New+France+-+The+King's+Daughters



** Unit Plan - History through Drama Grade 7: New France

Les Filles du Roi OR The King's Daughters

HOME TO HOME ** toc

=Ontario Curriculum Expectations=


 * History: Grade 7 – New France

Students will …

__Overall Expectation__: … outline the reasons why settlers came to New France; identify the social, political, religious and economic factors that shaped the colony; and describe how settlers and fur traders interacted with the First Nation peoples

__Specific Expectations__: …explain why people came to live in New France (e.g. for the land, for military reasons, for the fur trade, for religious reasons) and describe the impact of European immigration on First Nation settlements …identify and explain examples of conflict and cooperation between the French and First Nation peoples (e.g. with respect to the fur trade, religion and culture, military alliances/conflicts) and between the French and English fur traders (e.g. competition between the North West Company and the Hudson’s Bay Company) …analyse, synthezie and evaluate historical information from different points of view (e.g. First Nation peoples’ ideas about sprirituality and Jesuit ideas about religion) …compare the attractions and drawbacks for French Canadians in choosing life on a farm versus life in the church or in the woods (e.g. as an //habitant//, a Jesuit priest, an Ursuline nun, a //coureur du bois//, a //fille du roi//) || The Arts: Grade 7 – Drama

Students will…

__Overall Expectation__: … apply the creative process to process drama and the development of drama works, using the elements and conventions of drama to communicate feelings, ideas and multiple perspectives …apply the critical analysis process to communicate feelings, ideas and understandings in response to a variety of drama works and experiences

__Specific Expectations__: …engage actively in drama exploration and role play, with a focus on examining multiple perspectives related to current issues, themes, and relationships from a wide variety of sources and diverse communitites …plan and shape the direction of the drama by working with others, both in and out of role, to generate ideas and explore muliple perspectives …construct personal interpretations of drama works, connecting drama issues and themse to their own and others’ ideas, feelings and experiences ||

=Subtask 1 - Reasons to Leave=

__History __: - Knowledge and Understanding: explain why people came to live in New France __Drama __: - B1.1 & B1.3 __Social Skills __: Works Independently, Teamwork, Organization, Work Habits/Homework, Initiative
 * Learning ****Expectations **

Blurbs for the groups outlining who their specific group is (ie. a farm family who is starving, an upper class family whose name has been disgraced) See appendix.
 * Materia ****<span style="font-family: "Palatino Linotype","serif"; font-size: 11pt;">ls **

<span style="font-family: "Palatino Linotype","serif"; font-size: 11pt;">Students think about their family/ ancestors and reasons for them to come to Canada and reasons for people today to come to Canada <span style="font-family: "Palatino Linotype","serif"; font-size: 11pt;">Step back in time: 5/6 groups: each group works with a different scenario (blurb): e.g.: o <span style="font-family: "Palatino Linotype","serif"; font-size: 11pt;">Wealthy family, high regard, 3 daughters, 2 are married o <span style="font-family: "Palatino Linotype","serif"; font-size: 11pt;">Family that once had a very high esteem, youngest daughter is 14 years old o <span style="font-family: "Palatino Linotype","serif"; font-size: 11pt;">Known and respected family, youngest daughter caused a scandal o <span style="font-family: "Palatino Linotype","serif"; font-size: 11pt;">Group of people living and working in a brothel o <span style="font-family: "Palatino Linotype","serif"; font-size: 11pt;">Representatives from the local orphanage o <span style="font-family: "Palatino Linotype","serif"; font-size: 11pt;">Etc. <span style="font-family: "Palatino Linotype","serif"; font-size: 11pt;">What are the push factors that force you to act the way you do? Who has to leave and why? Come up with a story! You will have to speak. (Each person in the group needs to adopt a role.) <span style="font-family: "Palatino Linotype","serif"; font-size: 11pt;">The teacher will step into role as a representative of the King. They should create the atmosphere of a town hall meeting, or town square meeting, where their families and their daughters will be evaluated. The goal is to get the groups to walk through their reasons for sending a daughter away. The family and the woman should speak for herself. <span style="font-family: "Palatino Linotype","serif"; font-size: 11pt;">This will be followed up by a debrief and a guided writing in role. Students will have to reflect on what it felt like to make these decisions, and the experience of the interview process.
 * Content / Activity **<span style="font-family: "Palatino Linotype","serif";">(Creating effective learning: mental set, body and conclusion) <span style="font-family: "Palatino Linotype","serif"; font-size: 11pt;">
 * <span style="font-family: "Palatino Linotype","serif"; font-size: 5pt;"> <span style="font-family: "Palatino Linotype","serif"; font-size: 11pt;">Push & Pull Factors:
 * **<span style="font-family: "Palatino Linotype","serif"; font-size: 11pt;">Role Play **<span style="font-family: "Palatino Linotype","serif"; font-size: 11pt;">:
 * **<span style="font-family: "Palatino Linotype","serif"; font-size: 11pt;">Storytelling in Role **<span style="font-family: "Palatino Linotype","serif"; font-size: 11pt;">:

=Subtask 2 - Preparing for the Journey=