SOCIAL STUDIES 9 UNIT IV (LG #11-15) "IMPERIALISM ...

SOCIAL STUDIES 9
UNIT IV (LG #11-15)
"IMPERIALISM, COLONIALISM & MERCANTALISM"
LEARNING GUIDE #11
"Imperialism & the Early Explorers"
LEARNING OUTCOMES:
analyse the relationship between Aboriginal people and Europeans and
explain the role of each in the development of Canada
analyse effects of colonialism on trade and conflict
define colonialism, imperialism, and nationalism
REFERENCES & MATERIALS:
Crossroads: A Meeting Of Nations Text p.211-221
Additional Video Resource in Library Canada: A People's History Episode 1b
(#952) 0:00-30:00 min
EVALUATION:
Activity #1 Seminar / Fish-Bone Timeline
Activity #2 English Exploration and Conquest of Newfoundland
Activity #3 French Exploration
Assessment Task North American Exploration Venn Diagram /50
Activity 1: Seminar / Fish-Bone Timeline
A. SEMINAR- we will discuss:
Reasons for exploration (Trade routes to Asia)
Early explorers (Vikings, Cabot, Cartier, Champlain)
Colonization, Nationalism and Imperialism (New France, New England,
Spain & Portugal)
B. As part of the seminar create a timeline of the early explorers. Use the
fishbone timeline template provided by your teacher.
1000 Arrival of Leif Erikson in Vinland
1014 Freydis Eriksdotter leads an expedition to Vinland
1497 Cabot sails to Newfoundland
1534 Jacques Cartier makes first voyage to Canada
1583 Humphrey Gilbert claims Newfoundland for England
1608 Champlain founds the habitation at Quebec
1629 Kirke captures Quebec
1630 Destruction of the Huronia Missions
FKSS Nov. 2008

Activity 2: English Exploration and Conquest of Newfoundland
A. Create Explorer trading cards on John Cabot and Humphrey
Gilbert. Use internet resources and text.
Include the following information:
• Nationality
• Personal History
• Who each worked for
• What was the mission
• The name of ship(s)
• When and Where they went
B. In a brief paragraph describe what other part of North America the
British explored and colonized?
Activity 3: French Colonization
A. Jacques Cartier
Answer the following question as a paragraph after reading about
the exploration of the St. Lawrence region by Cartier (p221-223).
What social values would have led Jacques Cartier to kidnap the
sons of his Iroquois host at the Gaspe Peninsula and take them to
Europe?
B. In point form, summarize Champlain’s reasons for exploring
Canada and his successes and failures in Canada. What are your
criteria for determining whether something was a success or
failure?
Assessment Task: North American Exploration Venn diagram
Compare and contrast the reasons for both the French and English
exploration using a Venn.
What were the British looking for? What were the French interested in?
How did the French and British approaches to the New World differ?
Please Return to the Kiosk when finished for Recycling
FKSS Nov. 2008

LEARNING GUIDE #12
"Colonization & New France"
LEARNING OUTCOMES:
describe daily life in Aboriginal communities, New France, and British North
America
assess how identity is shaped by a variety of factors, including: family,
gender, belief systems, ethnicity, nationality
explain the role of Aboriginal people in the fur trade and in the exploration of
North America
define colonialism, imperialism, and nationalism
REFERENCES & MATERIALS:
Crossroads: A Meeting Of Nations Text p.229-237
Resource Package
Additional Video Resource in Library Canada: A People's History Episode 2
(#953) 24:50-59:00 min
EVALUATION:
Activity #1 Seminar: Life in New France Jigsaw Activity
Activity #2 First Nations & Fur Trade
Activity #3 Mercantilism
Assessment Task Group Presentation /50
Activity 1: Seminar: Life in New France
During this seminar you will learn about various aspects to life in New France,
Commercialism, Catholicism and Colonisation.
Activity 2: First Nations & the Fur Trade
Answer the following questions in full sentences. Do not copy out the question –
try and include the question as part of your answer.
1) Which fashion in Europe made the fur trade so profitable?
2) What was the role of the coureurs de bois?
3) The French walked into the middle of a war that was going on between the
Algonkians and Montagnais and the Iroquois? What impact did the
French have on this dispute? (p. 228 “Champlain Chooses Sides” will help
you)
FKSS Nov. 2008

Activity 3: Mercantilism
EXAMINE DIAGRAM: FRANCE & COLONIZATION/MERCANTALISM
• define Colonialism & Mercantilism (use the Index to look up the page
references)
Look at the diagrams on page 236 & page 237. Explain how France
benefited from Colonialism & Mercantilism. (Figure 8-16 the Triangle Trade)
Use the internet as a resource.
Assessment Task: Group Presentation
You may do this individually. We encourage you to do this assignment as a
group project. In a group of no more than three students choose one of the
following topics. Only one group in your class can present on each of these
topics. The first group with all formative work done will choose topics first.
Jesuits
Filles du roi
Colbert
Seigneurs
Coureur de bois
Bishop Laval
King Louis XIV
Jean Talon
Frontenac
Habitants
FKSS Nov. 2008

