Course Profile Canada: History, Identity, and Culture (CHI4U), Grade 12, University Preparation, Public
Unit 1: The Foundations of the Canadian Identity: Prehistory–1763
Time: 21 hours
Activity
1 | Activity 2 | Activity
3 | Activity 4 | Activity
5 | Activity 6
Unit Description
This unit
introduces students to the key historical concepts and themes in Canadian
history that will be developed throughout the rest of the course. A major focus
of this unit is an examination of the role of Canada’s Aboriginal peoples in
the development of modern Canada. The lifestyles and world view of selected
Aboriginal groups such as the Haudenosaunee (formerly Iroquois) prior to
contact with Europeans are described. The goals and motivating principles for
settling New France by early French explorers and the impact of their contact
with First Nations are analysed. Students compare the different colonial
experiences of French and British settlers in North America. Students also
investigate the extent to which Canada has always been influenced by world
events through an examination of the Imperial Wars of Britain and France in the
seventeenth and eighteenth centuries and the impact that these conflicts had on
their North American colonies. Each activity deals not only with major events
in the chronological history of Canada, but focuses on a specific theme that
contributes to the question of what it means to be Canadian.
Students continue to
develop important historical skills. In Unit 1, the skill of recognizing the
difference between primary and secondary sources and analysing these sources is
a focus. Associated with recognizing various types of sources of information is
the skill of recognizing bias and identifying different points of view. This
unit also introduces students to the course culminating activity ‘What it means
to be Canadian,’ which takes the form of a research paper. The culminating activity
in this unit is intended to be the first significant part of the process that
students are working towards in the culminating unit.
Students analyse
primary and secondary source documents in order to determine the validity of
the two founding nations’ interpretations of Canadian history. The primary
documents might include a report, a treaty, accounting records related to the
fur trade, a diary entry, letters sent to family or government in Europe, etc.
Students consider the value of primary sources for historians. Students produce
an analysis of the primary and secondary sources that they examine, and explain
what the document(s) tell us about the individual or group who produced the
documents. Students conclude their analysis by providing an assessment of
validity of the two founding nations’ interpretations of Canadian history.
|
Activity |
Time |
Learning Expectations |
Assessment/ Evaluation |
Student Task |
|
1.1 |
3 hours |
COV.01, SEV.04,
HIV.02, HIV.03, CO1.01, CO1.04, SE4.01, HI2.01, HI3.03, HI4.03, HI2.04 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Students reflect
in writing on how the Aboriginal peoples’ lives of the past compare to the
myths of the present, and the impact this has on Canadian identity. |
|
1.2 |
4 hours |
COV.02, CHV.02,
HIV.02, CO1.02, CO1.03, CO2.02, CO4.01, CH2.01, HI4.03, HI2.01 |
Knowledge/ Understanding
Thinking/ Inquiry Communication Application |
Students write a
report on early French colonial experience and the impact and effects of
contact for both French and Indian Nations. |
|
1.3 |
4 hours |
COV.02, CCV.01, CHV.02, SEV.02, HIV.01, HIV.03, CC1.01, SE2.03,
CH2.01, HI1.02, HI3.01 |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
Students compose a diary entry for an individual based on her/his
interaction with an institution in New France. |
|
1.4 |
3 hours |
COV.02, CCV.01,
HIV.02, SEV.02, CO2.01, CO4.01, CC1.01, CH2.01, SE2.03, HI2.02 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Students research
and compare the colonizing policies of the French and British in Canada.
Students write a response to the thesis that Canada has two founding nations
and the extent to which Aboriginal peoples’ contributions have been ignored. |
|
1.5 |
3.5 hours |
CCV.05, CHV.02,
CHV.04, HIV.02, CO4.01, CC5.01, CH2.02, CH4.01, CH4.02, HI2.04, HI2.03,
HI3.01 |
Thinking/ Inquiry
Communication Application |
Students select
and research an event and/or person connected to the Seven Years War.
Students write a quiz. |
|
1.6 |
3.5 hours |
CCV.01, CHV.02,
CHV.03, HIV.O1, HIV.02, HIV.03, HIV.04, CO1.04, CC1.01, CC5.01, CH3.01,
SE2.03, HI1.02, HI2.01, HI2.02, HI2.04, HI3.03, HI4.03 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Culminating
Activity: Students analyse a
primary source document and apply the concept of historiography to their
analysis. |
Time: 3 hours
This activity involves students in the study of Canadian history and the
origins of Canada. Students also study the economic, social, and political
structures of various Aboriginal cultural groups prior to the European arrival,
and their subsequent contributions to Canadian identity. Students explore the
historical skills of distinguishing bias and expressing ideas and opinions that
are respectful of others. This activity introduces students to the concept of
historiography as it is applied in the culminating activity of the unit, which
focuses on primary and secondary sources.
Strand(s):
Communities: Local, National and Global, Social, Economic and Political
Structures,
Methods of Historical Inquiry
Overall
Expectations
COV.01 - describe
the main features of life in selected Aboriginal societies in Canada prior to
contact with Europeans and how they have changed over time;
SEV.04 - describe
and evaluate the nature of the Canadian political system and the groups and
individuals who contributed to its development;
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.
