Interpreting colonial conditions

Transcription

1 Interpreting colonial conditions E Critical Challenge Critical task Provide a profile of the prevailing social, economic and political conditions in five localities in New France based on the census data. Overview In this challenge, students create a profile of colonial conditions by using data from the first census taken in New France in Students learn to draw inferences from the data and are introduced to strategies for examining statistical tables. Using a series of guiding questions, students analyse four census tables that help define common features and differences among the five localities in New France. Students are encouraged to visually represent the information in graphs, tables or maps that are created manually or using the E- STAT capabilities of the Statistics Canada website. Finally, students draw a series of inferences about the social, economic and political conditions in New France. Objectives Broad understanding New France was a struggling colony with diverse conditions among the different settlements. Requisite tools Background knowledge census data on conditions in New France Criteria for judgment criteria for sound inferences (e.g., corroborated by other information, beyond the obvious inferences) Critical thinking vocabulary fact vs. inference Thinking strategies strategies for analysis data chart display data graphically (e.g., tables, graphs, maps) Habits of mind attention to detail New France The Critical Thinking Cooperative

2 Suggested Activities Pre-planning Registering with E-STAT This challenge builds on data in the E-STAT, Learning Resources section of the Statistics Canada website ( edu/index.htm). You and your students may access this site at no cost, provided your school is registered. If not already a member, your license administrator can register the school. The process is simple, but you need an administrative and technical contact (may be the same person) and an IP address for each computer which will be used for access to E-STAT. When your school has been registered it is given a user name and password which can then be used by teachers and students to log-in to the site from home. To register for E-STAT or access the databases, click the E-STAT icon. In Session Three, students have the option of creating on-line tables, graphs or maps comparing raw data about five localities in New France. Although all the relevant charts are included as Blackline Masters, E-STAT s on-line graphic capabilities enable students to create colourful graphs and maps. We encourage you to familiarize yourself with the databases and with the sorting and display options before sending students to the site. Log in to the Statistics Canada Learning Resource website and go to Censuses of Canada 665. Session One Blackline Masters # 5 Locate New France settlements Place a transparency of New France settlements in 666 (Blackline Master #) on the overhead. Point out the various settlements in the colony and present the following facts: In 666, New France had,5 inhabitants of European descent, men and, women; the French colony consisted of three major settlements (Québec, Montréal and Trois-Rivières) with the remaining people living in clusters of smaller communities around Québec on the north (Côtes nord) and south (Côtes sud) sides of the St. Lawrence River. (Côtes sud consisted of Isle d Orléans and Lauzon. Côtes nord consisted of nine communities: Beauprè, Beauport, Côte St. Jean, Côte St. François, Côte St. Michel, Sillery, Notre-Dame des Anges, Rivière St. Charles and Charlesbourg.) New France settlements in 666 Blackline Master # Map created by Statistics Canada. New France The Critical Thinking Cooperative New France The Critical Thinking Cooperative

3 Introduce sample data Place on the overhead Selected occupations in New France (Blackline Master #) containing a partial list of professions and trades in the colony. Explain the concepts of fact or raw datum in the table (e.g., hatters) and inference or the conclusion we draw from the data (e.g., hats were in fashion in 666, an inference based on the fact that there were as many hatters as butchers). Explain that historians draw inferences from data in order to learn about a community. Ask students to speculate about some aspect of life in New France based on a piece of information in the table. Ask students to justify their inferences with reference to the data. After a few students have responded, ask the following question: Was it a wealthy colony? Solicit student responses with supporting evidence, helping them to see various pieces of potentially relevant evidence: the large number of servants suggests that many people may have been poor, but the existence of so many servants might also suggest that others had some wealth to afford the servants; the number of professionals (teachers and surgeons) was very small, which may mean that the colony was not very wealthy; very few teachers suggests they may not have had schools which may mean the colony was not very prosperous (However this inference is misleading since the clergy, who were not included in the census, played a major teaching role). Selected occupations in New France Census of New France hatters surgeons 5 shoemakers servants millers (grind flour) 9 bakers gunsmiths carpenters 6 tailors sailors confectioners 5 slater or roofer butchers masons brick maker teachers *Total 59 *This is only a partial list of the 5 professions and trades in New France. Adapted from Statistics Canada Internet Site (August, ) New France The Critical Thinking Cooperative fact vs. inference Blackline Master # New France The Critical Thinking Cooperative

4 Teach strategies to probe data Explain to students that tables such as the one they are looking at are surprisingly rich sources of information if a person knows what to look for. Distribute to each pair of students a copy of Generating inferences (Blackline Master #) and point out that there are different approaches to extracting information from statistical tables. (The teacher reference sheet, Sample inferences about occupations (Blackline Master #), provides two sample prompts and suggested inferences for each of five strategies.) Introduce the first strategy looking at individual items and thinking of possible implications. You may want to suggest the two prompts indicated on the teacher reference sheet (the fact that there were sailors and teachers in the colony) or agree, as a class, on two items to explore. In either case, direct students to work with their partner in offering possible inferences and supporting explanations for two items identified using the first strategy. After a suitable time, review students inferences and explanations. Name(s): Blackline Master # Generating inferences Data table: Strategies Look at individual items and think of implications Sort data into categories and examine Think of relevant topics and look for data offering clues Calculate percentages or create charts or graphs to compare Think of what is missing from the data and consider possible implications Strategies Look at individual items and think of implications Data / topics Possible inferences and explanation Sample inferences about occupations Data / topics Possible inferences and explanation New France The Critical Thinking Cooperative Sort data into categories and examine Think of relevant topics and look for data offering clues Calculate percentages or create charts or graphs to compare Think of what is missing from the data and consider possible implications sailors teachers main kinds of businesses/ occupations different kinds of professionals housing diet percentage of servants (6%) percentage of professionals (%) no vegetable sellers no nurses to assist surgeons New France 5 The Critical Thinking Cooperative with sailors must be a seaport, probably has trade goods from elsewhere in the world; with so few teachers perhaps not many schools in the colony; education may not have been valued or perhaps not many children in the colony; suggests a basic needs type existence: domestic help (servants); construction (carpenters, masons, brick maker); clothing (hatters, shoemakers, tailors); food production (millers, confectioners, butchers); since only two types listed (surgeons and teachers) may be a working class settlement buildings are mostly of wood (carpenters), brick and stone (masons, slater); ate meat (butchers), bread (millers/bakers) and sweets (confectioners); gunsmiths suggest may have hunted and eaten wild game; large number of servants suggests many may be poor and uneducated; so many servants suggests others were wealthy to afford the servants; colonists may not have been well-educated nor perhaps very wealthy; perhaps people did not buy vegetables but had their own gardens; perhaps, medicine was practiced differently and they did not use nurses; strategies for analysis Blackline Master # Encourage careful analysis Repeat this procedure in turn for each of the other four approaches. Provide students with enough time to complete their analyses, encouraging them to examine the tables carefully, paying attention to detail as they look for interpretations and corroborating evidence. When discussing the fourth strategy calculating percentages and creating graphs you may need to remind students how to manipulate the data to determine percentages. Explain that percentages and graphs are sometimes more useful than raw numbers in seeing the bigger picture (e.g., realizing that only % of the population were professionals (according to the partial list) may provide a more vivid picture than knowing that there were 5 surgeons and teachers). Confirm that students understand the different strategies and appreciate the richness of information that may be inferred from data tables. attention to detail New France The Critical Thinking Cooperative

5 Introduce Jean Talon s census Explain to students that the table they have been examining comes from the first census in North America undertaken by Jean Talon. Ask students to define what a census is and record a definition on the board: A census is a detailed and systematic recording of information about members of all households within a particular region, typically including information about the name, age, sex and relationship of everyone. Using the briefing sheet Jean Talon and the first census (Blackline Master #5) as teacher notes, explain the context of the census, who was included and who was excluded (notably, Aboriginal peoples, military and the clergy). Alternatively, for homework, direct students to the E-STAT Learning Resources website (see briefing sheet for the address) to read about Talon, his role in New France and the general conditions of the colony when he arrived. Ask students to think about the ways in which this census might have been useful to those in charge of the colony in 666 and how it might be useful to present-day historians wishing to learn about New France. Jean Talon was the first statistician in New France. He arrived in North America in 665, on a mission from King Louis XIV of France and his finance minister, Jean Baptiste Colbert. France had taken over control of the colony from the private Company of One Hundred Associates, and now King Louis wanted to measure the progress of the colony. As Intendant of Justice, Police and Finance, Talon s tasks were to encourage the economic expansion of New France, increase the colony s self-sufficiency, and bring order to the financial administration. He worked hard at these tasks, and had considerable success. He served two terms, from 665 to 66, and from 6 to 6. On his arrival in the colony, Talon found many problems. Scurvy, smallpox and other diseases were killing many European settlers. Confrontations were common between Natives and Europeans. The harsh climate made living conditions extremely difficult for the settlers. Talon began his administrative appointment by finding out everything he could, in a systematic way, about the colony. This included taking a census in the winter of (the first one in North America). Talon conducted his census by counting people. He did much of the enumeration himself, going door-todoor as census takers did in Canada until very recently, counting people by documenting where everyone lived. The 5 pages of manuscript: recorded everyone in the colony by name and included age, occupation, marital status and the relationship to the head of the household; also measured the wealth of industry and agriculture, the value of local timber and mineral resources, and the number of domestic animals, seigneuries, government buildings and churches (although this data was not published until 66); did not include Aboriginal people or the, to, men in the Royal troops, 5 clergy (e.g., priests, nuns) or 5 young orphans from Paris; Jean Talon and the first census New France 6 The Critical Thinking Cooperative did not indicate clergy, nobility, public functionaries and farmers in the Census of Professions and Trades. After collecting the statistics, Talon put them to work, compiling lists of data that he thought would be useful. These statistics told people of the time a great deal about society and culture; economy and technology, and the environment in New France. Historians use data like this to learn about these areas of life. Based on Statistics Canada Internet Sites (August, ) jt.htm, Blackline Master #5 Session Two Blackline Masters #6 9 Introduce first complete table Explain to students that they are about to look at more of the results from Jean Talon s census in order to learn about life in New France around 666. Group students into partners and distribute to each pair a copy of Blackline Master # and a copy of the table Family composition by community (Blackline Master #6A). Total Blackline Master #6A Québec Côtes nord Localities Orléans & Côtes sud Trois-Rivières Montréal Adapted from Statistics Canada Internet Site (August, ) Family composition by community Census of New France Total Children & Married Widowed population unmarried Families Male Female Total Male Female Total Male Female Total Male Female Total data about New France New France The Critical Thinking Cooperative New France 5 The Critical Thinking Cooperative

6 Briefly review the table as a class, explaining any confusing terminology. If needed, place the map (Blackline Master #) on the overhead and reorient students to the five areas represented. As a class, briefly discuss possible data/topics that students might explore for each of the strategies listed in the lefthand column of Blackline Master #. At a convenient point, distribute a copy of Blackline Master #6B to each pair of students and point out the guiding questions listed on that sheet. Ask students to record in note form the suggested topic in the middle column of Blackline Master # and then imagine possible inferences Guiding questions for Family composition by community New France The Critical Thinking Cooperative about life in New France. Students should record their inferences in the right-hand column. You may want to do one or two examples as a class before sending students to work in their pairings. Strategies Look at individual items and think of implications Sort data into categories and examine Think of topics and look for data offering clues Calculate percentages or create charts or graphs to compare Think of what is missing from the data and consider possible implications Guiding questions Widowed females. What might life be like for the 9 widowed females? Widowed people. What does the fact that people are widowed suggest about the dangers in New France? Widowed people. What can we tell about life from the number and gender of widowed people? Married people. Why are the numbers of married men (5) and married women (9) not identical and why is any difference always greater for males? Marriage prospects? Is there any data to suggest how difficult it might be for males and females to find a marriage partner? Most dangerous community? Is there any data to suggest which community has the highest chance of death? Why might this be so? Average family size. Which location has the largest average family size? the smallest average? Why might this be the case? Presence of females. Which location has the lowest/highest ratios of males to females? Why might this be the case? What effects might this have on communities? Divorced couples. Where are the divorced people? What might this say about the colony? Other areas. Are there no Europeans living outside of these five areas? What does this suggest about the colony? Blackline Master #6B Review student answers When each pair has completed its analysis of Blackline Master #6A, invite students to share their results. In the course of debriefing their answers, encourage students to consider three criteria when thinking about their inferences: plausible. Does the inference seem possible given what we know generally about life at the time? For example, one explanation for the greater number of married males in the colony is that perhaps French men were more likely to marry Aboriginal women than French women were likely to marry Aboriginal men. This is plausible because it is likely that men working in the frontier would have more sustained contact with Aboriginal people. corroborated. Is there other specific information in the chart or elsewhere that directly supports the inference? For example, there are unlikely to be divorced people in the colony because as a Catholic country, divorce was not permitted. imaginative. Does the inference go beyond the most obvious conclusions to suggest more revealing insights about conditions at the time? For example, the fact that there were more female widows than male widowers suggests the obvious inference that women may have lived longer. But it also suggests that perhaps men experienced greater occupational dangers than did women. criteria for sound inferences Encourage students to revise and add to their inferences based on these criteria. New France 6 The Critical Thinking Cooperative

