New France Unit One Jacques Cartier In 1534

New France Unit One

Jacques Cartier In 1534, The king of France ordered Cartier to explore the new land to look for two things A shipping route to the Orient to allow the French traders to import silk and other fine products Precious gems and metals such as gold to make France rich Within three weeks, Cartier landed in Newfoundland continued to explore further inland to Prince Edward Island the Baie de Chaleur. He set up a large cross on Pointe Penouille on the Gaspe Peninsula to show France’s claim to the “New World”

Chief Donnacona saw Cartier’ship and recognized and went to the ship to protest with his brother and sons The French convinced Donnacona to let Cartier take two of his sons back to France to show the king. Domagya and Taignoagny returned in a year and their stories of being treated well helped to establish a positive relationship between the St Lawrence Iroquois and the French. In 1535 1536, Cartier explored the St Lawrence River, still looking for a path to the orient. Donnacona told him of “the Kingdom of Saguenay” where he would find precious metals

Hochelaga Donnacona told Cartier the stories of the Kingdom of Saguenay and referred to golden haired people who had these precious metals. Donnacona told Cartier these stories in an effort to stop Cartier from going to Hochelaga. There were divisions and conflicts among the Iroquois, called the Haudenosaunee. Donnacona wanted to control the trading between France and New France He was afraid that if Cartier made friends with the well established Iroquois community at Hochelaga, that might threaten his influence.

Hochelaga Donnaconna would not let his two sons accompany Cartier passed Stadacona (Quebec City) and went toward Hochelaga (Montreal) against Donnacona’s wishes. Cartier’s trip to Hochelaga was not as successful as it might have been. He was unable to communicate with the Iroquois community and therefore very little was done. Cartier spent the winter near Stadacona and almost all of the 110 men became sick with scurvy. He learned from the Iroquois that drinking white cedar tree tea cured scurvy and all but 25 of the French men survived the winter.

Return to France and the final voyage Cartier needed to show the king that it was worth the effort to explore Canada, so he captured Donnacona, his sons, and several other Iroquois in hopes that they would tell stories of riches. Unfortunately, Donnacona and all but one Iroquois had died. In 1541 1542, Cartier’s final voyage took place. The relationship between the First Nations people and the French had diminished since Cartier’s last voyage, when Cartier had denied Donnacona’s wishes and explored Hochelaga. This time, Cartier found what he thought were diamonds, filled his boat and returned to France. It turned out that these “diamonds” were quartz. He never again explored for France.

Your FINAL term 2 assignment As a class, we will be developing a History Wiki. Each person will be responsible for choosing one person or group to research and develop a page about. It is important that every one chooses a different group or person. We cannot have two people doing the same thing. This is an individual assignment. I am not changing my mind. You will be given a list to choose from and on Tuesday you will submit your first and second choices of person or group to research. I will then determine who is researching what and let you know. There will be no changing topics after this point. This will be a big part of your History Mark so although the due date will not be for some time, it is important that you get started on as soon as possible.

Choices: submit first and second choice by Tuesday ( otherwise I will choose for you and you won’t get another say in the matter). Jacques Cartier Jacques Marquette Samuel de Champlain Seigneur Huron Iroquois Habitant Etienne Brule Jesuit Priests Jean de Brebeuf Count Frontenac Ursuline Nuns Jean Talon Marie Martin (Guyart) Francois Laval Marguerite Bourgeoys Acadians Coures des Bois James Wolfe Peirre Esprit Radisson Filles du Roi Metis Marquis Louis Joseph de Montcalm

Three motives for exploration Curiosity Opportunity to learn about the world Commerce Quick trade route (through the orient) Make money through trade Christianity Opportunity to spread Christian faith to Aboriginals

Historians Part of being a good historian is being able to make inferences (guesses) about the past based on pictures On the following slide you will see a picture: It is one of a large collection of over 1000 historical works about Canada done by Dr. Charles W Jerrferys (1869 1951) Jefferys has a reputation for accuracy in presenting the historical costumes, equipment, and buildings of the time

Historical detectives We do not have the details of the drawing, so we are going to have to act as detectives to interpret what is happening in the picture. We will use the 5 W questions that reporters use to investigate an event Who are the people in the drawing? What are they doing? Where does the drawing take place? When did it take place? Why is this action happening?

Historical Detectives Copy the chart below, then use the picture to fill it in Be sure to include sound inferences, which have evidence from the drawing and other sources to back it up. It should be SPECIFIC and DETAILED. Inferences Who What Where When Why Evidence

Picture Study: You will be working in three groups of five Group One Group Two Group Three Yousef Mahdi Reem Rayan Hawraa Hassan Hamza Serene Mayah Zeinab Hadi Jawad Zaynab Maye Maya T

Picture study instructions: Each group will get 5 pictures and 5 “deciphering the explicit message” worksheets Perform the same activity you did last class, answering the 5 w’s about each of the 5 pictures Who are the people in the drawing? What are they doing? Where does the drawing take place? When did it take place? Why is this action happening?

Background to the drawings The Aboriginal peoples were a valuable source of information about the local geography and landscape for early European explorers and settlers. Aboriginal people accepted Europeans into their trading networks by providing trade goods and often food and transportation. Europeans likewise included Aboriginal people into their own networks of international trade by exchanging the furs that Aboriginal people trapped for metal goods, guns, beads (thought to have spiritual value) and other decorative objects. Europeans who went out to trade with Aboriginal people had a lot to learn about North American conditions, and often chose to adopt Aboriginal ways of life including taking an Aboriginal wife (usually "in the custom of the country" without a Christian marriage ceremony). Trading dominated relations among Aboriginal groups, with both British and French fur traders competing for their assistance. The English and French provided the Iroquois and Huron with guns and ammunition to gain control of increased trade, and wars and other conflict increased as a result. Disease, rather than warfare, devastated Aboriginal populations who had little immunity to European germs.

Picture #2 Jacques Cartier: Cartier meets the Indians of the St. Lawrence, 1535 Jacques Cartier left France for America in 1534. After surveying Labrador—which he described as "the land that God gave Cain"—he explored the Gulf of St. Lawrence. At a spot on Gaspé he raised a 30 foot cross and claimed possession of the land in the name of the King of France. On returning to France he took with him two sons of Chief Donnacona of Stadacona (the future site of Quebec). The two sons survived the voyage and returned with him to Canada the following year. Cartier sailed up the St. Lawrence to Quebec, returning the two sons to Donnacona, then traveling as far as Hochelaga (the future site of Montréal). He found a larger, more prosperous society there. When Cartier returned to Stadacona to winter, trouble arose between the two cultures, due in part to Cartier's failure to recognize Donnacona's rights to his land. Cartier built a fort in the area despite Donnacona's protests. Although Donnacona gave considerable help to Cartier's men throughout the winter—helping them to survive both the cold temperatures and the scurvy that killed off some of the men—Cartier's attitude remained hostile. He kidnapped Donnacona and (again) his two sons, as well as seven other members of their band. All the Aboriginal hostages died. In his third journey, 1541, Cartier brought with him the foundations of a French colony—settlers, animals and the tools for construction and agriculture. Fifty of the settlers died over the winter from scurvy and another 35 were killed by Aboriginal people, hostile to Cartier's attitude to their people and their lands. Cartier and the surviving settlers returned to France

Picture #3: Samuel de Champlain trading with Natives, early 17 th Samuel de Champlain arrived at the St. Lawrence River in 1603, returning the next year to establish a settlement in what is now Nova Scotia. In 1608, Champlain established a trading post at Quebec, the first permanent French settlement in Canada. Once again the winter proved too harsh and 20 of the 28 men died in the first year. Like Cartier, Champlain believed that he was on land now claimed for France. Unlike Cartier, Champlain recognized the advantages that favourable trade relations might bring to France

Picture Study #4: Champlain taking an observation with the astrolabe, on the Ottawa, 1613 Champlain relied heavily on information obtained from Aboriginal peoples. In fact, he was the first European explorer who used Aboriginal accounts and maps in his own maps and journals, allowing him to improve the accuracy of his writing, Champlain also believed that alliances with certain Aboriginal groups would benefit him and his people, making trade for furs easier and ensuring that France would be able to establish a permanent colony in New France. In exchange for knowledge and expertise in expanding the fur trade inland, Champlain provided military assistance to the Algonquin in their conflicts with the Iroquois.

Étienne Brûlé (Picture study #5: Étienne Brûlé at the mouth of the Humber, 1615) Étienne Brûlé came from France with Champlain in 1608. In 1610 he went to stay with the Hurons and learned their language. He lived and travelled among the Hurons for many of the next twenty years. He is thought to be the first European to reach all of the Great Lakes and acted as Champlain's guide and interpreter on his trips in this region. It is thought that in 1632 or 1633, he was killed and eaten by Hurons, even though cannibalism was rare among these people. At the time Brûlé was viewed as a traitor by the French because he had been helping the English.

Pierre Esprit Radisson (Picture study #6: Radisson meets the Indians in a winter camp, 1660) Pierre Esprit Radisson came to New France around 1651. A year later, while out hunting, he was captured by a Mohawk band taken to their community. He was treated kindly by his captors and was "adopted" by an elderly couple who had lost their own son. In an effort to escape, Radisson killed three Mohawk men as they slept. He was soon caught, but was not killed or tortured by the Mohawks because his adopted father, who was a powerful chief, got him pardoned, Radisson eventually escaped and over the next eight years had many adventures as he traveled, traded and fought alongside the Aboriginal people. Radisson reported in his journal that he made a great impression at an Aboriginal feast. He appeared in a colourful costume, sang and threw gunpowder in the fire, and handed out gifts as he spoke to the gathering. In 1660, after getting in trouble with the Governor of New France for trading without a permit, he left for Europe only to return some years later as a trader for the newly formed Hudson's Bay Company. Radisson eventually settled in London, England died in his seventies in 1710.

Implicit Messages The 5 W questions focus on the obvious interpretation of the drawings. The implicit, or disguised, message reveals the artists values and attitudes towards the figures and events in the drawings. Every time we look at something, it is always from a “point of view”. Take a look at the pictures on the next page and see how the image changes quite a bit from the two different points of view.

Point of View When an artist draws a picture, it is from a particular point of view. Consider the following two titles for the image: A Jesuit Preaching to the Indians The Algonquin allow the priest to explain his religion What is the difference in the point of view?

Point of View Inference Evidence The dominant point of view of the drawing is the European perspective Sole priest is dominant figure in the picture Action revolves around the priest, the aboriginal people are just listening Dark robe draws attention to the priest

Character Traits Looking at the character traits of the priest and Aboriginals can add to our evidence Inference Evidence Priest is moving Action of picture revolves around priest Priest is bold Only one European in picture Priest is charismatic He has a serious look on his face Looks like the aboriginals are listening Aboriginals are passive They are sitting/standing still Aboriginals are awed Seem glued to his every word Aboriginals are attentive Staring intently at the priest Aboriginals are being influences Not objecting or asking questions

Symbolic Message When creating a drawing, an artist may also include a symbolic message, showing that the image of symbolizes a larger issue (good vs evil, courage, struggle etc) Inference Evidence bringing Christianity to the aboriginals The cross (symbolizes Christianity) high above the heads of everyone Aboriginal people seem accepting There are many aboriginal and only one priest lone voice of morality among the “uncivilized” Indians Aboriginal clothing leaves most of the body uncovered

Implicit Message Activity Using the pictures from our previous picture study, you will determine the implicit message behind the image. Fill out the sheet with inferences and evidence using the handouts and your text book. You will only receive one class period to complete this activity. Use your time wisely. Serene and Maye (Picture 2) Reem and Hawraa and Hamza (Picture 3) Jawad and Hassan (Picture 4) Mahdi and Hadi (Picture 5) Yousef and Zaynab (Picture 6) Zeinab and Mayah (Picture 6) Maya and Rayan (Picture 4)

KWL K: Something you knew before this lesson (about implicit messages) W: Something you are wondering because of this lesson L: Something you learned during this lesson