Math 7: 2.3 - Adding Integers on a Number Line

Focus: Add Integers using a Number Line

·Or....begin at 4 and draw 1 Arrow

Homework...

Page 62-64
#1 through #11

Chapter 2 Study Notes format:

Take 3 pieces of paper, place them on top of eachother with ½ an inch overlapping on each side. Then fold in half and staple to make a 6 pg booklet of study notes.

p.1 – Title Page – “Chapter 2 Quiz: New France and the Fur Trade”

p.2 – Fur Trade Vocabulary – courers de bois, wampum, Metis, etc.

p.3 – Fur Trade – Key Players (see class notes or notes on blog) roles of Merchants, First Nations, Courers de bois, King, etc.

p.4 – New France: Government – the roles and responsibilities of the King, Marquis de Frontenac, Jean Talon, Jean Baptiste Colbert,

p. 5 – New France: Seigneurial System - Seigneuries, Seigneurs, Habitants, roles and responsibilities of each.

p. 6 – Reflection:(leave space between each question to complete them later!)
During Studying: Questions to ask my teacher during class:

What concepts are difficult to understand?


After the quiz: What did I find difficult on the quiz?

Seigneurial System Nots - October 27,28

Seigneuries – a large piece of land in New France given to a Seigneur by the King or the Governor.

Seigneur – a “land lord” or land owner who was given a piece of land by the king.

They were usually wealthy , important citizens e.g. retired military leaders, bishops, merchants.

The seigneurs split the large piece of land into smaller pieces and gave them to settlers (called Habitants).

2.2 - Adding Integers with Tiles

Brackets:

We use brackets to make sure we don't get confused between symbols for positive and negative integers and between operations that tell us to add or subtract these integers.

-3 + -4 or (-3) + (-4)

In order to add integers with tiles, follow these steps:
1.) Draw positive and negative tiles to represent each integer in the equation.
2.) Put the zero pairs together – these tiles cancel each other out.
3.) Count the remaining positive or negative tiles that remain.
4.) The integer represented by these tiles is your answer.

Practice Page 58-59….1-12 (Assessment Focus is # 9)

2.1 Representing Integers

Focus: Use coloured tiles to represent integers

* An integer is a positive or negative whole number or 0.

* Tiles can be used to represent integers

* Together, a negative tile and a positive tile are a zero pair

* A zero pair cancels out...leaving zero!

What Integer is represented by the following boxes?

Practice...Page 54-55, 1-7

Seignuerial System handout

New France – The Seigneurial System

Seigneuries – a large __________ ____ __________ in New France ___________ to a

_________________ by the _________ or the ___________________.

Seigneur – a “_______________” who was given a __________ of _______by the king.

They were usually ______________ , ________________ citizens e.g. retired _________

leaders, _____________, ________________.

The seigneurs split the large piece of land into ______________ ____________ and gave

them to ______________ (called _________________).

In addition to giving the land away, the Seigneur had to _____________ a small _______

or __________, and a ________ where the _________ could grind their ________ into

_____________.

1. Why did all the seigneuries and all of the settler’s strips of land need access to the river?
_______________________________________________________________________

_______________________________________________________________________

As the population grew and the river front was filled up, a ___________ ______ of

________________ was developed with no ____________ on the rivers.

2. What was a Habitant? __________________________________________________

_______________________________________________________________________

The habitants could make a _________ _____________ on the land given to them. They

___________ their own ______ __________, cleared and _____________ their land, and produced enough to live on.

However, the habitants owed something to the seigneur for letting them live there.

Their _________ was called ________________________.

These were not __________ ________ and could usually be paid in _______ from the
_________ or with ____________.

The Habitants also agreed to give __ ________ each ________ to help ________ the

_______________ _________ ___ ________ (usually during ____________ and

____________ season).

3. Why do you think the Seigneur would have the Habitants work during those times of the year?
_______________________________________________________________________

They also had to agree to give him 1/14th of the ____________ they produced at the

_______, a certain amount of the _________ ______ on their land, and some of the ____ they caught on their river front.

This was usually enough __________ to ensure that the ______________ lived a relatively comfortable life.

4. In the space remaining, draw and label the digram of the seignurie from the

New France - Monday Oct. 25

New France

The Barter System

definition: the exchange of goods
used historically among First Nations Peoples
included food, tobacco, furs, pottery etc.
was used to meet their needs 

Wampum
 definition: a string of shells / beads used between trading partners to show honor and respect

Pos (+) and Neg (-) of Trade:
Pros Neg
French:
+obtained furs which were in demand
+they could get rich
- usually had to wait for the First Nations to bring the furs to them
- created enemies

First Nations
+obtained new technologies (metal utensils, guns)
- often taken advantage of (unfair trade)
- developed enemies

Key Players in French Fur Trade:
Coureurs de Bois
-traded with First Nations & carried furs to trading posts

First Nations
-men hunted & trapped
-women skinned & prepared the pelts
-both traveled to trading posts by canoe to trade

Merchants
-financed & organized trade
-purchased trading goods from Europe & shipped them to Canada
-shipped furs to Europe & sold them to hat makers

Role of First Nations in the Fur Trade

Helping the Europeans:
1) showed them how to find food
2) taught them how to make medicines
3) provided advice for clothing for cold weather
4) provided transportation (canoes, snowshoes, toboggans)
5) shared knowledge of region
6) translation (in trade negotiations)
7) helped in negotiations
8) provided workers: cooks, sewing, snaring animals etc.

First Nations Women
1) prepared furs
2) worked in the forts- making moccasins & clothing, collected birch bark for canoes, wove fishing nets & snowshoes, gathered firewood, snared small animals, collected nuts, roots, berries etc.
3) worked “on the road” – paddled canoes, worked in camps
4) shared language and geography skills – interpreters, guides

Contribution & Benefits of the Fur Trade
First Nations Men
Furs, canoes, snowshoes, guidance, medicines, clothing, food, workers
Iron tools and pots, guns, hatchets, thread, blankets, work, new knowledge

First Nations’ Women
Prepared pelts, worked in forts, paddled canoes, worked in camps, language & geography skills
Similar to those of First Nations men

Europeans
Traded goods (iron pots, tools, weapons, etc), built trading posts, paid wages, provided a market for furs
Furs for , profit, travel, food, medicines, new knowledge, clothing, transportation, claims to new territories

New France Government Officials

King of France:
Most power
Appointed officials to carry out his wishes
impact on fur trade - had major control but was far away

Jean Baptiste Colbert
In charge of planning
Used the mercantile system
Prevented trading posts from being built in the interior
impact on the fur trade - Benefited more than the colony
Relied on Wendat traders to bring furs to

Jean Talon
Intendent
Increased number of colonists
impact on the fur trade - more colonists meant more people involved in the fur trade

Marquis de Frontenac
Governor
Sent coureur de bois into interior to trade and set up trading posts
impact on the fur trade - Greatly expanded the fur trade by directly going to the source rather than waiting for furs to come to them





New France Government Officials