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Welcome to my seigneury
Note:
Original RECITUS version is located here >>
Broad areas of learning:
Environmental Awareness and Consumer Rights and Responsibilities
Focuses of development:
Awareness of his/her environment: sensitivity to the natural and human environment; understanding of certain characteristics and phenomena of his/her environment; spatial representation (orientation, location, drawing, map, etc.); identification of connections between elements characteristic of the local or regional environment; awareness of interdependence between the environment and human activity
To get students to understand the organization of the society of New France in 1745 in its territory. To get them to recognize the importance of the seigneurial system and to identify the remnants of that system in existence today. To encourage students to examine the phenomenon of urbanization and its consequences for our relationship with the environment.
Cross-curricular competencies :
Uses information and communications technologies
Optional: Cooperates with others (could be developed in activities 1 and 2 of the production phase)
Subject-specific competencies and relevant key features::
Subject-specific competency : Understands the organization of a society in its territory.
What:
Durée approximative de la tâche : 12 heures
Step 1: Urban vs. rural populations (1 hour)
Help students become aware of the importance of agriculture to society today . How has technological progress changed our relationship to the environment?
Step 2: Review (1 hour)
Review students’ knowledge of society in New France between 1645 and 1745..
Step 3: A bird’s-eye view of a seigneury (3 hours)
Have students identify the characteristics of a seigneury.Step 4: A map of a seigneury (6 hours)
Have students define what a seigneury is using texts and a map.
Steps 5 and 6: Remnants of the seigneurial system (1 hour)
Have students identify the remnants of the seigneurial system in existence today. Encourage them to examine the phenomenon of urbanization and its consequences for our relationship with the environment.
Step 1: Urban vs. rural populations
Help students become aware of the importance of agriculture to society today.
How has technological progress changed our relationship with the environment?
60 minutes
Broad areas of learning: Environmental Awareness and Consumer Rights and Responsibilities
Teacher:
To help students become aware of the importance of agriculture to society today, distribute the “urban/rural” cards without explaining their significance to the students. For example, in a class of 25 students, 20 students would receive an urban card and 5 students would receive a rural card.
"Urban/rural”p p p , cards in PDF format
Students:
The students attempt to explain the proportion of urban vs. rural cards. (The proportion of people living in rural areas vs. urban areas is 1 to 5).
Enseignants :
Ask the students to explain how so few people can feed so many: How is it that only 2.5% of the population can feed the other 97.5%? (Remember, only a small number of people in rural areas actually work on faIdeas for discussion: the process of getting food from the farm to the table, technology, transportation, etc.
Note: Only 2.5% of the population works in the agricultural sector in Québec (which represents 0.6 students out of 25)
Discuss the relationship between the various maps found in the following document, then ask the students to explain the process of getting food from the farm to the table, using bread as an example.
How did the habitants used to live? They had no tractors, no heavy machinery, no insecticides, etc.In light of the previous discussions, the teacher writes the following question on a poster (to be displayed throughout this activity):Why are more people living in cities today?Note to teacher: Do not answer this question!
Technology had led to the development of more specialized agriculture (e.g., monocultures: fields of only wheat, corn, barley, etc.), whereas at the time of New France people were surviving on subsistence farming.
Step 2: Review
Review students’ knowledge of society in New France between 1645 and 1745
Teacher:
Present the table below, which summarizes the changes between 1645 and 1745.Ask the students to work in teams for this activity.
Students:
The students must use the pictograms and information found on the first two pages of the PDF document to fill in the table on pages 3, 4 and 5 and indicate their observations regarding the changes that marked New France between 1645 and 1745.During this activity, make sure the students keep the following elements in mind:About the territory:
- St. Lawrence River
- Fur trade
- Importance of agriculture
- Territorial expansion
About 1645:Do not necessarily focus on the “interpret change” competency in all its detail and key features. Concentrate simply on what the students already know and ask them to examine what is new.
Review information in French available here.
Teacher:
Read Gilles Hocquart’s letter (“ 55,000 colonists”) and ask the students whether the pictograms are in the right places.Class review: Make the connection between the various pictograms and the organization of a seigneury.
Students:
The students look over the review table once more.
Step 3: A bird’s-eye view of a seigneury
Have students identify the characteristics of a seigneury.
Present the following Flash animation:
Make sure the students have understood the implications of the mission they have been given by Gilles Hocquart... to prove they are capable of being a seigneur... to learn enough to build the seigneury itself!
Subject-specific competency: Understands the organization of a society in its territory
Cross-curricular competency: Cooperates with othersTeacher :
Class task
Photo analysis: Show the students the photo of a seigneury and write the students’ observations on the board using a mind map (keep this map).
The teacher and the students attempt to find a way of organizing the students’ observations (e.g., human vs. natural elements).
© R. BlanchardStudents:
The students identify the various physical elements that are characteristic of seigneuries (e.g., houses, roads, fences, water, land, trees).
Teacher:
Using a T-chart (samples here) , the teacher and students define what is expected of students (actions, behaviour, attitude, etc.) when working in pairs. Keep the chart for future use.
Students (in pairs):
On a sheet of paper, the students attempt to organize the various words in the mind map according to the method selected.
Example:
Human: houses, roads, fences
Natural: water, land, trees
Teacher:
Ask the students to keep their sheet of paper for future use.
Other competency: Reads various texts
Teacher:
Introduce the primary source text.
First, the teacher can illustrate what a primary source text is by showing the students one of his/her own letters or drawings from when he/she was young.
The students read the text “ A bird’s-eye view of a seigneury” individually and identify 6 to 10 words they don’t understand in the text. The teacher collects the difficult words identified by the students and develops a strategy to teach them vocabulary skills.Students:
As a class: The students follow the appropriate steps before, during and after the reading of Jocelyne Giasson’s text entitled “Vocabulaire et mise en situation.”
In pairs: Based on the primary source text they have just read, the students add further information to their definitions of a seigneury using the sheet from activity 1.
As a class: The teacher and students use those sheets to define subsets of a seigneury. Click here for an example of possible subsets.Teacher:
Write the students’ ideas on a flip chart (keep for future use). Seigneuries will be discussed in further detail during the next activity
45 minutes for both partners to do their part
Cross-curricular competency: Uses information and communications technologies
The students analyze a photo using MS Paint or a vector graphics program.
To find out more about photo analysis, consult “ Photo and image analysis” adapted by LEARN from the original here on the website of the Service national du RÉCIT de l’univers social.Click here for an example of a photo analysis done by two students.
Why are more people living in cities today?
Teacher:
• What were roads made of at the time?
• What means of transportation were used on land and on water?
• How was the land ploughed?
• How were trees cut?
• How were houses built?
Draw parallels with today’s situation in order to clarify the initial question.
Step 4: A map of a seigneury
Have students define what a seigneury is using texts and a
map.
Subject-specific competency: Understands the organization of a society in its territory
Seigneury game
The purpose of this game is for students to identify how the main elements characteristic of a seigneury were organized physically on the territory.
Ask the students about the various components of the game: What is found on the game board? Keep track of their answers on a sheet of paper.
Key elements: people, seasons, buildings. The game board “squares” are actually rectangular and perpendicular to the waterway. The square for the seigneur’s estate is the largest, followed by the one for the parish church.
Other competency: Reads various texts
Then distribute one of the following texts to each student (taking into account levels of difficulty):
Teacher:
Demonstrate how to read and make notes using the “ Clearing the land” text as an example.• “ Home makes the man”
• “ The parish church”
• “ Farming”
• “ Living with the seasons on a seigneury”
(Note, French originals are located here)
Students:
The students read the texts individually and make notes on their observation worksheets.
The students divide into teams based on the text they have read. The teacher asks them to:
• Discuss the important elements they have noted that are characteristic of seigneuries and how they are physically organized on the territory.Each team then presents its findings to the class.
• Identify these elements on their maps of a seigneury.
Teacher:
Review what has been done so far: Based on the student presentations, the mind map, the flip chart page (“A bird’s-eye view”) and the game, identify with the students the elements that make up a seigneury:
• Waterway (river)
• Rectangular plots of land perpendicular to the river
• Censitaires’ buildings: houses, barns, bread ovens
• Seigneur’s buildings: manor house, mill
• Church dominating the seigneury
• Common land
• Cultivated land and standing timber (land that has not been cleared)
• Roads, etc.Hand out a summary document to the students.
Students:
In pairs: Using the summary document, the students are asked to sketch a seigneury.
Cross-curricular competency: Uses information and communications technologies
Teacher:
Make sure to approve students’ sketches before they start this activity.
Students:
Once the sketches have been approved, the students draw a map of a seigneury using drawing software such as Paint. This activity can be done in pairs.
Student 1: Water, land, tree, road
Student 2: Buildings
The students can use the following images to create their maps. These six images can be put together (either by printing them out or viewing them on a webpage) to make a single image. Six seigneuries can then be drawn side by side, perpendicular to the river.
Click here for an example of a map of a seigneury created by two students.
Other competency: Write various texts
Students:
While one student is using the computer, the other writes a text describing his/her seigneury.
Why are more people living in cities today?
Teacher:
Ask the students:
• What has replaced the plough today?
• What has replaced mills?
• Do today’s farmers live entirely off their land?
• What means of transportation are used today to travel to the city?
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Step 5: Remnants of the seigneurial system
Have students identify the remnants of the seigneurial system in
existence today.
Subject-specific competency: Understands the organization of a society in its territory
Teacher:
Do remnants of the seigneurial system still exist today?
Help the students identify the remnants of the seigneurial system.
Use the PowerPoint document (photos, maps, etc.) to complete this activity
Students:
Remnants of the seigneurial system in existence today include: Route 138 (the King’s Road), churches, rectangular plots of land, population concentrated along the banks of the St. Lawrence, the names of certain towns, houses, French-style manor houses, concession roads (rangs), etc.
Step 6: Technology today
Encourage students to examine the phenomenon of urbanization and
its consequences for our relationship with the environment.
Broad areas of learning: Environmental Awareness and Consumer Rights and Responsibilities
Why are more people living in cities today?
In New France, the proportion of people living in rural vs. urban areas was reversed compared to present-day Québec: 1 out of 5 people lived in urban areas (in a class of 25 students, this means 20 were living in rural areas vs. 5 in urban areas).
In developing countries such as Ethiopia in Africa, 80% of the population earns their living from agriculture.
Technological progress has changed the proportion of people living in urban vs. rural areas. For example, point out to students how easy it is to buy fresh fruits or vegetables at any time of the year.
Without refrigeration, how was food stored for long periods of time?
Teacher:
Remind the students of the urban/rural cards used at the beginning of this task. The proportion of people living in rural vs. urban areas is now reversed as compared to New France.
Students:
Have all the countries in the world experienced this change? Why are more people living in cities today?
Teacher:
Optional: Ask the students to identify the impact of technology and urbanization on our society.
Positive: Positive elements may vary.
Negative: With the concentration of the population in cities, the problem of pollution (air and water) is an important element to bring up.
Students:
What are the positive or negative consequences of scientific and technological progress on the phenomenon of urbanization?
Teacher:
Write the students’ ideas on the board.
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Workbook
The student workbook is a tool intended for both students and teachers.
The students can use it to organize the concepts they are learning and keep track of their reflections in the context of a formative evaluation. Students are asked to evaluate their own progress and modify their approach accordingly throughout the learning and evaluation situation.
The student workbook is also an important tool for teachers, who can add notes and comments that will help steer students in the right direction. Teachers can also use the workbook as an evaluation tool to observe students’ progress.
It is therefore important to respect the goals of the student workbook and to present these goals to the students at the beginning of the learning and evaluation situation.
This Learning Situation was created by Steve Quirion, Bianca Ducceppe, Régine Gilles, Brigitte Coulombe, Dominique Lafrance and José Lecavalier. Graphic design and layout by Steve Quirion and Mathieu Rocheleau.
www.recitus.qc.ca
Adapted by LEARN.