March 4

Hist 30 2.1.0 Road to Confederation – textbook & Qs

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)

Pdf of Text Pages 118-141 Shaping Canada Textbook

 

 

 

 

December 13

Hist 30 1.4 b Canada: The Story of Us Ep 3

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.

These are their stories. (Play sound file below)

Video Episode 3 Notes:

December 11

Hist 30 1.4 Britain Policies in Canada – The 7 yrs War – Research

You have the challenge to learn on your own about the causes and results of the Seven Years War. Here are some resources assembled to help support you in that learning.

Sample Google Search Phrases:

  • The Seven Years War Causes and Consequences
  • The Seven Years War Countries Involved
  • The Seven Years War Timeline
  • The Seven Years War Map Before – After
  • The French Indian War Summary
  • Before the Seven Years War
  • French British Relationship Before Treaty of Paris
  • Canadian History Textbook pdf 1700s
  • Seven Years’ War – Khan Academy Instructional Videos

You can also add “pdf” or “PPT” into your searches and read through the notes/slides of teachers who have posted their course resources online. Sample here. 

 


Class Instruction/Review of the Seven Years’ War (Jan 8th, 2020)

 


The Expulsion of the Acadians – what happened and why is it relevant to Canada today?

November 14

History 30 1.3.1 Life/Governance in New France – Assignment

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

Image result for note taking

 

Image result for high school podcast

 

Stage One: Studying Primary Sources

  1. We’re going to read through (mostly) primary documents from the French settler experiences in New France.
    1. (Mostly) Primary Documents Reading Package: it contains a variety of perspectives and experiences from first-hand accounts during the early days of French Canada
    2. While reading,  you’re going to individually jot summary notes of main/relevant information from the variety of writings. You’ll have to submit this for evaluation.
      1. There is a Word doc file you can use – with the Cornell Note-taking Method (Make sure you save it properly while using it.)
      2. There is the same document in Google Docs form here.  (It will automatically save as you develop it.)
      3. You can use pen/paper if you prefer. (I’ll have copies.)
  2. 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.
  3. 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

  1. 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
      • gender roles
      • 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
  2. Project Options you can develop include, but are not limited to:
      1. A dating profile, complete with emails exchanged with a potential love connection
      2. A writing project: personal narrative, journal entries, letters exchanged between characters
      3. Create a Twitter identity and develop tweets with fake usernames, to fake users, with relevant hashtags #NewFranceForever
      4. Group: A pair or group performance (10 minutes long min) of a conflict or exchange between colonists
      5. Pair or Group: develop a Podcast to discuss New France living (either in character or as yourselves)
      6. Create a real estate listing, similar like a HGTV Show set in New France
      7. Create music lyrics to reflect the ideas of colonists at the time (multiple songs)
      8. Alternatives: What ideas do you have?
      9. Alternative Creative Writing Project: Letter Writing Between New France Characters (New)
        1.3.1 Assignment Pt 2 Creative – Alternative Choice
        (3 half page letters – rubric attached)
  3. 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
      1. Evaluation for this project will be based on:
        1. 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.
        2. Final Product: evaluated by
          1. Knowledge/Understanding of content relayed: concepts, ideas, interrelationships, events, roles, significance
          2. Thinking with Critical/Creative skills: gathering, organizing, planning, interpreting, synthesizing, detecting point of view, applying historical thinking critically and creatively, connections made
          3. Communication of meaning through various forms: clear expression, logical organization in written/oral/visualizations for different audiences (formal/informal) using the proper conventions/tools
          4. 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
    • including Cree trappers/guides, FN & Acadian farmers, French/British soldiers, intendents, merchants, Jesuit missionaries,
    • and how they contributed to the development of Canada
  • Diversity and Citizenship: assess the impact of various individuals, groups, and colonial policies prior to 1774 on the development of identity, citizenship, and heritage in Canada
    • including describe the roles of some notable individuals in early Canadian society and assess their contribution to the development of identity and/or heritage in Canada
    • analyze ways in which colonial policy and practices reflected ideas about rights, citizenship, and social status in Canada prior to 1773
October 31

1.3.1 Activity: Organizing Notes for Comprehension

You’ve recently viewed the film Canada: The Story of Us relaying information about New France and the conflicts between European forces vying for power over that territory.

Image result for canada the story of us

Here is a handout with typed out notes from the film’s information.
1.3 Canada – a Story of Us – video notes 2019

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.

  1. The Cornell Notetaking Method
  2. The Mapping Notetaking Method
  3. The Outlining Notetaking Method
  4. The Chartering Notetaking Method
  5. The Sentence Notetaking Method

Instructions: 

  1. For this assignment, choose one of the three notetaking styles and organize/format the video notes in the above Word Document and submit.
  2. Take care to identify the main ideas/events to help break down the video information into pieces and the supporting ideas.
  3. You may choose to write summaries after each section – a brief review of the main idea.
  4. 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.
  5. Submit with your name in the File name.
October 29

Hist 30 1.3 Collision of Peoples & Paradigms

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…

  1. Develop a list of stages/steps that occur leading to New France taken over by the British.
  2. Identify the significance and cause or each term below, as well as their influence or effect on Canada’s past
    1. Beaver pelts
    2. The large population of British settlers south of Quebec
    3. the filles due roi (King’s Daughters)
    4. Radisson and des Groseilliers
    5. Plains of Abraham battle
    6. Indigenous as a) traders and b) allies

 

October 2

Hist 30 1.2 First Nations: Pre-contact Period

What do we know of the social organization and decision making methods of the First Nations groups prior to and at contact with the early fur traders and settlers in early Canada?

The following resources and links are in the order required in the handout.

Audio Recordings of the Readings:

  1. An early definition of “savagery”
  2. Mi’kmaq Declaration of Historic Possession
  3. An interview with Jacques Cartier
  4. The first recorded European encounter with Amerindians
  5. Memorandum on limitations of the French settlement area
  6. Parallel justice system
  7. Native societies, customs, and beliefs
  8. Samuel de Champlain: French-Amerindian relations
  9. Jesuit missions

Small Group Discussion Plan for Readings:
Some of the readings will be divided between two groups. At certain points, members from one group will have to educate/explain the meaning of readings to the other group.

Group A: read/plan to share with others readings
1, 2, 3, 5, 6, 7, and 9

Group B: read/plan to share with others readings
1, 2, 4, 5, 6, 8, and 9

September 20

History 30 1.1 Inquiry Study: Would you Love it or List it?

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?
Image result for hgtv love it or list it vancouver

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 either write 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

Useful websites: 

 

September 10

History 30 1.1 Geography Sets the Stage

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. Map Canada political-geo.png

And understanding Canada in this specific regional and geographic way is different than understanding the breakdown of Canada by provinces or territories.

Instructions:

  1. We’ve read about a Cross Canada Tour from a humourous perspective.
  2. 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.
  3. Read the given handout for Chapter 1: Geography Sets the Stage. 
    1. You can listen along to an audio recording of the chapter here if it helps with your comprehension.
      Open Audio Recording of Chapter Here (Sign into your Sunwest Acc to Access)
    2. As you listen, or after, fill in jot notes on the Summary Handout that goes with it.
    3. 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?
  4. 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.
  5. 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.
    1. Landforms PDF – a teacher’s slides online (some differences in title, but informative)
  6. 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.

    Article Options to Start With:

    1. Read and discuss the article “The Melting Arctic Heats up the Question of who Governs the Northwest Passage”. Use the guiding questions in your handout to help guide your discussion, if necessary.
    2. Note: You can Rewordify this article – read it with more common word use – if you feel the reading level is too challenging for you. Copy and paste the article contents into the website at this link. 

canada-population

 

 

 

 

 

 

 

 

 

 

 

Video:

June 15

Hist 30: June 15 Small class, but productive…

  1. 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.
  2. 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.