Specific
Expectations
CO1.01 - describe
various aspects of Aboriginal life prior to contact with Europeans;
CO1.04 - describe
the contributions of Aboriginal peoples to the development of Canadian identity
and culture;
SE4.01 - describe
past and present Aboriginal political organizations;
HI2.01 - demonstrate
an ability to distinguish bias, prejudice, stereotyping, or a lack of
substantiation in statements, arguments, and opinions;
HI2.04 - draw
conclusions based on the effective evaluation of sources, analysis of
information, and awareness of diverse historical interpretations;
HI3.03 - express
ideas, opinions, and conclusions clearly, articulately, and in a manner that
respects the opinions of others;
HI4.03 - demonstrate
an ability to work independently and collaboratively and to seek and respect
the opinions of others.
·
Students should
be familiar with working cooperatively in groups.
·
Students should
have significant note-taking skills.
·
Students should
be familiar with summarizing information using graphic organizers.
·
The teacher
locates samples of oral history or art from various Aboriginal cultures (see
Resources for ideas) to review with students Canada’s early history and the
historical concept of primary/secondary sources. Alternatively, the teacher may
invite a representative from a local band or friendship centre or organize a
class visit to a friendship centre.
·
The teacher books
the library for students to conduct research.
·
The teacher
prepares a map of North America which students are to complete to demonstrate
the diversity of Aboriginal cultures, tribes, and linguistic groups.
·
The teacher
prepares a graphic organizer for students to use to prepare research on
Aboriginal cultures or tribal groups.
·
The teacher
selects video clips from videos to demonstrate early life of Aboriginal peoples
in Canada (see Resources for ideas).
·
The teacher finds
text sources for the map activity.
·
The teacher
prepares copies of the culminating unit for distribution at the end of this
activity. (see Appendix 1.6.1)
1. The teacher displays one or more examples of
oral history and/or creation stories and/or art representing Aboriginal life
for students. The teacher notes that much of the history of Aboriginal peoples
has been passed on through oral tradition. Students are asked to work in small
groups to prepare a list of questions, a list of possible purposes, and the
beliefs that are reflected in the creation stories.
2. The teacher debriefs student responses and
identifies the probable purposes and the beliefs that are reflected in the
creation stories and/or the piece of art. The teacher asks, “How do we find out
this information?” The teacher leads a discussion about primary and secondary
sources as well as the issue of distinguishing bias, prejudice and
stereotyping, and lack of substantiation in statements, arguments, and
opinions. The teacher may have to address some myths and misconceptions that
students might have concerning the cultures and traditions of Aboriginal
peoples and identify why these misconceptions exist. A definition of bias and
identification of those present in history (e.g., Euro-centric, omission,
distortion, inaccuracies, etc.) will assist students’ understanding. The
teacher shows a video clip to reinforce the diversity of early Aboriginal
peoples’ cultures and history in Canada. A brief introduction to the idea of
historiography here introduces students to the basic concepts of the
culminating activity. Students consider cultural differences in preserving,
understanding, and transmitting history.
3. Students analyse a map to identify the
diversity of Aboriginal peoples with respect to language, culture, geography,
etc. Cultural areas such as the Arctic, Sub-arctic, Northwest Coast, Great
Plains, Eastern Woodlands, etc. can be identified, along with the many of the
different tribes.
4. The teacher reminds students that Canada’s
history dates to a time prior to 1867 and introduces an examination of
Aboriginal life prior to the arrival of the Europeans. The teacher assigns each
student group to a different tribal or cultural group. Students work in small
groups to research and present an examination of a variety of Aboriginal tribal
or cultural groups. The teacher may need to review note-taking skills with
students. Students research the economic life, spirituality, relationships with
the environment and political organizations, as well as contributions to
Canadian identity as an expert group. An organizer can be developed such as the
following:
|
Tribal/ Cultural group |
Political organizations |
Economic life |
Spirituality (creation story) |
Relationships with the environment |
Contributions to Canadian identity |
|
|
|
|
|
|
|
5. Students re-form into groups in jigsaw format
to share their knowledge, and learn about other Aboriginal peoples, and make
notes.
6. Students then make rudimentary conclusions
based on the evidence provided about the many Aboriginal culture groups with
respect to their contributions to Canadian identity. The teacher asks to what
extent our understanding of Aboriginal peoples has been influenced by a
predominately Euro-centric presentation of their history. Why were these
misconceptions perpetuated?
7. Students reflect in writing on
how what they have learned about Aboriginal peoples’ lives of the past compare
to the myths and misconceptions of the present, and the impact this has on
Canadian identity.
8. The teacher introduces the culminating
activity for this unit by reviewing the expectations in Appendix 1.6.1.
|
T/LS # – task/product |
Purpose |
Achievement Chart |
Assessor/Tool |
|
3 – map |
Formative |
Knowledge/Understanding |
Self/Answer key |
|
4 – research of
Aboriginal cultural or tribal group |
Formative |
Knowledge/Understanding |
Peer/Answer key |
|
7 – student
written reflection |
Formative |
Knowledge/Understanding,
Communication |
Teacher/rubric |
·
A graphic
organizer can be provided to assist students in organizing information about
the oral history of Aboriginal peoples and their tribal/cultural groups.
