Why Do We Live Here? : A Historical Geographical Study of La Tabatiere, Quebec North Shore Lesson Overview Many communities and their occupants have historical connections to exploration routes and traditional resource extraction and trading routes. This is particularly true in Eastern Canada and the Gulf of St. Lawrence where families of French, Irish, Scots, and English came to pursue new lives and economic activities. The North Shore of Quebec has families of many origins with ties by sea to the rest of the Atlantic Region. In fact this often-unknown edge of Quebec shares roots, family names and dialects with the west coast of the island of Newfoundland. Through a case study of La Tabatiere on Quebec s North Shore in the Gulf of St. Lawrence, students will undertake a study of how the geography of a community/region affects its history. The process and skills attained by analyzing La Tabatiere will enable an examination by exploring maps and other primary source documents to understand what it was about an area that drew early settlers to this place/region. The importance of resource extraction, landforms and water forms will be highlighted. Grade Level Grades 9-12 (secondary school) Lesson could be modified for another level. Time Required Teachers should be able to conduct the lesson in one class. Curriculum Connection (Province/Territory and course) Atlantic Provinces Curriculum for Social Studies: Council of Atlantic Ministers of Education and Training (CAMET): Nova Scotia Link to the Canadian Atlas Online (CAOL) / This site will be used for the historical maps therein. The students will use the maps to explore the coastline and topography of a geographical region (the Lower North Shore of Quebec and another assigned region) to examine why people settled in these areas. Additional Resources, Materials and Equipment Required Copies of student worksheet #1- Why Do We Live Here? (Attached) Copies of student worksheet #2: Online Instructions Sheet (attached) Computer(s) with Internet access. Main Objective The primary goal of this lesson is to help students discover what physical features of their region were attractive to the early settlers.
Learning Outcomes By the end of the lesson, students will: Learn to use the Internet to research the historical background of different areas of Canada. Have an understanding of settlement patterns. Be able to identify the important elements required for lasting settlement. Make linkages between their community s history and their present day lives. Teacher Information: Settlement Basics The following points are things that early settlers looked for when choosing an area to settle: Fresh water source for drinking and household use. Settlement was not possible without a source of fresh water, preferably moving water like a brook or stream. Forested area that could be used for building and fuel for heating and cooking. Soil that is suitable for growing at least kitchen gardens. Maritime communities also required a suitable sea port, preferably a cove or inlet that was protected from the open ocean and harsh winds. However offshore islands also serve as a protection to mainland settlements if these islands are not too far offshore. In most cases the early settlers of Maritime communities also sought a harbour with a beach that was suitable for landing and launching boats when necessary. They also looked for a reason to settle, a way for the people in the community to make a living. This was usually resource extraction based such as cod fishing grounds, salmon rivers, large timber stands, mineral resources, or large numbers of fur bearing animals (land or sea). Introduction **The teacher should have some of this information prepared beforehand in case the students do not know any or many of the answers. The Lesson Teacher Activity Introduce the concept of historical geography-how land and water forms affect why people settle where they do. Ask the following questions to find out what the students know about their community s history and heritage. 1.From where did the community name come? 2. From where did the original settlers come? 3.Why did they settle there? Student Activity Participate in class discussion. One or more students can take turns recording class answers on the board.
