FAMILY HISTORY LESSON PLANS PROJECT
GRADE 7 | People Profiles
Table of Contents | People Profiles
LESSON PLAN .......................................................................................................................................................................... 3
PEOPLE PROFILES: Student Instructions ................................................................................................................................. 9
INFORMATION ORGANIZER .................................................................................................................................................. 11
SOCIAL MEDIA PRINT-OUT TEMPLATES ................................................................................................................................ 13
Facebook ........................................................................................................................................................................... 13
Twitter ............................................................................................................................................................................... 14
Archives of Ontario: Ely Playter Twitter Sample ............................................................................................................... 15
Instagram .......................................................................................................................................................................... 16
REDO: Stop Start Continue Reflection Model ....................................................................................................................... 17
HISTORICAL CONTENT #1: The Fur Trade ............................................................................................................................. 18
PERSONAL HISTORY #1: Voyageurs and Coureurs des Bois .................................................................................................. 21
HISTORICAL CONTENT #2: Slaves in Lower Canada The 18th Century ................................................................................. 23
PERSONAL HISTORY #2: Thayendanegea (Joseph Brant), and Sophia Burthen Pooley ........................................................ 25
HISTORICAL CONTENT AND PERSONAL HISTORY #3: British Detroit .................................................................................... 26
HISTORICAL CONTENT AND PERSONAL HISTORY #4: Jaques Duperon Baby (1731-1789) and Jacques (James) Duperon
Baby (1763-1833) .................................................................................................................................................................. 33
HISTORICAL CONTENT AND PERSONAL HISTORY #5: Dorinda Baker and Her Family: Slaves No More ............................... 35
HISTORICAL CONTENT AND PERSONAL HISTORY #6: David Thompson, North America’s Greatest Geographer ................ 37
RUBRIC .................................................................................................................................................................................. 38
Group Focus: People Profiles
History
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LESSON PLAN
Strand: New France and British North America, 1713-1800
Topic: People Profiles
Grade and Subject: 7 History
Time: 140 minutes / 2.2hrs
Room No.:
Teacher:
Overview/Purpose
Students will select a topic that will include readings on a personal account and corresponding historical content.
Students will be responsible for analyzing challenges that individuals of various groups faced in Canada between 1713
and 1800, and communicate their findings and information on different perspectives using social media outlets to
demonstrate their understanding. Printout templates are available for non-tech options.
Curriculum Expectations
A1. Application: Colonial and Present-day Canada (Focus on: Continuity and Change; Historical Perspective)
A1.2 analyse some of the main challenges facing individuals and/or groups in Canada between 1713 and 1800 and
ways in which people responded to those challenges, and assess similarities and differences between some of these
challenges and responses and those of present-day Canadians
A2. Inquiry: From New France to British North America (Focus on: Historical Perspective; Historical Significance)
A2.2 gather and organize information and evidence about perspectives of different groups on some significant events,
developments, and/or issues related to the shift in power in colonial Canada from France to Britain, using a variety of
primary sources
A3. Understanding Historical Context: Events and Their Consequences (Focus on: Historical Significance, Cause and
Consequence)
A3.5 describe significant interactions between various individuals, groups, and institutions in Canada during this
period
Learning Goals
 Students will demonstrate learning by annotating and synthesizing information into organizers, and communicating
with group members.
 Students will communicate their findings through social platforms; they will be active learners by transforming
historic material to appeal to modern audiences.
 Students will consider learned information and make personal connections, and/or connections to a current event.
Success Criteria
 I will analyze and annotate primary and secondary research and document material in an organizer.
 I will communicate thoughts, ideas, and draw connections about what I have learned with my group members, and
communicate an overall message about the material in a modern platform.
 I will make personal connections to what I have read and also make connections to current events.
Non-Academic Learning Opportunities
Communication skills
Analytical skills
Critical thinking
Annotation skills
Marketing and advertising skills
Organization
Team work
Vocabulary
Current event – present-time news that concerns people, places, things, and ideas that happen on a local, national, or
international basis.
Organizer – a way to store information that has been learned in forms of concept maps, diagrams, symbols, or notes.
Primary source – a document or object that was written or created during the time being studied; they offer a view of
a particular event.
Secondary Source – written after the event has happened; interpretations and evaluations of primary sources.
Group Focus: People Profiles
History
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Social media/social platforms – websites and applications that users can use to create and share content.
Type of Student:
Visual Learner
Opportunities:
Primary sources will serve as lenses to view the past and challenge visual learners to
reproduce these images by adding modern elements that would appeal to today’s
audience.
Active/Hands-on Learner
Active learners will benefit with the hands-on work that is provided in this lesson.
Students will practice active learning by making direct changes to the material that they
are given (circling, highlighting, recreating, being active, etc).
Social Student
Social students will have opportunities to discuss the topic with their group member, and
feel a sense of team dynamics because of the responsibilities assigned.
Agenda Overview
Social Media analysis
Resources and Materials
Social Media Print-Out Templates prep:
photocopy for minds-on and/or student
handouts for a non-tech option
Student package items (see: instructions, organizer, historical and personal
history content)
People Profiles: Student Instructions
handout, prep: photocopy
Information Organizer handout, prep:
photocopy
Historical Content and Personal History
prep: photocopy
Consolidation (reflection)
Redo: Stop Start Continue Reflection
Model prep: photocopy
Group Focus: People Profiles
History
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Strategy
Time (m)
Description and Content
SAMPLE SCRIPT
“Around the room there are different types of social media pages. Social media pages, or
platforms, are websites that users can use to create and share content online. I have posted
three different options of social media: Facebook, Twitter, and Instagram. Walk around the
perimeter of the room to analyze the different options. Stand next to the one that you think is
the most interesting or appealing to you.”
