1. THE BATTLE THAT CHANGED THE COURSE OF HISTORY:
THE PLAINS OF ABRAHAM
THE PLAINS OF ABRAHAM
In our textbook, read pages H54-H59 about the Seven Years War and the Plains of Abraham. Create notes along the way to explain these topics:
- The British Fleet
- Causes of the Seven Years War
- The attack on the Beauport Shore
- The Anse-au-Foulon
- The Thin Red Line
- The British Fleet
- Causes of the Seven Years War
- The attack on the Beauport Shore
- The Anse-au-Foulon
- The Thin Red Line
![Picture](/uploads/3/9/5/3/39532231/5507554.jpg?250)
After reading and creating your notes, view the three videos in order below. Use the Plains of Abraham Questions page to organize your thoughts along the way.
1) The British Conquest.... 2) Invading Quebec City
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3) The Final Battle
2. LOOKING AT HISTORY FROM DIFFERENT POINTS OF VIEW
"In history, the person who tells the story gets to control how the story is told."
This week in class, I told you a quick story about a settler and a deer. It went like this...
"The settler and his family came to this region. With his wife and children, he began to create a new home in the wilderness. They only had enough supplies for one year, had to clear the land, build a house and start planting crops. They knew that the harvest wouldn't provide enough food to allow them to survive for the entire winter. They were faced with a dilemma. So the pioneer grabbed his gun and went off into the woods to hunt.
Meanwhile, the doe told her fawn that she was going to show him where to find the most succulent and nutritious leaves, grass and berries. They knew that they had to eat lots of food so they could get fat and ready for winter. If not, they might starve in the cold. They left their herd and went off to find food. When they arrived a wonderful clearing, full of tasty vegetation, they saw the settler pointing his gun at them.
BANG!!! The settler fired his gun, killing the doe. He picked up his kill and set off for home with food for his family. The fawn ran off, hoping to return safely to his herd."
"The settler and his family came to this region. With his wife and children, he began to create a new home in the wilderness. They only had enough supplies for one year, had to clear the land, build a house and start planting crops. They knew that the harvest wouldn't provide enough food to allow them to survive for the entire winter. They were faced with a dilemma. So the pioneer grabbed his gun and went off into the woods to hunt.
Meanwhile, the doe told her fawn that she was going to show him where to find the most succulent and nutritious leaves, grass and berries. They knew that they had to eat lots of food so they could get fat and ready for winter. If not, they might starve in the cold. They left their herd and went off to find food. When they arrived a wonderful clearing, full of tasty vegetation, they saw the settler pointing his gun at them.
BANG!!! The settler fired his gun, killing the doe. He picked up his kill and set off for home with food for his family. The fawn ran off, hoping to return safely to his herd."
YOUR TASK:
- Time now flashes forward, and the settler has been dead a long time. Many generations of his family have lived on the same farm. Similarly, the fawn has died and the herd has moved on. The many generations of deer have encountered other human beings in the same region. WHAT STORIES WILL THEY WRITE OR TELL ABOUT THE DAY LONG AGO WHEN THE DOE WAS KILLED?
- Think about the story from both points of view (the settler and the deer). Think of different words that would help describe the story from their perspective.
- Choose one side of the story to focus on: the settler or the deer.
- Write a 12-15 sentence paragraph, telling the story from your character's or their ancestor's point of view. How would they feel? What may have happened? Be very descriptive in showing what happened, and feel free to add details to the story.
- Time now flashes forward, and the settler has been dead a long time. Many generations of his family have lived on the same farm. Similarly, the fawn has died and the herd has moved on. The many generations of deer have encountered other human beings in the same region. WHAT STORIES WILL THEY WRITE OR TELL ABOUT THE DAY LONG AGO WHEN THE DOE WAS KILLED?
- Think about the story from both points of view (the settler and the deer). Think of different words that would help describe the story from their perspective.
- Choose one side of the story to focus on: the settler or the deer.
- Write a 12-15 sentence paragraph, telling the story from your character's or their ancestor's point of view. How would they feel? What may have happened? Be very descriptive in showing what happened, and feel free to add details to the story.
HAND IN WHEN FINISHED! :)
3. THE PEOPLE OF QUEBEC
![Picture](/uploads/3/9/5/3/39532231/1430685516.png?250)
What different groups of people lived in the area after the British gained control?
How would life have changed for these people after the Treaty of Paris?
What desires or concerns did these different groups feel?
Using your history textbook, search for information to help you learn about the opinions of different people within Quebec during the 1760's. Use the People of Quebec page below to help you in your research.
HINT! Take a look at page H70 to help you get started.
How would life have changed for these people after the Treaty of Paris?
What desires or concerns did these different groups feel?
Using your history textbook, search for information to help you learn about the opinions of different people within Quebec during the 1760's. Use the People of Quebec page below to help you in your research.
HINT! Take a look at page H70 to help you get started.
THE CARROT OR THE STICK???
Read page H72-73 in your text. In your notes, create a t-chart to compare differences between the carrot approach and the stick approach. Include three examples of things the British did while using each approach.
After finishing, answer these questions in your notebook:
1. If you were in charge of Quebec in the 1760's, which of the two approaches would you make use of? Why do you feel that way?
2. Do you feel that both can be appropriate in different situations? Why?
***As promised, here is a copy of our notes/thoughts from class on the Carrot/Stick Approaches that the British government used to control the French people of Quebec.
Read page H72-73 in your text. In your notes, create a t-chart to compare differences between the carrot approach and the stick approach. Include three examples of things the British did while using each approach.
After finishing, answer these questions in your notebook:
1. If you were in charge of Quebec in the 1760's, which of the two approaches would you make use of? Why do you feel that way?
2. Do you feel that both can be appropriate in different situations? Why?
***As promised, here is a copy of our notes/thoughts from class on the Carrot/Stick Approaches that the British government used to control the French people of Quebec.
3. Create a t-chart in your notes like the one above, but title it "Nowadays! Adults/Parents/Teachers/Bosses, etc". Think of three clear examples of how these people use the stick approach and carrot approach in our modern society. You should have six points on your t-chart when finished.
4. IMPORTANT EVENTS IN BRITISH NORTH AMERICA
![Picture](/uploads/3/9/5/3/39532231/8842420.jpg?250)
Last week in class I challenged you to look for some important moments in the history of British North America, and show the order of when they happened. If you are looking for the answers to this challenge, check out the page below. HINT: You may need this info later on for a test or quiz! :)
5. DEALING WITH DIFFERENT GROUPS
![Picture](/uploads/3/9/5/3/39532231/1502173.jpg?250)
The British had defeated the French, but they still had to make peace with the First Nations to make their control over the territory secure. They may not have realized the threat that the First Nations posed. But when a full-scale war broke out, they had to take notice.
![Picture](/uploads/3/9/5/3/39532231/253324.jpg?250)
During our time in the computer lab, make use of the DIFFERENT GROUPS task below. Use your textbook and/or trustworthy websites to help you in your work. Show the teacher when finished, and print a copy to keep in your notebook.
6. THE 13 COLONIES
BRITISH NORTH AMERICA MIND MAP
Our culminating task for this unit: create a mind map to show key events in the history of British North America.
Include:
- The following years: 1759, 1763, 1764, 1774, 1775, 1783
- For each year you should draw a minimum of three pictures depicting important events.
- Each drawing should have a title.
- You should include a brief explanation of each event, it's importance, etc. This can be created as labels on the front, or your can include them on the back of your bristol board.
An Example:
Include:
- The following years: 1759, 1763, 1764, 1774, 1775, 1783
- For each year you should draw a minimum of three pictures depicting important events.
- Each drawing should have a title.
- You should include a brief explanation of each event, it's importance, etc. This can be created as labels on the front, or your can include them on the back of your bristol board.
An Example:
DUE DATE: THURSDAY, JUNE 4TH
Wondering how your mind map will be assessed?
Wondering how your mind map will be assessed?