History & Geography · Grade 7

Active learning ideas

Jesuits and Ursulines in New France

Active learning lets students step into the roles of historical figures, making the complex dynamics of New France tangible. When students act as missionaries or nuns, they confront the realities of cultural exchange, adaptation, and education in ways that reading alone cannot achieve.

• Ontario Curriculum Expectations
• ON: New France and British North America, 1713–1800 - Grade 7

• 25–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Hot Seat
• 45 min · Small Groups

Role-Play: Missionary Encounters

Assign students roles as Jesuits, Ursulines, or Indigenous leaders. In small groups, they improvise dialogues based on key challenges like language barriers or curriculum adaptations. Groups perform for the class and reflect on impacts in a shared chart.

Compare the roles and impacts of the Jesuits and Ursuline Nuns in the colony.

Facilitation Tip

During the role-play, provide a script outline but allow students to improvise based on their character’s letters or diaries to deepen empathy and historical accuracy.

What to look for

Pose this question to students: 'Imagine you are a Jesuit missionary and an Ursuline nun. Write a short journal entry (3-4 sentences) describing your daily work and a significant challenge you faced in New France.' Students can then share their entries and discuss similarities and differences.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 02

• Gallery Walk
• 35 min · Pairs

Gallery Walk: Primary Sources

Display excerpts from Jesuit Relations and Marie de l'Incarnation's letters at stations. Students rotate in pairs, noting contributions and challenges on sticky notes. Conclude with whole-class synthesis of comparisons.

Analyze Marie de l'Incarnation's legacy in establishing education for French and Indigenous girls in New France.

Facilitation Tip

For the gallery walk, place primary sources at eye level and include a mix of visuals, letters, and maps to engage different learners.

What to look for

Provide students with a Venn diagram template. Ask them to fill it in by comparing and contrasting the roles and impacts of the Jesuits and Ursulines in New France, listing at least two distinct points for each group and two shared points.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Activity 03

• Hot Seat
• 30 min · Whole Class

Timeline Build: Collaborative Chain

In a circle, students add events from Jesuits and Ursulines timelines one by one, using string and cards. Each contributor explains the event's role or impact. Photograph the final chain for unit review.

Analyze the challenges faced by missionaries in adapting to Indigenous cultures.

Facilitation Tip

When building the timeline, assign each student a specific event to research, ensuring no gaps in coverage and fostering accountability.

What to look for

On an exit ticket, ask students to identify one specific contribution of Marie de l'Incarnation and one challenge faced by missionaries when interacting with Indigenous cultures. This checks their recall and understanding of key figures and conflicts.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 04

• Hot Seat
• 25 min · Pairs

Debate Pairs: Legacy Impacts

Pair students to debate which group had greater long-term influence on New France education. Provide evidence cards first, then switch sides. Vote and discuss with evidence.

Compare the roles and impacts of the Jesuits and Ursuline Nuns in the colony.

Facilitation Tip

In debate pairs, assign roles as either supportive or critical of missionary work to push students to consider multiple perspectives.

What to look for

Pose this question to students: 'Imagine you are a Jesuit missionary and an Ursuline nun. Write a short journal entry (3-4 sentences) describing your daily work and a significant challenge you faced in New France.' Students can then share their entries and discuss similarities and differences.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

A few notes on teaching this unit

Teachers should frame the topic as a study of cultural exchange and adaptation, not just evangelism. Avoid framing the Jesuits and Ursulines as purely heroic or villainous, as this oversimplifies their complex relationships with Indigenous communities. Research shows that focusing on primary sources and role-play helps students move beyond stereotypes to analyze historical actions with nuance.

Successful learning looks like students confidently explaining the differences between Jesuit and Ursuline missions while recognizing their shared educational goals. They should also articulate the challenges these groups faced and how their methods reflected both cultural adaptation and religious dedication.

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Watch Out for These Misconceptions

• During Role-Play: Missionary Encounters, watch for students assuming Jesuits focused only on forced conversions.

  Use the role-play scripts to highlight how Jesuits prepared lessons, learned languages, and adapted their teaching methods to local cultures, as seen in their surviving catechism materials.

• During Gallery Walk: Primary Sources, watch for students assuming Ursulines educated only French girls.

  Have students examine Marie de l'Incarnation’s letters and student rosters in the primary sources, noting the names and backgrounds of Indigenous girls enrolled in the convent schools.

• During Debate Pairs: Legacy Impacts, watch for students claiming missionaries faced no real challenges adapting to Indigenous cultures.

  Use the debate structure to require students to cite specific evidence from letters or journals about illnesses, cultural clashes, or resistance encountered during their interactions.

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Methods used in this brief

• Hot Seat
• Gallery Walk