Ask students which social media platform they think would be the best option for displaying information.
They should be looking for options with visual appeal, and readability.
SAMPLE SCRIPT
Introduction: Minds on
10 minutes
Tape or place Social Media Print-Out Templates around the room and ask students to look through the
options, and stand near one that they find the most interesting. For each social media option, ask one to
two students why they chose that option rather than the others. Ask students which social media
template they think would be the best for displaying information.
“Now that you have selected the social media template that you find the most appealing, which
one do you think would be best for displaying information? Why do you think so?”
Divide students into groups and assign each a Historical Content and Personal History package with
instructions and handouts.
Students 3 and 4 will be assigned to read and synthesize information about a historical event (see
Historical Content) that corresponds to students 1 and 2’s personal history, and record information in
their Information Organizer.
Instruction/Application
100 minutes / 1.7 hours
Step 1: Investigate and Invigorate (~30 minutes)
Students 1 and 2 will be assigned to read and synthesize information about an assigned person (see
Personal Histories), and record information in their Information Organizer.
After each pair within each group have read and understood their assigned material, they will
communicate their findings to each other, using their information organizer as a guide for their
conversation. Here, they are expected to teach the other pair about what they have learned, highlight
key ideas, important words, identify and ask about issues or questions they had that were not answered
through their investigation process.
Step 2.1: Communicate, Contribute (~40 minutes)
Each group will decide on a social media outlet to present their work (either directly if tech tools are
available, or by using social media templates). The goal is to present their new learned information in a
way that would appeal to their classmates, so they will need to collect information and present it in a
way that would interest people their age, deliver information in a clear and concise manner, while also
making it visually appealing. Although all members should be contributing equally to the final product,
below are four roles that each group member can take on to divide the responsibility:
Group Focus: People Profiles
History
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Strategy
Time (m)
Description and Content
*Note – while the Scribe is writing, Editor 1 and Editor 2 should be working on other content information for
students to access (ex. Facebook “About” section for basic biography stats, what pictures they would include, who
would their individual be “friends” with on social media, what hashtags, groups or interests would they display on
their page?)
Step 2.2: Connect (homework)
TO COMPLETE AT HOME
Instruction/Application continued…
100 minutes / 1.7 hours continued…
Word Master – identifies and defines key words related to the topic or found in both the personal
history and history content reading packages, and state their significance or connection.
Scribe – responsible for writing the social media content to present the information learned.
Editor 1 – first read-through for spelling, grammar, visual appeal, sentence structure, and assess the
quality and quantity of material delivered.
Editor 2 – second read-through for spelling, grammar, visual appeal, sentence structure, and assess the
quality and quantity of material delivered.
The second part of the written expectations is to connect what they have learned to a current
event. This is an opportunity for students to be active learners with the material provided, but to
also be active citizens in local, national, and international occurrences. For example, if student
are focusing on Chloe Cooley or Pontiac, what current events focus around those same social
groups? What new issues are occurring, and what is being done to overcome them? Does
geography come into play? Has history repeated itself? If so, how? If not, why not? Encourage
students to analyze the situation from all perspectives to come to their conclusion rather than
flagging an occurrence as good or bad.
Step 3: Appeal, Don’t Steal (~30 minutes)
Once the groups have finalized their written product, they will complete a social media outlet to present
their findings and conclusions (either online, or with the social media print-out templates provided).
Discuss issues of plagiarism, what it is, and how they can avoid it. Encourage individual creativity for this
lesson. Their social media outlet, whether online or print out template, should be visual appealing and
created to appeal to modern audiences.
Consolidation
30 minutes
Step 4: Relay, Reflect, Redo, Respond (~30 minutes)
Reflection is an important part of the learning process for students. Allowing students an opportunity to
think about their productivity, the quality of their work, and identify changes that they would make is a
way to have students more aware of their learning, and an opportunity for them to set goals for future
work.
Relay: Present or relay the information to the rest of the class. Each group member must contribute
during the presentation, and should also incorporate a class discussion component at the end.
Reflect: Students will answer the following questions individually:
1. What are two ways that you can make a personal connection to the topic that you have read about?
For example, how has your family been affected by something similar that has happened in history?
2. From what you have read, what are some challenges that people still face today? How has your
family faced challenges? Were they in Ontario? Or somewhere else?
Group Focus: People Profiles
History
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Strategy
Consolidation continued…
Time (m)
30 minutes continued…
Description and Content
Redo: Stop Start Continue Reflection Model
1. If you were in the moment in history that you read about, what do you think should STOP? Why?
2. If you were in the moment in history that you read about, what do you think should START? Why?
3. If you were in the moment in history that you read about, what do you think should CONTINUE?
Why?
Respond: Discuss SSC results as a group.
Option: have students submit all work for grading.
Resources
Fur Company site at Fort Severn, 1959 John Macfie, Black and white negative, Reference Code: C 330-9-0-0-68,
Archives of Ontario, I0000262
Fur trade artifacts found on Hudson's Bay Company's website at Fort Severn, 1959 John Macfie, Black and white print
Reference Code: C 330-9-0-0-69, Archives of Ontario, I0000263
Chatelain Henri. Special map of the River St. Louis stood on the site with the names of the wild own country, goods
that are door & that receives & animals, insects, fish, birds, trees & fruit from the northern and southern parts of this
country. 1719., Archives of Ontario map collection 279-0-0-0-10 C Reference Code: AO 2419, Archives of Ontario,
I004754
The Short Portage -- The Carrying Place, La Salle on the way over the Humber River to the Holland River and on to
Lake Simcoe, George A. Reid, Oil on board, 29.8 x 87.6 cm, Government of Ontario Art Collection, 632970
Nouveaux voyages de Mr Le baron de Lahontan (…)., La Haye, Frères Honoré 1704, p.26., Archives of Ontario Library,
971.01 LAH
Janet Woppumnaweskum, Metis woman, Rupert's House, [ca. 1869], Bernard Rogan Ross, Black and white print
Reference Code: F 2179-1-0-0-12, Archives of Ontario, I0005106
Article 47 of the Articles of Capitulation, Montreal September 8, 1760
A New Map of Upper and Lower Canada, 1798, Stockdale Piccadilly, Samuel Peter Jarvis and William Dummer Powell
Collection, Reference Code: F 31-B-36-03, Archives of Ontario, I0028705
Advertisement, Niagara Herald, 28 August, 1802, Reference Code: N23, Archives of Ontario
Joseph Brant, (Thayendanegea), Chief of the Six Nations, Reference Code: S 2076, Archives of Ontario, I0013621
The Narratives of Fugitive Slaves in Canada, Drew, Benjamin, 1812-1903
Plan of elevation for a building for the reception of Indians at Detroit submitted to His Excellency Lieutenant
Governor Simcoe, [ca. 1790], Drawing, Creator unknown, Simcoe Family fonds, Reference Code: F 47-1-2-45,
Archives of Ontario, 100005434
Land deed, Pottawatomi Nation to Jacques Godefroy, 1776, Hiram Walker Museum Collection, Reference Code: F 378,
20-100, Archives of Ontario
Land deed, Pottawatomi Nation to Jacques Godefroy, 1776, Hiram Walker Museum Collection, Reference Code: F
378, 20-100, Archives of Ontario
Register, Land Board, District of Hesse, No. 2 (1790-1792), p. 258-264, Hesse District Land Board Records, Reference
Code: RG 1-178, Ms 693, reel 180
Group Focus: People Profiles
History
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Register, Land Board, District of Hesse, No. 2 (1790-1792), p. 258-264, Hesse District Land Board Records, Reference
Code: RG 1-178, Ms 693, reel 180
Smith, T. Township plan, Sandwich West, 1794, Township plans collection, Reference Code: C 277-1-368-0-1, AO
6700, Archives of Ontario
Certificate appointing Jacques Duperon Baby to the rank of Militia Captain, 1788m Jacques Duperon Baby family fonds
Reference Code: F 2128, MU 18, Archives of Ontario
Appointment of Jacques (James) Duperon Baby to the Legislative Council for Upper Canada, 1792, Jacques Duperon
Baby family fonds, Reference Code: F 2128, MU 18, Archives of Ontario
Dorinda Baker and Her Family: Slaves No More
Robert I. D. Gray to Mrs. Valentine (his sister), 16 February 1804
Colonel John Graves Simcoe, [ca. 1881], Lieutenant Governor of Upper Canada, 1791-96, George Theodore Berthon
(1806-1892), Oil on canvas, Government of Ontario Art Collection, 694156
Thompson’s Narrative of his Explorations in Western Canada, 1784-1812, Edited by J. B. Tyrrell, Toronto:
Champlain Society, 1916, 971 CHA 12, Archives of Ontario
Exterior cover of Journal #16, 1804-1806, David Thompson’s notebooks and journals, Reference Code: F 443-1 ,
Archives of Ontario
Access the David Thompson PDF file (http://tinyurl.com/pahetrn) offered by the Archives of Ontario.
Primary and secondary resources provided by the Archives of Ontario.
THE ACHIEVEMENT CHART: Encouraged best practices through the Ontario Curriculum and Growing Success
Additional Resources/Further Reading
Plagiarism – an animated powtoon explaining plagiarism and how to avoid it
https://www.youtube.com/watch?v=dRkXVixk1MM
Advanced Writing: Evaluating Sources – a mixed media video reviewing definitions and approaches to research
https://www.youtube.com/watch?v=i-y9VzE2YTs
Group Focus: People Profiles
History
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PEOPLE PROFILES: Student Instructions
Group member names: _______________________________________________________________________________
Due Date: ______________________________
Step 1: Investigate and Invigorate
In groups of four, select two people to read the group’s assigned Personal History, and another pair to read Historical
Content. All students are expected to read their assigned package, and take individual notes in their Information
Organizer.
Once everyone has read, recorded, and understood their assigned material, each pair will teach the other what they
have learned about their assigned reading (students who read the personal history will communicate their learnings to
the students who read on the historical content, and vice versa). Here is a checklist of what you should cover during
your conversation:





The general idea/topic of your reading
Key ideas
Important words
Something you might be unsure of, or have questions about
At the end of the conversation:
o How do the personal history and historical content readings connect?
o Why is this connection important? Why is it important to know about both?
o How are the personal history and historical content reading different?