4.What part of town is the oldest? 5. Where did the settlers first live within the community? 6. What work did they do? Can anyone name any of the early settlers? 7. Is there anyone in the class who can link their family to the early settlers? Lesson Development Although it has a French toponym, La Tabatiere has a large number of English and Scots surnames. Provide the website links: These links will provide good maps to help with topographical research: http:// http://www.historicalatlas.ca/website/hac olp/ As well, to help with the La Tabatiere worksheet: http://www.thelowernorthshore.com/la_ Tabatiere For help with settlement history questions: http://www.rootsweb.ancestry.com/~can wgw/ **This is an online Canadian database of census and genealogical information. Assign students to groups. Distribute two copies of Why Do We Live Here? (a chart that needs to be filled out twice) to each student. Instruct that the first is to be done as a group in a case study, based on La Tabatiere, a community on the Quebec Lower North Shore. The second time around each student will do it individually either on their own community or each student will do a different pre-assigned community in their province or region. Distribute the attached Online Instructions to students. Assemble in groups, and assign roles. First complete chart about La Tabatiere with their group members. Second, complete individual chart on their assigned community with internet research. Following Online Instructions and using their charts, maps on the CAOL website, and other online information, identify how
Conclusion Initiate a discussion by asking: 1. What were the predominant reasons why people chose to live in La Tabatiere? 2. Were the reasons the same or different for your assigned places? Why do you think this was so? 3. Did you encounter any predominant family names? What are the origins of these names? 4. How does a family end up in a place initially? 5. Do you think the same influences determine where people settle today? 6. Make a list of the 5 most significant factors. Rank them. requirements for basic settlement was met in each place. Reconvene in the classroom and discuss patterns found in their findings. Lesson Extension This lesson could be used to be a cursory introduction to the concept of historical geography, or it could be adapted to a major term assignment where each student is assigned a community in their region or province and they each have to do a full historical geographical analysis of their assigned community. The lesson can also be adapted to include research on the original settlers of the community and from where they came. How did their origins affect the development of the community? What sort of work did they do? Were housing styles influenced? Have families maintained links with the old country? Students can also research historical maps and photographs of their community and construct a model of what the early community looked like. Assessment of Student Learning Completed worksheets can be collected and assessed, concepts can be included in questions on the unit tests If any of the lesson extensions are chosen then the chosen project will be included in course evaluation. Further Reading The Peopling of Newfoundland: Essays in Historical Geography, John J. Mannion, Editor, Institute of Social and Economic Research, Memorial University of Newfoundland, 2000. Link to Canadian National Standards for Geography Essential Element #1: World in Spatial Terms Map, globe, and atlas use Map types Provinces and Territories of Canada
Essential Element #2: Places and Regions Changes in places and regions over time Changes in places and regions over time Political and historical characteristics of regions Essential Element #6: The Uses of Geography Effects of physical and human geographic factors on major historic events Influences of physical and human features on historical events Interaction of physical and human systems and influence on current and future conditions Physical and human characteristics of places change over time Geographic Skill #1: Asking Geographic Questions Identify geographic issues, define geographic problems and pose geographic questions. Geographic Skill #2: Acquiring Geographic Information Use a variety of research skills to locate and collect geographic data. Use maps to collect and/or compile geographic information. Geographic Skill #4: Analyzing Geographic Information Interpret information obtained from maps, aerial photographs, satellite-produced images and geographic information systems. Interpret and synthesize information obtained from a variety of sources graphs, charts, tables, diagrams, texts, photographs, documents and interviews.
Student Sheet 1: Why Do We Live Here? Name of Place: Absolute geographic location Relative geographic location Adjacent water forms Topography (relief) Adjacent transportation routes First settlers Date of first inhabitance Most common surnames Origins of settlers Current population Resources exploited Past: Current: A telephone directory can be used to collate surnames. Information about current population can be found at: http://www12.statcan.ca/censusrecensement/2006/dp-pd/prof/92-591/index.cfm?lang=e
Student Sheet 2: Online Instructions Open the Historical Atlas of Canada website http://www.historicalatlas.ca/website/hacolp/ Select a map that highlights your community or region Select the interactive map attributes that are available on the right hand side. These interactive attributes will allow you to view fishing and trade routes, early settlements and migration patterns if the information is available for your region. Pinpoint your community and zoom in on it. Examine the shape of the shoreline if you live in a coastal community, does it look like it is suitable for shipping? Does a peninsula or island(s) protect it? Is there a smooth or sandy beach located in the general vicinity of your community? Can you find a freshwater source in your general area? Is there a river or stream running through your community? Can you find it on the map? Remember that some communities have diverted rivers or streams so a historical map may show older routes. Are there ponds or lakes nearby that could have been fished by early settlers? Are there topographical maps available that highlight your region? If so, are there any hills that could have been used in points in history to defend or fortify your community if that is part of your heritage? As well, use the following websites to help you in your research of La Tabatiere and your individually assigned community. http://www.atlas.gc.ca http://www.thelowernorthshore.com/la_tabatiere http://www.rootsweb.ancestry.com/~canwgw/ Make a note of any other sites you discovered that might be of interest: