during this period (e.g., fur trade
competition between the North West
Company and the Hudson’s Bay Company)
(Ibid, 149)

● A3.8 identify some significant individuals

and groups in Canada during this period
(e.g…trappers and fur traders, Métis
“country wives”...), and explain their
contribution to Canadian heritage and/or
identities (Ibid, 150)

Equity/ Diversity and Social Justice (Teacher Actions):

In terms of social justice, the class will explore the power dynamics between social groups who
participated in the fur trade. Students will think about what it means to have a reciprocal relationship, and
what factors lead to a relationship becoming that of a colonizer-colonized. They will be able to make
connections to modern social groups who exist in similar circumstances.

For equity and to address diverse needs in the classroom, there are many elements of universal design
incorporated into the classroom, such as making both writing or computer typing available to everyone
up front. There are also many differentiated instruction and product opportunities incorporated into the
lesson. In a later section below, a list has been provided of strategies used. The aim of the class is to
provide opportunity for all different learning abilities, styles, and language levels to participate and
engage with the material.

Context:

This lesson takes place in the final chapter of the unit, which is Struggle for Control (1670 – 1774). It is
the first lesson covered in the chapter. The immediately preceding chapter is New France: A Royal
Government (1663 – 1760).

28
Is there a Connection for Students? Connections to other Curricular areas:

One of the goals of this lesson is for students to understand how the fur trade started out as a somewhat
reciprocal relationship, but at the end of the day, those who came to Indigenous were not invited. By
undertaking the map activity and discussion questions below, students are meant to engage emotionally
with how Indigenous voices felt about the behaviour of colonizers.

While this is a history lesson, there are cross-curricular elements with Grade 7 English, as students are
going to be analyzing information, formulating answers, and writing them down. They will also have the
opportunity to orally express their ideas. There is also a link to Geography, as students will be engaging
with maps. Also, there is an economics component to this lesson, as we discuss the mechanics of trade.

There are also media literacy aspects, as students will be watching a YouTube video, and will have
access to PowerPoint slides. If they choose to submit their work through their computers, they will have
to navigate an online system to ensure their work is in the correct place.

Have students sit down at their desks, which are already arranged in groups of Materials:
4-5.
Chromebook and Smart
PART 1: MINDS ON Board to display video
10 minutes
Link to YouTube Video:
a) After briefly introducing the subject, show students the following https://youtu.be/iaAx6V7
YouTube Video which is 1.5 minutes long: NMCw

Powerpoint slide with

discussion questions

The video provides a concise overview of the fur trade in Canada from its
conception to its decline. The creator is the Canadian Encyclopedia so it is
simplistic, however for our purposes it allows students to get a sense of the
overall context within which we will be zooming in on New France.

29
b) Brief 2 minute discussion of power in the context of fur trade. Ask
students to answer the below questions posed* orally by volunteering:

● When there are parties trading, do both sides hold power?

● At what point does a trade become unfair and no longer a trade, but
rather one party telling the other side what to do?

*Posted on Smartboard in slides

30
Table by table, students are sent to retrieve their Chromebooks. Ideally, each Materials:
student has their own Chromebook.
Same above +
PART 2: ACTION
30 minutes Worksheets handed out by
teacher (or opened by
Teacher shows a slideshow (sample slides attached at ‘Appendix A’) where students on
major actors of the fur trade are discussed. Actors include:
Monopoly houses
● Prominent Indigenous groups (the original trappers) such as
Huron-Wendat, Algonquin, Innu, and those belonging to the Iroquois
(Haudenosaunee) Confederacy
● Métis Peoples
● Fur trade companies owned by both the French and British,
including the Hudson’s Bay Company and the North West Company
● Other fur trade workers, including the voyageurs and coureurs des
bois https://monopoly.fandom.com/wiki/Houses

After the slideshow, students are given a 1 minute second body break. and
During this time the teacher hands out Map Worksheet (attached at
‘Appendix B’) as well as monopoly houses and figurines. board game figurines

Together as a class, go through Steps 1, 2 and 3, examining HBC outposts vs

North West Company trading routes, followed by the Métis map. Students
will need to share their monopoly and figurine pieces.

Afterwards, students are directed to work on critical thinking questions from

the worksheet. They are to discuss amongst themselves, and then write their https://www.123rf.com/photo_2286506
0_photo-of-ludo-board-game-figurines-
answers individually on the worksheets (either paper format or for those in-various-positions-perfectly-fit-to-co
who need digital, directly in an online version of the worksheet). mpany-presentations-as-we.html

OPTIONAL: if we had access to a large life sized world map, we could have
students physically move locations on the map to demonstrate movement.

31
PART 3: CONSOLIDATION AND DEBRIEF Materials:
(10 minutes)
Same as above.
● As a group, take up answers. Teacher should ensure to cover points
outlined in sample answers listed in Appendix B. Students can add to
their answers as discussion takes place.

Students hand in their work so that the teacher can assess their effort and
understanding of the concepts discussed.

Differentiated Instruction:

● English Language Learners - Google translate will be available on

Chromebooks throughout the activity. Can rewatch Youtube video
and PowerPoint slide at home if extra time is needed.
● For kinesthetic learners, body break can be incorporated between
slide show and map activity. They also get a chance to move around
figurines on a map rather than just looking at it.
● The Youtube video at the beginning has written information on it
only, without it being read out loud. For students who have difficulty
with vision or fast reading, or simply do better with oral instructions,
the teacher could read it out loud as the video is playing. The teacher
could also pause the video to ensure understanding, or slow it down
to half speed to allow more time. Students will also have the link
available to rewatch it.
● Link to the slideshow will be available for viewing.
● To address different learning styles and intelligences, the lesson has
used audio, visual, oral and written components.
● Groupings can be made deliberately with varying abilities.
● The final worksheet can be filled in via paper or on Chromebook. If
there are any students who have mobility issues with writing, teacher
will make an audio clip submission option as well.

32
Next Steps:

Students will have now understood that reciprocal fur trade turned into a monopoly and colonialism was
now in full swing in New France. The next two lessons will cover the following topics:

● Acadian Expulsion
● Seven Years’ War

Self Reflection (to be filled in after class):

What parts of your lesson were successful in helping your students understand the Big Idea(s)?

What instructional decisions were successful in meeting the needs of all students?

Reflect on your planning and delivery of the lesson and record any changes/modifications that you might make as
you continue to move forward with lesson delivery.

What went well? What did not go so well? What do I need to change?

Bibliography

Canadian Geographic, “Fur Trade” Indigenous Peoples Atlas of Canada. Access November 15,
2022. https://indigenouspeoplesatlasofcanada.ca/article/fur-trade/
Eastern Woodland Métis Nation. “Métis History” Accessed November 15, 2022
https://easternwoodlandmetisnation.ca/metis-history/
Foster, John E. and Eccles, William J. “Fur Trade in Canada” The Canadian Encyclopedia. Last
modified November 1, 2019, https://www.thecanadianencyclopedia.ca/en/article/fur-trade
Gaudry, Adam. “Métis.” The Canadian Encyclopedia. Last modified September 11, 2019,
https://www.thecanadianencyclopedia.ca/en/article/metis
Glover, Fred. “Fur Trade in Canada (Plain-Language Summary)” The Canadian Encyclopedia.
Last modified January 15, 2020.
https://www.thecanadianencyclopedia.ca/en/article/fur-trade-in-canada-
plain-language-summary

33
Historica Canada. “Fur Trade in Canada: A Summary” YouTube, 2022.
https://www.youtube.com/watch?v=iaAx6V7NMCw.
Juen, Rachel B. and Nassaney, Michael S. "The Fur Trade" Fort St. Joseph Archaeological
Project. Western Michigan University. 2012,
https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1009&context=fortstjoseph
Ontario Ministry of Education. The Ontario Curriculum: History and Geography Grades 7 and
8. 2018.
Teillet, Jean “ The People and Territory of the Métis Nation” Métis National Counsel, Accessed
November 15, 2022
http://metisportals.ca/MetisRights/wp/wp-content/uploads/
The-People-and-Territory-of-the-Metis-Nation-2010.pdf

APPENDIX A - Sample Slides from Powerpoint

Below are sample slides from the Power Point which will be presented to students regarding the
coureurs des bois and the Métis Peoples. Other slides will include descriptions of the following
actors in the fur trade:

● Prominent Indigenous groups (the original trappers) such as Huron-Wendat, Algonquin,

Innu, and those belonging to the Iroquois (Haudenosaunee) Confederacy

● Fur trade companies owned by both the French and British, including the Hudson’s Bay
Company and the North West Company

● Other fur trade workers, including the Voyageurs

34
35
Source for slides: Classmate Scott Elson’s Grade 7 History slide deck, which was created in part using the following
website: https://easternwoodlandmetisnation.ca/metis-history/

APPENDIX B - Map Activity Worksheet

Name: ___________________ Homeroom Number:_____ Date: _________

36
STEP 1: Place your 6 outposts on the X’s found on the following map:

https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1009&context=fortstjoseph

These outposts represent the original six major Hudson's Bay company locations. When the
British Hudson’s Bay company set up their outposts, Indigenous trappers would have the option
of going to them to trade.

Step 2: Place your figurines and follow them along the green trade route in the above map. These
figurines represent the movement of traders who belonged to the North West Company. These
traders would go directly to communities, offering their goods in return for fur. they included
coureurs de bois, who would live in the frontiers, alongside Indigenous peoples.

Step 3: Examine the map below which shows Métis populations during the time period 50 years
after the above. Do you see how the population corresponds to the movement of fur traders?
Métis peoples are known as ‘children of the fur trade’, as the population developed from
Indigenous and French people creating families.

