Redrawing early contact - The Critical Thinking Consortium

Sample Critical Challenge
Redrawing early contact
Taken from
Early Contact and
Settlement in New France
Authors
Ruth Sandwell, Catriona Misfeldt, Shane Gagner,
Tim Thornton, Ken Warren, Jeannie Wassen, Mark
Woloshen
Editors
Ruth Sandwell, Catriona Misfeldt, Roland Case
Synopsis
In this two-part challenge, students examine and then
reconstruct drawings depicting early contact between
Aboriginal peoples and Europeans in New France. The
challenges focus around the drawings of C.W. Jefferys,
whose work presents an obvious European perspective
on these events. Students use the 5W questions (who,
what, where, when and why) to decipher the explicit
message in one of the drawings. They are then
introduced to the idea of an implicit message and
examine the artist’s implied attitudes towards the people
and the events depicted in the drawing. Students then
interpret the implicit message of their assigned picture.
In the final lesson, students offer a revised interpretation
of the events by presenting a different implicit message
about Aboriginal-European contact—one that is more
sensitive to the Aboriginal perspective.
The Critical Thinking Consortium
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University of British Columbia
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Vancouver, BC V6T 1Z4
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© 2006 The Critical Thinking Consortium. Permission granted to duplicate the blackline masters (i.e., briefing sheets, data charts, documents,
assessment rubrics) for individual classroom use only. Duplication of the suggested teaching activities or use of the blackline masters for other
purposes are not permitted without prior written permission from The Critical Thinking Consortium.
A
Redrawing early contact
Critical Challenge
Critical
tasks
A. Interpret the explicit and implicit messages of the assigned
drawing.
B. Reinterpret the assigned drawing from a different point of view.
Overview
In this two-part challenge, students examine and then reconstruct
drawings depicting early contact between Aboriginal peoples and
Europeans in New France. The challenges focus around the drawings
of C.W. Jefferys, whose work presents an obvious European
perspective on these events. Students use the 5W questions (who,
what, where, when and why) to decipher the explicit message in one
of the drawings. They are then introduced to the idea of an implicit
message and examine the artist’s implied attitudes towards the people
and the events depicted in the drawing. Students then interpret the
implicit message of their assigned picture. In the final lesson, students
offer a revised interpretation of the events by presenting a different
implicit message about Aboriginal-European contact—one that is more
sensitive to the Aboriginal perspective.
Objectives
Broad
understanding
Requisite
tools
Historical drawings often portray Aboriginal peoples from a
Eurocentric perspective.
Background knowledge
• knowledge of early contact in New France
• familiarity with the context of the drawings
Criteria for judgment
• criteria for sound inference (e.g., consistent with the evidence,
specific)
• criteria for historical drawing (e.g., consistent with the evidence,
specific, empathetic)
Critical thinking vocabulary
• inference and evidence
• point of view
• explicit versus implicit message
Thinking strategies
• charting 5W questions
Habits of mind
New France
1
The Critical Thinking Cooperative
Suggested Activities
Session One
Blackline Masters #1–8
Discuss motives
for exploration
➤
You may want to begin the class by playing the music and opening
lines from Star Trek (“Space: The Final Frontier”). Invite students to
offer reasons why countries spend great sums of money exploring
space. List these reasons on the board. Ask students to speculate on
the reasons motivating European exploration of Canada in the 16th
and 17th centuries. Compare these reasons with the reasons for
contemporary space travel. Invite students to suggest other differences
between contemporary exploration and early European exploration
of the New World (e.g., the New World was inhabited, equipment
was less sophisticated, would lose contact for extended periods).
Introduce motives for
European exploration
➤
Either duplicate Early contact in North America (Blackline Master #1)
and distribute one copy to each student or use this briefing sheet as
speaking notes for a short presentation to the
knowledge of
class on the motives for European exploration
early contact
of North America. Explain that a major
Early
catalyst for European explorers’ arrival in
cont
act in
Nort
h Am
eastern Canada was blockage of the
erica
established trade routes to the east brought
on by the fall of Constantinople to the
Turks. Motivated by the “3 C’s”—
curiosity, commerce and Christianity—
explorers, then traders and settlers,
became interested in New France.
Searching for the spices and silks of
the Orient, the explorers found
valuable commodities of fish and
fur to trade, and new populations
to recruit to the Christian faith.
A nu
mber
of an
Amer
cien
ic
societ a before th t civilizat
io
ie
e
There s were ba arrival of ns existed
se
E
in Nor
were
what
twelve d on huntin uropeans.
th
is
Most
g,
of Abo now know different lin gatherin
of thes
g and
n as C
rigina
e
guistic
other
an
l
gr
groups farming.
ad
oups
as
that w a, sugges
th
shared ancient A
ro
ug
ting th
ere as
nglo-S
e exis hout
differ
relianc a number
axon
tenc
ent
of
s
e
relatio on war, tr characteri and Arabs from each e
. T
stic
ading
ns
enviro hip with
and ki s, most no hese grou
bo
nmen
ns
ps
tably
t. The th the spir hip and
belie
fs,
a wor a
it
ki
struct forms of groups diff world an
transp
d the ng
ures.
ered
in
ortatio
n, ho their relig
using
io
These
and so us
gr
cial
across oups wer
e br
the A
1490
tlantic ought in
C
to co
ntact
routes onstantinop as a direct
w
re
ith
to the
le
sult of
societ
a new
Orien fell to th
one
ies
e
route
t
come
for tr were now Turks. B incident:
ec
anspor
in
to
bl
search rely on.
ting th ocked, E ause trade
ur
In
in
e
Europ g for a ne 1492, Chr valuable opeans ne
eded
go
w
ean to
is
arrive route to th topher Col ods they ha
e Ori
umbu
in wha
d
ent, w
s,
Over
t we
as the
now
th
know
fi
and B e next fift
as Am rst
y
ri
erica.
spurre tish travel years, Port
er
ugue
d
se, Fr
Chris on by thre s arrived
ench,
on th
tianity
e mot
e
Sp
shores
ives
(the “3
an
of Am ish
C’s of —curios
ity,
eric
• C
explor
uriosi
ation” commerce a,
):
and
The de ty—the op
portun
sire to
were
ity
le
arn,
to le
re
quo (“ placing an creativity arn abou
t the
an
th
un
world
intelle e world as questioni d rationa
.
l inqu
ctual
ng be
iry
movem it was”) in
lie
open
ne
the so f in the st
atus
encour ss to new ent of the
ci
ideas,
Renai al and
aged
ss
ex
early
explor planations ance. Thi
• C
s
ation.
and ex
omm
perien
erce—
ces
the tr
the op
ad
explor e of valuab portunity
to mak
er
le reso
Orien s were lo
oking urces. A e money th
t, afte
lth
r
fo
depo
rough
sits in the Spanis r a quick ough the
first
h disc
tr
Centr
a targ
al
overed ade route
et
to
Althou in itself fo America,
North huge silver the
r thos
gh ne
area
that be ither silver e hoping to America be
came
came
and la
nor go
get ri
ch.
Canad
ter w
ld was
heat
and tim a, the abun found in
th
da
ber m
ade th nce of fish e
New
e area
, furs
Fran
attrac
ce
tive.
Black
line
Maste
r #1
•
Chris
tianity
faith
—the
to
oppo
rtunity
know the Abori
gi
le
to sp
re
many dge of the nal popula
tions ad the Chr
land
Europ
. As
across
and sp
istian
ea
trad
th
iritual ns saw th
the 16 th
ese “n e ocean in e and
terms.
ew
crease
though and 17 th ce Europe w ” lands
d,
as
nt
t
uries,
deep in religio
“prom that God
was le and man ly religio us
ised la
us
y Eur
might
ading
nd”,
opeans in
di
th
save
the so recting th eir peop
God
le to
or
em
ul
the
belie Jesus Chr s of people to a plac
ve
ist. T
e whe
he Fr who had
re they
“civili d that mis
ench
not he
sionar
ze” A
gove
ard of
ies
borigi
nal pe were need rnment
oples.
ed to
conv
ert an
d
16
The
Imagine the early
contact experience
New France
➤
Criti
cal Th
inking
Coop
erativ
e
Invite students to imagine what “first contact” would be like as
European explorers driven by curiosity, commerce and Christianity
met the long-time inhabitants of North America. Suggest that students
imagine the scenes as Europeans and Aboriginal peoples interacted
in these early encounters. Ask students to briefly record their thoughts
individually about “first contact” (e.g., outline the sequence of events,
explain who would do what, describe the participants’ feelings). Later
students will be asked to revisit these initial thoughts.
2
The Critical Thinking Cooperative
Introduce Jefferys'
drawing
➤
Display the overhead transparency of
Picture study #1 (Blackline Master #2).
The title of this drawing, which should
not be revealed to students at this time,
is A Jesuit Preaching to the Indians.
Say little about the drawing except that
it is one of a large collection of over
1,000 historical works about Canada
done by Dr. Charles W. Jefferys
(1869–1951). Explain that Jefferys
has a reputation for accuracy in
presenting the historical costumes, equipment and buildings
of the time. The class will use
some of his drawings to learn
about early contact between
Aboriginal people and Europeans.
New
Fran
ce
Nam
e:
____
____
____
____
____
____
____
____
____
____
____
____
____
__
Pictu
re st
udy
#1
Repro
duced
D
(Natio rawing by
nal A
C.W.
rchive
Jeffrey
with
s of C
perm
s
ission
anad
a, C-5
of the
85
Natio
nal Li 5)
brary
17
of C
anad
➤
line
Maste
r #2
a
The
Interpret
the drawing
Black
Criti
cal Th
inking
Explain that you do not have details of the drawing so the class will
need to interpret what is depicted in the drawing. Suggest that the
“5W questions”—a technique used by reporters when investigating
an event—may be helpful in deciphering the drawing. Write the five
questions on the blackboard:
Coop
erativ
e
5W questions
5W questions
•
•
•
•
•
Who are the people in the drawing?
What are they doing?
Where does the drawing take place?
When did it take place?
Why is the action happening?
Invite a student to answer the first question, writing the answer on
the board to the right of the question. Proceed until one answer has
been recorded for each of the five questions. (Answers to the “when”
question may be as simple as “in the summer,” “during the day” or
“in the 16th century.”)
New France
3
The Critical Thinking Cooperative
Invite evidence for
interpretation
➤
Mention that each of the 5W questions invites an inference—a possible
conclusion drawn from evidence. Ask the students who provided
answers to the 5W questions to indicate the evidence for their
suggestions. Above the list of suggested answers, write the word
“Inference” and to the right of this write the word “Evidence.” Under
this second heading, record each student’s evidence next to their
inference. The chart might look as follows (a sample answer is
provided):
Inference
• Who
•
•
•
•
Discuss the
“consistency” criterion
➤
missionary
What
inference and
evidence
Evidence
• has a cross
• is wearing a black
robe
Where
When
Why
Explain that all inferences are not equally convincing; some may be
less plausible than others. Ask students to suggest an alternative
inference for one or more of the 5W questions. Record their answers
in the “Inference” column next to the appropriate question. If students
have difficulty coming up with alternatives, suggest the following
inferences regarding the “What” question:
criterion for
inference
• The missionary is teaching the Aboriginal people how to construct
crosses;
• The missionary is warning that he will hit an Aboriginal person
with his cross;
• The priest is trying to convince each person to buy a cross.
In each case, ask students for evidence from the drawing (or based
on other information about the period) to support or contradict these
alternative interpretations. Revise or add to the initial inferences and
the evidence if improvements are suggested. Amend incorrect
inferences by adding a “not” to the statement (e.g., The missionary is
not teaching the Aboriginal people how to construct crosses.).
Evidence to refute each of the above alternatives is suggested below:
New France
•
If the Aboriginal people were learning to construct crosses, there
would be materials and tools nearby, and the priest would not be
holding the cross over his head;
•
If the Aboriginal people were in danger of being hit with the
cross, they would not be in such a relaxed position;
•
If the priest was trying to sell crosses, there would be many
crosses nearby and the Aboriginal people might have goods to
trade or some might already have bought crosses.
4
The Critical Thinking Cooperative
When it is clear that students understand the role of evidence, conclude
by stating that one criterion for a sound inference is that it is most
consistent with the evidence from the drawing and from other sources
(e.g., the briefing sheets).
Discuss the
“specificity” criterion
➤
Suggest that a second criterion for a sound inference is that it is
specific or detailed. Encourage students to provide additional, more
specific descriptions for each initial inference. To stimulate students’
thinking, pose the following questions in relation to the “Who”
question:
criterion for
inference
• Is the priest young or old? tall or short?
• Are the Aboriginal people male or female? armed or unarmed?
chiefs or regular members?
For each agreed-upon answer, add an adjective, adverb or phrase to
the initial inference and provide the evidence for these additions to
the evidence list. Invite students to suggest more specific descriptions
and supporting evidence for each of the 5W questions.
Present the
“explicit” interpretation
challenge
➤
Explain that you have found five other drawings by Jefferys and that
you would like students to interpret them for the rest of the class. You
may wish to ask students to work in pairs during class time or to work
on their own at home. Depending on your decision, distribute one of
the five picture studies (Blackline Masters #3–7) and a copy of
Deciphering the explicit message (Blackline Master #8) to each student
(or each pair of students). Present the first part of the first critical
challenge:
Nam
Interpret the explicit message of the
assigned drawing.
Pictu
e:
____
____
____
____
____
____
____
____
____
____
____
____
____
__
Decip
herin
udy
# ____
g the
____
re st
____
____
rence
s
expli
cit m
essa
ge
Black
line
Maste
r #8
Who
?
Infe
ence
Why
?
Whe
n?
Whe
re?
Wha
t?
Evid
New
Fran
ce
23
The
New France
5
Criti
cal Th
inking
Coop
erativ
e
The Critical Thinking Cooperative
Explain that students are to interpret their assigned drawing by
recording on the data chart (Blackline Master #8) highly plausible,
specific inferences with supporting evidence for each 5W question.
The titles of Jefferys’ drawings, which should not be revealed to
students at this time, are listed below:
Picture study
#2: Cartier meets the Indians of the St. Lawrence, 1535
#3: Samuel de Champlain trading with Natives, early 17th century
#4: Champlain taking an observation with the astrolabe, on the
Ottawa, 1613
#5: Étienne Brûlé at the mouth of the Humber, 1615
#6: Radisson meets the Indians in a winter camp, 1660
Session Two
Blackline Masters #3–8
Compile individual
interpretations
➤
Depending on the arrangement made, in a class of 30 students there
will be as many as six or as few as two interpretations of each
drawing. Organize students in five groups according to the drawing
studied and hand each group one copy of Blackline Master #8. Within
each group, members should compile a composite data chart with the
most plausible and specific inferences and supporting evidence drawn
from the various individual charts.
Share interpretations
with class
➤
Either invite a representative from each group to present its composite
findings to the class orally, or post the composite data charts around
the classroom. If the oral presentation format is preferred, prepare an
overhead transparency for each picture study (Blackline Masters #3–
7); if the written summary is preferred, enlarge a copy of each drawing
to ledger size (11 x 17) and post them around the classroom next to
each group’s composite chart. Encourage the rest of the class to decide
whether they agree with the interpretations and evidence provided.
Invite students to offer additional or alternative suggestions.
Blackline Masters #3–9
Session Three
Introduce “implicit”
message
New France
➤
Explain to students that the 5W questions focus on what might be
called the obvious or explicit interpretation of the drawings—the
readily observed and intended message. This can be contrasted with
the implicit or disguised message. Explain that the implicit message
reveals the artist’s values and attitudes towards the figures and events
in the drawing. Place an overhead transparency of Picture study #1
(Blackline Master #2) on the overhead projector in anticipation of
teaching students about the artist’s point of view, implied attitudes
and symbolic message.
6
implicit and
explicit message
The Critical Thinking Cooperative
Introduce
point of view
Examine point of view
of the drawing
➤
➤
Begin by discussing point of view or perspective. Explain that every
time we look at something, it is always from a point of view:
everything we view is seen from somewhere. The position—either
physical or intellectual—from which we view things will shape what
we see. Illustrate this by standing in different spots in the classroom
and indicate how viewing the classroom from each viewpoint leads
you to see different things and, perhaps, to see things differently. For
example, when viewed from the front of the classroom it may look
as though everyone is paying attention; when viewed from the back
of the classroom, you may see the passing of notes and change your
conclusion about the class (they are not all angels). Ask students to
think of a sports event (e.g., scoring a goal, hitting a home run,
getting a penalty) and to describe how that event will be viewed
depending on whether students are fans of that team or of the opposing
team or whether they do not care which team wins. Illustrate how
you can often tell whether or not someone is a fan from the words
used to describe the event (e.g., calling a goal “great” as opposed to
“disastrous” or “well-deserved” versus “lucky”). You may want to
ask students to offer the point of view of someone who is not a fan
of either team—this perspective is likely to be more “balanced”,
recognizing the talents and weaknesses of both teams.
point of view
Explain that the author has drawn the picture from a particular point
of view and the class is going to identify this perspective. As a clue,
ask students to consider the difference between the following titles
for the Jefferys’ drawing:
• Jefferys’ title: A Jesuit preaching to the Indians.
• Alternative title: The Algonquins allow the priest to explain his
religion.
Ask students to consider the differences in the point of view of each
of these titles:
• the first title locates the dominant action (preaching) with the
priest, whereas the latter title sees the Aboriginal men as the
main agents (allow);
• the first title refers to the Aboriginal people as Indians—a
misnomer applied to the people of North America because the
early European explorers mistakenly thought they were in India—
whereas the second title refers to them as Algonquins—a name
they would have used to describe themselves.
Based on the title, whose position or viewpoint has the artist presented
in the drawing (Aboriginal people, European priest or a balanced
perspective)? Invite students to look at the overhead transparencies
of Picture study #1 and to offer evidence from the drawing why the
European perspective seems to dominate the picture. Record their
evidence on the board as suggested by the following chart:
New France
7
The Critical Thinking Cooperative
Point of view
Inference
The dominant point of view in
the drawing is the European
perspective.
Evidence
• the sole priest is the dominant
figure in the picture
• the action revolves around the
priest; the Aboriginal people
are just listening
• the dark robe draws our
attention to the priest
Examine the artist’s
attitudes
➤
Another dimension of the point of view in a drawing is the artist’s
attitudes towards each of the groups in the drawing. Direct students
to consider the qualities or character traits that the European priest
seems to possess and compare these with the Aboriginal peoples.
Create two charts as suggested below and record the interpretations
and supporting evidence for both sets of qualities:
Qualities of European figure
Inference
• active
Evidence
• the action of the picture revolves
around the priest
• bold
• the only European among these
different looking people
• determined
• the priest has a very serious look on
his face
• charismatic
• looks as though Aboriginal people
are all listening
Qualities of Aboriginal figures
Inference
• passive
Evidence
• they are simply sitting or standing
still—taking no active role
• awed
• they have stone-faced looks and seem
glued to the priest’s every word
• attentive
• every one of the Aboriginal men is
staring intently at the priest
• being
• they are not objecting or asking
influenced
New France
questions
8
The Critical Thinking Cooperative
Introduce the
symbolic message
➤
Introduce one further dimension of the implied message in a
drawing—what Walt Werner (see References) refers to as the “iconic”
or “symbolic” message. Explain that artists often draw a picture not
simply to portray a particular historical event but also to symbolize a
larger issue, value or purpose (such as good and evil, courage,
struggle). Invite students to imagine the underlying message in the
drawing. Create a chart as suggested below and record their
interpretations and supporting evidence for each symbolic message:
Symbolic message
Inference
Evidence
• the cross (symbolizing
• bringing Christianity
to the receptive
Indians
Christianity) towers above the
heads of everyone
• the Aboriginal people seem so
accepting
• there are many Aboriginal
• the lone voice of
morality among the
“uncivilized” Indians
people and only one priest
• Aboriginal clothing leaves much
of the body uncovered
Present the “implicit”
interpretation challenge
➤
Refer students back to the five other drawings by Jefferys. Present
the second part of the first critical challenge:
Interpret the implicit message of the assigned drawing.
Here, too, you may want students to work
in pairs during class time or to work on
their own at home. Distribute a copy
of Deciphering the implicit message
(Blackline Master #9) to each student
(or each pair of students). Explain
that students are to interpret their
assigned drawing by recording on
the data chart (Blackline Master
#9) an interpretation with supporting evidence for each of the
following:
Nam
e:
Pictu
____
____
re st
Dom
inan
❑ A
bo
udy
____
____
____
____
____
____
____
____
____
____
# ____
____
____
rence
____
s
impli
cit m
essa
ge
Black
line
Maste
r #9
s:
rigin
al per
spec
❑ Eu
tive
ropea
n per
spec
❑ b
tive
alan
ced p
ersp
ective
Evid
ence
•
•
Qua
•
litie
•
s of
the
Euro
•
•
pean
figu
re(s
):
•
•
Qua
•
__
Decip
herin
g the
Infe
t focu
____
•
•
•
litie
s of
the
•
Abo
•
rigin
al fi
gu
re(s
):
•
•
• dominant focus (the artist’s
•
•
point of view),
Sym
•
boli
c me
ssa
•
ge:
• four implied European
qualities (the artist’s
attitudes towards the
Europeans),
•
•
New
•
Fran
ce
•
24
• four implied Aboriginal
The
qualities (the artist’s attitudes towards
the Aboriginal people),
Criti
cal Th
inking
Coop
erativ
e
• symbolic message (the artist’s overall theme or message).
New France
9
The Critical Thinking Cooperative
Session Four
Blackline Master #9
Compile individual
interpretations
➤
As was done with the sharing of students’ interpretations of the
explicit message, divide students into five groups according to the
drawing studied and hand each group one copy of Blackline Master
#9. Ask the members of each group to share their findings with each
other and compile a composite data chart with the most plausible and
specific interpretations and supporting evidence.
Share interpretations
with class
➤
Invite each group to share its composite findings with the class. You
may want to use a different format from the one selected for sharing
the explicit message. If an oral presentation is preferred, prepare an
overhead transparency for each picture study (Blackline Masters
#3–7); if a written summary is preferred, enlarge a copy of each
drawing to ledger size (11 x 17) and post them around the classroom
next to each group’s composite chart. Encourage the rest of the class
to decide whether they agree with the interpretations and evidence
provided. Invite students to offer additional or alternative suggestions.
You may want to reveal the titles of Jefferys’ drawings at this time:
Picture study
#2: Cartier meets the Indians of the St. Lawrence, 1535
#3: Samuel de Champlain trading with Natives, early 17th century
#4: Champlain taking an observation with the astrolabe, on the
Ottawa, 1613
#5: Etienne Brûlé at the mouth of the Humber, 1615
#6: Radisson meets the Indians in a winter camp, 1660
Session Five
Introduce an
Aboriginal perspective
New France
➤
Blackline Masters #2, 10–13
Display the overhead transparency of Picture study #1 (Blackline
Master #2). Invite students to consider how the Aboriginal people
might have viewed their early encounters with missionaries. As
students offer their initial suggestions encourage them to imagine the
scene as Aboriginal people living at the time might have seen it. You
may want to explain that this attempt to place oneself in the shoes of
people who lived in the past is referred to as historical empathy.
Trying to empathize—to see things from the perspective of someone
else—is difficult even when the person is alive. Historical empathy
is especially difficult because we know much less about the people
and because life in the past was probably different in ways we can
only imagine. Ask students to recall when point of view was
introduced in an earlier session. One of the examples suggested was
to imagine a sporting event seen from the perspective of the home
team versus the opposing team. People who are sports fans have an
easier time imagining how the other side feels when a goal is scored
against their team, since they have had very similar feelings. On the
other hand, people who are not sports fans often cannot understand
10
historical empathy
The Critical Thinking Cooperative
how anyone could get so excited (happy or upset) by a goal being
scored. If we have not experienced the event ourselves, we must try
to imagine what it is like by drawing from other experiences that we
might have had. For example, someone who is not a sports fan might
be helped in understanding how it feels to see a home team lose an
important game by connecting it to feelings the person had when,
say, a long-awaited dream vacation or special gift was suddenly
withdrawn. Invite students to suggest events they may have personally
experienced that may be similar (in some respects) to the Aboriginal
peoples’ early encounters with missionaries (e.g., the first day in a
new school, trying to understand someone who speaks in a foreign
language, meeting someone who tries to convince you about
something that seems very odd).
Share background
information
➤
To help students imagine what the
Aboriginal experience of missionaries
might have been, read to them or
display on the overhead projector a
copy of Missionaries in New France
(Blackline Master #10). Ask students
to use this information to suggest
possible perspectives. If needed,
pose the following questions to
stimulate their thinking:
• Would Aboriginal people
understand what the cross
meant?
Miss
iona
ries in
New
Fran
ce
Frenc
h
and li missionar
ve
ie
For m in Abori s first bega
ginal
any A
comm n to move
their
first co boriginal
peop unities arou among
Ojibw
nt
le,
nd 16
a init act with
Europ missionar
15.
ially
sohe,”
ies
ca
ea
wood which mea lled the Fre ns. In fact were
, the
over
ns “m
nch “W
their
were
en
awho
he
no
wave mit-igeffect t well like ads.” The
a piec
se ea
iv
d, no
e of
rly
r
Chris e in conv
erting were they missionar
tianit
y.
ie
partic
A
New
Franc However boriginal
ularly s
, th
e
pe
Chris
tianit believed th e Europea ople to
y an
Europ
at Abo
n le
ean in d to Eur
rigina aders in
op
missi
te
l
ea
re
co
sts
n cult
on
ure w nversion to
around aries bega in the fur
as ce
tr
n
comm 1635. Dur arriving ade. Jesuit ntral to
in
in
un
epidem ities wer g this peri great num
e
bers
od
in
ic
s, al
fect
Abo
missi
onarie most cert ed with de riginal
ainly
s. Alt
of wit
brough vastating
ho
ch
Jesuit craft, and ugh they
t by th
suspec
s,
ese
persec
the m the Abori
te
is
ginal uted and ki d the Jesu
peop
their sionaries
its
lled so
le
ou
gr
good owing de t entirely did not ki me
pend
,
ll
s.
pe
or
rh
dr
ence
on Eur aps becaus ive
e of
opean
trade
Black
line
Maste
r #10
• What relationship might
Aboriginal people see
between the cross and
the diseases that were
newly introduced?
New
Fran
ce
• What theories might
25
Aboriginal people have about
how the missionaries came to their land?
The
Criti
cal Th
inking
Coop
erativ
e
• Would all Aboriginal people feel the same way about the
missionaries? Who might be more or less interested in the
missionary message?
New France
11
The Critical Thinking Cooperative
____
____
____
____
____
____
____
____
____
____
____
____
__
Rein
re st
terpr
udy
# ____
eting
____
____
the d
____
rawin
Cha
g
nge
in
s
t focu
s
inan
reinte
Dom
mad
itial
line
Maste
r #11
e
Reaso
rpre
Black
ted
•
ns fo
r ch
ang
e
•
s
•
initia
•
•
l
reinte
•
rpre
ted
•
•
•
es
•
initia
al Q
uali
ti
rigin
Abo
• European qualities (e.g., ac-
•
•
•
l
reinte
rpre
ted
•
•
•
age
•
initia
•
l
•
Sym
boli
c me
ss
tive, bold determined, charismatic);
passive, attentive, awed,
being influenced);
____
•
preaching about Christianity to a
group of attentive Aboriginal
people);
• Aboriginal qualities (e.g.,
e:
Pictu
Euro
• dominant focus (e.g., a missionary
Nam
litie
Organize the class into pairs (or threesomes)
and distribute one copy of Reinterpreting
the drawing (Blackline Master #11) to each
group. Review with the class the
inferences developed earlier about the
drawing. Ask students to record these
answers (see suggestions below) under
the “initial” heading in each box:
qua
➤
pean
Re-interpret the
missionary picture
reinte
rpre
ted
•
•
New
Fran
•
ce
• symbolic message (e.g., bringing
•
26
The
Criti
cal Th
inking
Coop
erativ
e
salvation to the Natives).
Each group is to reinterpret the event from an Aboriginal perspective
and to provide reasons for their choices. Students are not to redraw
the picture, but simply brainstorm and record their thoughts under
the “reinterpreted” heading in each box on Blackline Master #11.
You may need to help students imagine how the “dominant focus” of
the drawing would change when viewed from an Aboriginal
perspective (e.g., in Picture study #1, most of the Aboriginal people
might be packing trade goods rather than listening to the missionary,
who might be seen off to the side of the picture; alternatively, the
group might be teasing the missionary more than listening to him).
Share
reinterpretations
New France
➤
When all groups have completed the chart, invite a few students to
share their interpretations with the rest of the class. Use this
opportunity to help students see that an effective re-interpretation of
an event should be consistent with the historical facts, specific and
empathetic (i.e., sensitively represents how Aboriginal people might
have viewed this experience).
12
criteria for
historical
interpretation
The Critical Thinking Cooperative
Introduce
the “reinterpret”
challenge
➤
Present the second critical challenge:
Reinterpret the assigned picture from a different point of view.
Ask students to work in pairs. Distribute one
of the six pictures to each group. Also
distribute to each pair a copy of Background
to the drawings (Blackline Master #12A–
B). This briefing sheet offers a context
for each of the Europeans in the Jefferys
drawings to assist students in imagining
the Aboriginal peoples’ reactions to
each. Just as was done with the
missionary drawing, students are to
explain
and
justify
the
reinterpretation of their assigned
drawing using the data chart
(Blackline Master #11) to record
their ideas.
familiarity with
the context of
thedrawings
Back
grou
nd to
The A
bo
inform riginal pe
oples
ation
early
were
abou
Black
t th
E
a
line
accept uropean ex e local ge valuable
Maste
sour
pl
ed Eur
ograph
r #12A
provid
opeans orers and
y and ce of
ing tr
in
to thei settlers. A landscap
ade go
Europ
ho
e
r
bo
eans
fo
st
tr
od
ri
ile
ad
r
s an
gina
in
. He
likew
own
sons,
kidnap
ise in d often fo g networks l people
netw
as
orks
cluded
od
ped D
furs th
by
the A well as se
on
Abori and transp
at Abo of intern
naco
bo
ve
ationa
gi
beads
or
rigina
Cartie riginal ho n other m na and (a
l trad nal people tation.
(t
gain)
st
r
embe
e by
decora hought to l people tr
into th
his tw
rs
exch
colony brought w ages died
ap
have
tive ob
. In hi of their
ith hi
—
spiritu ped for m anging th eir
Abori
jects.
band o
m
s
and ag settlers,
et
gi
al
e
. All
anim the founda third jour
ricultu
Amer nal people Europeans value) an al goods,
ney,
al
fr
tions
s
re
gu
om sc
ic
d
and th
had a
who
ns,
of a Fr 1541,
urvy . Fifty of
ways an conditi
e tool
went other
lo
t
pe
to
en
an
th
on
of
out to
s for
ople,
le
constr ch
hostile d another e settlers
“in th life includ s, and ofte arn abou
trade
their
di
35 w
t Nor
e
with
n chos
ing ta
to Car
lands.
ere ki ed over th uction
th
cerem custom of
king
e
tie
to
lled by
France
r’
Cartie
e
ad
an
th
on
r and s attitude
.
Abori winter
Abori ies). Tra e country” Aborigina opt Abori
to
the su
ginal
gi
di
gi
l
rvivin their peop
trader nal groups ng domin without C wife (usu nal
g settl
le
ated
s
Samue
,
relatio hristian m ally
ers re and
French competin with both
arriag
turned
ns am
g for
Cham l de Cham
e
their British an
ong
to
amm provided
pl
pl
assi
d Fr
un
th
Pictu ain tradin ain (Pictu
re
and ot ition to ga e Iroquois stance. T ench fur
g
re
he Eng
in co
and H
the as study #4: with Nativ study #3
her co
nt
: Sa
than
trolab
C
es, ea
warfa nflict incr rol of incr uron with lish and
rly 17 th muel de
e, on hamplain
eased
guns
re, de
eased
th
ta
little
e Otta
ki
ce
and
vast
as a re
trade,
immun
wa, 16 ng an obse ntury;
Samue
sult.
and w
ity to ated Abo
rvatio
13)
l de C
Dis
ars
rigi
Europ
in 16
n with
hampl
Jacq
ean ge nal popu ease, rath
03
ues
er
lations
rms.
in wha , returnin ain arrived
Indian Cartier
who
g the
at the
t is no
(Pictu
s of th
had
ne
es
xt
St
w
tablis
re stud
e St.
