Course Profile Canadian and World Politics (CPW4U), Grade 12, University Preparation, Catholic
Unit 2: The Founding People Create a Dominion: 1763–1867
Time: 22 hours
Activity
2.1 | Activity 2.2 | Activity 2.3 | Activity 2.4
Unit Description
This unit examines the transformation of the British North American colonies into the confederated nation of Canada. Continuing conflict and compromise between the French and English elements in Canada are analysed through the study of both the Royal Proclamation Act (1763) and the Quebec Act (1774). The impact of the United States on the Canadian psyche is studied by examining the following issues: the effects that the incoming United Empire Loyalists (UELs) and African Americans had on the BNA colonies, American influences on the British decision to create the Constitution Act of 1791, and the effect the War of 1812 had on the promotion of autonomy for Canada. The pioneer experiences of prominent women such as Catherine Parr Traill and Susanna Moodie are studied, as are the educational and social contributions of Marguerite Bourgeoys. Students study the impact upon Aboriginal peoples of the Proclamation of 1763 and the War of 1812. The roles of key figures such as William Lyon Mackenzie and Louis Joseph Papineau in the Rebellions of 1837 are analysed as these men battled the hold that the Family Compact and Chateau Clique held over Upper and Lower Canada respectively. The implications of passing the Act of Union (1840) are explored and students participate in a debate that scrutinizes the legal reasons for the existence of the Catholic school system in Ontario. Students study immigration and government structures in the British North America colonies of Vancouver Island, Red River, and Nova Scotia. The political, military and economic reasons for Confederation are uncovered and evaluated.
In this unit, students become further aware of the role of the Catholic Church in the culture of French Canada. They also study the importance of the arrival of large numbers of Irish Catholics in Canada West in the 1840s and the impact of the Irish immigrants on the growth of Catholic schools in Upper Canada. Catholic school graduates examine such issues as the rights of refugees, immigrants, and Aboriginal peoples, as well as the right of armed rebellion, in the light of gospel values and the social teachings of the Catholic Church.
In the unit
culminating activity, each student researches and role-plays a delegate to the
Quebec Conference of 1864 and then creates a comparison organizer dealing with
the Quebec Resolutions
of 1864 and the Charlottetown Accord of 1992.
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Student Tasks |
|
2.1 |
6 hours |
COV.02, CCV.01,
CHV.02, HIV.02, SE2.03, SE4.03, CO1.03, CO2.02, CO3.02, CH2.03, CC1.03,
CC5.01, HI2.02 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Reactions of
various groups to the Proclamation of 1763 is gauged by students in group
discussions and in writing assignments. Analysis of historians’
interpretations of the Conquest and UELs |
|
2.2 The War of 1812
and the British North America Colonies |
5 hours |
COV.02, COV.03,
CCV.01, SEV.04, HIV.03, CO2.02, CO3.02, CO4.01, CC1.01, CC1.03, CH2.03,
CH2.04, SE4.03, HI3.01 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Journal entries of
UELs; research and role-playing of selected personalities in early19th
century Canada; discussion regarding the Catholic position on armed
resistance against oppression |
|
2.3 |
5 hours |
COV.03, SEV.04, SEV.05, CO2.02, CO2.03, CO3.02, CC5.01, CH2.03,
CH2.04, SE1.02, SE4.03, HI3.01 |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
Research and note-making; discussion regarding rights of refugees and
components of the Canadian identity; debate about existence of Catholic
schools in Ontario; unit test |
|
2.4 |
6 hours |
CCV.02, CHV.02,
SEV.03, SEV.04, HIV.01, HIV.02, HIV.03, HIV.04, CO2.02, CC1.03, CC2.02,
CH2.03, SE4.02, SE4.03, HI1.03, HI2.04, HI3.01, HI3.02, HI3.03, HI4.01,
HI4.03 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Research and note
making, In the unit culminating activity, each student researches and
role-plays a delegate to the Quebec Conference of 1864 and creates a
comparison organizer dealing with the Quebec Resolutions of 1864 and the
Charlottetown Accord of 1992. Students work on their research and
documentation skills. |
Time: 6
hours
By examining primary
documents and historical interpretations, students become aware of the
implications of the British Conquest of New France and the legal origins of the
dual French/English nature of Canadian society. Students examine such concepts
as “assimilation” and “occupation” in both a historical and contemporary
context. They study the importance of the Proclamation of 1763, the Quebec Act
of 1774 and the Constitutional Act of 1791. The impact of the American
Revolution on the Canadian psyche is examined. Eighteenth century British
government policies with respect to Aboriginal peoples, African Americans, and
refugees are assessed in the light of gospel values.
Ontario Catholic
School Graduate Expectations
CGE1d - develops
attitudes and values founded on Catholic social teaching and acts to promote
social responsibility, human solidarity, and the common good;
CGE4a - demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE7g - respects and
understands the history, cultural heritage, and pluralism of today’s
contemporary society.
Strand(s):
Communities: Local, National, and Global; Change
and Continuity;
Citizenship and
Heritage; Methods of Historical Inquiry
Overall
Expectations
COV.02 - analyse the principal characteristics of the French and English
colonial experiences in Canada;
CCV.01 - analyse how
Canada’s changing relationships with France, Britain, and the United States
have influenced the formation and transformation of Canada’s identity;
CHV.02 - demonstrate
an understanding of the characteristics of the French presence in Canada and
its contributions to Canadian identity;
HIV.02 - critically
analyse interpretations related to Canadian history, culture, and identity.
Specific
Expectations
SE4.03 - describe
the role of selected significant events and legislation in the development of
the current Canadian political system;
CO1.03 - analyse the
impact of European contact on the lives of the Aboriginal peoples and evaluate
the responses of the Aboriginal peoples;
CO2.02 - demonstrate
an understanding of colonial history as it contributed to the concept of Canada
as the product of “two founding nations”;
CO3.02 - describe
significant waves of immigration;
CH2.03 - analyse how
and why the people of Quebec have acted to preserve their political identity;
SE2.03 - analyse the
contributions of women to the Canadian identity;
CC1.03 - analyse how
conflicts and compromises between Canada and the United States have helped to
shape Canadian identity;
CC5.01 - assess
whether British colonial policies were directed toward the creation of a
homogeneous society in Canada;
HI2.02 - compare key
interpretations of Canadian history.
·
Awareness of the
geographical dimensions of this focus of study
·
Familiarity with
cooperative learning and group work
·
Familiarity with
the school’s Internet policy, including safe use of the Internet
·
The teacher
prepares primary documents dealing with historians’ interpretations of the
Conquest – to be used in Teaching/Learning Strategy 7. The primary documents
may be found in an anthology such as Emerging Identities edited by Paul
W. Bennett and Cornelius J. Jaenen.
·
The teacher may
need to prepare student readings dealing with the Quebec Act, as described in
Teaching/Learning Strategy 8.
·
The teacher does
some research on historical and contemporary situations in which the words
“conquest”, “occupation,” and “assimilation” are used. The teacher may examine
the British conquest of Ireland in the 16th century and the British attempts
“to assimilate” the Irish. The American “occupation” of Japan from 1945 to 1952
may be explored.
·
The teacher
prepares an overhead map of 18th century North America to illustrate the
locations of the Thirteen Colonies, Quebec and Nova Scotia.
·
Selected segments
of the CBC video series: Canada: A Peoples’ History, “Battle for a
Continent,” Episode 4, are prepared for use in the classroom.
1. The teacher leads the class in a discussion
related to the meaning of the words “conquest”, “occupation,” and
“assimilation.” The terms may be applied to a variety of historical and contemporary
situations, such as the British “conquest” and attempted “assimilation” of
Ireland, the American “occupation” of Japan.
2. After performing the relevant background
readings, the students, working in groups, are asked to hypothesize about the reactions
of various interest groups to the Treaty of Paris and the Royal Proclamation.
Students speculate on the reactions of the following groups and record their
conclusions:
· The Aboriginal peoples
· The American colonists
· The Acadians
· The respective governments of France and England
· The respective elements in the society of New France: the habitants, the seigneurs, the bourgeoisie, and the clergy of the Catholic Church.
3. The teacher leads a discussion in which the
results of the battle of the Plains of Abraham and the fall of Montreal are
outlined in the light of the Treaty of Paris (1763) and the Royal Proclamation
(1763). The terms “conquest,” “occupation,” and “assimilation” are used in
reference to this period of Canadian history. Comparisons are made to other
historical and contemporary situations in which these terms are used.
4. The students write short, reflective pieces
on the Royal Proclamation from the perspectives respectively of the
French-Canadian, the British, the American colonists, and the Aboriginals, thus
indicating the impact of the document on each group.
5. The teacher leads the students in an
examination of the respective roles of British governors James Murray and Guy
Carleton in the implementation of the British policies of assimilation and
conciliation. Led by teacher questioning, the class explores and evaluates
various aspects of the Conquest. Students read about and discuss the following
issues: the relevance of the British and French legal systems, land and
seigneurial systems, nepotism, the economic troubles associated with the fur
trade and declining currency, the absence of an elected assembly, the
monopolistic nature of British trade, and the symbols of authority being
replaced in Quebec.
6. Students examine the role of the Roman
Catholic Church and its role in education, health and welfare services,
politics, and cultural and spiritual guidance in Quebec after the Conquest.
Although she does not fit chronologically into this unit, the accomplishments
of Marguerite Bourgeoys
(1620–1700) in the areas of education and social welfare continued in post-1760
Quebec. The teacher reviews with students the board’s policies regarding safe
use of the Internet. Students research the work of Bourgeoys and the Sisters of
the Congregation of Notre Dame with women, children and Aboriginal peoples on
the website www.CND-M.com.
7. The meaning of the Conquest of 1760 – and the
historic relationship of Canada’s two founding European peoples – remains one
of the most controversial issues in Canadian historiography. Students, in
groups, examine a variety of historical interpretations of the Conquest. The
teacher prepares class handouts containing the five historical interpretations
of the Conquest listed below. The teacher divides the class into five groups
and each group is assigned one of the interpretations of the Conquest. Students
in each of the five groups discuss their assigned historian’s interpretation of
the Conquest. One student from each group is selected to role play the
historian and defend his thesis before the class. Students in other groups are
encouraged to challenge his interpretation. Among the interpretations to be
examined:
· Francis Parkman’s 19th century interpretation of the Conquest as a liberation of Canada from oppressive despotism of France.
· Mason Wade’s interpretation, which emphasizes both the magnanimity of the British and the “indomitable will” and spirit of survival of the French Canadians.
· Michel Brunet’s “social decapitation” thesis, which contends that the Conquest destroyed the Canadien bourgeoisie and relegated French Canadians to a subservient economic role in the field of agriculture.
· Jean Hamelin’s thesis that doubted the existence of a significant Canadien bourgeoisie for the British conquerors to decapitate.
·
George F.G. Stanley’s interpretation of the Conquest,
which emphasized the psychological effects of military defeat on the Canadiens.
8. After the students in the five groups have
completed their classroom discussion of the five interpretations of the Conquest,
they are assigned readings dealing with the Quebec Act of 1774. They may be
teacher-prepared readings or readings from a textbook. Working in groups, the
students examine the following questions related to the Quebec Act:
· What were the major provisions of the Quebec Act of 1774?
· What was the “Catholic problem” in a Quebec under British rule, and how was it dealt with under the Quebec Act?
· Describe and explain the reaction of the American colonists to the Quebec Act.
· What are the long-term results of the Quebec Act in developing a Canadian duality of cultures?
· What were the possible British motives for the passing of the Quebec Act?
The students present their findings dealing with the Quebec Act to the class. The teacher leads a classroom discussion related to the importance of the Quebec Act.
9. Students read about the causes of the
American Revolution and the genesis of the United Empire Loyalists in a
textbook source. The teacher uses an overhead map of North America in the 18th
century while conducting this lesson. Using the map, references can be made to
the Thirteen Colonies and the path of the United Empire Loyalists to Quebec and
Nova Scotia. The teacher leads the class in a discussion about the major causes
of the American Revolution. The teacher asks students to answer the following
questions:
a) Why did the colonies of Quebec
and Nova Scotia not join the American revolt against Great Britain?
b) What elements in Colonial
America would tend to be Loyalists – or opponents of the revolution against Great
Britain?
c) What would be the impact of
the arrival of thirty thousand United Empire Loyalists in the colony of Nova
Scotia, and ten thousand in the colony of Quebec?
d) Why did approximately three
thousand Black migrants move to Nova Scotia during and after the American
Revolution and what hardships did they encounter in Nova Scotia?
e) What was the role of Joseph
Brant, the Mohawk chief, in the Revolutionary War?
The students answer these questions in their notes. The teacher may encourage students to use alternate forms of note taking such as mind maps, symbols, charts, or pictorials.
10. Students examine Seymour Lipset’s 1965 essay,
“Revolution and Counter-revolution.” (See Canada: A North American Nation,
pp. 7-8, 12-13) Students may also examine Pierre Berton’s, Why We Act Like
Canadians (pp.55-61). The teacher asks students to list some of the
characteristics of Canadian society that may be attributed to the migration of
the Loyalists to Canada. The teacher leads the class in a discussion about the
validity of the Lipset thesis. Is Canadian society in general more
conservative, more elitist, more law-abiding than American society, and, if so,
can these “national characteristics” be traced back to the values carried by
the United Empire Loyalists?
11. The arrival of the United Empire Loyalists in
British North America led to the establishment of new colonies. New Brunswick
was created in 1783 and Upper and Lower Canada in 1791. Students compose notes
on the Constitutional Act of 1791. The teacher leads a class discussion on the
significance of the Constitutional Act of 1791.
12. The teacher leads a classroom discussion that
focuses on the eighteenth century British government’s policies towards
Aboriginal peoples, African Americans and refugees – in the context of the
events studied in Activity 1. The classroom discussion analyses the extent to
which British policies coincided with gospel values and speculates about the
motives of the British policies.
13. For the purpose of a review of the major
topics covered in this Activity, the teacher may screen selected segments from
a video such as Canada: A People’s History, Episode 4, “Battle for a
Continent.”
|
T/L S # – Task/Product |
Purpose |
Achievement Categories |
Tool/Assessor |
|
2 – Royal
Proclamation group work |
Formative |
Knowledge/Understanding
Thinking/Inquiry |
Self/Peer/Teacher
roving conference |
|
4 – Royal
Proclamation written response |
Formative |
Knowledge/Understanding
Communication |
Teacher |
|
7 – student
analysis in groups of historians’ interpretations of the Conquest |
Formative |
Knowledge/Understanding
Communication |
Teacher roving
conference |
|
8 and 9 – student
analysis in groups of the Quebec Act; student analysis of the impact of the
American Revolution |
Formative |
Knowledge/Understanding
Thinking/Inquiry Communication |
Self/Peer |
|
10 and 12 –
discussion of Lipset thesis and gospel values |
Formative |
Inquiry |
Teacher by means
of anecdotal notes |
·
Consult
individual exceptional student IEPs for specific recommendation about
requirements for accommodation for individuals.
·
Accommodation
should be made for students who have difficulty recording and/or synthesizing
information. Individuals with these special needs could be grouped with students
who are able to assist with these needs.
