Black Robes of New France BL SN Mrs Elaine Geraldo and Mrs Lorraine MV ega 6 8

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“The Black Robes
Of New France and Upstate New York”
Grade Level: 6-8, Bilingual, Special Needs: Instructors should tailor the subsequent plan to meet the particular
needs of his/her target group(s).

United States History

Time Required: 3, 40-minute periods

Project/Activity Summary:

This lesson will expand the students’ understanding of colonization up to and including the establishment of
French colonies and the arrival of Black robes .The activities will focus on the influence and conflict among the
Native American tribes, particularly the Iroquois Confederacy, Huron, Algonquin and Mohawk within
themselves as well as the strife with the Black robes as these different worlds collide. Some activities include
maps, timelines, biographical sketches and other pertinent information that will lead to the concluding
assessment which will be an essay stating the student’s position about the role of the black robes in new France.
Are they heroes, villains or both?

Objectives:
Students will be able to:
 Analyze the effects of French influence on Native American population.
 Develop a deeper understanding of the role that religion played in the early
development of the New World through readings of primary resources.
 Explore the social and political tension among two societies through Guided
readings and responses to Essential Questions
 Evaluate their understanding of these two societies by forming hypotheses and
drawing conclusion about New France
 Investigate events that caused internal conflict in New France by analyzing the
causes and effects.
 Predict whether the Black Robes were heroes, villains or a combination of both

Unit Essential Questions:
1. What motivated people to come to the New World?
2. What role did religion play in the established colonies?
3. Should there be a separation between religion and politics? Why or Why not?

(c) Copyright American Institute for History Education, L.L.C.
4. What role did the papacy play in the established colonies?
5. What roles did the rulers of England, France, and Spain play in colonial
development?

Lesson Essential Questions:
1. What motivated the French to come to the New World?
2. Where did they establish the colonies?
3. Who were the key players in the colonies?
4. Who were the key players in France?
5. What role did religion play?
6. Who was responsible to spread the word of God?

Historical Contrasts
Society Essential Historical Questions Society
Hurons 1550-1760 Jesuits/Black Robes

Tribal What is the structure of the society? The Church/Papal Rule
Members of tribes, tribal Pope/Archbishops/
elders Bishops/Missionaries/
[Female Domination] Christians
[Male Domination]
Infallibility, Divine Rights,
Traditions of Christianity
Traditions, folklore, Who or what groups were the major Structured economy based on
Naturalistic religious beliefs contributors? the Wealth and Power of
Resourceful, Economy based “The Church”, Internal
on farming, tobacco, hunting, conflicts; Establishment of
fishing, gathering, the organization was based
trading[fur] on education within that
society
Courage, Honor, Convictions What values, attitudes or beliefs define or Loyalty, Holiness,
support these major contributors Obedience, Conversion,
Salvation

Key Terms:
MISSION noun a group or committee of persons sent to a foreign country to
conduct negotiations, establish relations, provide scientific and
technical assistance, or the like.
JESUIT noun a member of a Roman Catholic religious order (Society of Jesus)
founded by Ignatius of Loyola in 1534.
HURON noun a member of an Indian tribe, the northwestern member of the
Iroquoian family,living west of Lake Huron.
IROQUOIS noun a member of a North American Indian confederacy, the Five
Nations, comprising the Mohawks, Oneidas, Onondagas, Cayuga,
(c) Copyright American Institute for History Education, L.L.C.
and Seneca, and later the Tuscaroras
SAMUEL DE CHAMPLAIN noun 1567–1635, French explorer in the Americas: founder of Quebec;
first colonial governor 1633–35.
CHRISTIANITY noun the Christian religion, which includes the Catholic, Protestant,
and Eastern Orthodox churches.
CONVERSION noun the act or process of converting; state of being converted.
ST.IGNATIUS LOYOLA noun the principal founder and first Superior General of the Society of
Jesus, a religious order of the Catholic Church professing direct
service to the Pope in terms of mission. Members of the order are
called Jesuits.
MONARCHY noun a state or nation in which the supreme power is actually or
nominally lodged in a monarch.

PAPACY noun the office, dignity, or jurisdiction of the pope.
BLACK ROBES [Jesuits] noun a religious order whose intention was to convert the natives to
Christianity, they would have an enormous impact on the early
exploration of Canada's interior.

NEW FRANCE noun the French colonies and possessions in North America up to 1763.
JESUIT RELATIONS noun a detailed published account of the daily activities in New France
written by the Jesuit missionaries.

Historical Background for the Teachers:

The Black Robes, commonly referred to as the Jesuits, were a clerical religious order whose main premise was
that of loyalty, secrecy and solemn allegiance to the cause thereby, the establishment of religion among the once
termed ”savages”. With their first arrival in North America in 1625, these missionaries were first given this
name by the Native Indians because of their manner of dress and educated, well rounded demeanor. During the
1500’s – 1600’s, the Black Robes were extremely apprehensive about delivering the word of God to the people
they encountered through exploration. They traveled all over the world to educate new converts, from India and
China, Latin America and New France. They had the most success converting those in Latin America since the
Spanish were particularly cruel to the Natives living there. The Black Robes offered to serve and protect the
Natives from Spanish dominance and massacre.

Jesuits worked among an estimated 30,000 Huron Indians in the Georgian Bay area of Central Ontario, which
we call Huronia, for the sole purpose of religious conversion, as this was believed. The Black Robes were
accepted by the Huron unlike their predecessors, the English, because they took the time to live in the Native
communities and learn the language.The Huron were commonly known for their industrious nature in farming,
fishing and trading. Their main commodities were corn, tobacco and hemp of which were used in fur trading.
The Iroquois nation competed over control of the fur trade at this time. As the tension between both nations
emerged, Samuel de Champlain saw the desire to explore the region for economic worth as he took advantage
of this tension and strategically planned to establish a strong French settlement thus taking advantage of the fur
trade. The warfare between the Iroquois and the Huron, who had a long history of mutual enmity, brought the
untimely demise of many Jesuits who have befriended the Huron. In 1649, the remaining Jesuits had to abandon
Ste Marie. They retreated north to Christian Island in Georgian Bay

Tension among the Indian Nations was not the only conflict. The Jesuits developed a criticism for the
Frenchman who had indulged in alcohol and its use in trading with the Indians. Due to its popularity with the
(c) Copyright American Institute for History Education, L.L.C.
Indians, alcoholic dependence began to escalate making conversion more difficult. By 1650, the Huron numbers
had been so drastically depleted that they were nearly wiped out by their weaker traditional enemy, the Iroquois.
The Jesuits were blamed for the spread of disease and many were tortured and killed. In 1773, Pope Clement
XIV dissolved the Society of Jesus, yet, Pope Pius VII re-established the order in 1814.

Contrary to the opinion that the Black Robes sought conversion and salvation to the natives, it was believed that
the Jesuits had an ulterior motive, that was, to invest in the ever growing fur trade industry. Beginning the 17th
century, Native Indians had been trading furs, in particular, beaver fur with European fishermen and explorers.
Any adornment made of fur was a novelty in Europe at the end of the 16th century, therefore contact with these
two cultures would only serve lucrative for any party investing in the fur trade industry. As the Black Robes
witnessed the growing demand for fur, contact with the natives was in their best interest. So the question still
remains whether the French clergy who arrived in New France arrived with a missionary determination to
convert the Natives to Catholicism for the Glory of God or was the glory for Wealth, Prosperity and territory
their motivators?

One would be remise in not mentioning one of the most notable Black Robes in history, St. Ignatius Loyola.
The habits, reports and record of events of the early Jesuits have been preserved in a valuable 73-volume
collection called The Relations. These documents comprised letters of a travel narrative, an ethnographic
description of the customs , beliefs and culture of the Native way of life and life in New France, which Jesuit
missionaries wrote back to France over a forty-year period . Not only did these accounts provide subsequent
historians with a wealth of information on the Jesuits' experiences in New France, the Jesuit Relations gave
modern researchers some of the most detailed and earliest written accounts of Indian people who resided in
other areas such as modern-day Ohio.

Procedure for Project/Activity:
I. Previous Nights Homework (to give the students a common base of knowledge)
a. First Globalization Click Here for Homework Assignment Students will create five homework
Questions according to Bloom’s Taxonomy.
i. Change/Positive – Negative
1. Technology and Tools
2. Exploration
ii. Better Life- Motivational Factors
1. Gold
2. Glory
3. God
4. Power Players –Spain
5. Exchange of “Goods” and Ideal
6. Conflict of culture “Native American vs. European”

II. Day of Lesson Procedure:
A. Review Binary Paideia with students [Native Americans and The Jesuits].
B. Introduction:
1. Identify/Analyze symbols to represent culture and ideals.
2. Apply the use of symbols to determine the use of a black robe and the term Jesuit.
C. Students complete the Do Now activity. Teacher assigns cooperative learning groups contingent
upon class size and prepares 3-4 sections in the room whereby the students will have chart paper and a
series of United Stated Symbols at each section. Each group selects a different colored marker
distinguishing their group. The students rotate as a group, from section to section until time is called as
they list on the chart paper the significance or meaning of each United States symbol. Attachments for
United States Symbols include the following and are linked to this lesson: [U.S. flag, Presidential seal,
(c) Copyright American Institute for History Education, L.L.C.
Bald eagle, Mt. Rushmore, Liberty Bell, Statue of Liberty, Scale, Washington Monument, Uncle Sam].
Most teachers have symbols displayed around the room. Other sources are the students’ textbooks. The
selection of symbols can be at the teacher’s discretion. This lesson was adapted to meet the needs of
specific learners as indicated in the accommodations. The teacher may need to provide additional time
for students to respond to the Do Now. They can also relate it to the symbols of their own countries.

III. Anticipatory Set: The teacher will improvise by adorning a garment similar to a “Black Robe”. [This might
be comprised of crepe paper or a Graduation facsimile]. Prompt students with this posing Question: How would
you feel if you wore this garment? What does this represent? Who wears this type of robe, when and why?

IV. Lesson Activities:
A. Students will brainstorm who the missionaries were and the purpose in their presence in New France.
Students will use post- its in order to determine whether the missionaries were heroes or villains.
They will provide reasons for their position as they come to the board with their label. An alternative
plan for the students might be to utilize a KWL Chart in which the students gather their information.
Some questions to prompt the students might be: Can missionaries be called heroes? Would be a
missionary make you right all the time? At this time, students could simply decide Yes Or No.

B. The teacher will display a graphic organizer through Inspiration in which the students will complete
the categories for the Main Idea: 16-17th Century New France. [See Attached Sample Inspiration
Chart]. The teacher might have the option to use either an overhead or a Smart board in order to
display the organizer and complete as a whole group. Another alternative might include students
completing this chart in cooperative learning groups. Students will gather the information in order to
complete this chart after researching the various web sites provided by the instructor. Students will be
directed to follow the Paideia in order to cite and research specific examples.

Homework: Choose one of these assignments:
1. Write a Friendly Letter to a family member from the point of view of a Jesuit describing what you see and
feel about life in New France.
2. In a formal letter, pretend that you are a member of the Huron tribe, addressing the Black Robes and
questioning their purpose of their visit and residence in your community. Supply facts about your culture
and whether or not the Jesuit presence has changed your current lifestyle.

Assessment:
The Black Robes came for one of three reasons, to spread the word of God, Gold, or Glory. Which do you think
was their main focus? Where they heroes, villains or both? Remind students that they should have a clear stand
on their viewpoint. [See Attached Link for Four Square Graphic Organizer ]

Students may go back to the Do Now and evaluate the position they took in the beginning of the Unit. Students
would have the opportunity to justify their position or completely change their minds.