hed a Nova Scot year to es . Lawrenc
Lawre
y #2:
Fr
e
ta
tradin
ia. In
ench
River
blish
nce, 15
Cartie
Jacque
r mee
35)
proved settlemen g post at Q 1608, Cha a settlem
s
ts the
t in C
ent
survey Cartier le
anada. uebec, the mplain
ft
year. too harsh
ing L
fi
an
God
abrado France fo
Like
ga
r Am
Cartie d 20 of th Once agai rst perman
land
r—w
erica
n the
now
ent
a spot ve Cain”
r, Cha
e 28
hich
cl
in
he
w
m
he
aimed
mplai
recogn
on G
inter
en di
1534
explor
descri
aspé
ed in
n belie
posses
. Aft
fo
iz
be
ed
r
ed
Fr
d
he
th
er
the fi
th
might
as “the
si
an
ve
rst
On re on of the raised a 30 e Gulf of
bring e advantag ce. Unlik d that he
land
St. L
tu
la
was on
-foot
to Fr
that
awre
ance. es that favo e Cartier,
Chief rning to Fr nd in the
cross
Cha
na
and cl nce. At
D
ance
urable
Cham
he to me of the
Quebe onnacona
aimed
trade mplain
pl
ok
K
of St
c). T
relatio
Abori ain relied
adacon with him ing of Fr
with
he tw
ns
gi
he
ance.
him to
o
tw
a
explor nal people avily on
the St
Canad sons surviv (the future o sons of
in
s. In
er who
.L
a the
ed th
fact, formation
own
used
e voya site of
Donna awrence
fo
map
he
ob
to Qué llowing
co
accura s and jo Aborigina was the fi tained fr
year. ge and re
site of na, then
bec, re
om
ur
l acco
rst Eur
cy
turned
Car
travel
Montr
turnin
unts
allianc of his w nals allow
opean
ing
societ
and
éal).
g the tier sailed
in
ri
es
y
two so
He fo as far as
up
him an with cert ting. Cha g him to im maps in
winte there. W
H
und a
ns to
hi
m
ai
d
he
r,
larger ochelaga
ensuri his peop n Aborigi plain also prove the s
(t
to Car trouble ar n Cartier
le, m
belie
ng th
return , more pros he future
ose be
tier’s
aking nal groups
ved th
at
pe
Fr
rm
ed
tw
land.
failure
ance
an
to Stad perous
een th
would trade for fu would be at
C
know ent colony
acon
nefit
protes artier built to recogniz e two cu
rs easi
ledge
in New be able
ltures, a to
ts. A
e
er
a
an
D
to
in
fo
an
on
la
d
rt in th
esta
France
lthou
d
due in
Cartie
nd,
expert
nacona
gh
e
. In ex blish a
r’
ise in
pa
Algon Champlai
surviv s men thro Donnaco area desp ’s rights to rt
ex
ch
n
quin
na
ite
e
ugho
in thei provided panding th ange for
ut the gave cons Donnaco his
killed both the
milita
e fur
r conf
cold
na
iderab
off so
tr
ry as
licts
tempe winter—
sistan ade
me of
le he ’s
with
helpin
rature
lp
ce
th
the m
to
e
to
g th
s an
Iroquo
the
en—
is.
Cartie d the scur em to
r’s at
New
titude vy that
Fran
ce
remai
ned
the d
rawin
gs
27
Draw the
reinterpretation
Revisit students’
initial impressions
➤
➤
OPTIONAL: Display an overhead
transparency of Jacques Cartier erects a
cross (Blackline Master #13) comparing
the perspective in this drawing by
George Reid with Jefferys’ rendering
of the meeting in Blackline Master
#3. Ask students to select a drawing
they have not analysed (excluding
Blackline Master #3) and sketch a
re-interpretation of the drawing,
portraying the same event but
from an Aboriginal point of
view.
New
Fran
The
Draw
ing by
(Natio
Georg
nal A
e Agn
rchive
ew R
s of C
eid
anad
a, C-0
9699
cal Th
inki
Black
line
Maste
r #13
9)
ce
At the start of Session One,
students were asked to write
a paragraph on their impressions of the
early encounters between Europeans and Aboriginal
people. Ask students to review what they wrote and to record
beneath this paragraph three or four ways in which their impressions
have changed. (If their impressions have not changed, students should
record three or four pieces of new information they have acquired that
support their initial impressions.)
29
The
New France
Criti
ng Co
oper
Jacq
ative
ues C
artie
r ere
cts a
cross
13
Criti
cal Th
inking
Coop
erativ
e
The Critical Thinking Cooperative
Evaluation
Assess the “explicit”
interpretations
➤
Blackline Master #14–16
Assess students’ interpretation of the
drawing’s explicit message as recorded
in Deciphering the explicit message
(Blackline Master #8) using the rubric
found in Assessing the explicit
message (Blackline Master #14).
According to this rubric the task is
worth 15 marks and is assessed
on three criteria:
➤
____
____
____
____
____
____
____
____
____
____
____
____
__
Asse
ssing
the
expli
cit m
essa
ge
TOTA
L
/ 15
Assess students’ interpretation of the drawing’s
implicit message as
recorded in Deciphering
the implicit message
(Blackline Master #9)
using the rubric found in
Assessing the implicit message
(Blackline Master #15). According to this rubric the task is worth
10 marks and is assessed on two
criteria:
Nam
Fran
____
____
____
____
____
____
____
____
____
____
____
____
____
__
Asse
ssing
the
ce
5
L
/ 10
e:
____
____
____
____
____
____
____
____
____
____
____
____
____
__
Asse
ssing
the
New
impli
cit m
essa
ge
TOTA
Nam
Assess students’ reinterpretation of the drawing from an Aboriginal
perspective as recorded in
Reinterpreting the drawing (Blackline Master #11)
using the rubric found in
Assessing the reinterpretation
(Blackline Master #16). According to this rubric the task
is worth 10 marks and is
assessed on two criteria:
e:
Use
th
marks e follow
for th ing ru
br
e an
swer ic to asse
s falli
ss
ng be the stud
twee
en
Black
n the t’s inte
line
rp
desc
Maste
riptor retation
r #15
of th
s.
Plau
e draw
si
Und
ing’s
infe ble
erdev
rence
impl
elop
ic
30Non
s
it
ed
messa
e
ge.
four of the in
A
ward
ques
fe
tions rences
interm
Com
for
are pl
edia
peten
Sup
ausibl theThe In
te
p
t
Crfe
e.
itire
evid orting
cal Th
es ki
ence
ques nc
1
r tw
ng
tions info
Little
oferth
are pl Cooop
Wel
at
is pr or no re
e
l dev
ausibl ive
ov
le
elop
e.
ques ided fo vant evid
In
ed
fere
r any
tions.
of th ence
ques nces for
3
e
tions
App
al
ro
are ve l four
releva ximatel
ry pl
y
ausibl
for ea nt eviden two piec
1
e.
Com
es of
ch of
ce ar
men
e
th
5
pr
e four
ts:
Fo
ov
ques ided ev ur or mor
tions.
iden
e
ce ar pieces
of
of
e
th
3
re
e four provid
ed fo levant
ques
r each
tions.
• plausible inferences;
• supporting evidence.
➤
____
5
New
Assess the
reinterpretations
e:
Use
th
marks e follow
for th ing ru
br
e an
swer ic to asse
s falli
ss
ng be the stud
Black
twee
en
n the t’s inte
line
rp
Maste
desc
riptor retation
r #14
of th
s.
Plau
e draw
si
Und
in
infe ble
er
g’
devel
s expl
rence
icit m
oped
s
Non
essage
e
W5 qu of the in
. Aw
ard in
estion ferenc
es
term
s are
Com
edia
Spec
peten
plau for the
te
if
sible.
Infere
t
infe ic
rence
ques nces for
1
s
The
tions
th
in
are pl ree of th
Wel
ques ferences
l
e
au
devel
W5
ti
sible.
oped
witho ons are for the W
In
fe
va
re
ut de
5
gue
tail.
and
ques nces for
3
Infere
tions
al
Sup
are ve l of the
p
ques nces for
W
evid orting
ry pl
tions
th
ence
ausibl 5
are sp ree of th
1
Little
e.
e W5
ecific
.
5
is pr or no re
In
ferenc
ov
le
ques ided fo vant evid
es fo
qu
r any
es
tions.
r al
tions
of th ence
are ve l of the
3
e W5
App
W
ry sp
ro
ecific 5
releva ximatel
.
y
for ea nt eviden two piec
1
es of
ch W
ce ar
e
5 qu
5
Four
estion provided
or m
.
evid
or
e
en
pi
Com
W5 qu ce are pr eces of
men
3
re
ts:
ovid
estion
ed fo levant
.
r each
• plausible inferences;
• specific inferences;
• supporting evidence.
Assess the “implicit”
interpretations
Nam
Fran
ce
Use
th
interm e follow
in
edia
te m g rubric
to
arks
for an assess
stud
swer
s falli ent’s re
Black
in
ng be
line
twee terpreta
Maste
tion
n the
r #16
of
desc
Emp
riptor the draw
athet
U
s.
ing fr
nder
infe
devel
om an
rence ic
o
Abo
ped
s
Non
rigina
e of
th
l
four
pers
e infe
qu
pect
renc
ive.
the ne estion
es fo
Com
Awar
w pe s are se
r the
peten
d
rspe
Infere
t
ctive. nsitive to
Sup
p
ques nces for
evid orting
tions
two
ence
ne
of
ar
1
W
w pe
e
the
ell d
Little
rspe sensitiv
evel
ctive.
e to
o
prov or no re
ped
Infere
the
levant
id
ques ed31
fo
ques nces for
tions. r any of evidence
ti
all fo
the
the ne ons are
is A
3
very ur
ppro
w pe
sens
rspe
releva ximatel
ctive. itive to
y tw
nt ev
o
fo
1
Th
pi
id
r each e Cr ence
ec
Com
men
of thitical Thare pr es of
ts:
5
e four inkingovid
Four
ed
or m
ques Coop
ore pi
tions. eratev
iv iden
ofeth ce are pr eces of
3
rele
e four
ov
ques ided for vant
tions.
each
reint
erpre
tatio
n
5
TOTA
L
/ 10
• empathetic inferences;
• supporting evidence.
New
Fran
ce
32
The
New France
14
Criti
cal Th
inking
Coop
erativ
e
The Critical Thinking Cooperative
Extension
Interpret
other pictures
➤
Later in the unit or in other units, use the notions of the explicit and
implicit message and the accompanying data charts to interpret
pictures in the textbook or in other sources.
References
“The Explorers” site of the Virtual Museum of New France (Canadian Museum of Civilization) contains maps, drawings and
background on Cartier, Champlain, Brûlé, Radisson and a dozen
other explorers of New France. See:
http://www.civilization.ca/vmnf/explor/explcd_e.html
Werner, Walt. (2002). Reading visual text. Theory and Research in
Social Education, 30 (3).
This article, which explains many orientations to reading visual
images, was the basis for the discussion of explicit and implicit
interpretations.
New France
15
The Critical Thinking Cooperative
Blackline Master #1
Early contact in North America
A number of ancient civilizations existed in North
America before the arrival of Europeans. Most of
these societies were based on hunting, gathering
and farming. There were twelve different
linguistic groups throughout what is now known as
Canada, suggesting the existence of Aboriginal
groups that were as different from each other as
ancient Anglo-Saxons and Arabs. These groups
shared a number of characteristics, most notably a
reliance on war, trading and kinship and a working
relationship with both the spirit world and the
environment. The groups differed in their religious
beliefs, forms of transportation, housing and social
structures.
Although the first explorers were looking for a
quick trade route to the Orient, after the
Spanish discovered huge silver deposits in
Central America, North America became a
target in itself for those hoping to get rich.
Although neither silver nor gold was found at
this time in the area that became Canada, the
abundance of fish, furs and later wheat and
timber made the area attractive.
•
These groups were brought into contact with
societies across the Atlantic as a direct result of
one incident: in 1490 Constantinople fell to the
Turks. Because trade routes to the Orient were
now blocked, Europeans needed a new route for
transporting the valuable goods they had come to
rely on. In 1492, Christopher Columbus, searching
for a new route to the Orient, was the first
European to arrive in what we now know as
America.
Christianity—the opportunity to spread the
Christian faith to the Aboriginal populations.
As trade and knowledge of the land across the
ocean increased, many Europeans saw these
“new” lands in religious and spiritual terms.
Europe was deeply religious in the 16th and 17th
centuries, and many Europeans thought that
God was leading their people to the “promised
land,” directing them to a place where they
might save the souls of people who had not
heard of God or Jesus Christ. The French
government believed that missionaries were
needed to convert and “civilize” Aboriginal
peoples.
Over the next fifty years, Portuguese, French,
Spanish and British travellers arrived on the shores
of America, spurred on by three motives—
curiosity, commerce and Christianity (the “3C’s of
exploration”):
•
Curiosity—the opportunity to learn about the
world. The desire to learn, creativity and
rational inquiry were replacing an
unquestioning belief in the status quo (“the
world as it is”) in the social and intellectual
movement of the Renaissance. This greater
openness to new ideas, explanations and
experiences encouraged early exploration.
•
Commerce—the opportunity to make money
through the trade of valuable resources.