37
 http://metisportals.ca/MetisRights/wp/wp-content/uploads/The-People-and-Territory-of-the-Metis-Nation-2010.pdf

CRITICAL THINKING QUESTIONS

Read the questions below and discuss your thoughts with your groups. After discussing, each
group member should write down their answers in the space provided below:

a) Contrast the strategies used by the Hudson’s Bay Company’s in having 6 outposts to
which Indigenous groups approached vs. the French North West Company’s practise of
going into the interior and trading directly with Indigenous groups. List positives and
negatives of each strategy.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Sample Answer:

HBC: the HBC’s initial strategy was respectful, as it allowed Indigenous peoples
to decide whether or not they wanted to interact with settlers. The negative is that
their outposts effectively took over control of the entire Hudson’s Bay, allowing
little movement in and out that port for any other person. Even though they were
there to trade, they were asserting their dominance in a colonial way.

38
 North West Company: By interacting with Indigenous people near their homes,
they gave them opportunities to trade without requiring them to tra

b) In the earlier days of fur trade, because there were different strategies used by different
companies, Indigenous groups had the option to look for the best deals for items they
needed.

However, as you saw in the video we watched at the beginning of class, the Hudson’s
Bay Company discovered the potential for trading in the interior of Canada and set up
outposts all throughout the country. They also merged with the North West Company,
taking over control of all the trade and setting prices according to only them.

This happened at the same time that many settlers also started to heavily populate
Indigenous lands with Europeans, bringing their diseases, customs, and rules.

How do you think the power dynamic changed between the settler fur companies and the
Indigenous groups? Explain your reasoning:

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Sample Answer:

When the fur traders first came to Indigenous lands, even though they were
uninvited, at least the Indigenous groups had options to trade for goods at many
different prices. They could go to different outposts and chose to trade with
certain companies if they liked them better. Once the HBC took over all the trade
and there was only one price being given, Indigenous groups no longer had as
much bargaining power.

Also, initially, fur traders either stayed at their outpost, or when they approached
Indigenous groups, they would attempt to integrate into local customs. The Métis
people were created this way. Once Europeans came and set up their settlements
without looking to integrate, they took on the roles of colonizers because instead
of respecting Indigenous cultures, they imposed their own rules and took away
resources without a fair trade being made

39
 LESSON 4 - ACADIAN EXPULSION
By: S. E.

Scott Elson

6510732

Name: Prelude to War - Acadian Expulsion

Grade(s): 7 Subject: History

Curriculum Expectations: Enduring

Understanding(s)/Big
Overall Expectations: Idea(s):
A1. Application: analyse aspects of the experiences of various groups and communities,
Why were the Acadians
including First Nations, Métis, and Inuit communities, in Canada between 1713 and 1800,
expelled from Nova Scotia
and compare them to the lives of people in present-day Canada
and what would become New
A3. Understanding Historical Context: describe various significant people, events, and Brunswick?
developments, including treaties, in Canada between 1713 and 1800, and explain their
impact Who were the major factions
involved and what were their
Specific Expectations: perspectives?

A1.2 analyse some of the main challenges facing various individuals, groups, and/or - “I can identify the
communities, including First Nations, Métis, and Inuit individuals and/or communities, in major factions
Canada between 1713 and 1800 and ways in which people responded to those challenges
involved in the
Acadian Expulsion”
A1.3 analyse the displacement experienced by various groups and communities, including
First Nations, Métis, and Inuit communities, who were living in or who came to Canada
- “I can express some
between 1713 and 1800 of the reasons
behind the Acadian
A3.1 identify factors leading to some key events that occurred in and/or affected Canada Expulsion”
between 1713 and 1800

A3.4 identify key social and economic changes that occurred in and/or affected Canada
during this period

A3.5 describe some significant aspects of daily life in various First Nations, Métis, and Inuit
communities in Canada during this period

A3.3 identify key political and legal changes that occurred in and/or affected Canada during
this period

A3.6 describe some significant aspects of daily life of different newcomer/settler groups
living in Canada during this period

40
A3.7 describe significant interactions between various individuals, groups, and institutions
in Canada during this period

A3.8 identify some significant individuals and groups in Canada during this period

Equity/ Diversity and Social Justice (Teacher Actions):

Consider if there are students in your class who have previously been displaced and talk to the student or
family/guardian ahead of time.

Preface lesson by talking about whose voices are going to be heard, and who might be missing. Ask
students to consider the following while they learn: “Whose voice is missing? How might the expulsion
have affected groups or demographics differently?”

Context:

Students will have already covered the fur trade, life in New France, and some relevant treaties with
Indigenous groups. Class will have finished geography for the year and will now be working with the
History curriculum.

Is there a Connection for Students? Connections to other Curricular areas:

Geography

Students will leverage their knowledge from their studies in geography to analyse a map of Eastern Canada. They
will work to identify some strategically important areas and outline some reasons why (ex. What resources are
present, what waterways or land routes might have existed at the time in question).