Print
Axtell,
James. The Invasion Within: The Contest of Cultures in Colonial North
America. New York: Oxford University Press, 1985. ISBN 0-19-504154-2
Delage,
Denys. Bitter Feast: Amerindians and Europeans in Northeastern North
America, 1600-64. Vancouver: University of BC Press, 1993. ISBN 077-4804513
Weatherford,
Jack. Indian Givers: How the Indians of the Americas Transformed the World.
New York: Crown Publishers Inc., 1988. ISBN 0449904962
Videos
Canada: A
People’s History Episode 1 When the World Began. CBC 2001
Heritage
Minute “Confederacy”
Websites
–
http://www.civilization.ca/aborig/aborige.asp
– http://www.saintemarieamongthehurons.on.ca
(for resources, histories, field trip possibilities)
Community
Local Native
community agency representatives could be invited to share oral histories
Appendix 1.6.1
Time: 4 hours
In this activity, students analyse the
principal characteristics of the French colonial experience in Canada from
exploration and settling to the incorporation of New France into the periphery
of the European economy and culture. The impact that European settlement had on
the land and the Indian nations with whom they had contact, in eastern as well
as in central Canada, is also identified and analysed. The resultant outcome is
considered and evaluated in the context of the impact the French colonial and
imperial experience had on the different groups that peopled New France and on
the future development of Canada as a nation.
Strand(s): Communities: Local, National, and Global; Citizenship and
Heritage;
Methods of
Historical Inquiry
Overall
expectations
COV.02 - analyse the
principal characteristics of the French colonial experiences in Canada;
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
CO1.02 - explain why
and how Aboriginal peoples helped European colonists adapt to their new
environment;
CO1.03 - analyse the
impact of European contact on the lives of Aboriginal peoples and evaluate the
responses of 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”;
CO4.01 - demonstrate
an understanding of Canada’s role in international affairs prior to
Confederation;
CH2.01 - describe
the character and development over time of francophone communities outside Quebec
(e.g., Acadians in New Brunswick);
HI2.01 - demonstrate
an ability to distinguish bias, prejudice, stereotyping, or a lack of
substantiation in statements, arguments, and opinions;
HI4.03 - demonstrate
an ability to work independently and collaboratively and to seek and respect
the opinions of others.
·
Students should
be familiar with plotting place names on maps.
·
Students should
be familiar with cooperating in classroom discussions and activities, working
cooperatively in groups, and making presentations.
·
Students should
know how to access websites.
·
Students should
have some prior knowledge of exploration and early contact literature, having
read the appropriate text sources (see Resources).
·
The teacher
obtains a blank outline map of French settlements in Canada and makes an
overhead of the map.
·
The teacher
acquires and prepares primary documents of French attitudes towards the Indians
and their way of life for the students using resources such as excerpts from The
Jesuit Relations or The selected letters of Marie de L’incarnation (see
Resources).
·
The teacher
prepares an organizer, see the example as per Teaching/Learning Strategy 2.
·
The teacher
adapts and makes copies of Appendix 1.2.1.
1. Based on their background reading, students
brainstorm the factors that caused France to initiate exploration and
immigration to North America. The teacher follows up the brainstorming session
by leading a debriefing where the factors are classified as being Economic,
Religious, Political/Imperialistic.
2. Students are provided with an organizer
outline (see Sample below) to record their speculation on the impact that each
factor would have on different groups.
|
Factor that would cause an Impact |
Impact on two Indian Nations (e.g., Mohawk and Ojibway in North
America |
Impact on French people in North America |
Impact on France in the European Context |
|
Economic interest in fish and furs |
Wealth of new manufactured goods Disruption of traditional way of life |
Potential for great new sources of wealth
Motivation for establishing posts |
Great potential wealth for investors in fur
trade companies |
|
Political/Imperialistic
desire for colonies |
|
|
|
|
Religious fervor
and the quest for souls |
|
|
|
3. The teacher places a blank outline map of
early French settlements in Canada on an overhead and indicates Port Royal and
then Annapolis Royal and Hochelaga and then Montreal. The teacher asks students
to give an example of another old/new, Native/foreign name for a place or location
with which they may be familiar. The teacher asks students to speculate on
potential sources of old place names, why place names change, and why the same
sites are used over and over again. These are listed on the board or on the
overhead as they are presented and as the teacher may suggest.
4. The teacher leads a class discussion that
focuses on where the French located their settlements and the characteristics
that would make these sites appropriate from both an Indian and European
perspective, e.g., why French settlements are located on, or in close proximity
to, certain major Indian sites. Based on prior reading, students might
speculate on what type of locales the Europeans were looking for as areas of
settlement, what support they might require in the chosen environments, and how
the Indians might/did provide some of the support. Students are instructed to
supplement their prior notes based on the class discussion.
5. Students
are divided into small groups not to exceed four students. Each group is presented
with a selected primary reading that illustrates how the early European, and
specifically French, writers viewed the Indian people and their way of life.
The groups are instructed to discuss the examples of European depictions of
Indian people in terms of the type of primary source and its accuracy based on
learning in Activity 1, and the extent to which it exhibits bias. The
discussion establishes the European world-view in terms of its exploitative
orientation in contrast to an Aboriginal world view of living in harmony with
the environment and how these very different value systems lead to
misunderstandings and conflict.