New France
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The Critical Thinking Cooperative
Name:
Blackline Master #2
______________________________________________________
Picture study #1
Drawing by C.W. Jefferys
(National Archives of Canada, C-5855)
Reproduced with permission of the National Library of Canada
New France
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The Critical Thinking Cooperative
Blackline Master #3
Picture study #2
Drawing by C.W. Jefferys
(National Archives of Canada, C-70256)
New France
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The Critical Thinking Cooperative
Blackline Master #4
Picture study #3
Drawing by C.W. Jefferys
(National Archives of Canada, C-103059)
http://www.canadianheritage.org/reproductions/20049.htm
New France
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The Critical Thinking Cooperative
Blackline Master #5
Picture study #4
Drawing by C.W. Jefferys
(National Archives of Canada, C-73632)
New France
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The Critical Thinking Cooperative
Blackline Master #6
Picture study #5
Drawing by C.W. Jefferys
(National Archives of Canada, C-73635)
New France
21
The Critical Thinking Cooperative
Blackline Master #7
Picture study #6
Drawing by C.W. Jefferys
(National Archives of Canada, C-73423)
The Critical Thinking Cooperative
22
New France
Name:
Blackline Master #8
______________________________________________________
Deciphering the explicit message
Picture study # ________________
Evidence
Why?
When?
Where?
What?
Who?
Inferences
New France
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The Critical Thinking Cooperative
Name:
Blackline Master #9
______________________________________________________
Deciphering the implicit message
Picture study # ________________
Evidence
Inferences
Dominant focus:
❑ Aboriginal perspective
•
❑ European perspective
•
❑ balanced perspective
•
•
Qualities of the European figure(s):
•
•
•
•
•
•
•
•
Qualities of the Aboriginal figure(s):
•
•
•
•
•
•
•
•
Symbolic message:
•
•
•
•
New France
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The Critical Thinking Cooperative
Blackline Master #10
Missionaries in New France
French missionaries first began to move among
and live in Aboriginal communities around 1615.
For many Aboriginal people, missionaries were
their first contact with Europeans. In fact, the
Ojibwa initially called the French “Wa-mit-igsohe,” which means “men who wave a piece of
wood over their heads.” These early missionaries
were not well liked, nor were they particularly
effective in converting Aboriginal people to
Christianity. However, the European leaders in
New France believed that Aboriginal conversion to
Christianity and to European culture was central to
European interests in the fur trade. Jesuit
missionaries began arriving in great numbers
around 1635. During this period Aboriginal
communities were infected with devastating
epidemics, almost certainly brought by these
missionaries. Although they suspected the Jesuits
of witchcraft, and persecuted and killed some
Jesuits, the Aboriginal people did not kill or drive
the missionaries out entirely, perhaps because of
their growing dependence on European trade
goods.
New France
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The Critical Thinking Cooperative
Name:
Blackline Master #11
______________________________________________________
Reinterpreting the drawing
Picture study # ________________
Changes made
Reasons for change
Dominant focus
initial
•
•
•
European qualities
initial
Aboriginal Qualities
•
reinterpreted
reinterpreted
•
•
•
•
•
•
•
•
initial
reinterpreted
•
•
•
•
•
•
•
•
Symbolic message
initial
•
•
reinterpreted
New France
•
•
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The Critical Thinking Cooperative
Blackline Master #12A
Background 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.
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.
Samuel de Champlain (Picture study #3: Samuel
de Champlain trading with Natives, early 17th
century;
Picture study #4: Champlain taking an observation
with the astrolabe, on the Ottawa, 1613)
Jacques Cartier (Picture study #2: 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 30-foot 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 Québec,
New France
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
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The Critical Thinking Cooperative
Blackline Master #12B
recognized the advantages that favourable trade
relations might bring to France.
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.
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.
Étienne Brûlé and Pierre-Esprit Radisson
(Picture study #5: Étienne Brûlé at the mouth of
the Humber, 1615)
(Picture study #6: Radisson meets the Indians in a
winter camp, 1660)
For maps, drawings and additional information on
each of these four explorers and on other New
France adventurers access “The Explorers” site at
the Virtual Museum of New France (Canadian
Museum of Civilization):
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.
http://www.civilization.ca/vmnf/explor/
explcd_e.html
Pierre-Esprit Radisson came to New France around
1651. 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
New France
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The Critical Thinking Cooperative
Blackline Master #13
Jacques Cartier erects a cross
Drawing by George Agnew Reid
(National Archives of Canada, C-096999)
New France
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The Critical Thinking Cooperative
Name:
Blackline Master #14
______________________________________________________
Assessing the explicit message
Use the following rubric to assess the student’s interpretation of the drawing’s explicit message. Award intermediate
marks for answers falling between the descriptors.
Plausible
inferences
Specific
inferences
Underdeveloped
Competent
None of the inferences for the
5W questions are plausible.
Inferences for three of the 5W
questions are plausible.
1
3
The inferences for the 5W
questions are vague and
without detail.
Inferences for three of the 5W
questions are specific.
1
Supporting
evidence
Little or no relevant evidence
is provided for any of the 5W
questions.
Well developed
Inferences for all of the 5W
questions are very plausible.
5
Inferences for all of the 5W
questions are very specific.
3
5
Approximately two pieces of
relevant evidence are provided
for each 5W question.
Four or more pieces of relevant
evidence are provided for each
5W question.
3
5
1
TOTAL
/ 15
Comments:
New France
30
The Critical Thinking Cooperative
Name:
Blackline Master #15
______________________________________________________
Assessing the implicit message
Use the following rubric to assess the student’s interpretation of the drawing’s implicit message. Award intermediate
marks for answers falling between the descriptors.
Underdeveloped
Plausible
inferences
None of the inferences for the
four questions are plausible.
Competent
Inferences for two of the
questions are plausible.
1
Supporting
evidence
Little or no relevant evidence
is provided for any of the
questions.
Well developed
Inferences for all four
questions are very plausible.
3
5
Approximately two pieces of
relevant evidence are provided
for each of the four questions.
Four or more pieces of relevant
evidence are provided for each
of the four questions.
3
5
1
TOTAL
/ 10
Comments:
New France
31
The Critical Thinking Cooperative
Name:
Blackline Master #16
______________________________________________________
Assessing the reinterpretation
Use the following rubric to assess student’s reinterpretation of the drawing from an Aboriginal perspective. Award
intermediate marks for answers falling between the descriptors.
Underdeveloped
Empathetic
inferences
Supporting
evidence
None of the inferences for the
four questions are sensitive to
the new perspective.
Competent
Inferences for two of the
questions are sensitive to the
new perspective.
Well developed
Inferences for all four
questions are very sensitive to
the new perspective.
1
3
5
Little or no relevant evidence is
provided for any of the
questions.
Approximately two pieces of
relevant evidence are provided
for each of the four questions.
Four or more pieces of relevant
evidence are provided for each
of the four questions.
1
3
5
TOTAL
/ 10
Comments:
New France
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The Critical Thinking Cooperative