Overall Expectations:

A1. analyse some challenges and opportunities presented by the physical environment and ways in which people have
responded to them

B1. analyse aspects of the extraction/ harvesting and use of natural resources in different regions of the world, and assess ways
of preserving these resources

B2. use the geographic inquiry process to investigate issues related to the impact of the extraction/ harvesting and/or use of
natural resources around the world from a geographic perspective

Specific Expectations:

A1.1 describe various ways in which people have responded to challenges and opportunities presented by the physical
environment

A1.2 compare and contrast the perspectives of some different groups

41
A1.3 assess the physical environment in various locations around the world to determine which environment or environments
have the greatest impact on people

B1.1 analyse interrelationships between the location/accessibility, mode of extraction/ harvesting, and use of various natural
resources

B2.3 analyse and construct maps as part of their investigations, with a particular focus on exploring the spatial boundaries of
and, where applicable, patterns relating to their topics

PART 1: (5 Mins) Materials:

Minds On - Activating Prior Knowledge: Powerpoint

- Map of Eastern Canada Struggle for Con…

- Discussion of what students learned in their geography unit
- Images of
- Rivers, settlement patterns, etc. forts and their
- Students suggest fort locations (Entrance to the St Lawerence) location on a
- What goes into deciding where to put a fort? map

PART 2: Materials:

Action: (35 Mins) Powerpoint

- Continue powerpoint ‘Struggle for Control’

- Duelling forts
- Hint at upcoming Seven Years War
- Set the scene and introduce key players (Acadians, British,
Mascarene, Le Loutre, Lawrence)
- British colonial playbook
- Pause for discussion (students in groups of 3 must decide on the 3
most important factors that feed into Governor Lawrence’s
decision
- Reveal the expulsion in 1755
- Explain what took place, to whom, and where they went

42
PART 3:

Consolidation and Debrief: (10 Mins) White board,

markers
- Bring in student-identified factors in Governor Lawerence’s decision
- Write on board and discuss
- Bring in some modern examples of government-mandated displacement
(Internment camps, high arctic relocation, etc.)
- Give warning that each scenario has different factors at play. Explicitly
mention colonial racism
- Bring back question from beginning of lesson “whose voice is missing?”
(Indigenous peoples, women, children, disabled people)

Differentiated Instruction:

- Content to be broken down into chunks, class/group discussion mixed in Dimmable lights,
- Each slide will have text to follow as well as a visual element, will be alternate seating,
posted on Google Classroom for students to follow along/review later chromebooks, google
- Glossary to accompany lesson, posted on Google Classroom to aid ELL classroom, DPA plan
and ESL as well as aid comprehension
- Students ELL and ESL students will be encouraged to use hybrid
language to aid comprehension (works well with pairs)
- Class environment organized to allow for student safety and comfort
(lights may be dimmed, students may sit comfortably, plans/classroom
expectations will be in place for Daily Physical Activity/ Body Breaks

Next Steps:

- Lead into Seven Years War

- Discuss fallout for Acadians

43
Powerpoint

44
45
46
47
 Glossary

Acadian: a group of colonists in eastern New France. Mostly French Catholic agricultural society

Expulsion: To forcibly remove something or a group of people to another place

Fort: Defensive Military structure, designed to command or deny access to a large area or critical
waterway or infrastructure

Halifax: Main British military settlement and naval base on the North American side of the Atlantic
Ocean

Louisbourg: Fort & town complex in Cape Breton, Nova Scotia

Governor Lawrence: British leader of Halifax and Acadia

Seven Years War: In the North American context, this was a war fought between the French and British
armed forces and their Indigenous allies (1756-1763)

References:

Delaney, T & Hata, M. (2020). Universal Design for Learning in Assessment: Supporting ELLs
with Learning Disabilities. Latin American Journal of Content & Language Integrated
Learning, 13(1), 79–91.
Ontario Ministry of Education. Learning for All: A Guide to Effective Assessment and Instruction
for All Students, K to 12. Queen’s Printer, 2013.
Ontario Ministry of Education. The Ontario Curriculum: Social Studies Grades 1 to 6, History
and Geography Grades 7 and 8. Toronto: Queen’s Printer, 2018.
Seixas, Peter. “A Model of Historical Thinking.” Education Philosophy and Thinking 49, no. 6
(2017): 593-605.
Terantino, J & Donovan, S. (2021). CELL protocol (conferring with English language learners):
Supporting ELLs’ reading comprehension in middle level education. Middle School
Journal, 52(2), 14–25.

48
 LESSON 5 - THE SEVEN YEARS WAR
By: K. N.

Name: The Seven Years War Grade(s): 7 Subject: History

Curriculum Expectations: Enduring Understanding(s)/Big Idea(s):

Overall Expectations: By the end of this lesson..

A2. Inquiry: From New France to
British North America1 (Focus On:
Historical Significance; Historical
Perspective)
A3. Understanding Historical Context:
Events and Their Consequences
(Focus On: Historical Significance;
Cause and Consequence)
Specific Expectations:
· I can identify and explain the factors leading up
to the Seven Years War
· I can identify key groups and people involved in
the Seven Years War
· I can speak to some events that happened in New
France during the Seven Years War
· I can identify the treaty and proclamation that
ended the Seven Years War

A2.4 analyse and construct maps as

part of their investigations into
significant events, developments,
and/or issues related to the shift in
power in colonial Canada from France
to Britain, with a focus on exploring
their spatial boundaries

A3.1 identify factors leading to some

key events that occurred in and/or
affected Canada between 1713 and
180

49
Equity/ Diversity and Social Justice (Teacher Actions):

Meeting the needs of the students in their class is imperative to a meaningful lesson. Ensuring
accessibility for all students should be on the teacher’s mind. UDL and Differentiation strategies to
support learners should be built into the lesson and teaching practices overall. Later in the lesson plan
UDL and differentiation suggestions are listed.

This lesson deals heavily with colonial practices and war. Whose voices are heard and who might be
missing is an important conversation to have with your students, especially dealing with topics of
colonialism. Ask students to consider the following while they learn: “Whose voice is missing? How
might the war have affected groups or demographics differently?”

Consider talking to students about language used re: Indigenous peoples as one video uses “Indian” as
opposed to Indigenous

Context:
This lesson takes place in the final topic of the unit: Struggle for Control (1670 – 1774) and is right
before students plunge into their research for the final assignment.

Students will have already participated in topics surrounding the fur trade, life and people in New
France, relevant treaties with Indigenous groups up to this point, and the Acadian expulsion. Students
will have also finished geography so they should have grasped the concepts of resources and trade as
well as have interacted with maps.

Is there a Connection for Students? Connections to other Curricular areas:

Grade 7 Art: students will interact with works of art from in and around the time of the Seven Years
War and discuss themes present in the works.

50
PART 1: Materials:

Minds On - Activating Prior Knowledge: KWL Chart, slides and projector

5 minutes

As a class, fill out the KWL chart of what we know about

what has happened in New France up until now? Recall
knowledge from previous lessons. Who was allied at the
time? Who was in power? What major events have happened
thus far?

PART 2: Materials:

Action: Lecture style, with videos

35 minutes Slides and projector

BEGINNING OF WAR:

With tensions growing between French and British imperial Videos to be played for the class:
rivals for land and trade supremacy across their globe, North
America and New France became a battleground for
conquest and control for the French and British. · Seven Years War Begins-
https://www.youtube.com/watch?v
French and Indigenous peoples were allied in this war as =YNudUcxHmBs
they had ties from the fur trade · Battle for the Plains of
Abraham-
Tensions grew further on Canadian soil when in Acadia, https://www.youtube.com/watch?v
settlers were deported from the area as the British believed =wtq4p4BEnlg
they could be potential rebels against British colonialism.

The capture of Louisbourg 1758

- British wanted control of this fortress as it was

located at the mouth of the St. Lawrence River.

- Question for Students: Why would this be a

desirable place for a military base?

- The British destroyed the fortress which opened

up the St. Lawrence River for the British to
invade and establish footing in their pursuit of
control of New France

51
Video: Seven Years War Begins (3 mins)-
https://www.youtube.com/watch?v=YNudUcxHmBs

NOTABLE BATTLES IN CANADA:

British capture of Quebec City (1759)

- Led by British General James Wolfe, opposed by
French General Louis-Joseph, Marquis de
Montcalm
- The British navy sailed into Quebec with 9,000
men and began their first attempt to take over the
city
- The French stood their ground when attacked at
their position at Beauport and forced British
soldiers to retreat
- Wolf tried to instigate Marquis de Montcalm into
battle by attacking the surrounding areas around
Quebec but the French did not retaliate. The
British sailed upriver and established a naval
presence large enough to cut Quebec city off
from Montreal and force the French into battle.
This leads into the Battle of the Plains of
Abraham.

Battle for the Plains of Abraham (1759)

- Led by British General James Wolfe, opposed by
French General Louis-Joseph, Marquis de
Montcalm and their Indigenous allies (also
opposed to the British encroaching upon their
land)
- Montcalm decided to attack despite not having
an adequate reinforcements
- General Wolfe was shot and died within the first
15 minutes of the battle. Montcalm was also shot
during this battle and died the following
morning.
- The French retreated and in the following days
the British laid siege to Quebec. The city was
surrendered to the British.

52
 Have students describe what they see in this painting.
What is being depicted? Who is involved? What
emotions or feelings does this evoke? Is there a theme or
a message being delivered?

The Death of General Wolfe

The Death of General Wolfe by Benjamin West, 1770.

(courtesy National Gallery of Canada/Wikimedia CC)

Video: Battle for the Plains of Abraham (9mins)-

https://www.youtube.com/watch?v=wtq4p4BEnlg

END OF THE WAR:

Treaty of Paris 1763

- Peace treaty signed in Paris that ultimately ended the war
and clarified new boundaries of colonies/territories after
changes during the war.
- French ceded New France to Britain. Other French colonies
were seen as more valuable for trade and New France was
large and expensive to maintain and defend.
- A list of French demands as part of their surrender, in effort
to preserve French culture in Quebec

The Royal Proclamation 1763

- Created the precursor to the reservation system,
sending Indigenous peoples west to live but did
state that any land that Britain did not control in
North America belonged to the Indigenous
peoples until/if they wished to sell to the king.
- Included laws to assimilate the French
population to British customs and the English
language

The Quebec Act 1774

- Changes needed to be made to the Royal
Proclamation, mostly regarding language
barriers and freedom of religion, to make daily

53
 life more cohesive for the French and British
mix

PART 3:

Consolidation and Debrief:

Class discussion: What is the significance of the Seven Years

War today?

- We are a still heavily connected part of the

British commonwealth today

- Indigenous reservations still in use with treaties

between Indigenous groups and Britain still
upheld today

- This war and the following Royal Proclamation

and Quebec Act laid the foundations for
Canada’s bicultural and bilingual practices today

54
Differentiated Instruction:
· Chunking of task rather than all of the
information at once
·
Mixture of visual, audio, and written tasks
· Body breaks encouraged
· Closed captioning on videos
·
Ability to replay videos if needed
·
Groupings with mixed
· Glossary to accompany lesson, posted on Google
Classroom to aid ELL and ESL as well as aid
comprehension
·
Students ELL and ESL students will be
encouraged to use hybrid language to aid
comprehension (works well with pairs)
· Class environment organized to allow for student
safety and comfort

55
Next Steps:

1. Seven Years War video link to show if there is time in the unit and if students enjoy the tidbits
seen in this lesson.

Canada: A: People’s History - Episode 4 Battle for a Continent

Begin at 4:19 end at 43:00

Consider
talking to students about language used re: Indigenous peoples Video uses “Indian”

https://youtu.be/FcfVBVDMZO4

2. Following this lesson students will move on to research and work periods for their final assignment
for this unit

56
 Self Reflection:

What parts of your lesson were successful in helping your students understand the Big Idea(s)?

What instructional decisions were successful in meeting the needs of all students?

Reflect on your planning and delivery of the lesson and record any changes/modifications that you might make as
you continue to move forward with lesson delivery.

What went well? What did not go so well? What do I need to change?

Glossary

Assimilate- To absorb into the cultural tradition of a population or group

Ceded- Give up (power or territory)

Imperialism- The policy of extending the authority of one country over others by territorial acquisition
or by establishing economic and political control over the other nations

57
Royal Proclamation of 1763- Issued to establish the boundaries of and administration in British North
America following the Seven Years’ War, when New France and other French territory was ceded to
Britain. It established the constitutional framework for the negotiation of treaties with the Aboriginal
inhabitants of large sections of Canada. It also promoted the assimilation of the French in Quebec.

Seven Years’ War- The war fought between imperial rivals France and Great Britain in 1756–63, which
arose from conflict in North America two years earlier. The war ended with the Treaty of Paris, in which
New France was ceded to Great Britain.

Treaty- A formal agreement between two or more parties. In Canada, treaties are often formal historical
agreements between the Crown and Aboriginal peoples; these treaties are often interpreted differently by
federal, provincial, and Aboriginal governments.

Treaty of Paris (1763)- The treaty that formally ended the Seven Years’ War. Among its provisions,
France ceded New France to Britain, which renamed the territory Quebec.

Bibliography

De Bruin, Tabitha. “James Wolfe”. The Canadian Encyclopedia. May 17th, 2021.
https://www.thecanadianencyclopedia.ca/en/article/james-wolfe

Eccles, William John and Marshall, Tabitha. “Seven Years’ War”. The Canadian Encyclopedia.
March 24th, 2021. https://www.thecanadianencyclopedia.ca/en/article/seven-years-war

Episode 4: Canada - A Peoples History -Battle for a Continent -1754 – 1775. Act of Knowledge.
May 1, 2021. Video, 1:47:18. https://www.youtube.com/watch?v=FcfVBVDMZO4

Glover, Fred. “Royal Proclamation of 1763 (Plain-Language Summary)”. The Canadian

Encyclopedia. February 3rd, 2020.
https://thecanadianencyclopedia.ca/en/article/royal-proclamation-of-1763-plain-language-
summary

Jaenen, Cornelius J., and Tattrie, Jon. “Treaty of Paris 1763”. The Canadian Encyclopedia. March
24th, 2021. https://www.thecanadianencyclopedia.ca/en/article/treaty-of-paris-1763

Ontario Ministry of Education. Learning for All: A Guide to Effective Assessment and
Instruction for All Students, K to 12. Queen’s Printer, 2013.

Ontario Ministry of Education. The Ontario Curriculum: Social Studies Grades 1 to 6,

History and Geography Grades 7 and 8. Toronto: Queen’s Printer, 2018.

