Lesson Plan: Reading Canadian History from a Genealogical Pedigree Chart

Transcription

1 Lesson Plan: Reading Canadian History from a Genealogical Pedigree Chart Submitted By: Steve Beaupre (Meriden, NH) Date: August 1, 2011 Description: The following is constructed to show how one can obtain knowledge of Canadian History from a person s pedigree chart and use it in the teaching of history, geography, economics, and writing in Grade 5-12 classrooms. The sample pedigree charts on Pages 4-5 are taken from my genealogy. Grade Level: 5 12 Subjects: History, Geography, Economics and Language Arts Duration: Adjustable Goal: The goal is to show how one could take an actual pedigree chart and through questions develop a correlation of events to the history of the period for people living at that time. Objectives: The students will: analyze factual information; correlate events from actual history; reason why migrations took place; develop own ideas for a story. Background Information: The teacher will need to obtain some general knowledge of the history, geography, and economics of the period. Materials: The teacher will need to distribute 1 copy per student of an actual pedigree chart (see Page 5) or project the chart onto a screen from the computer, create a sample time line, provide maps of the area, and have classroom access to history texts/computers. Procedures: 1. Learn to read the genealogical charts by form and by numbering system. This can be tricky for younger students. Each person has his/her own identifying number. 1

2 Each generation s father is double his son/daughter s number. In this case Rene is #1 his father is #2. The next generation is #4, then #8, then #16 Each wife (actual mother of previous person) is 1 more than her husband. For example, Genevieve (Rene s mother) is #3. Her father doubles and is #6 with his wife (Genevieve s mother) being #7. Men are even numbers. Women are odd numbers. 2. To clarify this process, see the Pedigree Chart on Page 5 about #1 Rene and the two fan charts on Page 4 that show this numbering system going back four more generations. Together, they help show how Rene FORTIN #1 is the son of #3 Genevieve OTISSE and #2 Francois FORTIN. 3. To make historical connections, look at the Genevieve Otisse fan chart and Rene s pedigree chart. #12 Richard Otis was killed in Dover, NH in What is significant about this particular date and event? #6 John Otis name has become Jean-Baptiste Otisse. Why and how did this happen? #6 John Otis/Jean-Baptiste Otisse was of Puritan ancestry, but he married a Catholic woman. How might this be explained? #6 John Otis/Jean-Baptiste Otisse was about 9 years old and his sister Francoise Rose Otis was about 11 years old when they were taken from their New Hampshire family. Jean-Baptiste s other brothers and sisters were recaptured by New Englanders. What ages and what sex of the captives would have had the best chance to survive? Why? Further, look at the Francois Fortin fan chart along with Rene s pedigree chart: #23 Louise GARGOTTINE was a member of Les Filles du Roi (Daughters of the King). Why is this significant? Name 3 factors identifying a Fille du Roi. #18 Francois BIVILLE was a member of the Carignan-Salieres Regiment. Why is this significant? #3 Genevieve Otisse and #2 Francois Fortin have the same great grandparents: #20 and 21, #30 and #31. Why was this occurrence most common in 18 th century New France? 4. To make geographic connections, have students locate the following on a map: L Acadie; Petite Riviere-Saint-Francois; Bais-St-Paul; Chateau-Richer; L Ange Gardien (La Cote-de Beaupre); Quebec; Glastonbury, Eng.; Dover, NH. 5. The teacher will explain how these family locations are related to geographic theme of Movement and, depending on grade level and unit focus, have students complete one (or more) of the following assignments: History: Develop a Timeline Chart of Events that would show how these families would have been affected by their times. Include such events as: Queen Ann s War (War of Spanish Succession), King William s War (War of League of Augsburg), American Revolution, The French and Indian War (Seven Years War), King Philip s War, The Reign of Louis XIV. Create a PowerPoint presentation or oral presentation explaining either: 1) who the Carignan-Salières Regiment and Les Filles du Roi (Daughters of the King) were and their significance to Canadian history; or 2) Why were New England Captives kidnapped? Explain how New England Captives were treated. [Suggestion: Google Richard Otis ; Otis Family Website ; John Gyles (another captive).] 2

3 Economics: Have students analyze how events like the coming of the Carignan-Salières Regiment, Les Filles du Roi, and New England Captives affect the economy of New France and the New England Colonies? Language Arts (Writing): Research Les Filles du Roi or a New England Captive and write a story (history-based fiction or non-fiction) about a character of these times. Evaluation/Assessment: The teacher should give weight to the assignments for scoring purposes as. Possible Extension/ Additional Notes: 1. These are actual people in the pedigree chart, so many of their individual stories can be found on the Internet. Have students do history by writing short paragraphs that reveal details about individuals such as: #26 Edward Starbuck was famous, being an early settler on Nantucket Island in Massachusetts. #1 Rene Fortin was born right after American forces took over Montreal and Benedict Arnold placed a siege around Quebec City. #16 Julien Fortin was born soon after the Pilgrims landed. #28 Louis Gagne was born soon after Champlain began the settlement of Quebec. #12 Richard Otis was married one year after the end of the King Philip s War. #22 Daniel Perron had to renounce Calvinism 06 Dec 1663 at Notre-Dame de Québec. Why was renouncing Calvinism necessary to remain in Quebec? 2. Have students become familiar with types of historic portraiture (miniatures and silhouettes) and have them create works of art about their own ancestors. (See also: Josiah True and the Art Maker). 3. Depending on grade level, have students research their own genealogy to create a simple fan chart or a more detailed pedigree chart going back a few generations. 3

4 Fan Chart 1 (René Fortin s Mother: Genevieve #3) Fan Chart 2 (René Fortin s Father: Francois #2) 4

5 Pedigree Chart 5