Step: 2.1 Communicate and Contribute
Each group will decide on the type of information that they will include on their social media outlet.
Your challenge: present what your group has learned from the readings so that your classmates would be interested in
learning about it too. All group members should contribute equally. To organize responsibilities, consider using these
roles within your group:
Word Master – identifies and defines key words related to the topic or found in both the personal history and history
content reading packages, and state their significance or connection.
Scribe – responsible for writing the social media content to present the information learned.
Editor 1 – first read-through for spelling, grammar, visual appeal, sentence structure, and assess the quality and quantity
of material delivered.
Editor 2 – second read-through for spelling, grammar, visual appeal, sentence structure, and assess the quality and
quantity of material delivered.
*Note – while the Scribe is writing, Editor 1 and Editor 2 should be working on other content information for students to
access (ex. Facebook “About” section for basic biography stats, what pictures they would include, who would their
individual be “friends” with on social media, what hashtags, groups or interests would they display on their page?)
Step: 2.2 Connect (homework)
Connect what you have learned with a current event (local, national, or international). Below are some prompts to help
you get started:
 What social groups, or types of people, are being discussed about in your reading?
 What are their ethnic backgrounds/cultural practices/appearance? Where do they live? Are groups of people still
facing the same issues today?
 If there is something similar happening today, what is being done to overcome the issue?
Group Focus: People Profiles
History
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 Considering what you learned about the personal history and historical content, has history repeated itself? If so,
how? If not, why not?
 Bring your current event and connections back to your group to incorporate into your social media outlet (i.e. link to
online news article and comment on it)
Step 3: Appeal, Don’t Steal
Once the written product is finalized, you will present your findings in a social media outlet form.
Be sure to use all of your own material. Plagiarism (or using information that already exists online), is stealing. If you are
unsure if what you are using would be considered plagiarism, ask!
Step 4: Relay, Reflect, Redo, Respond
Relay: As a group, you will present your material to the rest of the class. Each group member should contribute during
the presentation. Please be sure to include a class discussion component at the end.
Reflect: Using complete sentences, answer the following questions individually:
1. What are two ways that you can make a personal connection to the topic that you have read about? For example,
how has your family been affected by something similar that has happened in history?
__________________________________________________________________________________________________
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2. From what you have read, what are some challenges that people still face today? How has your family faced
challenges? Were they in Ontario? Or somewhere else?
__________________________________________________________________________________________________
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__________________________________________________________________________________________________
__________________________________________________________________________________________________
Redo: Complete the “Stop Start Continue” Reflection Model in your group. Answer the questions that are presented in
each section.
Respond: Discuss the “Stop Start Continue” results as a group
Group Focus: People Profiles
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INFORMATION ORGANIZER
Name: ________________________________
1. Who is important to know about in this reading? Why is it important to know about them?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
2. What is this reading about? Write 2-3 things that are important to know and understand about this topic.
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3. Where does this event take place? Why is geography important in this reading?
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4. When does this event take place? How many years ago did this happen?
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5. Why is this reading important to know about today?
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6. Who was impacted by this historical event?
__________________________________________________________________________________________________
7. How does this historical moment affect you and your family?
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8. How do you think families reacted?
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9. How does your family relate to this reading?
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Group Focus: People Profiles
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SOCIAL MEDIA PRINT-OUT TEMPLATES
Facebook
Original
imageFocus:
created
by JOhannski
Group
People
Profiles
History
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Twitter
Focus: People
Profiles
OriginalGroup
image created
by openclipart
History
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Archives of Ontario: Ely Playter Twitter Sample
Group
Focus:
People
Profiles
Ely Playter
Twitter
account
created
by the Archives of OntarioHistory
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Instagram
Instagram
Get the app
[Name:]
[About you:]
Log in
FOLLOW
[Photo]
Groupcreated
Focus: by
People
Original image
SophiaProfiles
Salem
History
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REDO: Stop Start Continue Reflection Model
 One page for each group
If you were in the moment in history that
you read about, what do you think should
STOP? Why?
----------------------------------------------------------------------------------------------------------------------------------------------------------------
If you were in involved in the moment in
history that you read about, what would you
want to START? Why?
----------------------------------------------------------------------------------------------------------------------------------------------------------------
If you were in the moment in history that
you read about, what do you think should
CONTINUE? Why?
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HISTORICAL CONTENT #1: The Fur Trade
The 18th Century: Online exhibit
New France had a main export of furs (mainly beaver), from the interior of the region. Trading took place at posts that
lined the St. Lawrence River. However, this changed over time. By the mid-1700s, merchants from Montreal would take
goods to the interior to be traded for furs. These furs were then sold to companies that would then ship the goods to
Europe.
Most of the fur trade was controlled by the French, with less than 40% of furs being shipped through English posts. First
Nations would exchange pelts for European goods such as metal utensils and tools, wool blankets, alcohol, and firearms.
The next two images below show some of the objects used to trade for furs:
Fur Company site at Fort Severn, 1959
John Macfie
Black and white negative
Reference Code: C 330-9-0-0-68
Archives of Ontario, I0000262
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History
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Fur trade artifacts found on Hudson's Bay Company's website at Fort Severn, 1959
John Macfie
Black and white
print Reference Code: C 330-9-0-0-69
Archives of Ontario, I0000263
Group Focus: People Profiles
History
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Chatelain Henri. Special map of the River St. Louis stood on the site with the names of the wild own country,
goods that are door & that receives & animals, insects, fish, birds,
trees & fruit from the northern and southern parts of this country. 1719.
Archives of Ontario map collection 279-0-0-0-10 C
Reference Code: AO 2419
Archives of Ontario, I004754
The map above shows of Upper and Lower Canada during 1719. Can you find where the St. Lawrence River is? The St.
Lawrence River was one of the most important routes and geographic locations in Canada during this time for
populations as well as opportunities to trade resources.
Some of the resources listed for trade on the boarder include: gun powder (des fusils courts a legres de la poudre),
sheath knives (des couteaux a gaine), coloured tiles (du Vermillon couleur de tuile), and brandy (beaucoup d’eau de vie).
Group Focus: People Profiles
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PERSONAL HISTORY #1: Voyageurs and Coureurs des Bois
The 18th Century : Online exhibit
Voyageurs were responsible for bringing European merchandise to the First Nations, and returning with furs to the ports
on the St. Lawrence River. Voyageurs were men who were hired for their abilities to travel long distances and carry
heavy loads. Their job included paddling for sometimes more than twelve hours a day on lakes and rivers that would
lead them to the interior, and carry the merchandise on their backs up and down portages. Portages are paths between
waterways. Travelling from Montreal to the trading post at Michilimakinac (near Sault Ste. Marie) would take the
voyageurs two months.
The Short Portage -- The Carrying Place, La Salle on the way over the Humber
River to the Holland River and on to Lake Simcoe
George A. Reid
Oil on board, 29.8 x 87.6 cm
Government of Ontario Art Collection, 632970
The coureurs des bois were the adventurers of New France. The colonial government saw them as outlaws because of
their illegal trade with First Nations and English traders. Coureurs des bois means “wood runners”.
“Every year, the coureurs de bois leave here (Montreal) in canoes full of merchandises and go to all the Savage Peoples
on this Continent, wherefrom they bring good Beavers. Seven or eight days ago, I saw 25 or 30 of them return
overloaded. There were only two or three men navigating each Canoe loaded with 24 hundredweights [about 1100
kilograms], that is, forty Beaver packages worth 100 crowns each. They had travelled for a year or 18 months.”
Nouveaux voyages de Mr Le baron de Lahontan (…).
La Haye, Frères Honoré 1704, p.26.
Archives of Ontario Library, 971.01 LAH
Religious authorities condemned the coureurs de bois’ traffic in alcohol, and their practices of living like aboriginals.
Colonial authorities used different methods to solve issues created by the coureurs de bois which include: granting local
trade monopolies to fort commanders, “conges” (to dismiss or reject someone), and punishment ranging from fines,
confiscation of traded goods, to jail. The coureurs de bois did not disappear; they were only limited by these measures.
Over time, the coureurs de bois symbolized freedom and adventure.
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Descendants of coureurs de bois and First Nations women became a new nations known as the Métis.
Janet Woppumnaweskum, Metis woman
Rupert's House, [ca. 1869]
Bernard Rogan Ross
Black and white print
Reference Code: F 2179-1-0-0-12
Archives of Ontario, I0005106
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HISTORICAL CONTENT #2: Slaves in Lower Canada
The 18th Century: Online exhibit
Slave property was protected in Lower Canada after France gave up Quebec to Great Britain.
“The Negroes and panis (Aboriginal Slaves) of both sexes shall remain, in their quality of slaves, in the possession of
the French and Canadians to whom they belong: they shall be at liberty to keep them in their service in the colony or
sell them…”
Article 47 of the Articles of Capitulation, Montreal September 8, 1760
This map shows the boundaries of Upper and Lower Canada, and the borders with the United States in 1798.
A New Map of Upper and Lower Canada, 1798
Stockdale Piccadilly
Samuel Peter Jarvis and William Dummer Powell Collection
Reference Code: F 31-B-36-03
Archives of Ontario, I0028705
Aboriginals were not exempt from slavery. Below is a notice posted by Charles Field when his slave, Sal, escaped. He
posted a notice in the Niagara Herald to war others not to harbour, employ, or conceal his Indian slave.
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Advertisement, Niagara Herald, 28 August, 1802
Reference Code: N23
Archives of Ontario
Group Focus: People Profiles
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PERSONAL HISTORY #2: Thayendanegea (Joseph Brant), and Sophia Burthen Pooley
The 18th Century: Online exhibit
Thayendanegea (Joseph Brant) ([1742 or 1743] - 1807) - was a Mohawk interpreter, war chief, and statesman who was
also known as Joseph Brant. He was a British Ally during the American Revolution. Thayendanegea also led the
emigration of the Mohawk and other First Nations from the United States to the Grand River in Upper Canada after the
revolution.
Joseph Brant, (Thayendanegea)
Chief of the Six Nations
Reference Code: S 2076
Archives of Ontario, I0013621
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Sophia Burthen Pooley - Sophia Pooley was born a slave in Fishkill, New York, to slaves Oliver and Dinah Burthen. Sophia
and her sister were taken to Niagara at a young age, where they were sold to Mohawk chieftain Thayendanegea (Joseph
Brant) and taken to his home on the Mohawk reserve in Upper Canada. Sophia was bought when she was seven years
old and was sold when she was twelve. Pooley was interviewed in 1855, and her testimony was recorded in a book.
“While I lived with old Brant we caught the deer…Peggy and Mary, and Katy, Brant’s daughters and I. Brant’s sons,
Joseph and Jacob, would wait on the shore to kill the deer when we fetched him in…”
The Narratives of Fugitive Slaves in Canada, Drew, Benjamin, 1812-1903
It is estimated that Joseph Brant had over thirty slaves. Sophia’s memories included hunting with Brant’s children.
Sophia claimed that the scar near her eye and other injuries were caused by Brant’s third wife, who beat her and cut her
with a knife. She recalled Joseph Brant saying to his wife, saying:
“you know I adopted her as one of the family, and now you are trying to put all the work on her.”
The Narratives of Fugitive Slaves in Canada, Drew, Benjamin, 1812-1903
“At twelve years old, I was sold by Brant to an Englishman in Ancaster, for one hundred dollars, - his name was
Samuel Hatt, and I lived with him for seven years...”
The Narratives of Fugitive Slaves in Canada, Drew, Benjamin, 1812-1903
Group Focus: People Profiles
History
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HISTORICAL CONTENT AND PERSONAL HISTORY #3: British Detroit
The 18th Century: Online exhibit
When the British gained possession of New France in 1763, it marked the start of change for the Detroit area for the
next three decades.
First Nations of the interior opposed British rule and the French trading practices that favoured them. Detroit
resisted a siege in 1763 by a coalition of First Nations led by Pontiac, a leader of the Ottawa Nation.
Over the following decades after this event, First Nations that had settled near Detroit sold some of their land and
eventually moved to reservations.
Plan of elevation for a building for the reception of Indians at Detroit submitted to His Excellency Lieutenant
Governor Simcoe, [ca. 1790]
Drawing
Creator unknown
Simcoe Family fonds
Reference Code: F 47-1-2-45
Archives of Ontario, 100005434
Pontiac ([between 1712 and 1725]-1768)
Member of the Ottawa First Nation. An influential man among the First Nations of the interior, he led them to war
against the British and besieged Detroit (1763). As a result, the British designated the Great Lakes and Ohio areas as
“Indian Territory”, but this did little to stop the expansion of white settlement which First Nations opposed.
Group Focus: People Profiles
History
Page 27
Land deed, Pottawatomi Nation to Jacques Godefroy, 1776
Hiram Walker Museum Collection
Reference Code: F 378, 20-100
Archives of Ontario
Group Focus: People Profiles
History
Page 28
Land deed, Pottawatomi Nation to Jacques Godefroy, 1776
Hiram Walker Museum Collection
Reference Code: F 378, 20-100
Archives of Ontario
Group Focus: People Profiles
History
Page 29
The Canadiens (A term used during the late 17th and the 18th century to describe the descendants of the French
settlers in New France) had to contend with a foreign administration and system of laws. British administrators, farmers,
and traders competed for dominance in Detroit. However, the Canadiens’ relationship with the First Nations, and their
alliances with prominent British families allowed them to continue their important role in trade and local administration.
The American Revolution (the conflict between Great Britain and its 13 American colonies which allied with France and
Spain, resulted in the independence of the United States) and the Second Treaty of Paris (the treaty in which Great
Britain recognized the independence of the United States, and ended the American Revolution), had great implications
on Detroit. A new border was implemented that separated Detroit (now officially an American city, although it was still
occupied by British troops), from the settlement at Petite côte (which was later renamed Sandwich, and is now a
neighbourhood in Windsor) which remained British.
The Loyalists moved to British areas, including Sandwich, which then led to the creation of Upper Canada in 1791.
Over time, the organization of land had become complex. British land grants to Loyalists were not always documented
properly, and some of the land exchanges with First Nations were unclear.
Some Canadien farmers could not prove their legal entitlement to their land. In 1789 the Hesse District Land Board was
appointed to handle issues with land (organization, ownership, borders, etc) in areas including Sandwich and Detroit. In
1791 a copy of a register of French regime grants were obtained. See the images below to observe the register which
allowed many farmers to prove their land ownership:
Register, Land Board, District of Hesse, No. 2 (1790-1792), p. 258-264
Hesse District Land Board Records
Reference Code: RG 1-178, Ms 693, reel 180
Group Focus: People Profiles
History
Page 30
Register, Land Board, District of Hesse, No. 2 (1790-1792), p. 258-264
Hesse District Land Board Records
Reference Code: RG 1-178, Ms 693, reel 180
Group Focus: People Profiles
History
Page 31
Smith, T. Township plan, Sandwich West, 1794
Township plans collection
Reference Code: C 277-1-368-0-1, AO 6700
Archives of Ontario
This is a surveyor plan that shows land ownership in parts of Sandwich during the time being discussed. Notice that
the lots were long and narrow, facing the river rather than square grid-lock land organization found in Upper Canada
(and also what neighbourhoods look like now in most parts of Ontario). This is a land characteristic of the St.
Lawrence Valley.
Group Focus: People Profiles
History
Page 32
HISTORICAL CONTENT AND PERSONAL HISTORY #4: Jaques Duperon Baby (17311789) and Jacques (James) Duperon Baby (1763-1833)
The 18th Century: Online exhibit
A Montreal merchant, Jacques Duperon Baby (1731-1789) moved to settle in Detroit at the time of the Conquest. He
maintained a Canadien presence in the fur trade through his partnership with his brothers in Montreal. Jacques’ was
involved in business, landownership, and local official when in Detroit. He took on the position of officer and interpreter
in the Indian Department in 1777, and then became militia captain and judge in 1788. Below is an image of his certificate
of appointment to the rank of militia captain.
