Social Studies 9
Unit Plan: Royal Colony of New France
Laura Laverdure
EDUC 460
University of Northern British Columbia
230035977
October 7, 2011
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Unit Title: Royal Colony of New France
Name: Laura Laverdure
Subject(s): Social Studies
Grade(s): 9
Number of Lessons: 11
Time (In Weeks): 2 weeks
Introduction:
In this unit, I will teach students about the Royal Colony of New France. Students will study key political and social structures from
this period including Colonial Government, the Seigneurial System and the role of the church in New France. Students will use their
critical thinking skills through written work and statistical analysis. They will also learn to draw comparisons between societies by
comparing life in New France to France at that period and to Quebec today. By examining prevailing institutions in Quebec society
today, students will be able to identify a link between the past and present.
Rationale:
The transformation of New France into a royal colony was a pivotal moment in Canadian history. It transformed the territory from a
fur trading outpost into a government controlled colony. The colony’s survival depended on a carefully orchestrated effort by the
French government to populate the colony and establish a permanent presence in what we now know as Canada. The creation of this
settlement was the starting point for a larger French presence and culture in Canada that dominates Eastern Canada today. It is
important that students understand that present day Canada and its many social issues are a product of its history. The country was
forged on encounters between nations, colonization, and conflict. This unit will allow students to understand Canada’s French origins.
It will help them to gain perspective and understanding on how Canada was transformed from a fur trading empire into a government
run colony and eventually country.
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Relevant Ministry PLOs:
It is expected students will:
A2- select and summarize information from primary and secondary print and non-print sources, including electronic sources.
B1 – analyze the relationship between Aboriginal people and Europeans and explain the role of each in the development of Canada
B2 – describe daily life in Aboriginal communities, New France and British North America
B3 – assess how identity is shaped by a variety of factors, including:
- Family
- Gender
- Belief systems
- Ethnicity
- Nationality
B5 – analyze roots of present-day regional, cultural and social issues within Canada.
C4 – investigate the roots of Canada’s political and legal systems, including the development of two legal systems from two cultures
C5 – evaluate the changing nature of law and its relations to social conditions of the times.
D2 – analyse the reasons for the initial exploration and settlement of North America
D5 – identify factors that influenced the growth and development of industry.
E1 – construct, interpret, and use graphs, tables, grids, scales, legends, contours and various types of maps.
E3 – identify major exploration routes and historical events in the development of Canada.
MOLOs (My Own Learning Objectives):
- Students will learn the historical foundations of Canada’s colonial society.
- Students will be able to cooperate and work effectively in groups.
- Students will discover that Canadian History can be interesting and relevant to the present and their lives.
- Students will think critically about historical issues.
- Students will learn the importance of democracy in their society but examining the limited power of the general population in
New France.
- Students will demonstrate historical empathy.
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Assessment:
I will assess students both in both formative and summative ways throughout this unit. The assessment will also be done formally
through written assignments and worksheets as well as informally through observation and discussion with students. I have broken
down my methods of assessment below:
Formative
- Worksheets
- Group Work
- Class Discussion
- Law Case Analysis.
- Quiz on Seigneurial System
- Population Growth Graph & Analysis
- Diary Entry
- Paragraph Writing.
- Letter to France
- Board Game
Marks will be broken down as follow:
- Test – 30%
- Quiz – 10%
- Assignments – 60%
Summative
- Unit Test
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Lesson Breakdown:
Lesson
Title/Topic
Day 1:
Establishment of
the Royal Colony
Day 2: Absolute
Monarchy &
Colonial
Government in
New France
PLOs
Lesson Objectives
SWBAT identify 5 factors
B1;
E3; C4 that led to the creation of the
Royal Colony of New
France
A2;
C4;
SWBAT explain the role
each level of Government
played in managing New
France.
Activities and Methods
 Hand out Key Terms Sheet.
Video - Canada: A People’s History – Destruction
of Huronia, Iroquois Attacks.
 PowerPoint Lecture & Guided Notes on factors in
New France and France that led to the
establishment of the Royal Colony, key events
that occurred after colonization and Colbert’s
goals.
 Show students map of New France; Discuss
Timeline
 Worksheet on Lecture & Textbook pg. 44 - 46.
 Anticipatory Set – “How Would You Feel If”
Absolute Monarchy Scenario… Group
Discussion, then class discussion. Relate to New
France.
 PowerPoint Lecture with Guided Notes Formation of Colonial Government in New
France; Important Officials.
 Students - Fill out Royal Government Hierarchy
Worksheet. Go over as a class.
 Play Colonial Government Card Game (same
rules as War) - Write Rules as a Class (i.e. - King
trumps all etc.);
 Class Discussion – What does game show about
hierarchy in New France?
Resources
Canada Revisited
Textbook, pg. 4446; Canada: A
People’s History,
2b: Adventurers
and Mystics;
PowerPoint
Presentation,
Guided Notes
Sheets.
Worksheets
Worksheet,
Revisiting Canada,
pg. 47-49, Card
Decks.
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Day 3:
Formation of New
France: Building a
Colonial
Population.
SWBAT analyze why the
D2;
E1; E3 population increase was so
important and what factors
contributed to the population
increase in the 17th Century.
Day 4: Early Life
& Key Figures in
New France
B1;B2; SWBAT outline the social
B3; D5 and economic factors that
influenced day to day life in
New France.

Anticipatory Set - Brainstorm - Create concept map
on board - Why would someone want to come to
New France? What would entice them? How do
you increase your population?
 Class Discussion - Jean Talon, Intendant - 1665
Census Analysis (population data, trades, ages
etc.); students fill out “Life in New France”
Blackline Master.
 PowerPoint Lecture with Guided Notes – Jean
Talon's Efforts to Populate the Colony;
 Canada: A People’s History, 2b The Daughters of
the King; Soldiers
 Students graph Population Growth using Data from
1666 & 1681 Census & Analysis.
 Group Activity – Groups Assigned One Of:
Formation of Militia & Role; Threat of Iroquois;
Women in New France; Important Industries;
Laval & the Church, Aboriginal Relations – Give
students handouts, make notes, Students present to
class. Students write notes based on student
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Canada: A
People’s History,
Canada Revisited,
pg. 46; Jean Talon
Census, 1666/1681
Statistics. Early
Contact and
Settlement in New
France, Blackline
Master #10A (p.
126), Worksheet,
Graph Paper
Canada Revisited,
pg. 46, Handouts
on Iroquois Wars &
Role of Women,
Chart Paper & Felt
Pens
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Day 5:
Seigneurial
System
B2
SWBAT describe life on a
seigneury by creating a
board game incorporating
seigneur/habitant duties and
daily life.
Day 6:
Seigneurial
System
B2
SWBAT illustrate the
layout of a seigneury.
Day 7:
Seigneurial
System –
Differences with
France.
A2;
B2;
SWBAT compare and
contrast the Seigneurial
System with the Feudal
System in France.
presentation. 
 Assignment – Students - Write a Letter to Relative
In France or a Diary Entry Describing Life in New
France (as either Soldier or Filles du Roi) 
Review Activity - Previous Lessons
 PowerPoint – Guided Notes – Seigneurial System;
Layout
 Show aerial photo of Quebec today and how this
has reflected into today
 Show Life in New France” video. Students fill out
table on life of Habitant & Seigneur. Review in
class.
 Assignment – Student Group Project - Board
Game Based on Life on Seigneury - Go over
requirements; Class Brainstorm of what to
include.
 Students work on project – fill out planning page
and have approved by teacher before start creating
game. (must include duties of habitant, seigneur,
challenges might have faced, resources needed
etc.)
 Create box cover for game – must be group’s own
design of a Seigneury.
 Students work on game. Due Day 8.
 Guided notes – Differences between France & New
France
 Partner Work - Students fill in Venn diagram –
Comparing the Seigneurial System to the Feudal
System in France.
 Assignment - Write paragraph arguing whether or
not you agree that the habitants in NF were better
off than those living under the Feudal System in
6
Canada Revisited,
pg. 50-51; Aerial
Photos; Guided
Notes Handout,
Table Handout,
PowerPoint; Board
Game Rubric; Life
in New France VHS
Supplies for Board
Games.
Canada Revisited
pg. 50, Venn
Diagram
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France.
Day 8 :
Seigneurial
System Cont’d;
Justice in New
France
B2;
C4;
C5
SWBAT analyze how17th
century social values
reflected the justice system.
 Quiz – Seigneurial System
 Students will bring finished Board games and trade
with another group to play the game (30 minutes) –
complete peer assessment forms & hand in.
 PowerPoint – French Civil Law & Guided Case
Study Analysis.
 Handout on Civil Law & Case Study Worksheet
Comparing French Civil Law to Canadian Law
Today. - Go over in class.
Peer assessment
worksheets, Civil
Law Guided Notes
Worksheet, Case
Study Worksheet,
PowerPoint
Lecture.
Day 9: Church in
NF
B2;
B3
SWBAT describe the
services that the church in
New France provided.
Canada Revisited
54-55, PowerPoint,
Blank 8.5 x 11
paper
Day 10:
Discuss How
Relates to Canada
Today; Review
B5
SWBAT explain what
aspects of New France
society remains today.
Day 11: Unit Test
-
Students will write unit test.
 Brainstorm – Who takes care of Education/Health
Care today? Compare to New France.
 PowerPoint Lecture & Guided Notes – Church in
New France.
 Brochure - Writing services offered by church in
New France.
 Brainstorm - Remnants from New France in
today’s society.
 Students continue working on brochure.
 Group Activity – Carousel Review Game
 Hand out review terms.
 Students complete unit test
Reflections: [Will be filled in on a daily basis as the unit is taught, and after the unit is complete]
Chart paper, felt
pens.
Unit Test