Enlistment paper of John Edwards in His Majesty's Provincial Service, 1760.
Grade Range: 5-8
Resource Type(s): Reviewed Websites, Primary Sources, Lessons & Activities
Duration: 90 minutes
Date Posted: 10/12/2016
This inquiry focuses on the emergence, growth, and collapse of the New France colony in North America. French explorers, missionaries, traders, and settlers established an important presence in North America, beginning with Jacques Cartier’s explorations in 1534 and continuing through the 19th century. The development of the fur-trading industry, along with a relatively stable relationship with Native peoples in North America, peaked around 1710. At that time the French controlled territory stretching west from Newfoundland to the Rocky Mountains and south from Hudson Bay to the Gulf of Mexico. Over the next five decades, much of the New France colony collapsed, culminating in a French loss in the French and Indian War (known as the Seven Years’ War in Europe).
United States History Standards (Grades 5-12)
2: How political, religious, and social institutions emerged in the English colonies
3: How the values and institutions of European economic life took root in the colonies, and how slavery reshaped European and African life in the America
Historical Thinking Standards (Grades 5-12)
Common Core State Standards (Grades K-12)
CCSS.ELA-Literacy.CCRA.W.2 (Text Types and Purposes): Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.CCRA.W.4 (Production and Distribution of Writing): Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.W.8 (Research to Build and Present Knowledge): Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Common Core State Standards (Grades 6-8)
CCSS.ELA-Literacy.RH.6-8.2 (Key Ideas and Details): Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.9 (Integration of Knowledge and Ideas): Analyze the relationship between a primary and secondary source on the same topic.
College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Grades 3-5)
D2.Geo.8.3-5. (Geography): Explain how human settlements and movements relate to the locations and use of various natural resources.
D2.His.10.3-5. (History): Compare information provided by different historical sources about the past.
D2.His.12.3-5. (History): Generate questions about multiple historical sources and their relationships to particular historical events and developments.
D3.3.3-5. (Developing Claims and Using Evidence): Identify evidence that draws information from multiple sources in response to compelling questions.
D3.4.3-5. (Developing Claims and Using Evidence): Use evidence to develop claims in response to compelling questions.
College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Grades 6-8)
D3.3.6-8. (Developing Claims and Using Evidence): Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations.
D3.4.6-8. (Developing Claims and Using Evidence): Develop claims and counterclaims while pointing out the strengths and limitations of both.
D4.2.6-8. (Communicating and Critiquing Conclusions): Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.