In 1534 The king of France ordered Cartier to explore the new land to look for two things A shipping route to the Orient to allow the French traders to import silk and other fine products ID: 791170
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Slide1
New France
Unit One
Slide2Jacques Cartier
In
1534
,The king of France ordered
Cartier to explore
the new land to look for
two things
A
shipping route to the Orient
to allow the French traders to import silk and other fine products
Precious gems and metals
such as gold to make France rich
Within three weeks, Cartier landed in Newfoundland and continued to explore further inland to Prince Edward Island and the
Baie
de Chaleur.
He set up a large cross on Pointe-
Penouille
on the Gaspe Peninsula to show France’s claim to the “New World”
Slide3Chief Donnacona
Chief
Donnacona
saw
Cartier’ship
and recognized and went to the ship to protest with his brother and sons
The French convinced
Donnacona
to let Cartier take two of his sons back to France to show the king.
Domagya
and
Taignoagny
returned in a year and their stories of being treated well
helped to establish a positive relationship between the St Lawrence Iroquois and the French.
In 1535-1536, Cartier explored the St Lawrence River, still looking for a path to the orient.
Donnacona
told him of “
the Kingdom of Saguenay
” where he would find
precious metals
Slide4Hochelaga
Donnacona
told Cartier the stories of the Kingdom of Saguenay and referred to golden-haired people who had these precious metals.
Donnacona
told Cartier these stories in an effort to stop Cartier from going to
Hochelaga
.
There were divisions and conflicts among the Iroquois, called the
Haudenosaunee
.
Donnacona
wanted to control the trading
between France and New France
He was afraid that if Cartier made friends with the well established Iroquois community at
Hochelaga
, that might threaten his influence.
Slide5Hochelaga
Donnaconna
would not let his two sons accompany Cartier
Cartier passed
Stadacona
(Quebec City) and went toward
Hochelaga
(Montreal) against
Donnacona’s
wishes.
Cartier’s trip to
Hochelaga
was not as successful as it might have been. He was unable to communicate with the Iroquois community and therefore very little was done.
Cartier spent the winter near
Stadacona
and almost all of the 110 men became sick with scurvy.
He learned from the Iroquois that drinking white cedar tree tea cured scurvy and all but 25 of the French men survived the winter.
Slide6Return to France and the final voyage
Cartier needed to show the king that it was worth the effort to explore Canada,
so he captured
Donnacona
, his sons, and several other Iroquois in
hopes that they would tell stories of riches.
Unfortunately,
Donnacona
and all but one Iroquois had died.
In 1541-1542, Cartier’s final voyage took place.
The relationship between the First Nations people and the French had diminished since Cartier’s last voyage, when Cartier had denied
Donnacona’s
wishes and explored
Hochelaga
.
This time, Cartier found what he thought were diamonds, filled his boat and returned to France.
It turned out that these “diamonds” were quartz. He never again explored for France.
Slide7Your FINAL term 2 assignment
As a class, we will be developing a History Wiki.
Each person
will be responsible for choosing
one
person or group to research and develop a page about. It is important that every one chooses a different group or person. We cannot have two people doing the same thing.
This is an individual assignment. I am not changing my mind.
You will be given a list to choose from and
on Tuesday you will submit your first and second choices of person or group to research
. I will then determine who is researching what and let you know.
There will be no changing topics after this point.
This will be a big part of your History Mark so although the due date will not be for some time, it is important that you get started on as soon as possible.
Slide8Choices: submit first and second choice by Tuesday ( otherwise I will choose for you and you won’t get another say in the matter).
Jacques Cartier
Samuel de Champlain
Huron
Iroquois
Etienne Brule
Jesuit Priests
Jean de
Brebeuf
Ursuline Nuns
Marie Martin (
Guyart
)
Marguerite
Bourgeoys
Coures des BoisPeirre Esprit Radisson
Jacques Marquette
Seigneur
Habitant
Filles
du
Roi
Metis
Count Frontenac
Jean Talon
Francois Laval
Acadians
James Wolfe
Marquis Louis-Joseph de Montcalm
Slide9Three motives for exploration
Curiosity
Opportunity to learn about the world
Commerce
Quick trade route (through the orient)
Make money through trade
Christianity
Opportunity to spread Christian faith to Aboriginals
Slide10Historians
Part of being a good historian is being able to make inferences (guesses) about the past based on pictures
On the following slide you will see a picture:
It is one of a large collection of over 1000 historical works about Canada done by Dr. Charles W
Jerrferys
(1869-1951)
Jefferys
has a reputation for accuracy in presenting the historical costumes, equipment, and buildings of the time
Slide11Slide12Historical detectives
We do not have the details of the drawing, so we are going to have to act as detectives to interpret what is happening in the picture.
We will use the 5 W questions that reporters use to investigate an event
Who are the people in the drawing?
What are they doing?
Where does the drawing take place?
When did it take place?
Why is this action happening?
Slide13Historical Detectives
Copy the chart below, then use the picture to fill it in
Be sure to include sound inferences, which have evidence from the drawing and other sources to back it up.
It should be
SPECIFIC
and
DETAILED
.
Inferences
Evidence
Who
What
Where
When
Why
Slide14Picture Study:
You will be working in three groups of five
Group One
Group Two
Group Three
Yousef
Mahdi
Reem
Rayan
Hawraa
Hassan
Hamza
Serene
Mayah
Zeinab
Hadi
Jawad
Zaynab
Maye
Maya T
Slide15Picture study instructions:
Each group will get 5 pictures and 5 “deciphering the explicit message” worksheets
Perform the same activity you did last class, answering the 5w’s about
each
of the 5 pictures
Who
are the people in the drawing?
What
are they doing?
Where
does the drawing take place?
When
did it take place?
Why
is this action happening?
Slide16Background to the drawings
The Aboriginal peoples were a valuable source of information about
the local geography
and landscape for early European explorers and settlers. Aboriginal
people
accepted Europeans into their trading networks by providing trade goods
and
often food and transportation. Europeans likewise included Aboriginal people
into
their own networks of international trade by exchanging the furs that
Aboriginal
people trapped for metal goods, guns, beads (thought to have spiritual
value
) and other decorative objects. Europeans who went out to trade with
Aboriginal
people had a lot to learn about North American conditions, and often chose to adopt Aboriginal ways of life including taking an Aboriginal wife (usually
"
in the custom of the country" without a Christian marriage ceremony). Trading
dominated
relations among Aboriginal groups, with both British and French fur
traders
competing for their assistance. The English and French provided the
Iroquois
and Huron with guns and ammunition to gain control of increased trade,
and
wars and other conflict increased as a result. Disease, rather than warfare,
devastated
Aboriginal populations who had little immunity to European germs.
Slide17Picture #2
Jacques Cartier:
Cartier
meets the Indians of the
St
. Lawrence, 1535
Jacques
Cartier left France for America in 1534. After surveying Labrador—which he described as
"
the land that God gave Cain"—he explored the Gulf of St. Lawrence. At a spot on
Gaspé
he raised
a
30foot cross and claimed possession of the land in the name of the King of France. On returning
to France
he took with him two sons of Chief Donnacona of Stadacona (the future site of Quebec).
The
two sons survived the voyage and returned with him to Canada the following year. Cartier
sailed
up the St. Lawrence to Quebec, returning the two sons to
Donnacona
, then traveling as far
as
Hochelaga
(the future site of Montréal). He found a larger, more prosperous society there.
When
Cartier returned to
Stadacona
to winter, trouble arose between the two cultures, due in part
to
Cartier's failure to recognize
Donnacona's
rights to his land. Cartier built a fort in the area
despite
Donnacona's
protests. Although
Donnacona
gave considerable help to Cartier's men
throughout
the winter—helping them to survive both the cold temperatures and the scurvy that
killed
off some of the men—Cartier's attitude remained hostile. He kidnapped
Donnacona
and
(
again) his two sons, as well as seven other members of their band. All the Aboriginal hostages
died
. In his third journey, 1541, Cartier brought with him the foundations of a French
colony—settlers
, animals and the tools for construction and agriculture. Fifty of the settlers died over the
winter
from scurvy and another 35 were killed by Aboriginal people, hostile to Cartier's attitude
to
their people and their lands. Cartier and the surviving settlers returned to France
Slide18Picture #3: Samuel
de Champlain
Samuel de Champlain trading with Natives, early 17th
Samuel de Champlain arrived at the St. Lawrence River
in 1603
, returning the next year to
establish
a settlement in what is now Nova Scotia. In 1608, Champlain established a trading
post
at Quebec, the first permanent French settlement in Canada. Once again the winter
proved
too harsh and 20 of the 28 men died
in
the first year. Like Cartier, Champlain believed that he was on land now claimed for France. Unlike Cartier, Champlain recognized the
advantages
that favourable trade relations might bring to France
Slide19Picture Study #4
: Champlain taking
an observation with the
astrolabe, on
the Ottawa, 1613
Champlain relied heavily on information obtained from Aboriginal peoples. In fact, he was the
first
European explorer who used Aboriginal accounts and maps in his own maps and journals,
allowing him
to improve the accuracy of his writing, Champlain also believed that alliances with
certain
Aboriginal groups would benefit him and his people, making trade for furs easier and
ensuring
that France would be able to establish a permanent colony in New
France
. In exchange for knowledge and expertise in expanding the fur trade inland, Champlain provided military assistance to the Algonquin in their conflicts with the
Iroquois.
Slide20Étienne Brûlé
(Picture study #5: Étienne
Brûlé
at the mouth of the Humber,
1615)
Étienne
Brûlé
came from France with Champlain in 1608. In 1610 he went to stay with the
Hurons
and learned their language. He lived and travelled among the
Hurons
for many of the
next
twenty years. He is thought to be the first European to reach all
of the Great Lakes and acted as Champlain's guide and interpreter on his trips in this region. It is thought that in 1632 or 1633, he was killed and eaten by
Hurons
, even though cannibalism was rare among these
people
. At the time
Brûlé
was viewed as a
traitor
by the French because he had been helping
the English.
Slide21Pierre-Esprit Radisson
(
Picture study #6: Radisson meets the Indians in a winter camp,
1660)
Pierre -Esprit
Radisson came to New France around1651. A year later, while out hunting, he was
captured by
a Mohawk band and taken to their community. He was treated kindly by his
captors
and was "adopted" by an elderly couple who had lost their own son. In an effort to
escape
, Radisson killed three Mohawk men as they slept. He was soon caught, but was not
killed
or tortured by the Mohawks because his adopted father, who was a powerful chief, got
him
pardoned, Radisson eventually escaped and over the next eight years had many adventures as he traveled, traded and fought alongside the Aboriginal people. Radisson
reported in his
journal
that he made a great impression at an Aboriginal feast. He appeared in a
colourful
costume
, sang and threw gunpowder in the fire, and handed out gifts as he spoke to the
gathering
. In 1660, after getting in trouble with the
Governor
of New France for trading without
a
permit, he left for Europe only to return some years later as a trader for the newly formed
Hudson's
Bay Company. Radisson eventually settled in London, England and died in his
seventies
in 1710.
Slide22Implicit Messages
The 5W questions focus on the obvious interpretation of the drawings.
The implicit, or disguised, message reveals the artists values and attitudes towards the figures and events in the drawings
.
Every time we look at something, it is always from a “point of view”. Take a look at the pictures on the next page and see how the image changes quite a bit from the two different points of view.
Slide23Slide24Point of View
When an artist draws a picture, it is from a particular point of view
.
Consider the following two titles for the image:
A Jesuit Preaching to the Indians
The Algonquin allow the priest to explain his religion
What is the difference in the point of view?
Slide25Point of View
Inference
The dominant point of view of the drawing is the European perspective
Evidence
Sole priest is dominant figure in the picture
Action revolves around the priest, the aboriginal people are just listening
Dark robe draws attention to the priest
Slide26Character Traits
Inference
Priest is moving
Priest is bold
Priest is charismatic
Aboriginals are passive
Aboriginals are awed
Aboriginals are attentive
Aboriginals are being influences
Evidence
Action of picture revolves around priest
Only one European in picture
He has a serious look on his face
Looks like the aboriginals are listening
They are sitting/standing still
Seem glued to his every word
Staring intently at the priest
Not objecting or asking questions
Looking at the character traits of the priest and Aboriginals can add to our evidence
Slide27Symbolic Message
Inference
-bringing Christianity to the aboriginals
-lone voice of morality among the “uncivilized” Indians
Evidence
The cross (symbolizes Christianity) high above the heads of everyone
Aboriginal people seem accepting
There are many aboriginal and only one priest
Aboriginal clothing leaves most of the body uncovered
When creating a drawing, an artist may also include a symbolic message, showing that the image of symbolizes a larger issue (good vs evil, courage, struggle
etc
)
Slide28Implicit Message Activity
Using the pictures from our previous picture study, you will determine the implicit message behind the image.
Fill out the sheet with inferences and evidence using the handouts and your text book
. You will only receive one class period to complete this activity. Use your time wisely.
Serene and Maye (Picture 2)
Reem and
Hawraa
and Hamza (Picture 3)
Jawad
and Hassan (Picture 4)
Mahdi and
Hadi
(Picture 5)
Yousef and
Zaynab
(Picture 6)Zeinab and Mayah
(Picture 6)
Maya and Rayan (Picture 4)
Slide29KWL
K: Something you knew before this lesson (about implicit messages)
W:Something you are wondering because of this lesson
L:Something you learned during this lesson
Slide30