6. Each group presents a brief summary of its
reading and identifies (a) who the writer is, (b) what aspect of Indian peoples
lives they are writing about, (c) the extent that the reading depicts an
accurate description, and (d) the extent that the reading depicts a bias. After
the groups have presented their findings, the teacher refers students back to
the organizer in T/LS 2. Students are instructed to place either a check mark
or an X in each impact box depending on whether the impact from each factor
identified had a positive or negative impact on the parties concerned.
7. Students continue in their small groups, and
select one of the key events identified in the List of Key Events of the French
Colonial Experience in Canada (see Appendix 1.2.1). The students research and
consider (a) the key facts associated with the event, (b) the characteristics
of New France that the event illustrates, (c) the impact and effects felt by
the French men and women of New France, and (d) the impact and effects felt by
the Indian peoples as a result of the event.
8. Each group presents their findings and
students record the information presented on an organizer (see Appendix 1.2.1).
9. Students write a 500-word report in which
they identify the key features of the early French colonial experience in
Canada and compare the impact and effects that the French felt to those felt by
the Indian people with whom the French had contact.
|
T/LS # - task/product |
Purpose |
Achievement Chart |
Tool/Assessor |
|
6 – Group
presentation on primary document |
Formative |
Thinking/Inquiry
Communication |
Teacher, answer
key |
|
8 – Group
presentation on key event of the French colonial experience in Canada |
Formative |
Knowledge/Understanding
Thinking/Inquiry Communication |
Peer/Teacher Answer key |
|
9 – Written report |
Formative |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Teacher/rubric |
·
For some
exceptional students who require it, the teacher can provide a step-by-step
checklist of a task with timelines, and monitor completion of each step.
Students can also be required to check in at specific points in the process
before their submission and the conferencing actually take place.
·
There are many
enrichment opportunities for gifted students who may explore the issues and
personalities in greater depth or from different perspectives.
Print
Cole, Harris R. ed., Historical Atlas of
Canada. Toronto: University of Toronto Press, 1987.
ISBN 0-8020-2495-5
Dickason,
Olive Patricia. The Myth of the Savage: And the Beginnings of French
Colonialism in the Americas. Edmonton: University of Alberta Press, 1997. ISBN
0888640366
Eccles, W.J.
Canada Under Louis XIV. Toronto: McClelland and Stewart, 1964.
ISBN 0771030460
Eccles, W.J.
Essays on New France. Toronto: Oxford University Press, 1988. ISBN
0195405803
Greer,
Allan, ed. The Jesuit Relations: Natives and Missionaries in Seventeenth
Century North America. Boston: Bedford Books, 2000. ISBN 0312227442
James, Carl
and Adrienne Shadd. Talking About Difference: Encounters in Culture,
Language and Identity. Toronto: Between the Lines Press, 1994. ISBN
0921284926
Marsh, J.H.,
ed., The Canadian Encyclopedia. Edmonton: Hurtig Publishers, 1988. 4
Volumes,
ISBN 0-88830-326-2
Peyser, J.L.
Letters From New France: The Upper Country, 1686-1783. Urbana:
University of Illinois Press, 1992. ISBN 0252018532
Trigger,
B.G. Natives and Newcomers. Montreal: McGill-Queens University Press,
1985.
ISBN 0-7735-0594-6
The writings
of Marie d L’Incarnation, which are well represented in the television series Canada:
A People’s History, can be found as The selected letters of Marie de
L’incarnation, edited by J. Marshall. Toronto: Oxford University Press,
1967.
Websites
http://puffin.creighton.edu/jesuit/relations/
- the complete Jesuit Relations online
http://www.sscl.uwo.ca/assoc/acml/faclist.html
(maps)
http://www.iccs-ciec.ca/blackwell.html
(maps)
Early
Canadiana Online. www.canadiana.org/eco/english
Canadian
History on the Web – Historical Documents Section.
http://members.home.net/dneylan/hisdoc.html
Appendix 1.2.1
Time: 4 hours
This activity
focuses on the development of French Canada as a society and culture, and the
permanent presence that Les Canadiens are within the Canadian identity.
Students demonstrate an understanding of the characteristics of the French
presence in Canada and how this has contributed to the Canadian identity.
Students use primary and secondary sources to access the voices not generally
heard officially. They research, analyse, and present the views, dreams, and
hopes of those who made the new land their home. They place an historical
personality in a specific situation within an historical context and explain
how this has contributed towards the development of the Canadian identity.
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;
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;
SEV.02 - analyse how
women’s participation in Canadian society has changed over time;
HIV.01 - demonstrate
an understanding of historians’ methods of locating, gathering, and organizing
research materials;
HIV.03 - communicate
opinions and ideas based on effective research clearly and concisely.
Specific
Expectations
CC1.01 - demonstrate
an understanding of the resistance of French and British settlers to the
establishment of European colonial institutions (e.g., coureurs de bois,
habitant relationships with the Catholic church);
SE2.03 - analyse the
contributions of women to the Canadian identity;
CH2.01 - describe
the character and development over time of francophone communities outside
Quebec e.g., Acadians in New Brunswick;
HI1.02 - conduct
organized research, using a variety of information sources (e.g., primary and
secondary sources, audio-visual materials, Internet sites) that present a
diverse range of perspectives on Canadian history and culture;
HI3.01 - communicate
effectively, using a variety of styles and forms.
·
Students should
have experience finding and using primary documents
·
Students should
be familiar with Aboriginal peoples and French presence/interaction in Canada
from the readings in a text or other sources as per Activities 1 and 2.
·
The teacher
assigns background reading from a text source to students so as to complement
and supplement their study of the material in this activity. The readings would
deal with such aspects as colonial policy towards Aboriginal peoples, as well
as the structure of the seigneurial system, etc.
·
The teacher
prepares a list of personalities/individuals representing a range of life
experiences in early New France (see appendix 1.3.1 Exploring the Roots of New
France).
·
The teacher books
time in the library for student independent research activities.
1. The teacher provides students with a list of
words and terms either on the board or on an overhead (e.g., Catholic,
agricultural, Protestant, English language, French language, hierarchical,
submissive, democratic, devout, business-minded, egalitarian, Acadian, self
sufficient, public education system, etc.). Students are instructed to select
and write down three of the words that they believe best describes French
Canadian society during the period of New France.
2. The teacher instructs the students to
think/pair/share their selections and to determine which factors would be the
most important if a people or nation hoped to maintain its identity.
3. The
teacher leads a class discussion on the extent that the characteristics that
students have identified were imported from France and the extent that the
characteristics were a result of the North American experience. The discussion
should establish that a society is made up of many groups of individuals who
share common values and conditions, people who share common experiences, and
the establishment of social institutions that aim to meet the needs of those
groups.
4. Students are divided into small groups and
instructed to complete an organizer such as the sample that follows below. The
goal is to establish how different groups of people who inhabited New France
have brought with them certain institutions, attitudes, and values and to
determine the extent that the institutions, attitudes and values have changed
for different groups as a result of the North American experience.
The characteristics of The Society of New France are
thus defined under the following headings:
|
Societal Group and/or Institution |
Characteristics of this group or institution
in France |
How the North American experience has
transformed this group or institution into a Canadien institution |
|
S A M P L E
R E S P O N S E S |
||
|
Seigneur |
A powerful
landowner with great wealth and privilege. |
A respected
individual, but must work harder than counterpart in France to attract
habitants and establish an infrastructure |
|
Habitant |
A peasant who
works primarily for the seigneur and has no rights |
A self-reliant
farmer who owes much to the seigneur, but derives many benefits from the
relationship |
|
Merchant |
|
|
|
Government
Official |
|
|
|
Women |
|
|
|
Military |
|
|
|
Clergy |
|
|
5. The teacher debriefs the Society of New
France organizer. Students are instructed to further explore the conditions of
various individuals and their relationship with the institutions of New France
by completing the Exploring the Roots of French Canada diary assignment. (see
Appendix 1.3.1) The teacher reviews the instructions associated with the diary
and reads an excerpt from a famous diarist of the period as a model.
6. In each group, students must select a common
day for their diary entries to ensure that a common historical context is
maintained. The diary entries are to describe a typical day and the events that
the personality or individual would most likely have experienced on that day.
Students are to record the total experience of “a day in the life,” and must
also point out and describe the relationship or feeling that that the
individual has towards a minimum of one institution in their society. Students
are then provided with some time to carry out research in completing this task.
7. On completion of the individual diary
entries, students read their diary entry in role and respond to each other’s
diary entry within the group.
8. The groups then work towards compiling a
summary of the “day in the lives” of the members of their specific group and
present the composite summary to the class in an innovative and imaginative
manner that may include a brief role play, tableaux, or other visual or
interactive presentation.
|
T/LS # - task/product |
Purpose |
Achievement Chart |
Tool/Assessor |
|
5 – completion of
organizer on the Society of New France |
Formative |
Knowledge/Understanding |
Self/Peer Answer
key |
|
7 – diary entry
from Exploring the Roots of French Canada |
Formative |
Knowledge/Understanding
Thinking/Inquiry Communication |
Peer/Teacher
Rubric |
|
8 – group presentation
of “a day in the lives” based on the individual student’s diary entries |
Formative |
Knowledge/Understanding
Communication |
Peer/Teacher
Rubric |
·
As an enrichment
activity, T/L S 8, the students write and perform a dialogue that might have
taken place between two or more individuals from the same time period.
Print
Conrad,
Margaret and Alvin Finkel. History of the Canadian Peoples, Volume 1.
Toronto: Addison Wesley, 2001. ISBN 0-201-71980-0
Gillmor, Don
and Pierre Turgeon. Canada A People’s History. Toronto: McClelland and
Stewart Ltd., 2000. ISBN: 0-7710-3340-0 – Volume 1, ISBN 0-7710-3341-9 – Volume
2
Greer,
Allan. The People of New France. Toronto: University of Toronto Press,
1997. ISBN 0802078168
Trigger,
Bruce. Natives and Newcomers. Montreal: McGill Queen’s University Press,
1985.
ISBN0-7735-0595-4
Trudel,
Marcel. Introduction to New France. Toronto: Quintan Publications, 1997. ISBN 188656065X
Appendix 1.3.1
Time: 3 hours
In this activity,
students consider why Canada today is a bilingual nation and the roots of this
reality. Students research the British and French colonial policies in
different regions of Canada and compare them with respect to: the role of the
state, the role of economics, the role of religion, the role of the military,
and how the different social structures evolved. Students write a response to
the historical interpretation of two founding nations from the perspective of
an Aboriginal person.
