Work coming up in History

Day in the life

Guiding question: What factors determine the (quality of life) in a day of a life of a child?

Area of interaction: social and health education

To help prepare for you trip, you must make a timeline of your life now and also make a time line of the one day you will spend in New France. This will help you fit in.

Go to:

http://www.etsb.qc.ca/en/teacher_resources/ICT_RECIT/resources/webquests/nf/default.htm

Part A

1. With a partner, construct a timeline of your day.

2. Start when you get up in the morning and end when you go to bed at night. Explain everything in detail.

(For example include what clothes you put on, the kind of food you eat, where you go during the day and anything else you can think of.)

3. Write a rough copy in your pink notebook.

Then, write your good copy timeline using a word processor.

4. Now you are going to find out what a day was like for a child of New France.

5. Use the same times and describe what the child of New France did during the day. Include lots of detail like you did for your own timeline. Find this information using the Resources pages.

6. Write the rough copy in your notebook and then the New France timeline using a word processor.

You and your partner have to present to the class. You may choose any format you like: Venn diagram (similarities/differences), chart, poster, collage, dramatic presentation, PowerPoint (or anything else you can think of).

Student Checklist

Timeline Evaluation

• follow timeline criteria / format

• specific details used (food, activities, etc.)

• covers a complete 24-hour day

List / Comparison Evaluation

• is the list of similarities complete

• is the list of differences complete

• have the lists been presented neatly

• have the lists been presented neatly

Guiding question: What factors affect the culture of an area?

(Culture is a collection of factors that create a way of life in a particular area. People in a society have physical needs (food, shelter, clothing), social needs (family, faith/religion, recreation, pastimes) and group needs (safety, government).)

By the end of chapter 3 you should be able to answer the following question:

Why is Quebec’s character predominantly French?

Choose a person or major event in the history of New France (1713 – 1763) and create a New France trading card.

Your trading card must have:

Top side:

1. Create two questions (who? What? When? Where? Why? How?) about your topic. (see S4)

Reverse side:

1. One key word or term to the class. (see S5)

2. Create a short written paragraph to summarize information about your topic.

3. Create one visual item that applies to your topic (timeline, chart, graph, map, model ) see S6 and S8

Topic choices

1. Fur traders get help from First Nations (transportation - water)	2. Fur traders get help from First Nations (transportation - snow)	3. The Great Peace of Montreal	4. Louis XIV+
5. War of Spanish Succession+	6. Acadia’s perilous position	7. Expulsion of Acadians	8. General James Wolfe*
14. The Articles of Capitulation	13. The Thin Red Line	9. The British Fleet*	10. Marquis Louis- Joseph de Montcalm^
15. The (first) Treaty of Paris (1763)	11. Attack of Beauport Shore / Beauport Feint ^	12. The Anse-au-Foulon	16. Plains of Abraham today
17. New France (significance to First Nations people)	18. The French in North America	19. Montreal in 1725 (pgH30)	20. Government (Civil Hierarchy) of New France (pgH26)

Unit 2 British North America

In groups of four – investigate and complete 5W + H for each of the people, who lived in Quebec (previously known as New France) at the beginning of British rule.

The British could have tried to force their culture and way of doing things on the people. Instead the British tried to satify the needs of each of the groups. In that way, when the American Revolution started in 1775, the inhabitants (people living in Quebec) stayed loyal to the British and rejected the Americans.

Complete a chart explaining how each group was affected.

Use the following headings:

People	Needs of people living in Quebec (what they wanted)	Reaction to the Quebec Act (1774)	How affected by the (second) Treaty of Paris, 1783 (after the American Revolution)	Life better or worse after 1783 (reasons why)
A member of a Canadien family
A First Nations person living in the Great Lakes and Ohio Valley regions
British merchant living in Quebec
American living in New York who wants to defeat the British