What is the difference between being appointed to a position versus being voted into a position? Why is this difference
important? What are your impressions of appointment versus voting?
Certificate appointing Jacques Duperon
Baby to the rank of Militia Captain, 1788
Jacques Duperon Baby family fonds
Reference Code: F 2128, MU 18
Archives of Ontario
The Baby descendants continued to play roles in political and economic affairs of both Upper and Lower Canada into
the 19th century. Jacques’ son, Jacques (James) (1763-1833) was a notable participant.
The Babys integrated their economic position with alliances for both commercial and matrimonial incentives with
Canadien and British families living in Detroit and Montreal.
Group Focus: People Profiles
History
Page 33
James Baby was appointed to the first Executive and Legislative Councils in 1792 by the first Lieutenant-Governor of
Upper Canada (John Graves Simcoe). Baby was also part of the Family Compact (the conservative-minded group
oversaw Upper Canada’s political life during the first half of the 19th century). Below is an image of James’ certificate
of appointment to the Legislative Council.
Appointment of Jacques (James) Duperon Baby to the
Legislative Council for Upper Canada, 1792
Jacques Duperon Baby family fonds
Reference Code: F 2128, MU 18
Archives of Ontario
Although James faced many losses when the British left Detroit in 1796 and during the War of 1812, as well as his
losses during the decline of the fur trade surrounding the Great Lakes area, Baby was able to maintain his finances.
Up until the time of his death in 1833, he owned many portions of land in parts of Upper Canada. Mostly in the
south-east and in York (now Toronto).
Group Focus: People Profiles
History
Page 34
HISTORICAL CONTENT AND PERSONAL HISTORY #5: Dorinda Baker and Her Family:
Slaves No More
The 18th Century: Online exhibit
Dorinda Baker and her three children are examples of slaves in Canadian history. They were the property of the Solicitor
General of Upper Canada, Robert Gray. Like many others, Dorinda seemed destined to be held in slavery until she died,
and her children would remain property of Gray until they turned 25. However, Robert Gray made a will in 1804 that
stated the following:
“Dorinda, my black woman servant…and all her children from the State of Slavery”
Dorinda Baker and Her Family: Slaves No More
Gray also left the Baker family money and property for them to be financially secure. He even purchased the freedom of
Dorinda’s mother Lavine, who was a slave in the United States.
“…I could no avoid doing this act, the opportunity seemed to have been thrown in my way by providence and I could
not resist it.”
Robert I. D. Gray to Mrs. Valentine (his sister), 16 February 1804
That same year, in 1804, Gray drowned in a shipwreck. Dorinda and her family became free, with financial security left
by Gray.
On July 9, 1793 in Newark (now Niagara-on-the-Lake) the Upper Canada legislature passed the Slave Bill, “An Act to
prevent future introduction of slaves and to limit the Term of Contracts for Servitude within this province”. Although
abolition (putting an end to slavery by law), Lieutenant-Governor John Graves Simcoe made compromises in order to
satisfy all of those involved, since members of the legislature owned slaves or belonged to slave-owning families.
The following applied after the proclamation of the Act:
- Slaves already in Upper Canada would remain the property of their owners for life
- Children born to slaves were to be free at age 25
- Children of children born to slaves were to be free at birth
- No slaves could enter the province: any slaves brought into Upper Canada would be freed automatically
- Owners of freed slaves had to provide for their security
This was the first piece of legislation passed in the colonies to limit slavery.
Group Focus: People Profiles
History
Page 35
Colonel John Graves Simcoe, [ca. 1881]
Lieutenant Governor of Upper Canada, 1791-96
George Theodore Berthon (1806-1892)
Oil on canvas
Government of Ontario Art Collection, 694156
Group Focus: People Profiles
History
Page 36
HISTORICAL CONTENT AND PERSONAL HISTORY #6: David Thompson, North
America’s Greatest Geographer
1770-1857
David Thompson was a fur trader, astronomer, and surveyor. Thompson
also contributed to Canada’s development as an independent nation.
Access the David Thompson PDF file (http://tinyurl.com/pahetrn) offered
by the Archives of Ontario.
Thompson’s Narrative of his
Explorations in Western Canada, 1784-1812
Edited by J. B. Tyrrell
Toronto: Champlain Society, 1916
971 CHA 12
Archives of Ontario
Exterior cover of Journal #16, 1804-1806
David Thompson’s notebooks and journals
Reference Code: F 443-1
Archives of Ontario
David Thompson
is alsoPeople
availableProfiles
with the following URL: http://www.archives.gov.on.ca/fr/explore/travelling/documents/david-thompson.pdf
GroupPDF
Focus:
History
Page 37
RUBRIC
Category
Name: ______________________________
Level 1
Level 2
Level 3
Level 4
Knowledge and Understanding Subject-specific content acquired in each grade (knowledge), and the comprehension of its meaning and significance (understanding)
The student:
Knowledge of content - Demonstrates limited
- Demonstrates some
- Demonstrates
- Demonstrates
(e.g., facts, terms,
knowledge of content
knowledge of content
considerable
thorough
definition)
knowledge of content
knowledge of
content
Understanding of
- Demonstrates limited
- Demonstrates some - Demonstrates
content (e.g., concepts, understanding of content
understanding of
considerable
- Demonstrates
ideas, theories,
content
understanding of
thorough
procedures, processes,
content
understanding of
methodologies, and/or
content
technologies)
Thinking The use of critical and creative thinking skills and/or processes
The student:
Use of planning skills
- Uses planning skills with
- Uses planning skills
(e.g., focusing research, limited effectiveness
with some
gathering information,
effectiveness
organizing an inquiry,
asking questions,
setting goals)
Use of processing skills - Uses processing skills with - Uses processing skills
(e.g., analyzing,
limited effectiveness
with some
generating, integrating,
effectiveness
synthesizing,
evaluating, detecting
point of view and bias)
Use of critical/creative
thinking processes
(e.g., inquiry process,
problem-solving
process, decisionmaking process,
research process)
- Uses critical/creative
thinking processes with
limited effectiveness
Communication The conveying of meaning through various forms
The student:
Expression and
- Expresses and organizes
organization of ideas
ideas and information
and information (e.g.,
with limited effectiveness
clear expression, logical
organization) in oral,
visual, and written
forms
Communication for
- Communicates for
different audiences
different audiences and
(e.g., peers, adults, and purposes with limited
purposes (e.g., to
effectiveness
inform, to persuade) in
oral, visual, and written
forms
- Uses planning skills
with considerable
effectiveness
- Uses planning skills
with a high degree
of effectiveness
- Uses processing skills
with considerable
effectiveness
- Uses processing
skills with a high
degree of
effectiveness
- Uses critical/creative
- Uses critical/creative
thinking processes with thinking processes
some effectiveness
with considerable
effectiveness
- Uses
critical/creative
thinking processes
with a high degree
of effectiveness
- Expresses and
- Expresses and
organizes ideas and
organizes ideas and
information with some information with
effectiveness
considerable
effectiveness
- Expresses and
organizes ideas and
information with a
high degree of
effectiveness
- Communicates for
- Communicates for
different audiences and different audiences
purposes with some
and purposes with
effectiveness
considerable
effectiveness
- Communicates for
different audiences
and purposes with
a high degree of
effectiveness
THE ACHIEVEMENT
STUDIES,
GRADES 1-6, AND HISTORY ANDHistory
GEOGRAPHY, GRADES 7 AND 8
GroupCHART:
Focus:SOCIAL
People
Profiles
Encouraged best practices through the Ontario Curriculum and Growing Success
Page 38
Category
Level 1
Communication (cont.)
Use of conventions
- Uses conventions,
(e.g., conventions of
vocabulary, and
form, map
terminology of the
conventions),
discipline with limited
vocabulary, and
effectiveness
terminology of the
discipline in oral, visual,
and written forms
Level 2
- Uses conventions,
vocabulary, and
terminology of the
discipline with some
effectiveness
Level 3
- Uses conventions,
vocabulary, and
terminology of the
discipline with
considerable
effectiveness
Level 4
- Uses conventions,
vocabulary, and
terminology of the
discipline with a
high degree of
effectiveness
Application The use of knowledge and skills to make connections within and between various contexts
The student:
Application of
- Applies knowledge and
- Applies knowledge and - Applies knowledge and - Applies knowledge
knowledge and skills
skills in familiar contexts
skills in familiar
skills in familiar
and skills in familiar
(e.g., concepts,
with limited effectiveness
contexts with some
contexts with
contexts with a
procedures, processes,
effectiveness
considerable
high degree of
and/or technologies) in
effectiveness
effectiveness
familiar contexts
Transfer of knowledge
and skills (e.g.,
concepts, procedures,
methodologies,
technologies) to new
contexts
- Transfers knowledge and - Transfers knowledge
skills to new contexts with and skills to new
limited effectiveness
contexts with some
effectiveness
- Transfers knowledge
and skills to new
contexts with
considerable
effectiveness
- Transfers
knowledge and skills
to new contexts
with a high degree
of effectiveness
Making connections
within and between
various contexts (e.g.,
past, present, and
future; environmental;
social; cultural; spatial;
personal;
multidisciplinary)
- Makes connections within - Makes connections
and between various
within and between
contexts with limited
various contexts with
effectiveness
some effectiveness
- Makes connections
within and between
various contexts with
considerable
effectiveness
- Makes connections
within and between
various contexts
with a high degree
of effectiveness
Additional comments:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
THE ACHIEVEMENT
STUDIES,
GRADES 1-6, AND HISTORY ANDHistory
GEOGRAPHY, GRADES 7 AND 8
GroupCHART:
Focus:SOCIAL
People
Profiles
Encouraged best practices through the Ontario Curriculum and Growing Success
Page 39
Thank you for using a Family History Lesson Plan provided by the Ontario Genealogical
Society.
Please complete this short survey (http://tinyurl.com/qho77u2) about your experience
with our lesson plans. Through this feedback we hope to collect important data on how
these lessons are used and how they can be improved for future initiatives.
Please be sure to visit the Ontario Genealogical Society’s website at ogs.on.ca/lessonplans
for access to other lesson plans for your classroom.
Generous support for this project was provided by:
Project supported by the Ministry of Tourism, Culture and Sport and the Ministry of Government and Consumer Services, under the
Government of Ontario’s employment program, the 2015 Summer Experience Program.
Group Focus: People Profiles
History
Page 40