Grades: 8-11
2001 NTTI Master Teacher
Michael Sullivan, JFK Middle School, Northampton, MA

Time Allotment: Four 45-minute classes

Overview: This set of lessons is intended to teach basic historical knowledge about the arrival of the French in North America in the early 17th century, and the diverse Indian cultures here at that time. Using the film Black Robe, a second goal is to further develop students’ abilities to see an event or era of history from multiple perspectives. Black Robe is the story of a French missionary who, in 1634, travels from the village of Quebec, with the aid of Algonquin guides, deep into the wilderness to a Huron mission. Well-known for its historical authenticity, the film does a terrific job realistically portraying daily life and cultural beliefs. Teachers can adapt its use to focus on everything from clothing and tools to ethnocentrism and religion's role in society. Also, by exploring two resource-rich web sites, students will be able to further develop their knowledge of and appreciation for life at this unique time and place in history.

Learning Objectives: Students will be able to:

Standards: Massachusetts Social Studies Framework: Massachusetts Department of Education

Learning Standard for History #4; Society, Diversity, Commonality, and the Individual.

Learning Standard for History #3; Research, Evidence, and Point of View.

U.S. History Core Knowledge #1; Early America and Americans (sections b. and e.)

Media Components:

Video: Black Robe,( A joint Canadian and Australian film, available in most video rental shops)

Web sites: The Virtual Museum of New France

Produced by the Canadian Museum of Civilization Corp., this site is rich with visual and text details about early Canadian history and is linked to a number international museum collections. Much of the site is tailored to meet the needs of students and their teachers.

This site has information about Sainte- Marie Among the Hurons, a Canadian historic site where 17th century French Jesuits had a mission. Web site:

This Web site, by the Wyandot tribe, has a section on Jesuit experiences in New France.

This Web site, called the Internet Movie Data Base, has detailed information about the production of thousands of films, including Black Robe.

One copy per student of the following worksheets:

"America’s First Nations"

"New France"

"Black Robe Video Viewing Questions"

Brebeuf’s Instructions to the Missionaries.

Prep for Teacher: Prior to teaching these lessons, bookmark the Web sites, cue the videotape, and copy the handouts. Caution! Please preview Black Robe carefully. There are three intensely violent scenes and three more explicitly sexual ones. Take care to consider what is suitable for your students before deciding what to show and what to leave out!

1. (Class 1) Depending upon what work has already been done covering pre-European contact Indians, you might consider starting with a conversation asking students what they already know about Native American cultures from this period.

4. Tell class that Sainte Marie Among the Hurons is a living history museum like Sturbridge Village. It is located in Ontario, Canada, at the site where French Jesuit priests built a fort and mission among the Hurons in the early 1600s. On a map show class where Georgian Bay is on the east side of Lake Huron. Tell them that a handful of Jesuits traveled here all the way from Champlain's village of Quebec.

1. (Class 3 and 4) Inform the class that they are about to begin watching a movie about what they have been studying for the last two days. The film is an example of historical fiction. It is a made up story but it very closely and accurately follows the way of life and some real events from this time period. Tell them that you will occasionally pause the tape to write about and discuss what we are seeing. Hand out worksheet "Black Robe Video Viewing Questions". Ask student to read questions 1-4 but not to write down any answers until asked to do so.

2. Turn off sound of TV and begin viewing first scene of film. Pause tape when Father Borque and Champlain are looking out window. Have students record answers to questions 1-4. Discuss responses.

3. Rewind tape and start from beginning with sound. Pause tape after Algonquins see clock and Father Borque says, "he says it is time to go". Answer and discuss question 5.

4. Resume video. Pause after Daniel says "yes father" at end of meeting with priests. Discuss question 6 & 7.

5. Resume video and pause tape when Father Laforgue is speaking to two French men and says. "and may death find you with God in mind". Discuss questions 8-10.

6. Resume video. Pause immediately after the two Algonquins discussing Black Robe's writing say, "he is a demon". Discuss question 12.

7. Fast forward video to next scene of canoeing on a river. Resume viewing and pause when Chomina finishes speaking to his daughter by saying, "he cannot provide for you". Discuss question 13.

8. Fast forward tape to beginning of Chomina's dream.(black and white film sequence) Continue viewing here. Pause video when Daniel says to Father Laforgue, while they are standing by shore, "what do you think they are talking about?" Discuss questions 14 & 15.

9. Continue video and pause after Daniel says to Father Laforgue, "sit on clouds and look at God". Discuss question 16.

10. Continue video and pause at scene where Algonquins are climbing hill and Chomina says, "I agreed to take them to the Huron mission". Answer and discuss questions 17 & 18.

11. Resume viewing. Stop video when scene occurs where Daniel lights fuse for his gun. Announce that a rather violent scene is about to take place and that some students might not want to watch. Please preview film closely and decide which parts you want to show from this point until point where our heroes escape from the Iroquois camp.

12. Questions 19-22 may all be answered after students finish watching the film.

13. For homework assign students to answer questions 23-25 (or two of these three questions).

1. Discuss written responses to video questions 23-25 in small groups then as large class.

2. Hand out copies of "Brebeuf's Instructions to the Missionaries". Tell class that this is a true primary source document and that Father Brebeuf was a real Jesuit priest in New France who was eventually killed by the Indians as were some eight or so others in the mid-1600s. Read his list and discuss why he might have made these suggestions based upon what students saw in the video.

1. Visit Pequot Museum in Connecticut. It is a terrific field trip and can be the focal point for an interdisciplinary unit that includes the Native American experience from a language arts perspective and North American geological history from a science perspective.

Visit local libraries and historic societies to see what they have related to Native American

collections or experiences.

Invite in a panel of guest speakers to talk about the importance of tolerance and a multicultural

perspective when we consider others' religious beliefs and values.

Student Materials:
Worksheets: