We’re about to transition into what happens for Canada after the separation of American States and the migration of British Loyalists to Canada. Some of the biggest issues that need to be resolved include:
the presence of two cultural groups, French-speaking and English speaking, governed by the English
the decision of how to settle these different groups – integrate them Catholic French with Protestant English, or segregate them to allow them to live with different sets of laws, culture, language, religion, etc.
a growth in population spread out over a great area, meaning people are governed quite remotely and resented it. They wanted more local governing, so issues specific to their areas and needs could be addressed.
a desire as well to have more of a local voice in decisions made, instead of governed only from the top down (by the British) so establishing locally elected assembly, similar to what the American patriots had before their separation
The decisions made by authorities in response to these issues has contributed (indirectly) to some of the tensions and issues Canadians are currently facing and struggling with today, including:
the tension over the Wet’suwet’en territory sovereignty and treaty negotiations with multiple unceded territories within Canada
the continued systematic inequality that resulted from the Indian Act or laws made to benefit some and not others
the relationships of colonies to each other – that they work only if they continue to be interdependent or beneficial both ways. Alberta is currently feeling a great deal of resentment, that they’re not receiving a fair reciprocal relationship with the Federal government despite the natural resources of Alberta territory benefiting other provinces through equalization payments.
To help you find ways to connect to and be able to focus on this new information, you have to try to connect it to existing knowledge you already have.
Or you won’t be able to understand and retain it. This initial discussion of the topics and developments that will occur of Canada’s history in this Unit are an attempt to help you recognize how these events and choices made regarding them lead us to where we are today, the good and the bad!
Overview of Unit Concepts (video/discussion)
Reading Textbook – lead up to split of Upper and Lower Canada (video)
One of the biggest moments defining Canadian history is the War of 1812 when British/American troops tried to take territory in French-held lands. Outnumbered and with fewer weaponry, the colonists, First Nations, and paid fighters worked together to defend Canadian land from British (American) control.
We’re learning what life was like, specifically for the colonist building the New France settlements. Their lifestyles and ways of life were influenced heavily by the French traditions of their homeland, but new customs were developed as well to meet the needs of their new and young society. These early years in Canada have left their mark on the Canadian identity and heritage we have today.
Assignment in Two Stages: Primary Documents Study & Group Creative Project
Stage One: Studying Primary Sources
We’re going to read through (mostly) primary documents from the French settler experiences in New France.
You can use pen/paper if you prefer. (I’ll have copies.)
After reading, you’ll review the details you’ve noted and draw some conclusions/make some review observations of them as a whole, on the left side of the document and summary for the whole goes at the bottom.
Part of your mark will be based on this note-taking product: the observation points and summaries you develop to represent what life was like for colonist in many ways and the impact different individuals/perspectives played in what later developed into Canadian culture/identity
Stage Two: A Creative Representation of Your Observations
Either individually, in a pair, or small group, you’ll create some type of creative representation of the life of a New France colonist. Your goal should be to include some observations of any/all of the following:
lifestyle in general: social status, perspectives, policies, practices, customs/culture developed, life in towns vs country/farms, education
occupations: trappers, farmers, soldiers, intendents, merchants, land owners, relationship to environment
power structure of governance: alliance/rivalry groups
social etiquette or values at the time
control over lifestyle/laws/punishments
relationship with First Nations traders/people
lives of missionairies or impact of religion
economy: wealth generation from resource production/consumers, buying, trading, mercantilism method of France
relationship to France/Church
technology/innovations of the time
Project Options you can develop include, but are not limited to:
A dating profile, complete with emails exchanged with a potential love connection
A writing project: personal narrative, journal entries, letters exchanged between characters
Create a Twitter identity and develop tweets with fake usernames, to fake users, with relevant hashtags #NewFranceForever
Group: A pair or group performance (10 minutes long min) of a conflict or exchange between colonists
Pair or Group: develop a Podcast to discuss New France living (either in character or as yourselves)
Create a real estate listing, similar like a HGTV Show set in New France
Create music lyrics to reflect the ideas of colonists at the time (multiple songs)
For any of these, students and teacher will co-construct the requirements/scope of the project, in an effort to create a somewhat-equal balance of the scope of the project compared to others
Evaluation for this project will be based on:
Audio recording of the planning session of the project. Through the oral recording, I will assess the quality and quantity of input each group member contributes to the project.
Final Product: evaluated by
Knowledge/Understanding of content relayed: concepts, ideas, interrelationships, events, roles, significance
Thinking with Critical/Creative skills: gathering, organizing, planning, interpreting, synthesizing, detecting point of view, applying historical thinking critically and creatively, connections made
Communication of meaning through various forms: clear expression, logical organization in written/oral/visualizations for different audiences (formal/informal) using the proper conventions/tools
Polish of final product: mechanics and techniques used to develop a completed project
History Curricular Goals:
investigate issues, events, or developments in Canadian history, with a focus on the development of identity and culture
select and organize relevant evidence and information on aspects of Canadian history from a variety of primary and secondary sources, ensuring the sources reflect a range of perspectives
interpret/analyze information relevant to study using various tools, strategies, and approaches appropriate for historical inquiry
use the concepts of historical thinking to assess the impact of various individuals on the development of culture and/or identity in Canada
evaluate and synthesize (combine) findings to formulate conclusions or make informed judgments/predictions about the issues and events you’re studying
Communicate your ideas, arguments, conclusions using various formats and styles
Specific to this Collision of Cultures in New France:
Set the Context: analyze the significance, for different groups in Canada, of various social, cultural, economic, and political practices and developments prior to 1774
including comparing various aspects of life among people of European origin living in Canada prior to 1774 related to religion, education, work, relationships with the environment, lifestyles, culture, gender roles, lives of missionaries, life in towns vs farms or seigneuries)
and analyze how these people responded to the challenges of life in Canada
describe the various practices and developments associated with the emerging economy (wealth generated by production/consumption of goods) in colonial Canada prior to 1774
including First Nations trade, the fur trade, fishing, the seigneurial system, mercantilism, land grants, etc.
and assess their significance for the development of Canada, including development of identity in Canada, including role of natural resources, alliances and rivalries, etc
Interactions and Interdependence: analyse activities of/interactions between various groups in Canada and how their interactions contributed to the development of Canada and identity
analyze the roles of various groups in colonial Canada prior to 1774
One skill that is worth practicing and developing is a familiarity with taking information compiled and developing an order to the information or categorizing it. This skill, for example, is especially helpful in being able to organize and sort supporting information in essay writing, like research reports or project summaries.
Your assignment and task is to sort the information provided and Format it (Organize It) in a manner that makes it easier to recognize some of the following:
the main ideas within the film
the supporting ideas that fall within each main idea
the sequence of big events that happened moving towards Britain’s take over of the New France territory
summarizing groupings of events together into simple steps – to break down the events for easier memory
There are organization styles to become familiar with, including the Five Notetaking Methods at this website. For the purposes of this assignment, select one of the methods listed in bold below to use in formating your copy of the Video Notes.
The Cornell Notetaking Method
The Mapping Notetaking Method
The Outlining Notetaking Method
The Chartering Notetaking Method
The Sentence Notetaking Method
For this assignment, choose one of the three notetaking styles and organize/format the video notes in the above Word Document and submit.
Take care to identify the main ideas/events to help break down the video information into pieces and the supporting ideas.
You may choose to write summaries after each section – a brief review of the main idea.
Each assignment will be formatted uniquely – your method of organizing may be slightly different than others’. Do your best to make sense of the video information, though.
While the French were able to navigate their relationship with the existing Indigenous People of the territory of New France, other powers joined the competition for power over the region. Here come the British!
Intro to the documentary series:
You’ll meet some extraordinary men and women who’ve helped shape our country’s unique character. Perhaps no country has been as successful in finding its strength through cooperation and its identity through acceptance and respect. For generations, we’ve come together bridging cultures and communities, to seek a more hopeful future for all. That is not to say Canada’s history is perfect; it is not. There are dark chapters in our history that we have only begun to confront. But today we recognize the responsibilities inherited by past generations and entrusted to us by future ones. We know our success was built upon decades of hard work and rooted in Canadian diversity. And we know that a strong prosperous nation can be as united as it is diverse. The hope of this documentary series is that you’ll be as inspired by the stories of these heroic Canadians so that we can write the next chapter of the great Canadian story.
Instructions for viewing: There is a handout for your viewing focus that asks you to…
Develop a list of stages/steps that occur leading to New France taken over by the British.
Identify the significance and cause or each term below, as well as their influence or effect on Canada’s past
The large population of British settlers south of Quebec
Claiming sovereignty over Canada’s arctic north is an issue of conflict that’s come up recently. Research to learn about elements of the issue, including:
What area of the north is included in the dispute of ownership?
What other countries are at odds or in competition with Canada for control over this area?
Why is this land interest more important recently? Why is it in the news again?
What about the area under conflict makes it desirable by Canada and others?
What is gained or lost if Canada lost sovereignty over this area?
You have to make an ultimate decision: Love it or List it?
Love it or List it is a Canadian television show where homeowners unhappy with their homes decide if they’ll make over their homes and Love it (keep it) or if they’ll find another home elsewhere (sell/give up their old homes). Should Canada Love and keep their Arctic Northern area or List it and give it up to competing interested parties?
Is it important that Canada spend resources and efforts to maintain control over this arctic region or would it even be noticable if we lost it? Be prepared to defend your position with an informed response.
You’ll each individually eitherwrite up your position/defence of your position (2-3 paragraphs) or audio record an explanation and reasoning of your choice (6 minutes).
For Learning Activity: demonstrate your best of
Understanding the Content (ideas, concepts, interrelationship)
Use of Planning skills (gathering and organizing data, evidence, and information for focused research)
Use of Processing skills (evaluating data, evidence, formulating conclusions)
Communication skills in different forms for different purposes: peers/group for convincing/defending your position
Before you can study and contemplate the history of Canada, you need to fully understand the unique elements of the landmass that makes up our country, to understand what limitations may have existed for decision-makers at the time, or what prompted certain decisions based on utilizing certain resources.
And understanding Canada in this specific regional and geographic way is different than understanding the breakdown of Canada by provinces or territories.
We’ve read about a Cross Canada Tour from a humourous perspective.
You took on the Map challenge to try, by memory, to fill in many of the elements of Canada’s make up.Now, do the following.
Read the given handout for Chapter 1: Geography Sets the Stage.
As you listen, or after, fill in jot notes on the Summary Handout that goes with it.
Comprehension Questions on Cause and Consequence: Alone or with others, try answering the questions that follow in your handout. How did the geographic realities of Canada’s landmass impact the early development of our country?
Watch the video on Canadian geography (embedded below). If you can add anything to your list of Canadian geography elements you think are noteworthy, do so.
Understanding the seven regions of Canada: Alone or with peers, develop summary notes of the significant pros/cons and resources available in each of the regions. Consider, as well, how the geography of each may have impacted where settlement did and didn’t happen in the early development of Canada.
Landforms PDF – a teacher’s slides online (some differences in title, but informative)
Activity and Personal Response: Canada’s Arctic Sovereignty Will you Love it or List it? Swipe Right or Swipe Left?
Does Canada need to maintain and protect it’s Arctic Region or would it lose anything to let it go to other interested countries?
Research the issue and area involved, what other countries are at odds with Canada for control of the area, and find out what Canada benefits or gains by keeping that control.
You will either record an audio defence of your position or write out your position and submit.
The deadline to hand in the Major History Essay was today in last class. Several students had either handed it in yesterday or earlier today, so many of them left early for the weekend or were helping the Kindergarten class enjoy a fun day outside with face paints and games.
For those students who worked in the library with the class, they did well to focus on the small details of their essay, making improvements, and also created a good Reference Page that was as close to the example given. Good job for those of you who took that extra time to make those improvements.