Effects of contact with the French on Aboriginals

Read this link to help you to summarise the topic.

Sept. 30-Oct. 4: New France's demography and territory (2)

Read this for a quick overview of NF: "Canada in the Making"

This week:
- we will finish examining the demography of New France, 1608-1663 and 1663-1760;
- learn about the territorial organization of the occupied territory in New France (land division: seigneurial system)
- understand how French territory in North America changed throughout the French regime.

Learning tasks:
- handout to complete:
(1) analysis of 3 documents, six questions about population in New France, a map of the inhabited territory in NF
(2) complete two maps comparing French territory before 1663 and after 1713 (- posted map below; use p. 27 in your textbook... click on this link to see maps of NF).
(3) small assignment: causal connections, re. NF (in class)

Quiz: Thursday (repeaters)/Friday(blue)/Monday(red/orange)

Here's the map that you can use for your first map:

Sept. 23-26: Aboriginal spirituality and First contact with Europeans

It's a short week students; assignments are due!

Complex task: Aboriginal spirituality
All classes have a short assignment that is due this week. You have to write about 150 words answering the question (Part F) from last week's assignment about how aboriginal belief in animism affected their culture. Starting any piece of writing is difficult, thus, I've provided for you a starting point; you may use it, alter it, or write something that is entirely your own:

"In aboriginal culture, animism is the belief that all things have a spirit, thus humans need to live in harmony with the natural and spiritual world. This belief had an effect on their culture and on their daily behaviour."

Your task is to illustrate this with clear and specific examples. You can write about aboriginal:
- hunting rituals
- artwork, clothing, etc.
- importance of ceremonies (burial, trade, seasons...)
- relationship with nature
- role/importance of the shaman

In class, we will be:
- discussing the arrival of Europeans in North America, particularly the Gulf and St. Lawrence region;
- begin examining the settlement and population growth of New France over the course of 150 years

work on two handouts
short notes
textbook reading

Studying, summer school and the August Supplemental Exam

We DO NOT yet know your final mark. Here is some pertinent information for those of you who think you might not have been successful:

The final mark will arrive AFTER the school report card for term III. Your term III report card only accounts for 50% of your year's mark. Your "releve des notes" (statement of marks) will come from the MELS (Ministry of Education) and it includes your final marks in science, English, French, Math and history. It usually arrives the second week of July.

1- Do not throw away your class notes!
2- Study, using aforementioned notes, for about 20 minutes, 5/7 nights throughout July
3- use the guide that I gave to in preparation for the exam; for those of you who didn't bother to prepare, it's the yellow paper that we nicknamed, the "bible"...
4- Continue to use the LEARN website

With regard to summer school and the supplemental exam; you will need to call the school to make arrangements. At this point, Ms. Bardon is responsible for summer school... This is what I can tell you:
1- Summer school at MV will run between July 23-July 28, as well as the morning of July 29
2- Classes will run from 9-1:00 p.m. with two short breaks
3- The August exam will be on the afternoon of July 29 (1:00-4:00 p.m.); anyone can register for the exam, REGARDLESS of whether you attended summer school.

The Exam

Well, it was really fair! We covered everything that was on that exam! And many of you have really done well - your hard work will have paid off with a fabulous mark. Some of you plugged away, never gave up - I'm really proud of some of many of your exam marks.

Study for that exam! Use the links in the blog post below.

Read the Gazette article about the Brossard coach who had his team don turbans for their soccer game against Granby last week.


Tutorials Friday, June 14.


OFFICIAL POWER NOTES: CHECK THE MAY 23 BLOG ENTRY.



Match each of the ten statements with one "culture" vocab. Use the exam "bible."You can use part 4 of the "got it-forgot-it" paper and fill in the first 10...

1. An entrepreneur is willing to invest capital to create a new business, hoping to make a good profit.
2. A belief that emphasizes individual freedom, equality and more rapid social change.
3. Leaders who urge support for the ruling administration in order to keep their rights and privileges.
4. The reduction of the influence of clergy in politics and social affairs.
5. People who want to conserve the language, religion, history, customs and laws of their cultural group.
6. Trade between nations with no import tariffs or subsidies for exports.
7. Roman Catholics who believed that divine right is more important that the state's rights.
8. A belief that idealises the benefits of the agricultural way of life.
9. People who are reluctant to change and value traditional and moral values of the past.
10. Economic policies that are designed to foster growth of home industries and exports to preferred markets.
____________________________________________________________________________

Some official power "got it - forgot it" questions, 1500-2012 (some we've done):

1. Define "absolutism" with regard to power relations in New France?
2. In matters of the law, what kind of rights did the people have in New France?
3. Was criticizing the governor or were public demonstrations permitted in New France? How were people intimidated in New France?
4. Other than government, what other institution in NF had power over people's daily lives?
5. What was the first British constitution for "Quebec"? Which social group opposed Governor Murray in the 1760's?
6. What new rights did colonists gain during the first 30 years of British rule?
7. In general, why were the canadiens (seigneurs, church) favourable to the Quebec Act, 1774?
8+9. The Loyalists arrived in Quebec in the 1780's. How did their arrival impact Quebec? (2 facts)
10. Which political group developed in Lower Canada in the 1820's & 1830's? Who was its leader?
11. What do we call a system of government in which the party leader chooses the executive council from the Assembly and the governor no longer exercises the power of veto? When achieved in United Canada?
12. Why was the union of Upper & Lower Canada proposed? By whom?
13. What is the importance of sections Section 91 & 92 of the B.N.A. Act, 1867?
14. Which groups lost influence in Quebec society during the Quiet Revolution?
15. When did Canada gain its full legal independence from Britain?
16. What particular event empowered Aboriginal groups in Canada and led to an increase in their influence?
17. What methods has the PQ used to try to reach their goal of sovereignty-association?
18. What is the purpose of the Charter of the French Language?
19. How have environmental groups raised awareness about environmental concerns in Quebec and Canada?
20. What kinds of “advantages” do business and financial circles lobby for from government?

This week & preparation for the final exam

Final exam is coming! June 17 is on the horizon. Here is the LEARN website which provides study questions ("Success checker") to help you prepare for the secondary 4 history exam. It's not perfect, but every bit helps!

Red & Orange: Tues, June 4:
- Got it-Forgot it: Economy and development
- Finish the practice questions: Official Power

Blue: Wed, June 5:
- Got it-Forgot it: Finish Econ & Dev
- review ideas of Official power (government) vs Countervailing powers (influence groups)
- Discuss the rise and demands of nationalist groups in Quebec since 1960... (timeline or a mind map to break down the topic)

- Read about "joual" from "Frere Unctel"

Read Henri Bourassa's comments about what was "French-Canadian nationalism," in 1904: