Interpreting colonial conditions
E
Critical Challenge
Critical
task
Provide a profile of the prevailing social, economic and political
conditions in five localities in New France based on the
1665–1666 census data.
Overview
In this challenge, students create a profile of colonial conditions by
using data from the first census taken in New France in 1665–1666.
Students learn to draw inferences from the data and are introduced to
strategies for examining statistical tables. Using a series of guiding
questions, students analyse four census tables that help define common
features and differences among the five localities in New France.
Students are encouraged to visually represent the information in
graphs, tables or maps that are created manually or using the ESTAT capabilities of the Statistics Canada website. Finally, students
draw a series of inferences about the social, economic and political
conditions in New France.
Objectives
Broad
understanding
Requisite
tools
New France was a struggling colony with diverse conditions among
the different settlements.
Background knowledge
• census data on conditions in New France
Criteria for judgment
• criteria for sound inferences (e.g., corroborated by other
information, beyond the obvious inferences)
Critical thinking vocabulary
• fact vs. inference
Thinking strategies
• strategies for analysis
• data chart
• display data graphically (e.g., tables, graphs, maps)
Habits of mind
• attention to detail
New France
101
The Critical Thinking Cooperative
Suggested Activities
Pre-planning
Registering
with E-STAT
➤
This challenge builds on data in the E-STAT, Learning Resources
section of the Statistics Canada website (http://www.statcan.ca/english/
edu/index.htm). You and your students may access this site at no
cost, provided your school is registered. If not already a member,
your license administrator can register the school. The process is
simple, but you need an administrative and technical contact (may be
the same person) and an IP address for each computer which will be
used for access to E-STAT. When your school has been registered it
is given a user name and password which can then be used by teachers
and students to log-in to the site from home. To register for E-STAT
or access the databases, click the “E-STAT” icon. In Session Three,
students have the option of creating on-line tables, graphs or maps
comparing raw data about five localities in New France. Although
all the relevant charts are included as Blackline Masters, E-STAT’s
on-line graphic capabilities enable students to create colourful graphs
and maps. We encourage you to familiarize yourself with the
databases and with the sorting and display options before sending
students to the site. Log in to the Statistics Canada Learning Resource
website and go to “Censuses of Canada 1665–1871”.
Session One
Locate New France
settlements
➤
Blackline Masters #1–5
Place a transparency of New France
settlements in 1666 (Blackline Master
#1) on the overhead. Point out the
various settlements in the colony and
present the following facts:
New
Fran
ce se
ttlem
ents
in 16
66
•
In 1666, New France had 3,215
inhabitants of European
descent—2,034 men and 1,181
women;
•
the French colony consisted
of three major settlements
(Québec, Montréal and
Trois-Rivières) with the
remaining people living
in clusters of smaller
communities around
Québec on the north
(Côtes nord) and south
(Côtes sud) sides of
the St. Lawrence River.
(Côtes sud consisted of Isle d’Orléans
and Lauzon. Côtes nord consisted of nine
communities: Beauprè, Beauport, Côte St. Jean, Côte St. François,
Côte St. Michel, Sillery, Notre-Dame des Anges, Rivière St. Charles
and Charlesbourg.)
Map
New
Fran
create
d by
Statis
tics C
anad
Black
line
Maste
r #1
a.
ce
112
The
New France
102
Criti
cal Th
inking
Coop
erativ
e
The Critical Thinking Cooperative
Introduce sample data
➤
Place on the overhead Selected
occupations in New France (Blackline
Master #2) containing a partial list of
fact vs. inference
professions and trades in the colony.
Selec
ted o
ccup
ation
Explain the concepts of “fact” or raw
1665
s in N
–166
ew F
6 Ce
ranc
n
sus
datum in the table (e.g., 7 hatters)
e
of N
ew F
ranc
e
and “inference” or the conclusion
we draw from the data (e.g., hats
were in fashion in 1666, an
inference based on the fact that
there were as many hatters as
butchers).
Explain that
historians draw inferences
from data in order to learn
about a community. Ask
students to speculate about
some aspect of life in New
France based on a piece of
information in the table.
Ask students to justify
their inferences with
reference to the data. After a
few students have responded, ask the
following question: “Was it a wealthy colony?” Solicit
student responses with supporting evidence, helping them to see
various pieces of potentially relevant evidence:
Black
hatt
*Tota
is on
ly a p
Maste
r #2
ers
surg
eons
shoe
mak
ers
serva
nts
mille
rs (g
rind
bake
flour)
rs
gunsm
iths
carp
ente
rs
tailo
rs
sailo
rs
confe
ction
ers
slate
r or
roofe
butc
r
hers
maso
ns
brick
mak
er
teach
ers
*This
line
7
5
20
401
9
11
7
36
30
22
5
1
7
32
1
l
3
artial
list o
597
f the
50 p
rofe
ssion
Adapt
s and
ed from
trad
http:/
St
es
at
/www
in New
.statc istics Can
Fran
ad
an.ca/
ce.
englis a Internet
h/kits
Si
/jtable te (Augus
4.htm
t 1, 20
02)
New
Fran
ce
113
The
Criti
cal Th
inking
Coop
erativ
e
• the large number of servants suggests that many people may have
been poor, but the existence of so many servants might also
suggest that others had some wealth to afford the servants;
• the number of professionals (teachers and surgeons) was very
small, which may mean that the colony was not very wealthy;
• very few teachers suggests they may not have had schools which
may mean the colony was not very prosperous (However this
inference is misleading since the clergy, who were not included
in the census, played a major teaching role).
New France
103
The Critical Thinking Cooperative
Teach strategies to
probe data
➤
Explain to students that tables such as the
one they are looking at are surprisingly
rich sources of information if a person
knows what to look for. Distribute to
each pair of students a copy of
Generating inferences (Blackline
Master #3) and point out that there
are different approaches to
extracting information from
statistical tables. (The teacher
reference
sheet,
Sample
inferences about occupations
(Blackline Master #4), provides
two sample prompts and
suggested inferences for each
of five strategies.) Introduce
the first strategy—looking at
individual items and
thinking of possible
implications. You may
want to suggest the two
“prompts” indicated on the
teacher reference sheet (the fact
that there were 22 sailors and 3
teachers in the colony) or
agree, as a class, on two items
to explore. In either case,
direct students to work with
their partner in offering
possible inferences and
supporting explanations
for two items identified
using the first strategy. After
a suitable time, review students’
inferences and explanations.
Nam
Data
e(s):
____
____
table
____
____
: ____
____
____
____
____
____
____
____
____
____
____
____
____
strategies for
analysis
__
Gene
ratin
g inf
eren
ces
____
____
__
Black
____
Stra
tegie
s
Look
item at indiv
idual
s
imp and th
licati
in
ons k of
____
____
Data
____
____
/ top
ics
____
Poss
ible
line
Maste
r #3
____
___
infe
rence
s an
d
expla
natio
n
Sort
d
cate ata into
g
exam ories an
d
ine
Thin
k
topic of rele
va
data s and lo nt
ok fo
offer
r
ing
clues
Calcu
or cr late per
ea
ce
grap te char ntages
hs to
ts
com or
pare
Thin
k
missi of what
data ng from is
poss and con the
si
ible
imp der
licati
ons
New
Fran
ce
Stra
• 3
teac
Sort
d
cate ata into
g
exam ories an
d
ine
Encourage careful
analysis
New France
➤
Fran
Poss
• m
ain ki
nds
occu
pation of busine
sses/
s
• di
ffer
The
ent ki
nds of
prof
• ho
using
• di
et
• pe
rc
enta
ge of
• pe
rcen
(1%) tage of
• no
ve
geta
• no
nurs
ble se
es to
servan
prof
ession
llers
assist
surg
eons
ce
ts (6
als
7%)
ession
Criti
line
Maste
r #4
ible
• su
gges
ts a ba
he
sic ne
cal Th lp (serva
eds ty
masinon
king nts); co
Co
nstruc pe existe
shoe s, bricop
k er
nce:
tion
mat
mak
akiver
e
dom
(car
er
);
conf
estic
pent
clothi
ection s, tailors
er
ers, bu ); food ng (hatte s,
• si
prod
rs
nce on
tche
uction ,
rs);
ly tw
teac
(mill
o
hers
ers,
) may types liste
d (sur
be a
“wor
geon
king
s
class” and
settle
• bu
men
ildin
t
brick gs are m
ostly
and
ston
• at
e (m of wood
e mea
ason
s, slat (carpent
t (b
swee
ers),
er);
ts (con utchers),
brea
have
fectio
d
hunt
ed an ners); gu (millers/ba
ns
d ea
ten w miths su kers) an
d
ild ga
gges
t may
me;
als
• la
rge nu
mbe
be po
or an r of serv
ants
sugg
d un
sugg
es
educ
es
ated
servan ts others
; so m ts many
were
ts;
may
any
wea
• co
se
lthy
lonist
to af rvants
ford
nor pe s may no
the
t
rhap
s very have be
en w
wea
ell-e
lthy;
duca
ted
• pe
rhap
s pe
had
their ople did
not bu
own
• pe
gard
y vege
rhap
ens;
tables
s, m
and
but
they edicine w
did no
as pr
actice
t use
d diff
nurs
es;
eren
tly
115
The
Criti
cal Th
inking
Coop
erativ
Repeat this procedure in turn for each of the other four approaches.
Provide students with enough time to complete their analyses,
encouraging them to examine the tables carefully, paying attention to
detail as they look for interpretations and corroborating evidence.
When discussing the fourth strategy—calculating percentages and
creating graphs—you may need to remind students how to manipulate
the data to determine percentages. Explain that percentages and
graphs are sometimes more useful than raw numbers in seeing the
bigger picture (e.g., realizing that only 1% of the population were
professionals (according to the partial list) may provide a more vivid
picture than knowing that there were 5 surgeons and 3 teachers).
Confirm that students understand the different strategies and appreciate
the richness of information that may be inferred from data tables.
104
Black
infe
rence
• w
s an
ith sa
d ex
ilors
plan
trad
mus
atio
e go
n
ods fr t be a se
• w
ap
om el
ith so
sewhe ort, prob
few
ab
re in
in th
e colo teachers
the w ly has
valu
orld;
ed or ny; educ perhaps
atio
not m
perh
colo
aps no n may
ny;
any
scho
not
t man
y child have been ols
ren in
the
hers
114
Calcu
or cr late per
ea
ce
grap te char ntages
hs to
ts
com or
pare
New
Sam
ple in
feren
ces a
bout
occu
Data
patio
/ top
ics
• 22
ns
sailo
rs
s
Look
item at indiv
idual
s
imp and th
licati
in
ons k of
Thin
k
topic of rele
va
data s and lo nt
ok fo
offer
r
ing
clues
Thin
k
missi of what
data ng from is
poss and con the
si
ible
imp der
licati
ons
tegie
e
attention to detail
The Critical Thinking Cooperative
Introduce Jean Talon’s
census
➤
Explain to students that the table they
have been examining comes from the
Jean
first census in North America
Talon
and
the f
undertaken by Jean Talon. Ask
irst c
ensu
s
students to define what a census is
and record a definition on the board:
A census is a detailed and systematic
recording of information about
members of all households within
a particular region, typically
including information about the
name, age, sex and relationship
of everyone. Using the
briefing sheet Jean Talon and
the first census (Blackline
Master #5) as teacher notes,
explain the context of the
census, who was included
and who was excluded
(notably, Aboriginal
peoples, military and the
clergy). Alternatively, for homework, direct
students to the E-STAT Learning Resources website
(see briefing sheet for the address) to read about Talon, his role in
New France and the general conditions of the colony when he arrived.
Ask students to think about the ways in which this census might have
been useful to those in charge of the colony in 1666 and how it might
be useful to present-day historians wishing to learn about New France.
•
New
Fran
ce
Jean
Tal
arrive on was th
e
d
King in North first statis
tician
Black
Amer
L
ica in
line
in New
Jean ouis XIV
Maste
Baptis
1665
of Fr
, on a France.
r #5
ance
te Col
• Fr
He
and hi
m
bert.
ance
s fina ission from
ha
d
nce m
ta
privat
• di
e Com ken over
iniste
d
no t
contro
r,
now
pany
in di ca
King
l
fu
of
of
nc
th
Louis
tio
te cl
O
colony
er gy
wante ne Hundr e colony
Profes naries an
.
, no
from
ed
d to m
d
• A
sions
• A
the
easure Associa
fter co
and T farmers in bi li ty , pu
s Inte
tes,
the pr
rades.
bl ic
the C
compi llecting th
tasks ndant of
ogress and
ensus
Ju
lin
e
were
of the
of
These g lists of statistics,
to en stice, Polic
New
data th
Talon
co
statis
Fr
e and
abou
tic
at
pu
and br ance, incr urage the
Financ
he thou
s told
t them
t soci
ec
ease
in
e, Tal
peop
to
gh
et
an
w
y
t
the co onomic
worke g order
w
or
d the
le of
an
ou
expans on’s
to th
d
the tim ld be us k,
enviro d culture
e fina lony’s se
succes hard at
io
eful.
data
; econ
nmen
n of
e a gr
lf-suf
ncia
like th
these
s. He
om
t in N
ficien
is to
from
tasks, l adminis
ew Fr y and te eat deal
Based
cy,
learn
1670 served tw
chno
ance.
on St
o term and had tration.
abou
to 16
logy,
• O
Histo
atistic
He
t thes
72.
s, from
co
http://
n his
rians
s Can
e area
w
1665 nsiderable
use
ada In
s of lif
proble arrival
jt.htm ww.statcan
to
16
te
e.
in
rnet Si
68, an
,
m
.ca/en
tes (A
d
killing s. Scurvy the colo
http://
glish/
ugust
ny
www
,
freepu
1, 20
.statc
comm many Eur smallpox , Talon
b/98-1
02)
an.ca/
fo
op
an
on be
87-X
englis
tween ean settler d other di und man
climat
IE/
h/abou
y
seases
e
s. C
Nativ
on
t/j
the se made liv
es
w
fr
t.h
and
ere
onta
tm
ing co
ttlers.
ndition Europeans tions wer
• T
e
. The
s extr
alon be
em
ha
ely di
rsh
out ev gan his ad
fficul
er
minis
t for
colony ything he
tr
could, ative appo
. Thi
in
1665
–66 (t s included in a system tment by
he firs
taking
findin
atic w
• T
g
t
ay
a
one in
alon
ce
,
cond
North nsus in th about the
uc
did m
e
Amer
uch of ted his ce
ica). winter of
nsus
door
the en
as
by
coun census take umeration counting
ting pe
peop
himse
rs
di
le
d in C
ople
The 15
anada lf, going do . He
4 page by docu
until
men
or-t
s of m
anuscr ting where very rece o• re
ntly
corded
ipt:
everyo
ne liv ,
everyo
includ
ed.
ne
ed
relatio age, occu in the colo
nship
patio
ny by
n,
to the
• al
na
head marital stat me and
so m
of the
us an
agricu easured
d
ho
the
usehol
the w
ltu
d;
ealth
resour re, the va
lu
of
ce
seigne s, and the e of local tim industry
ur
numbe
an
be
(althou ies, gove
r of do r and min d
rnm
1667 gh this da ent build mestic an eral
);
imals,
in
ta w
as no gs and ch
• di
urches
t publ
d not
ished
to 1, include A
until
20
borigi
nal pe
(e.g., 0 men in
pr
ople
th
or
Paris; iests, nuns e Royal
troops the 1,000
) or 50
, 50
youn
g orph clergy
ans fr
om
116
The
Session Two
inking
Coop
erativ
e
r #6A
Maste
Trois
Mon
Tota
l
ns &
Côte
-Riv
tréa
691
s su
d
s
Fem
241
Tota
Wid
l
Mal
e
Tota
Fem
ale
Tota
125
8
497
2
242
0
64
2
139
739
202
2
78
5
105
l
419
15
75
280
7
210
222
1
491
Chil
d
unm ren &
arried
e
294
7
183
528
Mal
10
369
105
l
9
182
96
455
3215
owed
ale
1
87
625
Fem
118
87
7
1019
8
13
309
278
29
42
1493
129
661
407
2154
New
2034
Adapt
ed
1181
http:// from Stat
www
istics
.statc
an.ca/ Canada In
englis
ternet
h/kits
Si
/jtable te (Augus
1.htm
t 1, 20
02)
ried
ale
65
465
156
107
erativ
e
e
Coop
Mal
1123
165
299
384
Mar
l
187
69
538
Tota
547
53
432
300
l
ale
187
192
99
ière
Fem
360
inking
Orléa
e
71
s no
rd
w Fr
ance
n
cal Th
Mal
Côte
To
pop tal
ulati
o
Criti
ilies
The
Fam
ec
117
lities
ce
Loca
Québ
data about New
France
Famil
y com
posit
ion b
1665
y com
–166
6 Ce
mun
nsus
ity
of N
e
Fran
Explain to students that
they are about to look at
more of the results from
Jean Talon’s census in
order to learn about life
in New France around
1666. Group students
into partners and
distribute to each
pair a copy of
Blackline Master
#3 and a copy of
the table Family
composition by
community
(Blackline
Master #6A).
line
➤
cal Th
Blackline Masters #6–9
Black
Introduce
first complete table
Criti
New France
105
The Critical Thinking Cooperative
Briefly review the table as a class,
explaining any confusing terminology.
If needed, place the map (Blackline
Master #1) on the overhead and reorient students to the five areas
represented. As a class, briefly
discuss possible data/topics that
students might explore for each of
the strategies listed in the lefthand column of Blackline Master
#3. At a convenient point,
distribute a copy of Blackline
Master #6B to each pair of
students and point out the
guiding questions listed on
that sheet. Ask students to
record in note form the
suggested topic in the
middle column of
Blackline Master #3 and
then imagine possible inferences
about life in New France. Students should record
their inferences in the right-hand column. You may want to
do one or two examples as a class before sending students to work in
their pairings.
Guid
ing
que
stio
Stra
tegie
s
Look
item at indiv
idual
s
imp and th
licati
in
ons k of
ns fo
r “Fa
m
ily co
m
• W
idow
posi
tion
by co
mm
unit
Black
y”
ed fe
line
Maste
Guid
males
• W
ing
ques
idow
. Wha
tion
t mig
dang ed peop
s
ht lif
le. W
ers in
e be
hat do
New
like
Fran
es
for th
the fa
ce?
e 29
• W
ct th
widow
idow
at 42
ed fe
peop
widow ed peop
males
le ar
le.
ed pe
?
e wid
ople What ca
• M
owed
n we
?
arried
sugg
Thin
tell ab
pe
est ab
k of
(4
ople
91) no
out lif
look
topic
out th
t iden . Why ar
e from
fo
s
e
an
r
clues
data
e the
d
tical
the nu
offer
and
nu
m
m
•
why
ber an
ing
Marri
is an bers of m
d ge
age
y diff
arried
nder
pr
and
eren
of
men
femal ospects?
ce
al
(5
es to
Is th
ways
28) an
• M
er
find
grea
ost da
a mar e any da
ter fo d married
Calcu
nger
ta to
riage
high
r mal
wom
est ch ous com
sugg
or cr late per
part
es?
en
ner?
est ho
ance
ea
m
ce
grap te char ntages
of de unity?
w di
Is
fficul
hs to
ts
ath?
• A
t it m
Why there an
com or
ve
y da
ight
pare
might
rage
ta to
be fo
family
this
aver
su
r mal
be so
gges
age?
si
es
t whi
?
Why ze. Whi
• Pr
ch co
ch lo
might
esen
mmun
cati
Thin
this
k
ity ha
be th on has
Why ce of fem
missi of what
the la
s the
e case
might
ales.
rges
?
Which
this
data ng from is
t aver
be th
locati
an
th
ag
e
e
d
e fam
poss
• D
case
on ha
ivorce
? W
ible consider
ily si
hat ef s the lo
ze?
imp
d co
colo
wes
licati
the sm
uple
fects
ny?
s. W
ons
might t/highes
allest
here
t
• O
this
are th
ther
have ratios of
e divo
males
on co
sugg areas. A
rced
m
m
re th
est ab
unitie to femal
peop
ere no
out th
le? W
es?
s?
Euro
hat m
e colo
pean
ight
ny?
s livin
this
say ab
g ou
tside
out th
of th
e
ese fi
ve ar
eas?
Wha
t does
this
r #6B
Sort
d
cate ata into
g
exam ories an
d
ine
New
Fran
ce
118
The
Review
student answers
➤
Criti
cal Th
inking
Coop
erativ
When each pair has completed its analysis of Blackline Master #6A,
invite students to share their results. In the course of debriefing their
answers, encourage students to consider three criteria when thinking
about their inferences:
e
criteria for sound
inferences
• plausible. Does the inference seem possible given what we know
generally about life at the time? For example, one explanation
for the greater number of married males in the colony is that
perhaps French men were more likely to marry Aboriginal women
than French women were likely to marry Aboriginal men. This is
plausible because it is likely that men working in the frontier
would have more sustained contact with Aboriginal people.
• corroborated. Is there other specific information in the chart or
elsewhere that directly supports the inference? For example,
there are unlikely to be divorced people in the colony because as
a Catholic country, divorce was not permitted.
• imaginative. Does the inference go beyond the most obvious
conclusions to suggest more revealing insights about conditions
at the time? For example, the fact that there were more female
widows than male widowers suggests the obvious inference that
women may have lived longer. But it also suggests that perhaps
men experienced greater occupational dangers than did women.
Encourage students to revise and add to their inferences based on
these criteria.
New France
106
The Critical Thinking Cooperative
Introduce
the remaining tables
➤
Distribute the following to every student
(if assigned for homework) or to each
pair of students (if assigned as in-class
work):
Age
distr
ibutio
n by
1665
–
• three copies of Blackline Master #3;
• a copy of each of the three
Québ
0–1
1–2
additional tables (Blackline
Masters #7A, 8A & 9A–B);
4–5
10
6–7
7–8
9 – 10
11 –
15
21 –
30
51 –
60
Review each table as a class
and explain any confusing
terminology.
Remind
students, for each table,
that the “prompts” offered
in the guiding questions
should be recorded in
note form in the middle column
of Blackline Master #3 and that possible
inferences about life in New France should be recorded
in the right-hand column. Encourage students to look for other
data/topics to generate additional inferences about New France.
Explain that the purpose of drawing these inferences is to learn about
life generally in the colonies and how life may have differed among
the settlements. Ask students to record on the back of the chart any
questions that arise as they infer about life in New France.
8
81 –
90
Ove
Not
Tota
l
547
43
10
0
0
0
0
1123
Adapt
1
ed from
http://
465
www Statistics
.statc
Canad
an.ca/
englis a Internet
h/
Si
ki
te (A
New
ts/jtab
ugust
Fran
le2.ht
ce
1, 20
m
02)
95
3
2
1
0
0
78
2
0
0
0
461
211
17
6
0
2
0
r 10
0
given
842
98
42
13
4
6
1
29
4
22
0
91 –
100
209
218
167
82
26
37
67
59
26
101
62
83
24
81
20
27
46
167
145
31
61 –
70
71 –
80
91
80
9
34
27
271
74
7
13
87
136
90
19
6
10
6
91
32
31 –
40
121
114
13
10
7
32
44
31
11
13
21
5
16 –
20
4
0
0
0
0
0
0
0
455
ls
177
32
13
14
37
9
r #7A
163
32
10
8
31
15
Tota
20
11
39
11
8–9
Maste
l
43
13
17
27
12
tréa
line
38
20
21
35
Mon
27
35
47
10
5–6
Trois
Riviè res
29
62
9
41 –
50
Orléa
Côte ns &
s su
d
48
17
3–4
• a copy of the three sets of
ec
21
2–3
Black
1666
comm
Cens
unity
us of
New
Fran
Côte
ce
s no
rd
Age
guiding questions for each
table (Blackline Masters
#7B, 8B & 9C).
census data about
New France
79
625
3215
119
The
Session Three
Represent the data
visually
➤
➤
New France
Criti
cal Th
inking
Coop
erativ
e
Blackline Master #12
You may want to allow students time in class to complete their
interpretations of the three tables (Blackline Masters #7, 8 & 9).
Alternatively, invite students to create graphs and charts to visually
represent information from the tables. This second option is discussed
more fully below. At the end of this session, collect students’ three
completed charts (Blackline Master #3) for evaluation. If desired,
use the rubric found in Assessing the inferences (Blackline Master
#12) to assess this work.
graphs, tables,
maps
OPTIONAL: Invite students to visually represent the information
contained in the three tables they have just interpreted. Students
may electronically create tables, graphs or maps using the E-STAT
website or they may create them manually. The website allows
students to sort data in numerous ways (e.g., geographically, by
characteristic) and represent the statistics in various formats. If
students are using E-STAT, provide direct instruction on how to
access the site and sort the data according to specific characteristics
107
The Critical Thinking Cooperative
or viewing options (e.g., graph, table, map). Students can select
specific characteristics by pressing the “Control” “Option” keys as
they highlight the required information. If students are to work from
the printed copies of the tables and do not know how to manually
create graphs (e.g., bar, scatter, pie) you may need to provide specific
instruction on how to do so. Students should hand in their visual
representations along with their data charts.
Session Four
Blackline Masters #10–11
Debrief
their findings
➤
Return students’ graded charts (Blackline Master #3) with the
completed assessment rubric (Blackline Master #12). Invite students
to share notable inferences and to fill in gaps in their interpretations.
Student-developed visual representations should also be shared at
this time.
Introduce
the critical task
➤
Explain to the class that they are being asked to compile a
comprehensive profile of the dominant conditions in New France.
Present the critical task:
Provide a profile of the prevailing social, economic and political
conditions in five localities in New France based on the
1665–1666 census data.
Com
mon
colo aspects
nial
life of
• qu
alit
cond y of life
/ livin
itions
g
• he
alth
/ safe
• co
ty
mmun
ity su
ppor
t
•
Infe
rence
s
•
•
•
g dat
a
•
• em
ploy
men
t / oc
• te
cupa
chno
tions
logy
• ec
onom
ic se
curity
/ wea
lth
cal Th
•
Criti
•
•
•
•
•
____
•
•
____
•
Econ
omic
• em
ploy
men
t / oc
• te
cupa
chno
tions
logy
• ec
onom
ic se
curity
/ wea
lth
•
•
•
•
126
____
____
____
____
____
____
____
ratin
inking
omic
•
•
es:
____
obo
•
____
____
____
__
Econ
Corr
e
•
erativ
al
Coop
Soci
The
Black
line
Maste
r #10A
Suggest that students use
two sets of charts
(Blackline Master #3) as
Life
the basis for their
in Ne
w Fr
ance
profile. (Consequently,
if students completed
the initial charts
individually, they
should work in
pairs; if the initial
charts
were
completed in
pairs, students
should join in
a foursome.)
Distribute a
copy of Life in New France
(Blackline Master #10A–B) for each
group to record its best inferences. On the first
page (Blackline Master #10A) students are to offer four
inferences about life generally in New France in three areas: social,
economic and political. Review the examples of each area provided
in the left-hand column of this chart. On the second page (Blackline
Master #10B) students are to offer two inferences about differences
in each of the five New France settlements in two areas—social and
economic. On both pages students are to provide corroborating
evidence to support their inferences.
Nam
•
•
•
•
•
•
•
New France
108
New
Fran
ce
•
The Critical Thinking Cooperative
Look for
corroborating evidence
➤
OPTIONAL: Invite students to consult
other sources of information to elaborate
on, support or refine inferences they
Corr
obor
ating
evid
have drawn about New France.
ence
Suggest that students select
approximately nine inferences that
they are most interested in exploring
(perhaps three dealing with social
conditions, three with economic
conditions and three with
political conditions). Distribute
a copy of Corroborating
evidence (Blackline Master
#11) and ask students to
record the inferences they
wish to investigate in the
“Possible
inference”
column. As they consult
their textbook and other
sources, students should
record any relevant evidence
supporting or refuting their inferences in the
“Relevant evidence” column and indicate a reference to
the source in the right-hand column. Two websites at the Canadian
Museum of Civilization (see References) contain potential useful images
and text on daily life in New France. The best site for images is “Jean
Talon, First Intendant of New France” especially the following six
images:
Nam
e(s):
____
____
Poss
____
ible
____
____
infe
____
____
____
____
____
____
____
____
__
rence
ant
evid
Black
line
Maste
r #11
ence
Sou
rce
Poli
tical
Econ
omic
Soci
al
Relev
New
Fran
ce
128
The
Criti
cal Th
inking
Coop
erativ
e
• View of Québec City in 1688 (page 1, figure 5)
• “Jean Talon visiting settlers” by L. Batchelor (page 2, figure 6)
• “The Filles du roi disembarking at Quebec” by C.W. Jeffreys
(page 2, figure 8)
• “Squaws and trappers” by C. Krieghoff (page 2, figure 9)
• “Sowing seed” by L. Hébert (page 3, figure 11)
• “Boatload of merchandise arriving from France” by L. Batchelor
(page 3, figure 12)
The other site, “New France ABC”, contains many images of daily
objects. Although the images are not especially interesting, the
accompanying explanations of daily life are helpful. Encourage
students to share their findings with the rest of the class and to use
this information to corroborate their inferences.
New France
109
The Critical Thinking Cooperative
Evaluation
Assess the inferences
➤
Blackline Masters #12–13
Assess students’ completion of three
completed data charts Generating
inferences (Blackline Master #3) using
the rubric Assessing the inferences
(Blackline Master #12). According
to this rubric the assignment is worth
15 marks and is based on three
criteria:
•
plausibility of inferences;
•
degree of imagination
displayed in inferences;
Nam
Plau
si
infe ble
rence
s
____
____
____
Und
____
____
____
____
____
____
____
____
__
Qual
it
expla y of
natio
Com
men
1
All of
the th the infe
re
obvi ree char nces dr
aw
ous.
ts ar
e very n in
1
No re
are of asonable
expl
fered.
anat
ns
draw
infer
ence
s
n from
the ce
erdev
elop
The
ed
th
almos ree char
ts
t no
plau contain
sible
infere
nc
Imag
infe inative
rence
s
ions
es.
1
3
Each
char
appr
t cont
ox
imag imately ains
in
infere ative an two
d insi
nces
.
ghtf
Fran
____
____
____
____
Exte
n
corr t of
obo
ratio
n
Assess students’ completion of
colonial profile recorded on Life
in New France (Blackline
Master #10A–B) using the
rubric Assessing the profile
(Blackline Master #13).
According to this rubric the
assignment is worth 15
marks and is based on
three criteria:
Com
men
____
____
assess
Und
____
____
stud
____
rmed
Wel
iate
marks
Maste
r #12
for
l dev
el
Each
oped
of th
cont
e thre
ai
plau ns on av e charts
si
er
of th ble infere age tw
o
e ten
nces
data
for ea
/ topi
ch
cs.
5
Each
ch
reason art cont
each able ex ains a
pl
of th
e ten anation
for
data
/ topi
cs
able
____
____
ents
’ colo
elop
The
ed
pr
plau ofile co
nt
si
the id ble infere ains alm
os
entifi
nc
ed ca es in an t no
y
tego
ries. of
1
____
.
nial
L
/ 15
__
Asse
ssing
the
prof
ile.
Awar
erdev
1
No pl
ausibl
offe
e 12
co9
re
infere d for an rroborat
y of
ion is
nces
the
.
ts:
d inte
line
5
Each
char
four
t cont
im
insigh aginat ains at le
ive
ast
tful
infere and
nces
.
TOTA
____
1
All of
prof the infe
ile ar
re
e very nces in
th
obvi
ous. e
ce
. Aw
ar
Black
5
es:
Use
th
the de e follow
ing ru
script
bric
ors.
to
New
data
ul
3
reasonableness of
explanations.
nsus
Com
peten
Each
t
of th
cont
e thre
ai
plau ns appr e charts
ox
si
the te ble infere imately
on
n da
nc
ta / to e for ea e
ch of
pics.
3
Each
char
appr
t
oxim contains
expl
ately
anat
ions. five reas
on
ts:
Imag
infe inative
rence
s
➤
____
Asse
ssing
the
Plau
si
infe ble
rence
s
Assess the profile
____
Use
th
evid e follow
ence
in
falling g rubric
to
betw
een assess st
the de
ud
script ents' infe
ors.
renc
es
Nam
•
e(s):
profil
e
d inte
rmed
iate
Black
marks
Com
peten
The
t
pr
appr ofile co
nt
ox
infere imately ains
half nces—ad 11 plausi
of th
ble
dres
e
cate
gories identifi sing oneed
.
for ev
iden
Wel
ce fa
lling
line
betw
Maste
r #13
een
l dev
el
The
oped
pr
plau ofile co
nt
si
each ble infere ains at
least
of th
nces
cate
22
gories e identi —one fo
fied
r
The
3
.
prof
ile
appr
oxim contains
and
at
insigh ely five
im
tful
infere aginat
The
5
ive
pr
nces
more ofile co
.
nt
insigh imaginat ains ten
3
iv
App
or
tful
ro
infere e and
plau ximatTh
nces
eley Cr
sible
.
evid
corrobonitiecapil ec
Thein
en
king
infere ce is of orating of
Coop
5
fered
Oer
nce.
n
at
av
ive ag
for ev
plau er
e tw
ery
si
o
evid ble corrob pieces
en
of
infere ce are of orating
3
fered
nce.
for ev
ery
5
TOTA
L
/ 15
New
Fran
ce
•
plausibility of inferences;
•
degree of imagination displayed in inferences;
•
extent of corroboration.
130
The
Criti
cal Th
inking
Coop
erativ
e
Extension
➤
New France
Involve the class in the role play (outlined on the Statistics Canada
website: http://www.statcan.ca/english/kits/jtalon1.htm) where Jean
Talon must convince the King of France to increase his investment
in New France.
110
The Critical Thinking Cooperative
➤
Ask students to use the information obtained about the colony to
create a “Welcome to New France” brochure comparing the five
communities. The brochure should be visually appealing and include
a map showing the location of the five localities. It may be helpful
to obtain copies of local Chamber of Commerce brochures so students
can see the kind of information included and how they are laid out.
Suggest the following possible comparisons:
•
wealthiest;
•
most industrial;
•
healthiest;
•
liveliest;
•
best educated;
•
most self-sufficient;
•
safest.
The final page of the brochure might outline a plan to stimulate the
economy and increase the self-sufficiency of the colony.
➤
Invite students to track changes in the communities by comparing
the 1665–1666 census data with other time periods (e.g., 1667, 1681,
1688). Data from these latter censuses are available on the Statistics
Canada website.
References
Statistics Canada Learning Resource website
http://www.statcan.ca/english/edu/index.htm
To register for E-STAT or access the databases click the
“E-STAT” icon.
“Jean Talon, First Intendant of New France” (Canadian Museum of
Civilization). This site contains six pages of text and many
helpful images on Talon and New France at the time.
http://www.civilization.ca/educat/oracle/modules/cgourdeau/
page01_e.html
“New France ABC” at the Virtual Museum of New France
(Canadian Museum of Civilization). This site contains images of
an artifact for each letter of the alphabet with accompanying
explanation of daily life in New France.
http://www.civilization.ca/vmnf/avent/abc09-12/accu_cde.htm
New France
111
The Critical Thinking Cooperative
Blackline Master #1
New France settlements in 1666
Map created by Statistics Canada.
New France
112
The Critical Thinking Cooperative
Blackline Master #2
Selected occupations in New France
1665–1666 Census of New France
hatters
7
surgeons
5
shoemakers
20
servants
401
millers (grind flour)
bakers
9
11
gunsmiths
7
carpenters
36
tailors
30
sailors
22
confectioners
5
slater or roofer
1
butchers
7
masons
32
brick maker
1
teachers
3
*Total
597
*This is only a partial list of the 50 professions and trades in New France.
Adapted from Statistics Canada Internet Site (August 1, 2002)
http://www.statcan.ca/english/kits/jtable4.htm
New France
113
The Critical Thinking Cooperative
Name(s):
Blackline Master #3
______________________________________________________
Generating inferences
Data table: _________________________________________________________
Strategies
Data / topics
Possible inferences and explanation
Look at individual
items and think of
implications
Sort data into
categories and
examine
Think of relevant
topics and look for
data offering clues
Calculate percentages
or create charts or
graphs to compare
Think of what is
missing from the
data and consider
possible implications
New France
114
The Critical Thinking Cooperative
Blackline Master #4
Sample inferences about occupations
Strategies
Data / topics
Possible inferences and explanation
Look at individual
items and think of
implications
• 22 sailors
• with sailors must be a seaport, probably has
trade goods from elsewhere in the world;
• 3 teachers
• with so few teachers perhaps not many schools
in the colony; education may not have been
valued or perhaps not many children in the
colony;
Sort data into
categories and
examine
• main kinds of businesses/
occupations
• suggests a basic needs type existence: domestic
help (servants); construction (carpenters,
masons, brick maker); clothing (hatters,
shoemakers, tailors); food production (millers,
confectioners, butchers);
• different kinds of professionals
• since only two types listed (surgeons and
teachers) may be a “working class” settlement
Think of relevant
topics and look for
data offering clues
• housing
• buildings are mostly of wood (carpenters),
brick and stone (masons, slater);
• diet
• ate meat (butchers), bread (millers/bakers) and
sweets (confectioners); gunsmiths suggest may
have hunted and eaten wild game;
Calculate percentages
or create charts or
graphs to compare
• percentage of servants (67%)
• large number of servants suggests many may
be poor and uneducated; so many servants
suggests others were wealthy to afford the
servants;
• percentage of professionals
(1%)
• colonists may not have been well-educated
nor perhaps very wealthy;
• no vegetable sellers
• perhaps people did not buy vegetables but
had their own gardens;
• no nurses to assist surgeons
• perhaps, medicine was practiced differently
and they did not use nurses;
Think of what is
missing from the
data and consider
possible implications
New France
115
The Critical Thinking Cooperative
Blackline Master #5
Jean Talon and the first census
•
•
Jean Talon was the first statistician in New France. He
arrived in North America in 1665, on a mission from
King Louis XIV of France and his finance minister,
Jean Baptiste Colbert.
•
France had taken over control of the colony from the
private Company of One Hundred Associates, and
now King Louis wanted to measure the progress of the
colony.
•
As Intendant of Justice, Police and Finance, Talon’s
tasks were to encourage the economic expansion of
New France, increase the colony’s self-sufficiency,
and bring order to the financial administration. He
worked hard at these tasks, and had considerable
success. He served two terms, from 1665 to 1668, and
from 1670 to 1672.
•
On his arrival in the colony, Talon found many
problems. Scurvy, smallpox and other diseases were
killing many European settlers. Confrontations were
common between Natives and Europeans. The harsh
climate made living conditions extremely difficult for
the settlers.
•
Talon began his administrative appointment by finding
out everything he could, in a systematic way, about the
colony. This included taking a census in the winter of
1665–66 (the first one in North America).
•
Talon conducted his census by counting people. He
did much of the enumeration himself, going door-todoor as census takers did in Canada until very recently,
counting people by documenting where everyone lived.
The 154 pages of manuscript:
•
recorded everyone in the colony by name and
included age, occupation, marital status and the
relationship to the head of the household;
•
also measured the wealth of industry and
agriculture, the value of local timber and mineral
resources, and the number of domestic animals,
seigneuries, government buildings and churches
(although this data was not published until
1667);
•
did not include Aboriginal people or the 1,000
to 1,200 men in the Royal troops, 50 clergy
(e.g., priests, nuns) or 50 young orphans from
Paris;
New France
•
did not indicate clergy, nobility, public
functionaries and farmers in the Census of
Professions and Trades.
After collecting the statistics, Talon put them to work,
compiling lists of data that he thought would be useful.
These statistics told people of the time a great deal
about society and culture; economy and technology,
and the environment in New France. Historians use
data like this to learn about these areas of life.
Based on Statistics Canada Internet Sites (August 1, 2002)
http://www.statcan.ca/english/freepub/98-187-XIE/
jt.htm,
http://www.statcan.ca/english/about/jt.htm
116
The Critical Thinking Cooperative
Blackline Master #6A
Localities
Québec
Côtes nord
Family composition by community
1665–1666 Census of New France
Total
65
Male
182
53
Female
369
118
Total
7
1
Male
8
9
Female
15
10
Total
497
294
Male
242
125
Female
739
419
Total
Children &
unmarried
Female
547
187
Widowed
Male
187
1123
Married
360
432
Total
population
71
691
Families
192
309
280
87
407
78
222
129
2154
202
7
278
661
2
5
8
1493
0
2
7
42
2
139
1
29
183
64
210
13
87
75
105
1019
96
455
105
491
465
156
625
528
165
299
241
3215
300
69
384
1181
99
107
2034
Orléans & Côtes sud
Montréal
538
Trois-Rivières
Total
Adapted from Statistics Canada Internet Site (August 1, 2002)
http://www.statcan.ca/english/kits/jtable1.htm
The Critical Thinking Cooperative
117
New France
Blackline Master #6B
Guiding questions for “Family composition by community”
Strategies
Guiding questions
Look at individual
items and think of
implications
• Widowed females. What might life be like for the 29 widowed females?
Sort data into
categories and
examine
• Widowed people. What can we tell about life from the number and gender of
widowed people?
Think of topics and
look for data offering
clues
• Marriage prospects? Is there any data to suggest how difficult it might be for males
and females to find a marriage partner?
Calculate percentages
or create charts or
graphs to compare
• Average family size. Which location has the largest average family size? the smallest
average? Why might this be the case?
Think of what is
missing from the
data and consider
possible implications
• Divorced couples. Where are the divorced people? What might this say about the
colony?
New France
• Widowed people. What does the fact that 42 people are widowed suggest about the
dangers in New France?
• Married people. Why are the numbers of married men (528) and married women
(491) not identical and why is any difference always greater for males?
• Most dangerous community? Is there any data to suggest which community has the
highest chance of death? Why might this be so?
• Presence of females. Which location has the lowest/highest ratios of males to females?
Why might this be the case? What effects might this have on communities?
• Other areas. Are there no Europeans living outside of these five areas? What does this
suggest about the colony?
118
The Critical Thinking Cooperative
Blackline Master #7A
Age distribution by community
1665–1666 Census of New France
Age
Québec
Côtes nord
Orléans &
Côtes sud
TroisRivières
Montréal
Totals
0–1
21
48
29
27
38
163
1–2
17
62
35
20
43
177
2–3
9
47
21
13
31
121
3–4
10
35
17
20
32
114
4–5
10
27
11
10
32
90
5–6
12
39
8
13
19
91
6–7
11
31
14
11
13
80
7–8
15
37
13
10
6
81
8–9
9
21
7
10
20
67
9 – 10
5
32
6
7
9
59
11 – 15
44
91
13
34
27
209
16 – 20
32
87
27
46
26
218
21 – 30
136
271
167
101
167
842
31 – 40
74
145
62
82
98
461
41 – 50
31
83
26
29
42
211
51 – 60
24
37
4
13
17
95
61 – 70
8
22
4
6
3
43
71 – 80
0
6
0
2
2
10
81 – 90
1
2
0
1
0
4
91 – 100
0
0
0
0
0
0
Over 100
0
0
0
0
0
0
Not given
78
0
1
0
0
79
547
1123
465
455
625
3215
Total
Adapted from Statistics Canada Internet Site (August 1, 2002)
http://www.statcan.ca/english/kits/jtable2.htm
New France
119
The Critical Thinking Cooperative
Blackline Master #7B
Guiding questions for “Age distribution by community”
Strategies
Guiding questions
Look at individual
items and think of
implications
• Two-year-olds. In Côte nord there are 62 children between 1–2 years old. What is
unusual about this figure and what are possible explanations?
Sort data into
categories and
examine
• Age of children. Compare the total number of children between 0–5, 5–10 and
11–15? What might explain this difference?
Think of topics and
look for data offering
clues
• Pregnancy. In the year before the census, approximately what percentage of married
women were likely pregnant? (use the Family composition table to assist you) What
effects would this have on the colony?
• Twenty-something. In Orleans and Côte sud there are 167 residents between 21–30
years old. What is unusual about this figure and what are possible explanations?
• Age of adults. Compare the total number of adults between 21–30, 31–40 and 40–50?
What might explain this difference?
• Rowdiest. What community is likely to be the rowdiest? (Think of what age groups are
likely to be rowdy.)
Calculate percentages
or create charts or
graphs to compare
• New births. Which location has the fastest/slowest rate of new births? (What
percentage of each population is under 6?) Why might this be the case?
Think of what is
missing from the
data and consider
possible implications
• Elderly. There are no residents over 90. What might this suggest about the colony?
New France
• Life span. In what location do people tend to live longest? shortest? (Compare the
percentage of each population over 50.)
• Other areas. Are there no Europeans living outside of these five areas? What does this
suggest about the colony?
120
The Critical Thinking Cooperative
Blackline Master #8A
Family composition by age
1665–1666 Census of New France
Married
Children &
unmarried
Widowed
Age
Male
Female
Total
Totals
Male
Female
Total
Male
Female
Total
0 – 10
0
0
0
0
0
0
546
497
1043
1043
11 – 15
0
8
8
0
0
0
110
91
201
209
16 – 20
0
45
45
0
0
0
153
20
173
218
21 – 30
120
239
359
3
3
6
455
22
477
842
31 – 40
225
113
338
0
9
9
111
3
114
461
41 – 50
117
54
171
5
2
7
30
3
33
211
51 – 60
45
19
64
1
8
9
16
6
22
95
61 – 70
14
12
26
2
5
7
8
2
10
43
71 – 80
5
1
6
1
2
3
1
0
1
10
81 – 90
2
0
2
1
0
1
1
0
1
4
91 – 100
0
0
0
0
0
0
0
0
0
0
Over 100
0
0
0
0
0
0
0
0
0
0
Not given
0
0
0
0
0
0
62
17
79
79
528
491
1019
13
29
42
1493
661
2154
3215
Total
Adapted from Statistics Canada Internet Site (August 1, 2002)
http://www.statcan.ca/english/kits/jtable3.htm
New France
121
The Critical Thinking Cooperative
Blackline Master #8B
Guiding questions for “Family composition by age”
Strategies
Guiding questions
Look at individual
items and think of
implications
• Young children. What can we say about life in the colony from the fact that 1043
residents are ten years old or younger?
Sort data into
categories and
examine
• Married and unmarried life. Were people likely to live longer if married or not? Why
might this be the case? What does this suggest about life in the colony?
Think of topics and
look for data
offering clues
• Marriage prospects? Is there any data to suggest how difficult it might be for males
and females to find a marriage partner?
Calculate percentages
or create charts or
graphs to compare
• Ages in marriage. Estimate the average age of married women and married men.
(Multiply the number of males or females in each age category by the mid-range age,
total the answers for all age ranges and divide by total number of males or females.)
What social and economic factors might explain the difference?
• Twenty-something. What does the fact that 842 residents are between 21 and 30 years
old suggest about life in the colony?
• Survival rate. Would you say young males or females were more likely to survive early
childhood?
• Marrying ages. What is the marrying age range of women? (When do they start to
marry and at what age does marriage slow?)
• Living under one roof. Calculate the average number of people likely to be living
under one roof in the colony, then add two parents per family. (Add children under 20
and divide by number of families in the colony—see Family composition table for
number of families.) What might this suggest about living conditions?
Think of what is
missing from the
data and consider
possible implications
New France
• Missing age. A total of 79 residents did not provide their age. What might this
suggest?
• Divorced couples. Where are the divorced people? What might this suggest about the
colony?
122
The Critical Thinking Cooperative
Blackline Master #9A
Professions and trades by community
1665–1666 Census of New France
Professions and trades
Québec
Côtes
nord
Orléans
& Côtes
sud
TroisRivières
Montréal
Totals
Armourers
2
0
2
0
0
4
Gunsmiths (make & repair firearms)
2
0
0
2
3
7
15
1
0
0
0
16
Bakers
1
3
4
0
3
11
Butchers
0
3
2
0
2
7
Button makers
0
1
0
0
0
1
Brewers
1
0
0
0
0
1
Brick makers
0
1
0
0
0
1
Hatters
0
4
1
0
2
7
Wheelwrights (make & repair wheels)
0
2
0
0
0
2
Surgeons
2
2
0
0
1
5
Carpenters
3
21
4
1
7
36
Charcoal burners
0
1
0
0
0
1
Braziers (work with brass)
0
2
0
0
1
3
Chandlers (make & sell candles)
1
2
0
0
0
3
Rope makers
1
3
1
0
1
6
Shoe makers
6
7
3
0
4
20
Curriers (curry leather by soaking, scouring &
smoothing hides; may also groom horses)
0
1
4
0
3
8
Nailers
3
0
1
0
0
4
Cutlers
0
1
0
0
0
1
Slaters or roofers
0
1
0
0
0
1
Drapers (deal with cloth)
0
1
3
0
0
4
Servants
93
115
47
72
74
401
Tinsmiths
1
0
0
0
0
1
Foundrymen (cast metal)
1
0
0
0
0
1
Sword grinders
1
0
0
0
0
1
Bailiffs
3
1
0
0
0
4
Gentlemen of means
New France
123
The Critical Thinking Cooperative
Blackline Master #9B
Professions and trades
Québec
Côtes
nord
Orléans
& Côtes
sud
TroisRivières
Montréal
Totals
Printers
0
0
1
0
0
1
Teachers
2
0
0
1
0
3
Gardeners
2
1
0
0
0
3
Masons (build with stone & brick)
7
12
5
0
8
32
Ship captains
1
0
0
0
0
1
13
1
0
1
3
18
Joiners (join wood such as in cabinet making)
9
8
3
2
5
27
Millers (operate a mill to grind grain for flour)
0
5
2
1
1
9
Sailors
4
9
6
0
3
22
Notaries
2
1
0
0
0
3
Jewellers
0
0
1
0
0
1
Confectioners
3
1
0
0
1
5
Furriers (deal, repair & store furs)
1
0
0
0
0
1
Wooden shoe makers
0
1
0
0
0
1
Stone cutters
1
0
0
0
0
1
Saddlers (make harnesses & saddles)
0
1
1
0
1
3
Locksmiths
0
1
0
1
1
3
Edge tool makers (make sharp tools such
as chisels)
8
1
2
1
2
14
Tailors
8
9
4
2
7
30
Carpet weavers
0
2
1
0
0
3
Weavers
1
11
3
0
1
16
Coopers (make & repair barrels)
4
1
0
1
2
8
Turners (turn articles on a lathe [a machine
that holds & spins wood for carving])
0
0
0
0
1
1
202
238
101
85
137
763
Merchants
Total
Adapted from Statistics Canada Internet Site (August 1, 2002)
http://www.statcan.ca/english/kits/jtable4.htm
New France
124
The Critical Thinking Cooperative
Blackline Master #9C
Guiding questions for “Professions and trades by community”
Strategies
Guiding questions
Look at individual
items and think of
implications
• Servants in Trois-Rivières. There are 72 servants in this community. What is unusual
about this figure and what are possible explanations?
Sort data into
categories and
examine
• Major industries. Sort the occupations into kinds of industries (e.g., construction,
clothing, trade). What are the major industries in each community in New France?
What might explain this?
• Carpenters in Côtes nord. There are 21 carpenters in this community. What is unusual
about this figure and what are possible explanations?
• Centre of government. Which location would seem to be the colony’s civic/
administrative centre?
Think of topics and
look for data
offering clues
• Services. Which location has the most/least services? What might explain this?
• Wealth. Which location appears to be the most/least wealthy? What might explain
this?
Calculate percentages
or create charts or
graphs to compare
• Occupations. The people working in the professions and trades represent what
percentage of the population over 15? What might the rest of the people be doing?
Think of what is
missing from the
data and consider
possible implications
• Agriculture. Was there an agricultural industry?
New France
• Missing services. What other services might you expect in a colony that are not present
in New France?
125
The Critical Thinking Cooperative
Common aspects of
colonial life
Life in New France
Inferences
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Social
•
•
•
•
•
•
•
•
• quality of life / living
conditions
• health / safety
• community support
Economic
• employment / occupations
• technology
• economic security / wealth
Economic
• employment / occupations
• technology
• economic security / wealth
•
Corroborating data
The Critical Thinking Cooperative
126
New France
Blackline Master #10A
______________________________________________________
Names:
Blackline Master #10B
Inferences
Inferences
Economic
Unique features of individual communities
Social
Evidence
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Evidence
The Critical Thinking Cooperative
127
New France
Québec
Côtes nord
Orléans &
Côtes sud
Trois-Rivières
Montréal
Name(s):
Blackline Master #11
______________________________________________________
Corroborating evidence
Relevant evidence
Source
Political
Economic
Social
Possible inference
New France
128
The Critical Thinking Cooperative
Name(s):
Blackline Master #12
______________________________________________________
Assessing the inferences
Use the following rubric to assess students' inferences drawn from the census data. Award intermediate marks for
evidence falling between the descriptors.
Plausible
inferences
Imaginative
inferences
Underdeveloped
Competent
The three charts contain
almost no plausible inferences.
Each of the three charts
contains approximately one
plausible inference for each of
the ten data / topics.
1
3
All of the inferences drawn in
the three charts are very
obvious.
Each chart contains
approximately two
imaginative and insightful
inferences.
1
Quality of
explanations
No reasonable explanations
are offered.
Well developed
Each of the three charts
contains on average two
plausible inferences for each
of the ten data / topics.
5
Each chart contains at least
four imaginative and
insightful inferences.
3
Each chart contains
approximately five reasonable
explanations.
1
5
Each chart contains a
reasonable explanation for
each of the ten data / topics.
3
5
TOTAL
/ 15
Comments:
New France
129
The Critical Thinking Cooperative
Names:
Blackline Master #13
______________________________________________________
Assessing the profile
Use the following rubric to assess students’ colonial profile. Award intermediate marks for evidence falling between
the descriptors.
Underdeveloped
Plausible
inferences
The profile contains almost no
plausible inferences in any of
the identified categories.
Competent
The profile contains
approximately 11 plausible
inferences—addressing onehalf of the identified
categories.
1
Imaginative
inferences
All of the inferences in the
profile are very obvious.
No plausible corroboration is
offered for any of the
inferences.
The profile contains at least 22
plausible inferences—one for
each of the identified
categories.
3
The profile contains
approximately five imaginative
and insightful inferences.
1
Extent of
corroboration
Well developed
5
The profile contains ten or
more imaginative and
insightful inferences.
3
Approximately one piece of
plausible corroborating
evidence is offered for every
inference.
1
5
On average two pieces of
plausible corroborating
evidence are offered for every
inference.
3
5
TOTAL
/ 15
Comments:
New France
130
The Critical Thinking Cooperative