LEARNING GUIDE #13
"The 7 Years War 1754-63"
LEARNING OUTCOMES:
assess how economic systems contributed to the development of early
Canada
define colonialism, imperialism, and nationalism
analyse factors that contribute to revolution and conflict
REFERENCES & MATERIALS:
Crossroads: A Meeting Of Nations Text p.245-248
Additional Video Resource in Library Canada: A People's History Episode 4a
(#956) 5:00-55:00 min
Additional Video Resource in Library Canada: A People's History Episode 4b
(#957) 0:00-46:00 min
EVALUATION:
Activity #1 /10 Seminar
Activity #2 /40 Self Directed Unit
Total 50
ACTIVITIES:
Activity 1: SEMINAR
• Background to the 7 Years War, the battles, Plains of Abraham
(Wolfe/Montcalm). Watch Videos in the library or in class.
Proclamation Act 1763 Intolerable Acts Quebec Act 1774
American Rev1776 Loyalist Migration Constitutional Act 1791
Activity 2: Self Directed Unit: For this unit you have the following 4 choices.
Choose one of the four and discuss your choice and how your method of
presentation with your teacher before going ahead with your assignment.
• Investigate the life of James Wolfe. Should he be remembered as
the heroic general of the Battle of the Plains of Abraham or simply a
fortunate historical figure?
• Vaudreuil vs. Montcalm. Was the rivalry between these two the
reason that the French were defeated? Explain in detail with
historical reference.
• Find a map of Quebec City and the St. Lawrence. Describe why
this would be an ideal spot for the French to build a fortress and
why the British had such difficulty conquering it.
FKSS Sept 2008

• The Battle of the Plains of Abraham was only one battle in a long
war between the English and the French. Describe the causes and
outcomes of the Seven Years War in North America.
Students will need to show evidence of research, note taking and include a
bibliography with this assignment. Do not use Wikipedia as a reference for this
assignment. Encyclopaedias, reference books, and at least two print sources
should be included.
FKSS Sept 2008

LEARNING GUIDE #14
"British Rule in North America"
LEARNING OUTCOMES:
analyse roots of present-day regional, cultural, and social issues within
Canada
investigate the roots of Canada’s political and legal systems, including the
development of two legal systems from two cultures
REFERENCES & MATERIALS:
Crossroads: A Meeting Of Nations Text p.293-301
EVALUATION:
Activity #1 Questions
Activity #2 /25 Research Assignment
Activity #3 /25 “Think About It” Paragraph
Total 50
ACTIVITIES:
Activity 1: (Formative) Answer the following questions. The questions are in
the same order that the information appears in your textbook, starting on page
295. Answer in complete sentences. If you see the word “explain” after a
question, you will probably need the word “because” in your answer. You must
show these to your teacher before activities 2 and 3 are done. They will not be
marked until these questions have been checked.
1) What were the terms of the Treaty of Paris? (In other words, what did
France have to give up to settle the war, and what did France get to keep
or get in exchange?)
2) The British hoped that the French would give up their way of life. Did they
get what they hoped for? Explain.
3) Who were “the Montrealers”, what were they like, and what did they do?
4) Why were the First nations people unhappy, and what did Pontiac want to
do about it?
5) What did the Royal Proclamation of 1763 do, and why did it upset many
American settlers? Why is it still referred to in Land Claims cases?
6) What were four aims of The Quebec Act?
7) What secret instructions to the governor were also included in The
Quebec Act? Why weren’t they carried out?
FKSS Sept 2008

Activity 2: Your textbook is designed to give you an overview of important topics
in Social Studies 9, but it does not have the scope to go into a lot of detail.
Choose any TWO of the topics listed below, and find three facts that are not in
your textbook. An acceptable answer should be in the form of a well written
paragraph of at least five sentences.
The Treaty of Paris
The Marquis de Vaudreul
Guy Carleton
The Ottawa Nation
Pontiac
New Englanders
Sir William Johnson
The Thirteen Colonies
Activity 3: These questions are challenging because the answer is not in your
textbook, and you can’t research the answer easily. You will need to think about
the question, and then give your own opinion. Choose ONE of the following
questions to answer in a paragraph.
8) Historians have debated whether Guy Carleton secretly “leaked” Britain’s
plans for Quebec to the Bishop of Quebec. Politicians often do this today.
Why might Carleton have done such a thing?
9) Imagine a peace conference between Pontiac and the former Native allies
of the French on one side, and the British and Anglo-Americans on the
other. What would each group want most?
10) Did the Quebec Act of 1774 cause the American Revolution of
1776? Write a paragraph explaining your answer.
FKSS Sept 2008

LEARNING GUIDE #15
"The Loyalists and The American Revolution"
LEARNING OUTCOMES:
analyse the contributions of the English, French, and American revolutions in
the development of democratic concepts
define colonialism, imperialism, and nationalism
analyse factors that contribute to revolution and conflict
REFERENCES & MATERIALS:
Crossroads: A Meeting Of Nations Text p.301-312
Resource Package
Additional Video Resource in Library Canada: A People's History Episode 5
(#958) 0:00-56:00 min
EVALUATION:
Activity #1 Video and Seminar
Activity #2 The Difficulty of Quebec and the Intolerable Acts
Activity #3 The Loyalists and the Revolution Questions
Activity #4 /50 TEST
ACTIVITIES:
Activity 1: Seminar and Video
Activity 2: The Difficulty of Quebec and the Intolerable Acts
After reading pages 293-313 complete the American Revolution Cause
and Effect Chart in your resource package.
Activity 3: The Loyalists and the Revolution Questions
1. Who were the United Empire Loyalists and why did they
come to Canada?
2. How were Joseph Brant and the Mohawks rewarded for
their loyalty to the British following the American
Revolution.
3. In what way was the Constitution Act 1791 a
consequence of the Loyalist migration into Quebec and
Nova Scotia?
Assessment Task: Complete the Unit Test. Remember that this will test
you on information from Learning Guides 11 12, 13, 14 and 15.
FKSS Sept 2008