·
Summaries of
documents may be prepared if the primary documents are too challenging in
length or level of difficulty.
Print
Bennett,
Paul W. and Cornelius J. Jaenen. Emerging Identities. Scarborough, Ontario:
Prentice-Hall Canada, Inc., 1986. ISBN 0-13-274200-4
Bennett,
Paul, et al. Canada: A North
American Nation. Toronto:
McGraw-Hill Ryerson, 1989.
ISBN 0-07-548860-4
Berton,
Pierre. Why We Act Like
Canadians. Markham, Ontario:
Penguin Books, 1987.
ISBN 0-14-010442-9
Careless,
J.M.S. Colonists and Canadiens, 1760–1867. Toronto: Macmillan of Canada,
1971.
Catechism
of the Catholic Church.
Toronto, Ontario: Doubleday, 1995.
Morton,
Desmond. A Short History of Canada. Edmonton, Alberta: Hurtig, 1983.
ISBN 0-88830-253
Non-print –
websites and video
Early
Canadiana Online – sites dealing with primary documents–
www.canadiana.org/eco/english
Canadian
History – site dealing with the Conquest– www.Canadahistory.com
The
Conquest– www.geocities.com/Athens/Academy/5869/index.html (Go to Year to shows
all events.)
Canada: A
Peoples’ History, Volume 4: Battle For A Continent. Videocasette. CBC-Radio Canada, 2000.
Time: 5
hours
Through the use of
research and role-playing, students gain an understanding of the major issues
related to the War of 1812, and the types of societies present in Upper and
Lower Canada after the war. Students become aware of a growing British Canadian
nationalism in Upper Canada as a legacy of the War
of 1812. The students examine the major issues of political, economic, and
religious controversy in Upper Canada as background to the Rebellion of 1837.
Students study development in the British North America colonies of Lower
Canada, Nova Scotia, and Red River. The Catholic Church’s position on armed
resistance to oppression is analysed in light of the 1837 Rebellions and in
light of contemporary armed rebellions.
Ontario Catholic School
Graduate Expectations
CGE2c - presents
information and ideas clearly and honestly and with sensitivity to others
CGE2d - writes and
speaks fluently one or both of Canada’s official languages
CGE3d - makes
decisions in light of gospel values with an informed moral conscience
CGE5e - respects the
rights, responsibilities, and contributions of self and others
Strand(s): Communities: Local, National, and Global; Change and
Continuity; Citizenship
and Heritage;
Social, Economic, and Political Structures, Methods of Historical Inquiry
Overall
Expectations
COV.02 - analyse the
principal characteristics of the French and English colonial experiences in
Canada;
COV.03 - assess the
significance of successive waves of immigrants in the development of regional,
provincial, and national identities in Canada;
CCV.01 - analyse how
Canada’s changing relationships with France, Britain, and the United States
have influenced the formation and transformation of Canada’s identity;
SEV.04 - describe
and evaluate the nature of the Canadian political system and the groups and
individuals who contributed to its development;
HIV.03 - communicate
opinions and ideas based on effective research clearly and concisely.
Specific
Expectations
CO2.02 - demonstrate
an understanding of colonial history as it contributed to the concept of Canada
as the product of “two founding nations”;
CO3.02 - describe
the significant waves of immigration;
CO4.01 - demonstrate
an understanding of Canada’s role in international affairs prior to Confederation;
CC1.01 - demonstrate
an understanding of the resistance of French and British settlers to the
establishment of European colonial institutions;
CC1.03 - analyse how
conflicts and compromises between Canada and the United States have helped to
shape Canadian identity;
CH2.03 - analyse why
and how the people of Quebec have acted to preserve their political identity;
CH2.04 - describe
the role of significant Quebec-based political figures in the development of
the French presence in Canada;
SE4.03 - describe
the role of selected significant events and legislation in the development of
the current Canadian political system;
HI3.01 - communicate
effectively, using a variety of styles and forms.
·
Experience with
researching and role-playing a historical individual
·
A geographical
knowledge of the British North American colonies and the Northern United States
·
Knowledge of
protest movements and instances of armed resistance to oppression in
contemporary history
·
Establish a
time-frame for the various student presentations of role-playing.
·
Prepare blank
maps of Eastern British North America and the Northern United States for
student use in completing notations of the major battles of the War of 1812.
·
Review
information on contemporary protest movements and instances of armed resistance
to oppression in the modern world.
1. The teacher leads the students in a review of
the major provisions of the Constitutional Act of 1791. Students should note
the conservative nature of the new constitutional arrangement – with
representative, but not responsible, government in the two colonies, and with
land provisions for the maintenance of “a Protestant clergy.”
2. In order to appreciate the contributions of
the United Empire Loyalists to the British North America colonies, each student
is required to produce a series of journal entries that might be written by a
United Empire Loyalist over a period of time (the suggestion is 10 years).
Subject areas to be covered include: a description of the Loyalist’s social,
political, and cultural background; reasons for migration; the direction of the
migration, both in the initial stages and the secondary migration; the impact
on the colonies of Upper Canada, Nova Scotia, and New Brunswick; and the
production of historically accurate mapping examples to illustrate the journal
entries.
3. Students are assigned to research a number of
personalities related to this segment of Canadian history. Personalities to be
researched for the purpose of role-playing: Henry Clay (American Congressional
leader), John C. Calhoun (American Congressional leader), James Madison
(American president), William Hull (American general), Tecumseh (leader of the
Shawnee); Isaac Brock, Bishop John Strachan, Laura Secord, Susanna Moodie,
Catherine Parr Traill, Robert Gourlay, Louis Joseph Papineau, William Lyon
Mackenzie, William Proudfoot, Egerton Ryerson, Sir Francis Bond Head. Depending
on the size of the class, one or two students are assigned to the research of
each individual mentioned above. One or both students role-play the individual
(each is assessed separately). The preliminary role-playing may be performed in
front of smaller groups in order to lessen student anxieties. The teacher
should model role-playing to help ease students into this activity.
4. Students read about and compose notes on the
causes of the War of 1812 under the headings:
a) Western posts and compensation
to Loyalists
b) Maritime rights and the issue
of impressments
c) American suspicion of
Amerindian intrigues
d) The motives of the United
States War Hawks
Students may be encouraged to use alternate forms of note taking such as the use of mind maps, symbols, pictorials, and charts.
5. Working with a blank map of Eastern British
North America and the Northern United States, students indicate the locations
and names of some of the major battles of the War of 1812 and the years in
which the battles were fought.
6. The students role-playing Henry Clay, John C.
Calhoun, James Madison and William Hull present the American perspective on the
War of 1812.
The students role-playing Tecumseh, Isaac Brock, and Laura Secord present the British North American perspective on the War of 1812.
7. The teacher leads the class in a discussion
about the results of the War of 1812. Students are introduced to the concept of
status quo ante bellum and to the concept that the War of 1812 was a
“seedbed” for British Canadian nationalism, especially in the colony of Upper
Canada. The teacher may screen selected segments about the War of 1812 from a
video such as Canada: A People’s History, Episode 5, “A Question of
Loyalties.”
8. The teacher introduces the students to the
major issues of political, religious, and economic controversy in Upper Canada
in the years following the War of 1812 by having students role-play
personalities from this period of time.
The following personalities are role-played by students: Susanna Moodie, Catherine Parr Traill, Bishop John Strachan, Robert Gourlay, William Proudfoot, Egerton Ryerson, Sir Francis Bond Head and William Lyon Mackenzie. Each of the personalities is required to comment upon the major issues of political, religious, and economic controversy. As a follow-up activity, the personalities may take part in a debate on the issues under consideration. After the role play, the teacher reviews with the class the issues of Crown lands, Clergy reserves, oligarchy, responsible government, state church, and government support for transportation and education.
9. In order to analyse the background causes of
the 1837 Rebellion in Upper Canada, the teacher may utilize (as an alternate
activity) the exercise, “The Election of 1836 in Upper Canada: A Role-playing
Activity” by Susan Smith Blocker and found in The History and Social Science
Teacher, pp. 191–199.
10. The teacher makes students aware of the
significant immigration to Canada of Scottish settlers in this period of time.
Among the personalities born in Scotland: William Proudfoot, Lord Selkirk,
William McGillivray, John Strachan, and William Lyon Mackenzie. Students are
asked to investigate some of the reasons for Scottish immigration and to
discover the identities of other famous Scots who contributed to Canadian
history in the 19th century.
11. The teacher presents a mini-lesson on the
rivalry between the North West Company and the Hudson’s Bay Company in the
Canadian West. The role of William McGillivray in the economic development of
the North West Company and the role of Lord Selkirk in the Hudson’s Bay Company
and the settlement of Red River are examined.
12. To understand the issues of political
controversy in Lower Canada, the class listens to the grievances of the
Reformers as presented by the student role-playing Louis Joseph Papineau. The
teacher reviews the major issues of political controversy in Lower Canada.
13. Reformers in Upper and Lower Canada attempted
to bring about change in a non-violent manner in the years prior to 1837. The
teacher asks students to brainstorm about the names of organizations that are attempting
to bring about change in contemporary society in a non-violent manner. What
methods are used by these organizations? In what situations does the line
between legal protest and non-legal protest become blurred? According to the Catechism
of the Catholic Church, section 2243, armed resistance to oppression is not
legitimate unless all of the following conditions are met:
a) there is certain, grave, and
prolonged violation of fundamental rights
b) all other means of redress
have been exhausted
c) such resistance will not
provoke worse disorders
d) there is well-founded hope for
success
e) it is impossible reasonably to
foresee any better solution.
The teacher asks the class to apply the above conditions to contemporary situations of armed resistance.
|
T/LS # – Task/Product |
Purpose |
Achievement Categories |
Tool/Assessor |
|
2 – journal
entries and map-work dealing with Loyalists |
Formative |
Knowledge/Understanding
Thinking/Inquiry |
Peer/Teacher
roving conference |
|
3, 6, 8 and 12 –
research and role-playing of assigned personalities |
Formative |
Knowledge/Understanding |
Teacher with check
list |
|
4 and 5 – note
work and map work dealing with the War of 1812 |
Formative |
Knowledge/Understanding
Communication |
Teacher using
anecdotal notes |
|
12 – application
of Catholic values to modern instances of armed resistance to oppression |
Formative |
Knowledge/Understanding
Communication |
Self/Peer/Teacher
using anecdotal notes |
·
Provide a graphic
organizer to assist students in organizing information about the War of 1812.
·
For ESL students,
provide vocabulary help and extra time for class assignments.
Print
Bennett,
Paul, et al. Canada: A North
American Nation. Toronto: McGraw-Hill Ryerson, 1989.
ISBN 0-07-548860-4
Bennett,
Paul W. and Cornelius J. Jaenen. Emerging Identities. Scarborough,
Ontario: Prentice-Hall Canada Inc., 1986. ISBN 0-13-274200-4
Berton,
Pierre. The Invasion of Canada,
1812–1813. Toronto: McClelland
and Stewart, 1980.
Careless,
J.M.S. Colonists and Canadiens, 1760–1867. Toronto: Macmillan of Canada,
1971.
Catechism
of the Catholic Church.
Toronto, Ontario: Doubleday, 1995.
Morton,
Desmond. A Short History of Canada. Edmonton, Alberta: Hurtig 1983. ISBN
0-88830-253
Websites And Video
Canada:
Birth of our Nation – Competition, Conquest, Colonization – sites dealing with
the War of 1812, the Rebellion in Lower Canada–
www.rockyview.ab.ca/bpeak/students/canada/canfront.html
Early
Canadiana Online – www. canadiana. org/eco/english
Canada: A
Peoples’ History, Episode 5,
“A Question of Loyalties 1775-1815.” Videocasette. CBC, 2000. (108 minutes).
Time: 5
hours
During this
activity, the causes of, and roles played by key figures in the Rebellions of
1837 are analysed as reformers fight against the control held by the Family
Compact and Chateau Clique in Upper and Lower Canada. The response of Britain,
eventually culminating in the Act of Union (1840), and the implications for
political and social institutions are also explored. The battle for responsible
government in the colony of Nova Scotia is also analysed. Students research the
origins of the Catholic School system in Canada West and participate in a mock
debate about the existence of the Catholic School system in Ontario. With
references to the Catechism of the Catholic Church, students are
presented with opportunities to evaluate armed resistance against oppression and
government policies related to refugees.
Ontario Catholic
School Graduate Expectations
CGE2a - listens
actively and critically to understand and learn in light of gospel values;
CGE4f - applies
effective communication, decision-making, problem-solving, time and resource
management skills;
CGE5a - works
effectively as an interdependent team member;
CGE7e - witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful, and compassionate society.
Strand(s): Communities: Local, National, and Global, Change and Continuity,
Citizenship and Heritage,
Social, Economic,
and Political Structures
Overall
Expectations
COV.03 - assess the
significance waves of immigration in the development of regional, provincial,
and national identities in Canada;
SEV.04 - describe
and evaluate the nature of the Canadian political system and the groups and
individuals who contributed to its development;
SEV.05 - assess the
efforts of popular movements to reform Canadian society.
Specific
Expectations
CO2.02 - demonstrate
an understanding of colonial history as it contributed to the concept of Canada
as the product of two founding nations;
CO2.03 - describe
significant sectarian divisions within colonial society and how they shaped the
political and cultural issues of the period;
CO3.02 - describe
significant waves of immigration;
CC5.01 - assess
whether British colonial policies were directed towards the creation of a
homogeneous society in Canada;
CH2.03 - analyse why
and how the people of Quebec have acted to preserve their political identity;
CH2.04 - describe
the role of significant Quebec-based political figures in the development of
the French presence in Canada;
SE1.02 - assess the
extent to which education has been used in Canada as an instrument for shaping
regional, provincial, and national identities;
SE4.03 - describe
the role of selected significant events and legislation in the development of
the current Canadian political system;
HI3.01 - communicate
effectively, using a variety of styles and forms.
·
Comprehension of
representative and responsible government
·
Understanding of
the political structures in Upper and Lower Canada as prescribed by the
Constitutional Act (1791)
·
Grasp of current
issues related to public and Catholic education in Ontario
·
The teacher
selects key excerpts dealing with the Rebellions of 1837 from Canada: A
People’s History Episode 7, “Rebellion and Reform” and prepares the
excerpts for classroom use if desired.
·
The teacher
should be familiar with materials related to the development of the Catholic
school system in Ontario.
·
The teacher
should prepare research material on the topic of the history of Catholic
schools in Ontario.
·
The teacher
should prepare a paper-and-pen test which covers the material of Activities
1-3.
1. The teacher reviews the concepts of representative
and responsible government and the political systems in Upper and Lower
Canada.
2. “Time Line of Major Events Leading to the
Rebellions of 1837 in Upper Canada” (Appendix 2.3.1) is distributed to
students. Using the criteria from Strategy 12 in Activity 2.2 above, students,
in groups, decide if Mackenzie and his followers were morally correct in their
decision to use armed resistance against the political authority of Upper
Canada. A teacher-led class discussion reviewing the reasons for rebellion in
1837 should follow.
3. Students should consult readings from an
approved textbook or another source concerning causes for the Rebellions of
1837 in Lower Canada. Students should make notes concerning the key role that
Louis-Joseph Papineau played in the movement towards rebellion, and note
similarities and differences with the causes for revolt in Upper Canada.
4. Selected segments dealing with the Rebellions
of 1837 from a video such as Canada: A People’s History, Episode 7, may
be viewed at this time.
5. Students compose notes recording key events
of the Rebellions of 1837 in Upper and Lower Canada.
6. The teacher outlines key events in the
aftermath of the Rebellions and outlines the important recommendations of the
Durham Report (1839).
7. The teacher distributes copies of The Act of
Union (1840) and the Achievement of Responsible Government in the Canadas
(1841–1849) (Appendix 2.3.2). Using the material in the Appendix, the teacher
explains the reasons for the Act of Union and the manner in which responsible
government was achieved in the Canadas. The teacher leads a discussion
concerning how responsible government would now allow the Canadas to develop
with more autonomy from Britain and how this development may lead to federation
with other British North America colonies.
8. The teacher makes students aware of the
achievement of responsible government in the colony of Nova Scotia months
before the achievement of the same in the two Canadas. Students are asked to
hypothesize why Britain would grant responsible government to Nova Scotia. The
work of Joseph Howe in the fight for responsible government is also examined.
9. The teacher provides students with
information on the Irish Famine immigration of the late 1840s and the story of
Grosse Isle in 1847. Like the Highland Scots and the United Empire Loyalists,
the Irish immigrants were refugees from economic and/or political deprivations
in their homeland. In the context of Canada’s history of accepting refugees,
the class discusses the moral values inherent in the issue of accepting or
rejecting refugees in contemporary Canadian society. The teacher makes
reference to the following passage from the Catechism of the Catholic Church
[Section 2241]: “ The more prosperous nations are obliged, to the extent
they are able, to welcome the foreigner in search of the security and
the means of livelihood which he cannot find in his country of origin.”
10. The Canadian identity is intertwined with
immigrant values. Hugh MacLennan has noted that “all four ethnic groups that
came together to create Confederation – the French, the Loyalists, the Scotch
and the Irish – were the children of four separate defeats and abandonments.”
(Hugh MacLennan, “Scotland’s fate Canada’s lesson” in MacLean’s,
October, 1973, p. 29. The teacher leads the class in a discussion about the
possible implications for national identity when a nation is built on the
experiences of groups that may be considered “losers” in the games of national
and international politics.
11. The influx of Catholic Irish immigrants into
Canada West had an impact on the establishment and growth of government-supported
Catholic schools in Canada West during the 1840s and 1850s. The teacher asks
students to hypothesize about reasons why legislators provided government
funding for Catholic schools in the legislature of the two Canadas. The teacher
ascertains that students understand that in the one legislature of Canada East
and Canada West there were present a majority of Catholic representatives from
Canada East and a majority of non-Catholic representatives from Canada West.
12. Students conduct research for a class debate
concerning the following question: Is the Continued Existence of the Catholic
System of Education in Ontario Justifiable? The teacher divides the class into
two groups so that both sides of the debate will be argued. Among the topics
that may be researched and used in the debate are the following:
The schools system previous to 1840, The Common School Act (1841), The Common
School Act (1850), The Tache Act (1854), The Scott Act (1863), Section 93 of
the British North America Act (1867), Act to Improve the Common and Grammar
Schools of Ontario (1871),
The Tiny Township Case (1925-1928), Bill 30 –“Full Funding” for Catholic Schools (1984), Reassessment of Proportional Corporate Taxes (1989), Preferential Hiring of Catholics to Teach in the Catholic System Upheld by Ontario Courts (1997) [currently under appeal]
The debate can be divided into three components: Justification of Origins, Constitutional and Legal Justification, and Contemporary Justification. Students are encouraged to use statistics and legal excerpts as support for their positions and not to simply speak on an emotional level. Class time may be allotted for research and the teacher should act as the moderator during the debate.
13. Unit test on material covered in the unit thus
far.
|
T/L S # – task/product |
Purpose |
Achievement Categories |
Tool/Assessor |
|
2 – discussion
regarding the use of armed force in resistance to oppression |
Formative |
Knowledge/Understanding
Communication Application |
Peer/Teacher
roving conference |
|
3 and 5 –
note-making on the causes and events of the Rebellions of 1837 |
Formative |
Knowledge/Understanding
Thinking/Inquiry Communication |
Teacher with check
list |
|
9 and 10 –
discussion regarding the rights of refugees (application of gospel values)
and discussion regarding parts of the Canadian identity |
Formative |
Knowledge/Understanding
Communication Application |
Teacher using
anecdotal notes |
|
12 – research and
debate related to existence of Catholic Schools in Ontario |
Formative |
Knowledge/Understanding
Communication |
Teacher check list |
|
13 –
paper-and-paper test |
Summative |
Knowledge/Understanding
Communication |
Teacher with test
template |
·
The teacher may
offer many enrichment opportunities for gifted students; for example, students
may examine the status of Catholic schools in Alberta, Newfoundland, and
Quebec.
·
For ESL students,
the teacher may provide vocabulary aid and provide additional time to complete
the unit test.
Sources on the Rebellion in Upper Canada
Craig, Gerald
M., ed. Discontent in Upper Canada. Toronto: Copp Clark, 1972.
Cross,
Michael., ed. The Frontier Thesis and the Canadas. Toronto: Copp Clark,
1970.
Dent, J.C. The
Story of the Upper Canada Rebellions, 2 Vols. Toronto: C.B. Robinson, 1885.
Dunham, Aileen.
Political Unrest in Upper Canada 1815–1836. Toronto: McClelland and
Stewart, 1963.
Earl, David
W.L., ed. The Family Compact: Aristocracy or Oligarchy? Toronto: Copp
Clark, 1967.
Lindsey,
Charles. The Life and Times of William Lyon MacKenzie. Toronto: Morang
and Co., 1912.
Rasporich,
Anthony W., ed. William Lyon Mackenzie. Toronto: Holt, Rinehart and
Winston, 1972.
Sources on the Rebellion in Lower Canada
Harris, R.
Cole. “Of Poverty and Helplessness in Petite-Nation,” Canadian Historical
Review, Vol. LII (1971), pp. 23–50.
Manning,
Helen Taft. The Revolt of French Canada 1800–1835. Toronto: MacMillan, 1962.
Ouellet,
Fernand. Louis Joseph Papineau: A Divided Soul. Canadian Historical
Association Booklet
no. 11, Ottawa: CHA, 1964.
Schull,
Joseph. Rebellion: The Rising in French Canada. Toronto: Macmillan,
1971.
Sources on the Union of Canada East and Canada West.
Blakely,
Brian and Jacquelin Collins. Documents in British History, Vol. II: 1688
to the Present. Toronto: McGraw-Hill, 1993.
Careless,
J.M.S. The Union of the Canadas: The Growth of Canadian Institutions,
1841-1857. Toronto: McClelland and Stewart, 1967.
Leacock,
Stephen. Baldwin, LaFontaine, Hincks: Responsible Government.
Toronto: Morang & Co., 1907.
Lucas, C.P.,
ed. Durham’s Report on the Affairs of British North America. Oxford:
Clarendon Press, 1912.
Nish,
Elizabeth, ed. Racism or Responsible Government: The French Canadian Dilemma
of the 1840’s. Toronto: Copp Clark, 1967.
Ryerson,
Stanley B. Unequal Union: Confederation and the Roots of Conflict in the
Canadas, 1815–1873. Toronto: Progress Books, 1968.
Wade, Mason. The French Canadians, 1760-1967. Toronto: Macmillan, 1968.
Sources on Public and Catholic Education in Ontario
Franklin, W.
Catholic Education and Politics in Ontario. Toronto: Catholic Education
Foundation, 1985.
Hodgins, J.
George, ed. Documentary History of Education in Upper Canada, Vols. IV
and V. Toronto: Warwick and Rutler, 1897.
Katz,
Michael B. and Paul H. Mattingly, eds. Education and Social Change: Themes
from Ontario’s Past. New York: New York University Press, 1975.
Matthews,
C.J. Catholic School Systems Across Canada. Willowdale: Canadian
Catholic School Trustees Association, 1990.
McDonald,
Neil and Alf Chaiton, eds. Egerton Ryerson and His Times. Toronto:
Macmillan, 1978.
Prentice,
Alison, The School Promoters: Education and Social Class in Mid-Nineteenth
Century Upper Canada. Toronto: McClelland and Stewart, 1977.
Stamp, R.M. The Historical Background to Separate
Schools in Ontario. Toronto: Ontario Ministry of Education, 1985.
Wilson, J.
Donald. “The Ryerson Years in Canada West,” in J.D. Wilson, R.M. Stamp
and L.-P. Audet, eds. Canadian Education: A History. Scarborough:
Prentice-Hall, 1970. pp. 214–240.
Catechism
of the Catholic Church.
Toronto, Ontario: Doubleday, 1995.
Websites
Canada:
Birth of our Nation – Competition, Conquest, Colonization – sites dealing with
the Rebellion in Lower Canada, the Union of the Canadas–
www.rockyview.ab.ca/bpeak/students/canada/canfront.html
Canadian Foundations
– sites dealing with Lord Durham and his Report– www.ola.bc.ca
Time: 6 hours
During this
activity, students come to understand the economic, military, and political
reasons for Canadian Confederation, to appreciate the fragile nature of the
union, and to understand the process by which the union of the British North
America colonies was achieved. An analysis of Sections 91, 92,
and 93 of the British North America Act is completed, with special emphasis on
Section 93 and its constitutional guarantee for the continued existence of
Catholic schools in any province that possessed the schools at the time of
union. In the unit culminating activity, students role-play delegates to the
Quebec constitutional conference of 1864 and receive the opportunity to
demonstrate their mastery
of 19th century Canadian history and of the various provisions of the British
North America Act. Students further demonstrate their understanding of Canada’s
constitution by creating a comparison organizer involving the Quebec
Resolutions of 1864 and the Charlottetown Accord of 1992.
Ontario Catholic
School Graduate Expectation
CGE1d - develops attitudes
and values founded on Catholic social teaching and acts to promote social
responsibility, human solidarity, and the common good;
CGE2b - reads,
understands, and uses written material effectively;
CGE3b - creates,
adapts, and evaluates new ideas in light of the common good;
CGE3c - thinks
reflectively and creatively to evaluate situations and solve problems;
CGE4b - demonstrates
flexibility and adaptability;
CGE7g - respects and
understands the history, cultural heritage and pluralism of today’s contemporary
society.
Strand(s): Communities: Local,
National, and Global; Change and Continuity; Citizenship and Heritage;
Social, Economic,
and Political Structures; Methods of Historical Inquiry
Overall
Expectations
CCV.02 - demonstrate
an understanding of the conflict between east-west and north-south linkages and
their impact on the maintenance of Canadian identity;
CHV.02 - demonstrate
an understanding of the characteristics of the French presence in Canada and
its contributions to Canadian identity;
SEV.03 - assess the
impact of Canada’s major economic relationships on Canadian sovereignty;
SEV.04 - describe
and evaluate the nature of the Canadian political system and the groups and
individuals who contributed to its development;
HIV.01 -
demonstrates an understanding of historians’ methods of locating, gathering,
and organizing research materials;
HIV.02 - critically
analyse interpretations related to Canadian history, culture, and identity;
HIV.03 - communicate
opinions and ideas based on effective research clearly and concisely;
HIV.04 - demonstrate
an ability to think creatively, manage time efficiently, and work effectively
in independent and collaborative study.
Specific
Expectations
CO2.02 - demonstrate
an understanding of colonial history as it contributed to the concept of Canada
as the product of two founding nations;
CC1.03 - analyse how
conflicts and compromises between Canada and the United States have helped to
shape Canadian identity;
CC2.02 - demonstrate
an understanding of the causes and implications of Canadian regional
differences;
CH2.03 - analyse why
and how the people of Quebec have acted to preserve their political identity;
SE4.02 - demonstrate
an understanding of the principles of the Canadian political system;
SE4.03 - describe
the role of selected significant events and legislation in the development of
the current Canadian political system;
HI1.03 - organize
research findings, using a variety of methods and forms;
HI2.04 - draw
conclusions based on effective evaluation of sources, analysis of information,
and awareness of diverse historical interpretations;
HI3.01 - communicate
effectively, using a variety of styles and methods;
HI3.02 - use an
accepted form of academic documentation effectively and correctly and avoid
plagiarism;
HI3.03 - express
ideas, opinions, and conclusions clearly, articulately, and in a manner that
respects the opinions of others;
HI4.01 -
demonstrates an ability to think creatively in researching conclusions about
both assigned questions and issues and those conceived independently;
HI4.03 -
demonstrates an ability to work independently and collaboratively and to seek
and respect the opinions of others.
·
Some background
concerning the American Civil War
·
Familiarity with
Sections 91, 92, and 93 of the British North America Act
·
Knowledge of the
current political and social climate of Canada and the powers which federal and
provincial governments wield
·
Methodologies
related to citing sources and creating an annotated bibliography
·
Make copies of
Sections 91, 92, and 93 of the British North America Act available as resource
materials.
·
Create an
overhead map illustrating the British North America Colonies in the 1860s.
·
Prepare a
timeframe for the culminating activity role-playing exercise.
·
Decide which
historical characters best complement personalities within the class.
·
Review effective
techniques used in oral presentations.
·
Select and
prepare segments from Canada: A People’s History Episode 8, “The Great
Enterprise” for classroom use if desired.
1. The students read about the economic,
military, and political reasons for Confederation and compose notes on this
material.
2. The teacher leads a classroom discussion on
the causes of Confederation. Among the topics to be covered: the attitude of
Great Britain, railway building, “political deadlock” in the two Canadas,
external threats, and the roles of individual politicians. The teacher uses an
overhead map of the British North America colonies during the discussion. The
map may be used to highlight Fenian pressure points, the building of railways,
and the relative isolation of the Red River, Vancouver Island, and Newfoundland
colonies.
3. Students examine the objectives of the four
main Canadians at the Charlottetown Conference in September 1864 – the goals of
John A. Macdonald, Georges Cartier, George Brown, and Alexander Galt. Students
examine the reasons why Antoine-Aimé Dorion opposed Confederation in the
Assembly of the two Canadas.
4. The
teacher asks the students to examine the question of whether or not the passage
of the Quebec Resolutions was a democratic process. The Resolutions won
approval by a vote of 91-33 in the legislature of the two Canadas. However, the
voters in the British North America colonies were not directly consulted. In
New Brunswick in 1865, when Confederation was the issue in an election, the
pro-Confederation party of Leonard Tilley lost the election. By what means was
Tilley able to bring New Brunswick into Confederation, and what strategy did
Charles Tupper employ in Nova Scotia to bring that colony into Confederation?
5. The class reviews the major reasons for the
achievement of Confederation by viewing selected segments from a video such as Canada:
A People’s History, Episode 8, “The Great Enterprise.”
6. The teacher distributes copies of Sections
91, 92, and 93 of the British North America Act and introduces the
constitutional concepts of “residual powers,” “ultra vires,” and “intra vires.”