Extensions:
 Power Point
 Research Samuel De Champlain and other explorers Virtual Museum of New France
 Research in Cicero The North American Colonies –Unit 3 Links Fur Trading Post[Under Places to
Visit]
(c) Copyright American Institute for History Education, L.L.C.
 Research Indian Nations
 Choose a time line and research that topic
 Teacher made Trivia game
 CPS Software [Similar to Jeopardy Game]
 Compare and contrast the role of the male and female during this time period.
 Imagine that you are a Black Robe meeting the “Natives” for the first time. Explain your purpose for
living among the “Natives”. Encourage the students to provide details from readings and previous
lessons to support their answers. Students will use the Four Square Writing Process.

**Accommodations/Modifications/Adaptations:

For those students who are Bilingual or Special Needs, this is a comprehensive activity that requires additional
analytical thinking, therefore additional supplemental handouts, manipulative materials such as maps, use of the
media center and related cites would greatly assist in the understanding of the topic in which students would be
allowed to elicit their imaginative aspect in comprehending the material.

Materials: Chart paper, markers, Black robe, laptop, LCD projector, Smart board (when available), U. S.
symbols, vocabulary sheet, Binary Paideia handout, Assessment, Answer Key

Resources:

 Cicero site
 Graphic Organizer (Worksheet)
 US History
 Map of New France with comprehension questions from Cicero link and guided reading from Isaac
Jogues with Comprehension questions Cicero
 The Founding of Quebec listed under Primary Sources in Cicero
 Cicero videos
 Web Quest
 Timelines
 Huron Holocaust
 A Brief History of the Jesuits
 KWL Chart,
 Spanish Web Site El Negro Tunicas
 State Standard Holistic Writing Rubric
 Rubric

Authors of Lesson:
Mrs. Elaine Geraldo, Bilingual Education Teacher, New Brunswick Middle School New Brunswick, NJ
Mrs. Lorraine M. Vega, Special Education Teacher, New Brunswick Middle School New Brunswick, NJ
James Monroe Liberty Fellowship

(c) Copyright American Institute for History Education, L.L.C.
Lesson Related Vocabulary [Student Handout]
MISSION-a group or committee of persons sent to a foreign country to conduct negotiations, establish relations,
provide scientific and technical assistance, or the like.

JESUIT-a member of a Roman Catholic religious order (Society of Jesus) founded by Ignatius of Loyola in
1534.

HURON -a member of an Indian tribe, the northwestern member of the Iroquoian family, living west of Lake
Huron.

IROQUOIS- a member of a North American Indian confederacy, the Five Nations, comprising the Mohawks,
Oneidas, Onondagas, Cayugas, and Senecas, and later the Tuscaroras

SAMUEL DE CHAMPLAIN- 1567–1635, French explorer in the Americas: founder of Quebec; first colonial
governor 1633–35.

CHRISTIANITY - the Christian religion, which includes the Catholic, Protestant, and Eastern Orthodox
churches.

CONVERSION - the act or process of converting; state of being converted.

ST.IGNATIUS LOYOLA- the principal founder and first Superior General of the Society of Jesus, a religious
order of the Catholic Church professing direct service to the Pope in terms of mission. Members of the order are
called Jesuits.

MONARCHY - a state or nation in which the supreme power is actually or nominally lodged in a monarch.

PAPACY - the office, dignity, or jurisdiction of the pope.

BLACK ROBES [Jesuits] – a religious order whose intention was to convert the natives to Christianity, they
would have an enormous impact on the early exploration of Canada's interior.

NEW FRANCE - the French colonies and possessions in North America up to 1763.

Jesuit Relations - a detailed published account of the daily activities in New France written by the Jesuit
missionaries.

Why?
Native Jes uits
Americans

[External/
Key
Internal] Who?
P layers
Beliefs

P olitical
Conflicts Exploration Where?
Events
16-17th
Century
New France

Native Natural
Culture Geography
Americans Res ources
Influential
Christian P eople
Hurons , Jes uits Location
Iroquoi,
Algonquin
P apal Tribal
Hierarchy Structure