Submitted by Maureen Curran-Dorsano
Objectives:
Content:
Students will:
· locate North America, Asia, France, Atlantic and Pacific Oceans on a map of the world
· show three possible trade routes from Europe to Asia
· compare and contrast the roles played by Jacques Cartier and Samuel de Champlain in the exploration of New France
· examine the role of women in the colonization of New FranceCultural:
Students will:
· trace the establishment of the French language from France to the New World
· examine the relationships between the early French explorers and the Native American peoples they encountered
Language: Content Obligatory
Students will:
· corrrectly use the following vocabulary:
la Nouvelle France
le continent nord-américain
le lac
la rivière
le fleuveun explorateur
un colon
un navire
une fourrure
un Amérindienamérindien(ne)
une religieuse
explorer
voyager
fonder· use these communicative functions
- interpreting information · use these grammatical structures
- evaluating the results of an action or an event- contractions with geographical terms and proper nouns
- conjugations of verbs used frequently on the web pageLanguage: Content Compatible
Students will:
· use these grammatical structures:comparative/superlative
Je crois que, je pense que
prepositions with geographical names
gender agreement of adjectives· use these communicative functions
comparing or contrasting things
formulating and supporting opinionsLearning Strategies / Social and Skills Development:
Students will:
· navigate a website (follow links, use pop-up screens, use "back" button)
· use picture clues and context to determine meaning
· demonstrate map-reading skills
· cooperate when reading aloud
· ask questions of and clarify for partner, as needed
Time Frame:
Reading the information on the web page and completing the accompanying exercises can be completed in 45-60 minutes. However, the real value of this lesson lies in the conversation before and after students go to the webpage. I would suggest a minimum of two 45-60 minute periods.
Materials Needed:
· maps (world, North America, New France), globes, atlases
· pictures, posters, books about early French explorers
· "word wall" for new vocabulary (see "Resources" of the Unit Overview)
· dictionaries, verb conjugation aids
· computers with Internet access and Adobe Acrobat Reader
· copies of Mission 1 handouts (see "Attachments"): Des personnages de la Nouvelle France, La carte du monde
Description of Assessment (Performance Project):
Introduction: This lesson is the introduction to the French Voyageurs unit. Students learn that the very first French explorer, Jacques Cartier, was offered furs in exchange for European goods, thus setting in motion an enterprise that would last three centuries and spread the French language and culture from the Atlantic to the Pacific coasts.
Step 1: Activate prior knowledge
Whole class: Referring to a map of North America, ask students if anyone has visited one of the Great Lakes. If so, what can they tell us about the region? Ask if anyone has ever gone canoeing. If so, what can they tell us about their experience? As students share information, highlight any vocabulary that will appear in this lesson (word wall).Step 2: Introduction to New France
Whole class: Show map of New France (see the first page of the Amérindiens). Write these questions on board, on large paper or on computer, so they can be referred to later on: How did this area get to be named "New France?" Who were the explorers of New France? Why did they come? Why did they leave? What did they leave behind?Step 3: Gathering information: introduction to the web site
Demonstration to whole class: Read the opening page of the web site and go to the first link (François). François is a young man who has just signed a contract with the Northwest Fur Trade Company and needs our help to get his voyageur clothing. Explain that students will be working in pairs to accomplish five missions, and that upon completion of each mission, François will earn a part of his costume.Step 4: Gathering information (continued) - Web page, part I: La Nouvelle France
Pairs: Working in pairs, students proceed to their first mission, then read the questions about Cartier and Champlain, clarifying for each other ideas and vocabulary. Using the questions as their guide, they read the pages of Nouvelle France, taking turns holding the mouse (important for younger students!) and reading. As they read, they should refer back to the questions, and they should keep a running list of words or concepts still unclear.Step 5: Report back to group
Whole class: Review the questions and check to see if they have all been answered correctly. Go over any unclear vocabulary or ideas.
Assessment:
1. At the end of the Nouvelle France section, there is an on-line comprehension check in the form of an interactive matching game. This is more of a self-assessment and not meant to carry a grade.
2. Question and answer sheet and map of the world (pdf files).
3. Reflection. Because young students do not have the language skills necessary for a written response, the reflection question should be a whole-class discussion/assessment. The two questions to discuss are:1) Why is Samuel de Champlain, rather than Jacques Cartier, considered the father of New France"?
2) Why are the "filles du roi" and the "devancières" considered "mothers of New France"?
References and Resources:
Principle site (for students): Sur la piste des voyageurs
http://www.edina.k12.mn.us/normandale/classrooms/grade3/etudes_soc/surlapiste/index.htm Reference sites:
Les Explorateurs
http://www.aquapontiac.com/explorateur.htmLa Nouvelle France 1524-1763 (bilingual site)
http://www.geocities.com/Athens/Ithaca/7318/NVFR.HTMLa Nouvelle France
http://www.explore-nf.com/Les filles du roi
http://www.mcq.org/histoire/filles_du_roi/plan.html#planLe musée virtuel de la Nouvelle France (bilingual site)
http://www.mvnf.civilisations.ca/Marguerite Bourgeoys
http://www.cnd-m.com/francais/mbf.htm
http://www.maisonsaint-gabriel.qc.ca/rencontre/ (bilingual)Marie de l'Incarnation
http://www.lesoleil.com/documents2/nouvfrance/article1.stmPrint resources:
Arpin, Roland. Rencontre de Deux Mondes. Québec: Musée de la Civilisation. 7-29. Neering, Rosemary and Stan Garrod. La Vie en Nouvelle France. Montréal: Lidec, Inc.
Lacroix, Francine and Hélène Jean. La Fresque des Québécois. Québec (also available in English)