The teacher directs students’ attention to Section 93 of BNA act and the
provision that the provinces have exclusive jurisdiction over education with
the proviso that “nothing in any … law shall prejudicially affect any right or
privilege with respect to denominational schools which any class of persons
have by law in the province at the Union.” The class discusses the significance
of the proviso above with respect to Roman Catholic schools in Ontario.
7. Debate over the appropriateness of the
British North America Act has continued since its passage in 1867. In the unit
culminating activity, students have the opportunity to participate in a mock
constitutional conference: the Quebec Conference of 1864.
The format for this
role-playing assignment is of a “town hall” design. The physical set-up of the
room will be a “round-table” format. Characters are invited to present their
petitions of support or opposition to the Conference Chair Etienne P. Tache.
· There are twenty assigned characters in this constitutional role-playing. In classes with more than twenty students, the teacher assigns more than one student to certain characters. Thus two students may be assigned to the role of John A. Macdonald and to the role of A.A. Dorion.
· Every student must provide both an oral and a written petition on behalf of the character assigned, either praising or condemning aspects of the Quebec Resolutions ‘sensitive’ to that character. Each student in his/her role-playing is also encouraged to present rebuttals to the arguments of other characters.
· Students use the ‘Card Method’ of research (See Appendix 2.4.1) to garner information about their assigned character and his position on the seventy-two resolutions passed at the Quebec Conference.
· The role-playing is an approximation of the arguments presented at Quebec City in October 1864. Two assigned characters, A.A. Dorion and Joseph Howe, were not actually present at the historical Quebec Conference. However, both of these men had strong statements to make about Canadian Confederation and therefore are included in the mock Constitutional Conference.
· In performing research on their respective “Fathers of Confederation,” some students (with characters such as John A. Macdonald and Georges Etienne Cartier) will have an easier task than others (students with characters such as T.H. Haviland and F.B.T. Carter). The teacher should take this factor into consideration when assessing the respective students’ performance tasks.
· In some cases, students may have to do some “reasonable speculation” about their respective characters’ attitudes toward the Quebec Resolutions. For example, the students role-playing T.H. Haviland from the colony of Prince Edward Island and F.B.T. Carter from the colony of Newfoundland may use the generally accepted arguments for these colonies’ opposition to the Quebec Resolutions.
8. The teacher reviews the
requirements of the role-playing assignment (Appendix 2.4.1).
The
teacher presents the advantages of employing an organizational method when
researching materials. Students use the ‘Card Method’ of research for this unit
culminating activity
(Appendix 2.4.1). The teacher reviews with the class methodologies related to
citing sources and creating an annotated bibliography. Class time is allotted
for students to begin researching the background of their chosen/assigned
character. The teacher reviews effective techniques in making oral
presentations and skills needed to be an effective listener. The teacher
reviews the evaluation criteria for the exercise with students (Appendix
2.4.2). Plans should be made to convert the classroom into a reasonable
facsimile of the setting during the Quebec Conference. The teacher should act
as the moderator and timekeeper for oral petitions made during the role-playing
simulation.
9. As a follow-up activity to the mock
constitutional conference of 1864, the teacher requires students to perform
research on the constitutional conferences that resulted in the Charlottetown
Accord of 1992. Students are required to create a comparison organizer
outlining the significant similarities/differences between the process and
results of the Quebec Resolutions of 1864 and the Charlottetown Accord of 1992.
|
T/LS – task/product |
Purpose |
Achievement Categories |
Tool/Assessor |
|
2, 3 and 4 – note-making
and discussion on the causes of Canadian Confederation |
Formative |
Knowledge/Understanding
Communication |
Teacher
observation |
|
6 – student
research on designated character and 500-word report |
Summative |
Knowledge/Understanding
Thinking/Inquiry Communication |
Teacher with
rubric |
|
7 – student
role-playing of the designated character in mock constitutional conference |
Summative |
Knowledge/Understanding
Thinking/Inquiry Communication |
Teacher with
rubric |
|
8 – research and
creation of comparison organizer for Quebec Resolutions and Charlottetown
Accord |
Summative |
Knowledge/Understanding
Thinking/Inquiry Communication |
Teacher with
rubric |
·
There are
numerous enrichment opportunities for gifted students who may research in
further depth the Quebec Resolutions, the Meech Lake Accord, and the
Charlottetown Accord.
·
Students with
difficulties in oral communication skills may present their petition to the
teacher without an audience.
Bonenfant, Jean Charles. The French Canadians and the Birth of
Confederation. Canadian
Historical Association Booklet No. 21. Ottawa: CHA, 1966.
Cook, Ramsay, ed. Confederation. Canadian
Historical Readings Series. Toronto: University of Toronto Press, 1967.
Cornell, Paul G. The Alignment of Political
Groups in Canada, 1841–67. Toronto: University of Toronto Press, 1962.
Morton, W.L.
The Critical Years: The Union of British North America, 1857–1873.
Toronto: McClelland and Stewart, 1964.
Rawlyk, G.A.
The Atlantic Provinces and the Problems of Confederation. Halifax:
Breakwater Press, 1979.
Ryerson,
Stanley B. Unequal Union: Confederation and the Roots of Conflict in the
Canadas, 1815–1873.Toronto: Progress Books, 1968.
Wade, Mason.
The French Canadians, 1760–1967. Toronto: Macmillan, 1968.
Waite, P.B. The
Charlottetown Conference. Canadian Historical Association Booklet No. 15.
Ottawa: CHA, 1970.
Whitelaw,
W.M. The Quebec Conference. Canadian Historical Association Booklet No.
20. Ottawa: CHA, 1972.
National
Library of Canada – Towards Confederation – factors leading to Confederation,
including a series of maps – www.NLC-BNC.ca
Canada: Birth of our
Nation – Competition, Conquest, Colonization – sites dealing with various
aspects of Canadian Confederation – www.rockyview.ab.ca/bpeak/students/canada/canfKront.html
1817 - Robert Gourlay’s statistical survey revealed a widely held view that the progress of the colony was hindered by the large tracts of land that lay idle as clergy and crown reserves.
1818 - Gourlay called a convention of township representatives at York, where the pioneer farmers could express their opinion and choose delegates to present their grievances directly to the British government.
1819 - Gourlay was found guilty of seditious libel and banished from Upper Canada.
1820 - William Lyon Mackenzie arrived in Upper Canada from Scotland.
1821 - Barnabus Bidwell, an American who had taken the oath of allegiance, was disqualified from sitting in the Legislative Assembly because he was considered an non-citizen. Later his son, Marshall Spring Bidwell was also expelled on the same grounds.
1824 - The Reformers won a majority in the Legislative Assembly. They passed a bill allowing Methodist ministers to solemnize marriages, but the bill was vetoed by the Legislative Council. Mackenzie founded the Colonial Advocate, to promote Reform policy.
1826 - The Reformers attempted to secularize the clergy reserves and use the proceeds from the sale of the land for public education. The legislation was blocked by the Legislative Council and Mackenzie’s printing press was thrown into the Toronto harbour by Tories.
1828 - In the election of this year, Egerton Ryerson, the leader of the Methodist religion, aligned his followers with the Reformers. He rallied opinion against clergy reserves and the Anglican monopoly of higher education, and for the rights of all Protestant denominations. Mackenzie was elected to the Legislative Assembly with a majority of Reformers.
1829 - 53 bills passed by the Legislative Assembly dealing with revenues, clergy reserves, the election of judges, and other reforms were vetoed by either the Legislative or Executive Councils.
1830 - Tories won the election after the death of King George IV. The Tories passed a bill that finally gave control of income and expenditures to the Legislative Assembly, but in return for a permanent amount of money automatically supplied to the Executive Council each year.
1832 - Mackenzie spent a year and a half in Britain to petition the British government for reforms in the colonial government of Upper Canada. He carried a petition with 25 000 signatures but he had little success and came home disillusioned.
1833 - Ryerson, uneasy with Mackenzie’s more radical course, withdrew Methodist support for the Reform movement.
1834 - The election saw the Reformers again form a majority in the Legislative Assembly.
1835 - A committee of the Legislative Assembly under Mackenzie’s direction drew up the Seventh Report on Grievances and submitted it to the British government. The report included complaints about the clergy reserves, the disposition of public lands, the privileges of the Church of England, the Canada Land Company, and the power of the banks. The Report demanded an elected Legislative Council, like the United States Senate, and an Executive Council which was responsible to the Assembly.
1836 - After
dropping the term “Colonial” from the Colonial Advocate in 1833,
Mackenzie adopted a new title for his paper, the Constitution. Sir
Francis Bond Head replaced John Colborne (1828-1836) as Governor. Head called
an election and the Tories used intimidation, “ballot stuffing”, and “name
calling” in the rough campaign that followed. Head accused the Reformers of
Republicanism and disloyalty to the Crown. Ryerson threw the support of the
Methodists behind the Governor. Voting by open ballot favoured the Tories who
used patronage and intimidation. The Tories won the election.
The United Province
of Canada
|
Canada West |
Canada East |
|
Population: 450
000 |
Population: 650
000 |
|
42 members in the
elected Assembly |
42 members in the
elected Assembly |
Political Parties
in the Two Canadas
The Clear Grits: They wanted an elective system on American
lines. Promoted the separation of Church and State, development of the west,
and “representation by population.” Led by George Brown.
The Conservatives (Tories): They promoted development of
business and were strong supporters of the Railway. Led by John A. McDonald.
Parti Bleu: They desired to protect French rights and to
develop English business interests. They were conservative and pro-Church. Led
by George Etienne Cartier.
Parti Rouge: An anti-clerical revival of Papineau
radicalism. Desired an American style of government. Led by Antoine-Aimé
Dorion.
The Achievement of
Responsible Government in the Canadas
1841 - Reformers
Robert Baldwin and Louis Lafontaine are allowed to sit in the Legislative and
Executive Councils, but the Governors dominate affairs.
1846 - Repeal of the
Corn Laws in Britain indicating a policy of ‘free trade’ in the British
Empire. Lord Grey, the new Colonial Secretary, believed in self-government for
the colonies.
1847 - Lord Elgin,
Lord Durham’s son-in-law, was sent to the Canadas as Governor to carry out
Grey’s policy.
1848 - The reformers
won a large majority in the election. Governor Elgin called on Baldwin and
Lafontaine to form the first responsible one-party cabinet. This cabinet would
be responsible to the majority in the Legislative Assembly.
1849 - The
Rebellion Losses Bill passed through the Legislative Assembly. This law
would provide compensation for people who had suffered losses in the Rebellions
of 1837 in Lower Canada. After the bill passed through all Councils, the Tories
placed enormous pressure on Governor Elgin not to sign the legislation as they
claimed that the bill was a reward for rebels. After Elgin signed the bill, Tory
supporters rioted in Montreal, Elgin’s carriage was stoned, and the Parliament
buildings in Montreal were burned down, but “responsible government” was a
reality.
In order to organize
researched material efficiently it is important to develop a method helpful to
this end. Students use the ‘Card Method’ of research to collect information
related to the character studied:
· Note cards will be categorized and have the following information on them:
The source should be
the author’s surname or a key word that can be cross-referenced with the entry
in the bibliography. The category indicates a grouping of your research, and
the page reference from that source should be listed if applicable. Below is an
example of a note card.
|
Whitelaw |
The Quebec Conference |
pp. 122-123 |
|
__________________________________________________________________________________ _________________________________________________________________________________ |
||
·
Students must use at least
three sources for their information and will be required to submit research
cards created during the process. Theoretically, each of the cards used in a
student’s report should represent a required citation.
Upon completion of
the research, students are to create a 500-word petition which provides the
background of their character and evaluates the Quebec Resolutions from that
character’s perspective. Students must employ proper citations and provide an
annotated bibliography for this report.
Students role-play
their character as they present their arguments to Etienne P. Tache, the chair
of the conference. This oral presentation will last between two and three
minutes. Students are encouraged to present rebuttals to the arguments of other
characters in the role-playing. The teacher acts as the moderator for these
presentations. The evaluation criteria can been found on the evaluation rubric
(Appendix 2.4.2).
The following is a
list of characters that may be chosen by or assigned to students:
|
Canada West |
Canada East |
|
John A. Macdonald |
Georges
Etienne Cartier |
|
George Brown |
Etienne P. Tache |
|
Thomas D’Arcy
McGee |
A. A.
Dorion |
|
Oliver Mowat |
Alexander T. Galt |
|
William MacDougall |
Hector Langevin |
|
Nova Scotia |
New Brunswick |
|
Charles Tupper |
Leonard Tilley |
|
Joseph Howe |
Edward Chandler |
|
A. G. Archibald |
John Hamilton Gray |
|
Prince Edward Island |
Newfoundland |
|
A. A, Macdonald |
F.B.T.
Carter |
|
T.H. Haviland |
Ambrose Shea |
The assigned
character should be able to comment on some or all of the following issues discussed
at the Quebec Conference: federal and provincial powers; the role and powers of
an upper house or Senate; representation by population in the lower house or
House of Commons; the role of the governor general; the designation of
“residual powers” to the federal government; economic arrangements and federal
taxation and subsidies; educational rights for denominational schools; criminal
law and the appointment of judges: use of the French language in courts and
parliament and the code civile.
Students should
address some of the above-mentioned issues in their written petitions.
Note: This rubric may serve as a model for the development
of other task-specific rubrics.
Student Name:
_____________________________________
|
Categories/ Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding Demonstrates an
understanding of issues related to the Quebec Resolution |
- demonstrates a
limited understanding of issues related to the Quebec Resolution |
- demonstrates
some understanding of issues related to the Quebec Resolution |
- demonstrates
considerable understanding of issues related to the Quebec Resolution |
- demonstrates a
high degree of understanding of issues related to the Quebec Resolution |
|
Thinking/Inquiry |
|
|
|
|
|
Uses critical
thinking skills to determine point of view of his/her character |
- uses critical
thinking skills to determine point of view of his/her character with limited
effectiveness |
- uses critical
thinking skills to determine point of view of his/her character with moderate
effectiveness |
- uses critical
thinking skills to determine point of view of his/her character with
considerable effectiveness |
- uses critical
thinking skills to determine point of view of his/her character with a high
degree of effectiveness |
|
Communication |
|
|
|
|
|
Organizes his/her
research in a clear and effective oral presentation |
- communicates
information and ideas in an oral form with limited effectiveness |
- communicates
information and ideas in an oral form with moderate effectiveness |
- communicates
information and ideas in an oral form with considerable effectiveness |
- communicates
information and ideas in an oral form with a high degree of effectiveness |
|
Application |
|
|
|
|
|
Applies Quebec
Resolutions to the perspective of the designated character in an oral
presentation |
- applies Quebec
Resolutions to the perspective of the designated character in an oral
presentation with limited effectiveness |
- applies Quebec
Resolutions to the perspective of the designated character in an oral
presentation with moderate effectiveness |
- applies Quebec
Resolutions to the perspective of the designated character in an oral
presentation with considerable effectiveness |
- applies Quebec
Resolutions to the perspective of the designated character in an oral
presentation with a high degree of effectiveness |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
Comments:
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