Seven Years War Begins. ONTARIO CURRICULUM. April 17, 2021. Video, 3:14.
https://www.youtube.com/watch?v=YNudUcxHmBs

The Seven Years War- The Battle for the Plains of Abraham- Canada a People’s History. Caph
Cbc. October 2, 2020. Video, 9:14. https://www.youtube.com/watch?v=wtq4p4BEnlg

58
Assessment:

Overview: Throughout the unit, students have been taking notes in their graphic organizers
regarding major actors throughout Strand A. In this cumulative assignment, students will take on
the task of becoming a biographer creating a piece about a notable person or social group in New
France. They will have been told ahead of time that through the graphic organizer, they have
been creating a biographer's dictionary or log or notebook. In the final product, students will be
tasked with creating a final project which will have the following components:

a) An explanation of why they chose this person or social group to create a

biography about (thinking about historical significance)
b) Information about the person or social group’s basic identifiers, membership of
social group(s) (if singular person), beliefs, participation in significant events
(thinking about historical perspectives and context during the time this person was
alive)
c) An explanation of how this person or social group impacted the course of history
at the time (thinking about cause and consequence)
d) An explanation of how this person or social group’s actions may still have an
impact today (for example, ongoing beliefs still held, power gained or lost by
members of their social group, notable descendants, monuments created, etc.)
(linking to cause and continuity)

Students have the option of working in groups or alone.

As their final product, students present their published biographies in the following formats:

PAPER OPTIONS DIGITAL OPTION

Written ‘book’ format - be sure to include a Slideshow presentation

title page. (Powerpoint/Canva/Google Slides) - can be a
written submission slideshow with all the
information listed on the slides along with
pictures or drawings. In the alternative, it can
be an orally presented slideshow with less
detailed slides. However, speaker notes with
all the information listed in bullet points must
be submitted.

59
 Oral presentation only. Speaker notes with all Podcast
information listed in bullet points must be
submitted.

Poster board presentation - ensure all written Video

information is listed on board along with
images.

The ongoing graphic organizer will look like this:

Note: for students with learning disabilities or who have a preference for digital work, the
organizer can be available on the Chromebook. The student would just need to stick to one
format so all the information is available in one space.

Algonquin

Huron (Wendat)

Wyandot

Iroquois
(Haudenosaunee
Confederacy)

Filles du Roi

Métis
Country wives

Voyageurs

Coureur de Bois

Northwest
Company

Hudson’s Bay
Company

Acadians

Expulsion

Treaty of Paris

60
(1763)

Royal
Proclamation of
1763

Imperialism

Ceded

Wampum Belt

Treaty

Treaty of Niagara,
1764

Kaswentha (Two
Row Wampum
Belt)

Dish With One

Spoon Wampum
Belt

Hiawatha
Wampum Belt

Assimilate

61
Assessment Rubric for Final Biography:

1 2 3 4
Accuracy Information has Information Information Information
little or nothing to clearly relates to
clearly relates to clearly relates to
do with the topics some topics. No the majority of all topics. It
requested to details and/or topics. It includes several
cover. examples are provides 1-2 supporting details
given. supporting and/or examples.
details and/or
examples.
Spelling & Student needs to Student has used Student has used Student has used
Grammar improvement on complete complete  complete  
complete   sentences, but sentences; sentences, correct
sentences,   needs correct grammar grammar and has
grammar and   improvement but   clearly organized
organization. with grammar or needs to thoughts
Frequent spelling organization. improve No spelling
errors. Multiple organization. errors.
spelling errors. Very few
spelling errors.
Neatness Lacking Project is Project is well Project is very
significantly in somewhat well put together. well put together.
neatness and put together. Very neat. Exceptionally
organization. Moderately neat. neat.
Referenced Contains no Contains 1-3 Includes 3-4 Majority of
Resources references. referenced referenced sources are
(Book, references. resources. referenced.
journal,
article,
website, etc.)

Name:
Grade: _____/16

62
 Unit Plan Bibliography

Brown, Douglass and William Wicken. “Interpreting the Treaties: Historical Agreements
Between the Crown and First Nations are Fraught with Ambiguity.” Treaties and the
Treaty Relationship. April 2018: 16-21.
Canadian Geographic, “Fur Trade” Indigenous Peoples Atlas of Canada. Accessed November
15, 2022. https://indigenouspeoplesatlasofcanada.ca/article/fur-trade/

De Bruin, Tabitha. “James Wolfe”. The Canadian Encyclopedia. May 17th, 2021.
https://www.thecanadianencyclopedia.ca/en/article/james-wolfe

Delaney, T & Hata, M. (2020). Universal Design for Learning in Assessment: Supporting ELLs
with Learning Disabilities. Latin American Journal of Content & Language Integrated
Learning, 13(1), 79–91.
Duhamel, Karine. “Gakina Gidagwi’igoomin Anishinaabewiyang. We Are All Treaty People:
Understanding the Spirit and Intent of the Treaties matters to All of Us.” Treaties and the
Treaty Relationship. April 2018: 10-15.
https://www.thecanadianencyclopedia.ca/en/article/wampum
Eastern Woodland Métis Nation. “Métis History” Accessed November 15, 2022
https://easternwoodlandmetisnation.ca/metis-history/

Eccles, William John and Marshall, Tabitha. “Seven Years’ War”. The Canadian Encyclopedia. March
24th, 2021. https://www.thecanadianencyclopedia.ca/en/article/seven-years-war

Episode 4: Canada - A Peoples History -Battle for a Continent -1754 – 1775. Act of Knowledge. May 1,
2021. Video, 1:47:18. https://www.youtube.com/watch?v=FcfVBVDMZO4

Foster, John E. and Eccles, William J. “Fur Trade in Canada” The Canadian Encyclopedia. Last
modified November 1, 2019, https://www.thecanadianencyclopedia.ca/en/article/fur-trade
Gadacz, René R. “Wampum.” The Canadian Encyclopedia. Last modified November 5, 2020,
https://www.thecanadianencyclopedia.ca/en/article/wampum
Gaudry, Adam. “Métis.” The Canadian Encyclopedia. Last modified September 11, 2019,
https://www.thecanadianencyclopedia.ca/en/article/metis
Glover, Fred. “Fur Trade in Canada (Plain-Language Summary)” The Canadian Encyclopedia.
Last modified January 15, 2020.
https://www.thecanadianencyclopedia.ca/en/article/fur-trade-in-canada-
plain-language-summary

Glover, Fred. “Royal Proclamation of 1763 (Plain-Language Summary)”. The Canadian Encyclopedia.
February 3rd, 2020.
https://thecanadianencyclopedia.ca/en/article/royal-proclamation-of-1763-plain-language-summ
ary

63
Hele, Karl S. “Treaty of Niagara, 1764.” The Canadian Encyclopedia. Last modified January 11,
2021, https://www.thecanadianencyclopedia.ca/en/article/treaty-of-niagara-1764
Historica Canada. “Fur Trade in Canada: A Summary” YouTube, 2022.
https://www.youtube.com/watch?v=iaAx6V7NMCw.
“Historical Thinking Concepts.” The Historical Thinking Project: Promoting Critical History
Literacy for the 21st century. Centre for the Study of Historical Consciousness.
November 4, 2022. https://historicalthinking.ca/historical-thinking-concepts.

Jaenen, Cornelius J., and Tattrie, Jon. “Treaty of Paris 1763”. The Canadian Encyclopedia. March 24th,
2021. https://www.thecanadianencyclopedia.ca/en/article/treaty-of-paris-1763

Juen, Rachel B. and Nassaney, Michael S. "The Fur Trade" Fort St. Joseph Archaeological
Project. Western Michigan University. 2012,
https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1009&context=fortstjoseph
McNelley, Susan. “Catherine Ducharme (1657-1719), Fille du Roi: City Girl Survives and
Thrives in Pioneer Life in La Prairie.” Sent by the King, Journal of La Société des filles
du roi et soldats du Carignan Inc. (September 2016): 1-12. Catherine Ducharme
(1657-1719), Fille du Roi
Ontario Ministry of Education. Learning for All: A Guide to Effective Assessment and Instruction
for All Students, K to 12. Queen’s Printer, 2013.
Ontario Ministry of Education. The Ontario Curriculum: Social Studies Grades 1 to 6, History
and Geography Grades 7 and 8. Toronto: Queen’s Printer, 2018.
Ontario Ministry of Education. The Ontario Curriculum Grades 1-8: The Arts. Queen’s Printer,
2009.
Sandwell, Ruth W. “Reading Beyond Bias: Using Historical Documents in the Secondary
Classroom.” McGill Journal of Education 38, no. 1 (2003): 168-186.
Seixas, Peter. “A Model of Historical Thinking.” Education Philosophy and Thinking 49, no. 6
(2017): 593-605.

Seven Years War Begins. ONTARIO CURRICULUM. April 17, 2021. Video, 3:14.
https://www.youtube.com/watch?v=YNudUcxHmBs

Terantino, J & Donovan, S. (2021). CELL protocol (conferring with English language learners):
Supporting ELLs’ reading comprehension in middle level education. Middle School
Journal, 52(2), 14–25.
Teillet, Jean “ The People and Territory of the Métis Nation” Métis National Counsel, Accessed
November 15, 2022
http://metisportals.ca/MetisRights/wp/wp-content/uploads/
The-People-and-Territory-of-the-Metis-Nation-2010.pdf
The King's Daughters (Les Filles du roi). LEARN. August 1, 2022. Video, 2:20.
The King's Daughters (Les Filles du roi)

64
The Seven Years War- The Battle for the Plains of Abraham- Canada a People’s History. Caph Cbc.
October 2, 2020. Video, 9:14. https://www.youtube.com/watch?v=wtq4p4BEnlg

“Two Row Wampum – Gaswéñdah.” Onondaga Nation: People of the Hills. Accessed November
20, 2022
https://www.onondaganation.org/culture/wampum/two-row-wampum-belt-guswenta/
“Wampum.” Haudenosaunee Confederacy. Accessed November 20, 2022,
https://www.haudenosauneeconfederacy.com/wampum/
Wien, Tom and Suzanne Gousse. “Filles du Roi.” The Canadian Encyclopedia. The Canadian
Encyclopedia, February 24, 2015. Filles du Roi | The Canadian Encyclopedia

65