7 Introduce the remaining tables Distribute the following to every student (if assigned for homework) or to each pair of students (if assigned as in-class work): three copies of Blackline Master #; a copy of each of the three additional tables (Blackline Masters #A, A & 9A B); a copy of the three sets of guiding questions for each table (Blackline Masters #B, B & 9C). Age distribution by community Census of New France Age Québec Côtes nord Orléans & Trois- Montréal Totals Côtes sud Rivières Over Not given 9 Total Review each table as a class and explain any confusing terminology. Remind students, for each table, that the prompts offered in the guiding questions should be recorded in note form in the middle column of Blackline Master # and that possible inferences about life in New France should be recorded in the right-hand column. Encourage students to look for other data/topics to generate additional inferences about New France. Explain that the purpose of drawing these inferences is to learn about life generally in the colonies and how life may have differed among the settlements. Ask students to record on the back of the chart any questions that arise as they infer about life in New France. Adapted from Statistics Canada Internet Site (August, ) New France 9 The Critical Thinking Cooperative census data about New France Blackline Master #A Session Three Blackline Master # Represent the data visually You may want to allow students time in class to complete their interpretations of the three tables (Blackline Masters #, & 9). Alternatively, invite students to create graphs and charts to visually represent information from the tables. This second option is discussed more fully below. At the end of this session, collect students three completed charts (Blackline Master #) for evaluation. If desired, use the rubric found in Assessing the inferences (Blackline Master #) to assess this work. graphs, tables, maps OPTIONAL: Invite students to visually represent the information contained in the three tables they have just interpreted. Students may electronically create tables, graphs or maps using the E-STAT website or they may create them manually. The website allows students to sort data in numerous ways (e.g., geographically, by characteristic) and represent the statistics in various formats. If students are using E-STAT, provide direct instruction on how to access the site and sort the data according to specific characteristics New France The Critical Thinking Cooperative

8 or viewing options (e.g., graph, table, map). Students can select specific characteristics by pressing the Control Option keys as they highlight the required information. If students are to work from the printed copies of the tables and do not know how to manually create graphs (e.g., bar, scatter, pie) you may need to provide specific instruction on how to do so. Students should hand in their visual representations along with their data charts. Session Four Blackline Masters # Debrief their findings Introduce the critical task Return students graded charts (Blackline Master #) with the completed assessment rubric (Blackline Master #). Invite students to share notable inferences and to fill in gaps in their interpretations. Student-developed visual representations should also be shared at this time. Explain to the class that they are being asked to compile a comprehensive profile of the dominant conditions in New France. Present the critical task: Provide a profile of the prevailing social, economic and political conditions in five localities in New France based on the census data. Suggest that students use two sets of charts (Blackline Master #) as the basis for their profile. (Consequently, if students completed the initial charts individually, they should work in pairs; if the initial charts were completed in pairs, students should join in a foursome.) Distribute a Names: Blackline Master #A Common aspects of colonial life Social quality of life / living conditions health / safety community support Economic employment / occupations technology economic security / wealth Economic employment / occupations technology economic security / wealth Life in New France Inferences Corroborating data copy of Life in New France (Blackline Master #A B) for each group to record its best inferences. On the first page (Blackline Master #A) students are to offer four inferences about life generally in New France in three areas: social, economic and political. Review the examples of each area provided in the left-hand column of this chart. On the second page (Blackline Master #B) students are to offer two inferences about differences in each of the five New France settlements in two areas social and economic. On both pages students are to provide corroborating evidence to support their inferences. New France 6 The Critical Thinking Cooperative New France The Critical Thinking Cooperative

9 Look for corroborating evidence OPTIONAL: Invite students to consult other sources of information to elaborate on, support or refine inferences they have drawn about New France. Suggest that students select approximately nine inferences that they are most interested in exploring (perhaps three dealing with social conditions, three with economic conditions and three with political conditions). Distribute a copy of Corroborating evidence (Blackline Master #) and ask students to record the inferences they wish to investigate in the Possible inference column. As they consult their textbook and other sources, students should record any relevant evidence supporting or refuting their inferences in the Relevant evidence column and indicate a reference to the source in the right-hand column. Two websites at the Canadian Museum of Civilization (see References) contain potential useful images and text on daily life in New France. The best site for images is Jean Talon, First Intendant of New France especially the following six images: View of Québec City in 6 (page, figure 5) Jean Talon visiting settlers by L. Batchelor (page, figure 6) The Filles du roi disembarking at Quebec by C.W. Jeffreys (page, figure ) Squaws and trappers by C. Krieghoff (page, figure 9) Sowing seed by L. Hébert (page, figure ) Boatload of merchandise arriving from France by L. Batchelor (page, figure ) The other site, New France ABC, contains many images of daily objects. Although the images are not especially interesting, the accompanying explanations of daily life are helpful. Encourage students to share their findings with the rest of the class and to use this information to corroborate their inferences. Political Economic Social Name(s): Blackline Master # Corroborating evidence Possible inference Relevant evidence Source New France The Critical Thinking Cooperative New France 9 The Critical Thinking Cooperative

10 Evaluation Blackline Masters # Assess the inferences Assess students completion of three completed data charts Generating inferences (Blackline Master #) using the rubric Assessing the inferences (Blackline Master #). According to this rubric the assignment is worth 5 marks and is based on three criteria: plausibility of inferences; degree of imagination displayed in inferences; reasonableness of explanations. Comments: Name(s): Blackline Master # Assessing the inferences Use the following rubric to assess students' inferences drawn from the census data. Award intermediate marks for evidence falling between the descriptors. Underdeveloped Competent Well developed Plausible The three charts contain Each of the three charts Each of the three charts inferences almost no plausible inferences. contains approximately one contains on average two plausible inference for each of plausible inferences for each the ten data / topics. of the ten data / topics. 5 Imaginative All of the inferences drawn in Each chart contains Each chart contains at least inferences the three charts are very approximately two four imaginative and obvious. imaginative and insightful insightful inferences. inferences. 5 Quality of No reasonable explanations Each chart contains Each chart contains a explanations are offered. approximately five reasonable reasonable explanation for explanations. each of the ten data / topics. 5 TOTAL / 5 Names: Blackline Master # Assessing the profile Use the following rubric to assess students colonial profile. Award intermediate marks for evidence falling between the descriptors. Plausible inferences The profile contains almost no Imaginative inferences Underdeveloped Competent Well developed The profile contains The profile contains at least plausible inferences in any of approximately plausible plausible inferences one for the identified categories. inferences addressing onehalf of the identified categories. All of the inferences in the profile are very obvious. Assess the profile Assess students completion of colonial profile recorded on Life in New France (Blackline Master #A B) using the rubric Assessing the profile (Blackline Master #). According to this rubric the assignment is worth 5 marks and is based on three criteria: plausibility of inferences; degree of imagination displayed in inferences; extent of corroboration. New France 9 The Critical Thinking Cooperative Comments: Extent of corroboration each of the identified categories. 5 The profile contains The profile contains ten or approximately five imaginative more imaginative and and insightful inferences. insightful inferences. 5 No plausible corroboration is Approximately one piece of On average two pieces of offered for any of the plausible corroborating plausible corroborating inferences. evidence is offered for every evidence are offered for every inference. inference. 5 New France The Critical Thinking Cooperative TOTAL / 5 Extension Involve the class in the role play (outlined on the Statistics Canada website: where Jean Talon must convince the King of France to increase his investment in New France. New France The Critical Thinking Cooperative

11 Ask students to use the information obtained about the colony to create a Welcome to New France brochure comparing the five communities. The brochure should be visually appealing and include a map showing the location of the five localities. It may be helpful to obtain copies of local Chamber of Commerce brochures so students can see the kind of information included and how they are laid out. Suggest the following possible comparisons: wealthiest; most industrial; healthiest; liveliest; best educated; most self-sufficient; safest. The final page of the brochure might outline a plan to stimulate the economy and increase the self-sufficiency of the colony. Invite students to track changes in the communities by comparing the census data with other time periods (e.g., 66, 6, 6). Data from these latter censuses are available on the Statistics Canada website. References Statistics Canada Learning Resource website To register for E-STAT or access the databases click the E-STAT icon. Jean Talon, First Intendant of New France (Canadian Museum of Civilization). This site contains six pages of text and many helpful images on Talon and New France at the time. page_e.html New France ABC at the Virtual Museum of New France (Canadian Museum of Civilization). This site contains images of an artifact for each letter of the alphabet with accompanying explanation of daily life in New France. New France The Critical Thinking Cooperative

12 Blackline Master # New France settlements in 666 Map created by Statistics Canada. New France The Critical Thinking Cooperative

13 Blackline Master # Selected occupations in New France Census of New France hatters surgeons 5 shoemakers servants millers (grind flour) 9 bakers gunsmiths carpenters 6 tailors sailors confectioners 5 slater or roofer butchers masons brick maker teachers *Total 59 *This is only a partial list of the 5 professions and trades in New France. Adapted from Statistics Canada Internet Site (August, ) New France The Critical Thinking Cooperative

14 Name(s): Blackline Master # Generating inferences Data table: Strategies Data / topics Possible inferences and explanation Look at individual items and think of implications Sort data into categories and examine Think of relevant topics and look for data offering clues Calculate percentages or create charts or graphs to compare Think of what is missing from the data and consider possible implications New France The Critical Thinking Cooperative

15 Blackline Master # Sample inferences about occupations Strategies Data / topics Possible inferences and explanation Look at individual items and think of implications sailors teachers with sailors must be a seaport, probably has trade goods from elsewhere in the world; with so few teachers perhaps not many schools in the colony; education may not have been valued or perhaps not many children in the colony; Sort data into categories and examine main kinds of businesses/ occupations different kinds of professionals suggests a basic needs type existence: domestic help (servants); construction (carpenters, masons, brick maker); clothing (hatters, shoemakers, tailors); food production (millers, confectioners, butchers); since only two types listed (surgeons and teachers) may be a working class settlement Think of relevant topics and look for data offering clues housing diet buildings are mostly of wood (carpenters), brick and stone (masons, slater); ate meat (butchers), bread (millers/bakers) and sweets (confectioners); gunsmiths suggest may have hunted and eaten wild game; Calculate percentages or create charts or graphs to compare percentage of servants (6%) percentage of professionals (%) large number of servants suggests many may be poor and uneducated; so many servants suggests others were wealthy to afford the servants; colonists may not have been well-educated nor perhaps very wealthy; Think of what is missing from the data and consider possible implications no vegetable sellers no nurses to assist surgeons perhaps people did not buy vegetables but had their own gardens; perhaps, medicine was practiced differently and they did not use nurses; New France 5 The Critical Thinking Cooperative

16 Blackline Master #5 Jean Talon and the first census Jean Talon was the first statistician in New France. He arrived in North America in 665, on a mission from King Louis XIV of France and his finance minister, Jean Baptiste Colbert. France had taken over control of the colony from the private Company of One Hundred Associates, and now King Louis wanted to measure the progress of the colony. As Intendant of Justice, Police and Finance, Talon s tasks were to encourage the economic expansion of New France, increase the colony s self-sufficiency, and bring order to the financial administration. He worked hard at these tasks, and had considerable success. He served two terms, from 665 to 66, and from 6 to 6. did not indicate clergy, nobility, public functionaries and farmers in the Census of Professions and Trades. After collecting the statistics, Talon put them to work, compiling lists of data that he thought would be useful. These statistics told people of the time a great deal about society and culture; economy and technology, and the environment in New France. Historians use data like this to learn about these areas of life. Based on Statistics Canada Internet Sites (August, ) jt.htm, On his arrival in the colony, Talon found many problems. Scurvy, smallpox and other diseases were killing many European settlers. Confrontations were common between Natives and Europeans. The harsh climate made living conditions extremely difficult for the settlers. Talon began his administrative appointment by finding out everything he could, in a systematic way, about the colony. This included taking a census in the winter of (the first one in North America). Talon conducted his census by counting people. He did much of the enumeration himself, going door-todoor as census takers did in Canada until very recently, counting people by documenting where everyone lived. The 5 pages of manuscript: recorded everyone in the colony by name and included age, occupation, marital status and the relationship to the head of the household; also measured the wealth of industry and agriculture, the value of local timber and mineral resources, and the number of domestic animals, seigneuries, government buildings and churches (although this data was not published until 66); did not include Aboriginal people or the, to, men in the Royal troops, 5 clergy (e.g., priests, nuns) or 5 young orphans from Paris; New France 6 The Critical Thinking Cooperative

17 Québec Localities Côtes nord Orléans & Côtes sud Trois-Rivières Montréal Total Families Family composition by community Census of New France Total population Adapted from Statistics Canada Internet Site (August, ) Married Widowed Children & unmarried Female Total Blackline Master #6A Male Female Total Male Female Total Male Female Total Male New France The Critical Thinking Cooperative

18 Blackline Master #6B Guiding questions for Family composition by community Strategies Look at individual items and think of implications Guiding questions Widowed females. What might life be like for the 9 widowed females? Widowed people. What does the fact that people are widowed suggest about the dangers in New France? Sort data into categories and examine Widowed people. What can we tell about life from the number and gender of widowed people? Married people. Why are the numbers of married men (5) and married women (9) not identical and why is any difference always greater for males? Think of topics and look for data offering clues Marriage prospects? Is there any data to suggest how difficult it might be for males and females to find a marriage partner? Most dangerous community? Is there any data to suggest which community has the highest chance of death? Why might this be so? Calculate percentages or create charts or graphs to compare Average family size. Which location has the largest average family size? the smallest average? Why might this be the case? Presence of females. Which location has the lowest/highest ratios of males to females? Why might this be the case? What effects might this have on communities? Think of what is missing from the data and consider possible implications Divorced couples. Where are the divorced people? What might this say about the colony? Other areas. Are there no Europeans living outside of these five areas? What does this suggest about the colony? New France The Critical Thinking Cooperative

19 Blackline Master #A Age distribution by community Census of New France Age Québec Côtes nord Orléans & Côtes sud Trois- Rivières Montréal Totals Over Not given 9 Total Adapted from Statistics Canada Internet Site (August, ) New France 9 The Critical Thinking Cooperative

20 Blackline Master #B Guiding questions for Age distribution by community Strategies Look at individual items and think of implications Guiding questions Two-year-olds. In Côte nord there are 6 children between years old. What is unusual about this figure and what are possible explanations? Twenty-something. In Orleans and Côte sud there are 6 residents between years old. What is unusual about this figure and what are possible explanations? Sort data into categories and examine Age of children. Compare the total number of children between 5, 5 and 5? What might explain this difference? Age of adults. Compare the total number of adults between, and 5? What might explain this difference? Think of topics and look for data offering clues Pregnancy. In the year before the census, approximately what percentage of married women were likely pregnant? (use the Family composition table to assist you) What effects would this have on the colony? Rowdiest. What community is likely to be the rowdiest? (Think of what age groups are likely to be rowdy.) Calculate percentages or create charts or graphs to compare New births. Which location has the fastest/slowest rate of new births? (What percentage of each population is under 6?) Why might this be the case? Life span. In what location do people tend to live longest? shortest? (Compare the percentage of each population over 5.) Think of what is missing from the data and consider possible implications Elderly. There are no residents over 9. What might this suggest about the colony? Other areas. Are there no Europeans living outside of these five areas? What does this suggest about the colony? New France The Critical Thinking Cooperative

21 Blackline Master #A Family composition by age Census of New France Age Married Widowed Children & unmarried Totals Male Female Total Male Female Total Male Female Total Over Not given Total Adapted from Statistics Canada Internet Site (August, ) New France The Critical Thinking Cooperative

22 Blackline Master #B Guiding questions for Family composition by age Strategies Look at individual items and think of implications Guiding questions Young children. What can we say about life in the colony from the fact that residents are ten years old or younger? Twenty-something. What does the fact that residents are between and years old suggest about life in the colony? Sort data into categories and examine Married and unmarried life. Were people likely to live longer if married or not? Why might this be the case? What does this suggest about life in the colony? Survival rate. Would you say young males or females were more likely to survive early childhood? Think of topics and look for data offering clues Marriage prospects? Is there any data to suggest how difficult it might be for males and females to find a marriage partner? Marrying ages. What is the marrying age range of women? (When do they start to marry and at what age does marriage slow?) Calculate percentages or create charts or graphs to compare Ages in marriage. Estimate the average age of married women and married men. (Multiply the number of males or females in each age category by the mid-range age, total the answers for all age ranges and divide by total number of males or females.) What social and economic factors might explain the difference? Living under one roof. Calculate the average number of people likely to be living under one roof in the colony, then add two parents per family. (Add children under and divide by number of families in the colony see Family composition table for number of families.) What might this suggest about living conditions? Think of what is missing from the data and consider possible implications Missing age. A total of 9 residents did not provide their age. What might this suggest? Divorced couples. Where are the divorced people? What might this suggest about the colony? New France The Critical Thinking Cooperative

23 Blackline Master #9A Professions and trades by community Census of New France Professions and trades Québec Côtes nord Orléans & Côtes sud Trois- Rivières Montréal Totals Armourers Gunsmiths (make & repair firearms) Gentlemen of means 5 6 Bakers Butchers Button makers Brewers Brick makers Hatters Wheelwrights (make & repair wheels) Surgeons 5 Carpenters 6 Charcoal burners Braziers (work with brass) Chandlers (make & sell candles) Rope makers 6 Shoe makers 6 Curriers (curry leather by soaking, scouring & smoothing hides; may also groom horses) Nailers Cutlers Slaters or roofers Drapers (deal with cloth) Servants 9 5 Tinsmiths Foundrymen (cast metal) Sword grinders Bailiffs New France The Critical Thinking Cooperative

24 Blackline Master #9B Professions and trades Québec Côtes nord Orléans & Côtes sud Trois- Rivières Montréal Totals Printers Teachers Gardeners Masons (build with stone & brick) 5 Ship captains Merchants Joiners (join wood such as in cabinet making) 9 5 Millers (operate a mill to grind grain for flour) 5 9 Sailors 9 6 Notaries Jewellers Confectioners 5 Furriers (deal, repair & store furs) Wooden shoe makers Stone cutters Saddlers (make harnesses & saddles) Locksmiths Edge tool makers (make sharp tools such as chisels) Tailors 9 Carpet weavers Weavers 6 Coopers (make & repair barrels) Turners (turn articles on a lathe [a machine that holds & spins wood for carving]) Total 5 6 Adapted from Statistics Canada Internet Site (August, ) New France The Critical Thinking Cooperative

25 Blackline Master #9C Guiding questions for Professions and trades by community Strategies Guiding questions Look at individual items and think of implications Servants in Trois-Rivières. There are servants in this community. What is unusual about this figure and what are possible explanations? Carpenters in Côtes nord. There are carpenters in this community. What is unusual about this figure and what are possible explanations? Sort data into categories and examine Major industries. Sort the occupations into kinds of industries (e.g., construction, clothing, trade). What are the major industries in each community in New France? What might explain this? Centre of government. Which location would seem to be the colony s civic/ administrative centre? Think of topics and look for data offering clues Services. Which location has the most/least services? What might explain this? Wealth. Which location appears to be the most/least wealthy? What might explain this? Calculate percentages or create charts or graphs to compare Occupations. The people working in the professions and trades represent what percentage of the population over 5? What might the rest of the people be doing? Think of what is missing from the data and consider possible implications Agriculture. Was there an agricultural industry? Missing services. What other services might you expect in a colony that are not present in New France? New France 5 The Critical Thinking Cooperative

26 Social Common aspects of colonial life quality of life / living conditions health / safety community support Economic employment / occupations technology economic security / wealth Economic employment / occupations technology economic security / wealth Life in New France Inferences Corroborating data Names: Blackline Master #A New France 6 The Critical Thinking Cooperative

27 Unique features of individual communities Social Economic Blackline Master #B Montréal Trois-Rivières Orléans & Côtes sud Côtes nord Québec Inferences Evidence Inferences Evidence New France The Critical Thinking Cooperative

28 Name(s): Blackline Master # Corroborating evidence Possible inference Relevant evidence Source Political Economic Social New France The Critical Thinking Cooperative

29 Name(s): Blackline Master # Assessing the inferences Use the following rubric to assess students' inferences drawn from the census data. Award intermediate marks for evidence falling between the descriptors. Underdeveloped Competent Well developed Plausible inferences The three charts contain almost no plausible inferences. Each of the three charts contains approximately one plausible inference for each of the ten data / topics. Each of the three charts contains on average two plausible inferences for each of the ten data / topics. 5 Imaginative inferences All of the inferences drawn in the three charts are very obvious. Each chart contains approximately two imaginative and insightful inferences. Each chart contains at least four imaginative and insightful inferences. 5 Quality of explanations No reasonable explanations are offered. Each chart contains approximately five reasonable explanations. Each chart contains a reasonable explanation for each of the ten data / topics. 5 Comments: TOTAL / 5 New France 9 The Critical Thinking Cooperative

30 Names: Blackline Master # Assessing the profile Use the following rubric to assess students colonial profile. Award intermediate marks for evidence falling between the descriptors. Underdeveloped Competent Well developed Plausible inferences The profile contains almost no plausible inferences in any of the identified categories. The profile contains approximately plausible inferences addressing onehalf of the identified categories. The profile contains at least plausible inferences one for each of the identified categories. Imaginative inferences All of the inferences in the profile are very obvious. 5 The profile contains approximately five imaginative and insightful inferences. The profile contains ten or more imaginative and insightful inferences. 5 Extent of corroboration No plausible corroboration is offered for any of the inferences. Approximately one piece of plausible corroborating evidence is offered for every inference. On average two pieces of plausible corroborating evidence are offered for every inference. 5 Comments: TOTAL / 5 New France The Critical Thinking Cooperative