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;
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.02 - analyse how
women’s participation in Canadian society has changed over time;
HIV.02 - critically
analyse interpretations related to Canadian history, culture and identity.
Specific
Expectations
CO2.01 - compare the
colonizing policies of the French and the British in colonial Canada;
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;
CH2.01 - describe
the character and development over time of francophone communities outside
Quebec;
SE2.03 - analyse the
contributions of women to the Canadian identity;
HI2.02 - compare key
interpretations of Canadian history.
·
Students should
be familiar with the changing relationship between Quebec and English Canada
and the concept of bilingualism from Grade 10.
·
Students should
be familiar with the French colonial presence in Canada.
·
The teacher
assigns background reading to students prior to class on the different colonial
policies of the British and the French. This can be a focused reading for
different students on different colonies, such as Newfoundland, Acadia,
Huronia, etc., using text or other sources the teacher may assign.
·
The teachers
finds text sources on the different French and English colonial policies for as
many examples as possible, e.g., Acadia, Huronia, Ville Marie, Sillery
reduction, Newfoundland, Isle Saint Jean (Prince Edward Island) and the
Hudson’s Bay Company.
·
The teacher
prepares copies of the organizer in Appendix 1.4.1.
·
The teacher may
want to bring in one or more examples for T/L S 1 such as cereal boxes.
1. The teacher asks students why the information
on cereal boxes is in English and French. Student may recall from Grade 10
History that Canada passed the Official Languages Act making the country
officially bilingual. This can lead to a discussion of why we have two official
languages (in the courts, in the federal government and on packaging) and why
Canada is a bilingual nation. Students record what they think the historical
justification for this decision is.
2. The teacher then directs the discussion to
the French presence in Canada during colonial times, e.g., Huronia, Quebec,
Acadia, as well as the British colonial presence, e.g., Newfoundland, Acadia,
and the Hudson’s Bay Company, based on students’ background reading. Students
also consider the interconnectedness of French and British colonists in trade
and war.
3. Students consider and compare the colonizing
policies of the French and British in Canada. (see Planning Notes). The teacher
divides students into groups to focus on different colonial experiences, with
half the class focussing on an English colony, and the other half focusing on a
French colony. Students individually complete one half of the organizer (see
Appendix 1.4.1 Comparison of Colonizing Policies of the British and French
Prior to 1763) for their colony. Students compare research in colonial groups.
4. Students
share their research with a partner from the other side (French or English).
The partners conclude by discussing and analysing how the French and British
settlers resisted or responded to British and French colonial institutions. The
questions on Appendix 1.4.1 can help guide this analysis. An interesting task
for a few students is to compare Acadia with respect to French and British
colonial policy.
5. Students review their initial view of why
Canada has two official languages and extend this idea to Canadian identity.
The teacher leads a discussion with students to consider the thesis that the
country of Canada originated from two founding nations. Students identify
arguments for and against this thesis.
6. Students write a response to the historical
interpretation of two founding nations, from the perspective of an Aboriginal
person considering the question, Have French and English Canadians failed to recognize
the contributions of Aboriginal peoples in the formation of this nation?
|
T/LS # - task/product |
Purpose |
Achievement Chart |
Tool/Assessor |
|
3,4 – comparison
organizer |
Formative |
Knowledge/Understanding
Communication |
Self/answer key |
|
5 – class
discussion |
Formative |
Application |
Teacher/observation |
|
6 – response to
thesis of two founding nations |
Summative |
Thinking/Inquiry
Communication |
Teacher/rubric |
·
Students work
with a partner to complete the research for the comparison.
·
Scaffolding may
be provided to students for completion of the written response to two founding
nations thesis.
·
For enrichment,
students may want to compare Prince Edward Island (British colonial policy) and
the earlier Isle St Jean under French colonial policy.
·
The teacher
provides conferencing opportunities for students on the research.
·
The teacher
provides guided response questions for the readings.
·
The teacher
allows students to read over materials the day before the activity begins.
Print
Conrad,
Margaret R. and James K. Hiller. Atlantic Canada: a region in the making.
Toronto: Oxford University Press, 2001. ISBN 0195410440
Freeman,
Victoria. Distant Relations: How my Ancestors Colonized North America.
Toronto: McClelland and Stewart, 2000. ISBN 0771031920
Van Kirk,
Sylvia M. Many tender ties. Women in the fur-trade Society, 1670-1870.
University of Oklahoma Press, 1995. ISBN 0806118474
Video
Women in the Shadows
(NFB) C9191 146
Websites
http://collections.ic.gc.ca/acadian/english/toce/toce.htm
(Acadia)
http://www.civilization.ca/vmnf/vmnfe/asp
(Virtual Museum of New France)
http://www.hbc.com (Hudson’s Bay Company)
http://collections.ic.gc.ca/louisbourg/enghome.html
(Louisbourg)
Appendix 1.4.1
Time: 3.5 hours
Students study the
events of the Seven Years’ War up to and including the British victory on the
Plains of Abraham. Students analyse the impact that these events had on the
early development of Canada by researching and developing a creative expression
based on these events. Students consider literary and artistic sources, such as
the poem Evangeline or the painting Death of Wolfe, from the
perspective of the historical interpretation of the artist and the impact that
the actual events had on the early history of Canada and the myths of Canada.
Strand(s): Communities: Local, National and Global, Change and
Continuity, Citizenship and Heritage,
Methods of
Historical Inquiry.
Overall
Expectations
CCV.05 - evaluate
the extent to which Canada has been transformed into a pluralistic society;
CHV.02 - demonstrate
an understanding of the characteristics of the French presence in Canada and
its contributions to Canadian identity;
CHV.04 - evaluate
Canada’s evolving identity as a just society by analysing changes in Canadian
perspectives, policies, and documents on human rights;
HIV.02 - critically
analyse interpretations related to Canadian history, culture, and identity.
Specific
Expectations
CO4.01 - demonstrate
an understanding of Canada’s role in international affairs prior to
Confederation;
CC5.01 - assess
whether British colonial policies were directed towards the creation of a
homogeneous society in Canada;
CH2.02 - describe
the historical roots and modern manifestations of bilingualism and
biculturalism and how events have shaped the meaning of these terms;
CH4.01 - describe
the origins and various incidents of prejudice and discrimination in Canada’s
history;
CH4.02 - analyse the
individual and social costs of human rights violations in Canadian history;
HI2.03 - explain
relationships and connections in the data studied;
HI2.04 - draw
conclusions based on the effective evaluation of sources, analysis of
information, and awareness of diverse historical interpretations;
HI3.01 - communicate
effectively, using a variety of styles and forms.
·
Students should
be familiar with British and French colonial systems and relationships.
·
Students should
be familiar with the construction and interpretation of timelines.
·
The teacher
assigns reading for students to become familiar with events of the Seven Years’
War as well as the British expulsion of the Acadians.
·
The teacher finds
visual and written images of both Acadia and the Seven Years’ War (see
Resources for ideas) such as The Death of Wolfe (painting by B. West)
and Evangeline (poem by Henry Wadsworth Longfellow).
·
The teacher
prepares guiding questions for student oral presentation (see Teacher/Learning
Strategy 5).
·
The teacher
prepares a quiz based on student presentations.
·
The teacher may
want to book the library/resource centre to assist students in research.
1. The teacher shows a visual image of the Seven
Years’ War and a written sample from the Acadian expulsion and asks students
what their first impressions are when they see them. (Examples could include
the poem, Evangeline, and the painting, Death of Wolfe.) Are they
historically accurate? What was the artists’ intent? What story is being told?
Whose story is being told?
2. Students work in pairs to prepare a timeline
of the key events of the Seven Years’ War, based on prior reading. Students
identify events and use visual representation to indicate the winners/losers of
each event. Each student then selects and researches an event and/or person
connected to the Seven Years’ War. The teacher should be sensitive to the
events of this war that consisted of atrocities, destruction, and deportation.
3. Students assess the significance of the
event/person by producing a creative expression such as a poem, painting,
sketch, writing, series of tableaux, song, or other creative product as approved
by the teacher.
4. Students collaborate to determine the
chronological order of presentation. (Note that the expulsion of the
Acadians and the battle on the Plains of Abraham are bookends of this period
and theme, and the students are filling the middle.)
5. Students present their creative endeavour and
orally explain how this creative expression captures the significance of the
event/person by responding to the following guiding questions: What is it? What
happened? Why is it important? How does it reflect the French/British colonial
policies and the individual and social costs? What story of Canadian history is
being told? Students submit their creative product after presentation.
Alternatively, the teacher may have students post their products around the
classroom in chronological order.
6. Students take notes during presentations.
7. Students write quiz on the presentations.
|
Strategy-task/product |
Purpose |
Achievement Chart |
Tool/Assessor |
|
2 – timeline |
Formative |
Knowledge/Understanding,
Thinking/Inquiry |
Self-/peer –
answer key |
|
5 – oral
presentation and creative product |
Formative |
Knowledge/Understanding,
Thinking/Inquiry Communication |
Teacher/self –
rubric |
|
7 – quiz |
Summative |
Knowledge/Understanding |
Teacher – answer
key |
·
The teacher
should be sensitive to the fact that some students in their class may have had
similar experiences to those described in this war.
Print
Gilmor, D. and P.
Turgeon. Canada: A People’s History. Toronto: McClelland and Stewart and
CBC. 2000 (for The Death of Wolfe painting by B. West) ISBN: 0-7710-3340-0 –
Volume1
Video
Canada: A
People’s History Episode 4 Battle for a Continent CBC 2001 (includes The Death of Wolfe)
Websites
http://www.jefferson.village.virginia.edu/utc/sentimnt/evanhp.thml
http://www.ac.wwu.edu/`jay/pages/evangel.html
http://www.cajunculture.com/Other/Evangeline.htm
(for Evangeline poem)
http://www.rtsq.qc.ca/quebec/dc011.htm
Time: 3.5 hours
Students analyse a
primary source and secondary source document in order to determine the validity
of the two founding nations’ interpretations of Canadian history. The primary
documents might include a report, a treaty, accounting records related to the
fur trade, a diary entry, letters sent to family or government in Europe, etc.
Students consider the value of primary sources for historians. Students apply
the concept of historiography to produce an analysis of the primary and
secondary sources that they examine and explain what the document(s) tell us
about the individual or group who produced the documents. Students conclude
their analysis by providing an assessment of the validity of the two founding
nations’ interpretations of Canadian history.
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.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;
CHV.03 - describe
the role of literature, the arts, and popular culture in the development of a
distinctive Canadian culture;
HIV.01 - demonstrate
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
CO1.04 - describe the contributions of Aboriginal peoples to the
development of Canadian identity and culture;
CC1.01 - demonstrate
an understanding of the resistance of French and British settlers to the
establishment of European colonial institutions;
CC5.01 - assess
whether British colonial policies were directed towards the creation of a
homogeneous society in Canada;
CH3.01 - analyse how
Canada and Canadians have been portrayed by a representative sample of writers,
visual artists, musicians, composers, and filmmakers, and in television shows;
SE2.03 - analyse the
contributions of women to the Canadian identity;
HI1.02 - conduct
organized research, using a variety of information sources that present a
diverse range of perspectives on Canadian history and culture;
HI2.01 - demonstrate
an ability to distinguish bias, prejudice, stereotyping, or a lack of
substantiation in statements, arguments, and opinions;
HI2.02 - compare key
interpretations of Canadian history;
HI2.04 - draw
conclusions based on the effective evaluation of sources, analysis of
information, and awareness of diverse historical interpretations;
HI3.03 - express
ideas, opinions, and conclusions clearly, articulately, and in a manner that
respects the opinions of others;
HI4.03 - demonstrate
an ability to work independently and collaboratively and to seek and respect
the opinions of others.
·
Students should
be familiar with primary and secondary sources.
·
Students should
be familiar with the impact of French colonization policies on Canada and the
events of the Seven Years’ War.
·
Students should
be familiar with concept webs/mind maps.
·
The teacher
assigns background reading prior to the start of the activity on the Treaty of
Paris, 1763, and the impact that the treaty had on various stakeholders in New
France and the North American territory formerly held by France.
·
The teacher
duplicates the Primary Source with Secondary Analysis Assignment and Rubric
(see Appendix 1.6.1) for students who have misplaced the original distributed
in Activity 1.
·
The teacher
arranges for the use of the library or computer lab for individual student
research opportunities.
1. The teacher leads a discussion, based on
prior student reading, on the specific terms and conditions of the Treaty of
Paris, 1763.
2. Students are divided into small groups and
are instructed to create a mind map based on the Treaty of Paris, 1763. With
the Treaty as the central hub of the mind map, students map out with lines from
the centre, the different groups or individuals that were impacted by the terms
of the treaty. Students then identify on their maps how each group was effected
by the treaty (either positively or negatively).
3. The teacher provides student groups with a
selection of primary source documents that depict responses from a variety of
individuals who represent different interests or institutions from the time
period studied in this unit.
4. Students are instructed to speculate on what
the background and attitude of the primary source author was and to predict
what future historians might say about her/his viewpoint. The teacher debriefs
the students’ preliminary investigations.
5. Students are provided with the Primary Source
with Secondary Analysis Assignment and Rubric (see Appendix 1.6.1) and the
teacher reviews the concept of historiography introduced in Activity 1 and the
assignment and assessment criteria.
6. Students are provided with research time and
have their assignment peer assessed before submitting the assignment for
teacher evaluation.
7. The teacher introduces the course culminating
activity and explains how this activity relates to the establishment of the
summative evaluation for the course.
|
T/LS # - task/product |
Purpose |
Achievement Chart |
Tool/Assessor |
|
2 – mind map on the
Treaty of Paris |
Formative |
Knowledge/Understanding |
Answer key,
Self/Peer/Teacher |
|
6 – primary source
and secondary analysis |
Formative and
Summative |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Student Checklist
and Rubric, Self/Peer/Teacher |
·
For enrichment,
the teacher may provide opportunities for students to consider more than one
secondary perspective that disagrees with their interpretations of the primary
source then to compare their responses.
Print
Jaenan,
Cornelius and Cecilia Morgan, ed. Material Memory: Documents in
Pre-Confederation. Don Mills: Addison-Wesley Longman Ltd., 1998. ISBN
0-673-98479-6
Peyser, J.L.
Letters From New France: The Upper Country, 1686-1783. Urbana:
University of Illinois Press, 1992. ISBN 0252018532
Websites
http://www.ukans.edu/carrie/docs/texts/paris_tr.htm
(Treaty of Paris, 1763) from Solon Law Archive of Canadian Constitutional
Documents
http://www.johnco.com/nativel/pro1763.html
(The Royal Proclamation of 1763)
Appendix 1.6.1
Your group selects
one of the events from the List of Key Events of the French Colonial Experience
in Canada that occurred during the early French colonial experience in Canada,
from Cartier’s first voyage in 1534 to the establishment of Royal Government in
1663. Once the event has been selected, your group is responsible for
researching the event and completing the following organizer.
|
Event |
Key Facts Associated with the Event |
Characteristics of New France that the Event
Illustrates |
Impact/Effects on the Men and Women of New
France |
Impact/Effects on Aboriginal Men and Women |
|
e.g., Cartier
meets Donnacona |
|
|
|
|
|
|
|
|
|
|
1) Once you have completed your research,
present your findings to the class.
2) Each member of the group will be responsible
for completing the organizer based on the presentations of the other groups.
3) Based on the completed organizer, you will
write a 500-word report on the key features of the early French colonial
experience in Canada and compare the impact and effects felt by the French to
those felt by the Aboriginal people with whom the French had contact.
Cartier
meets Donnacona
The founding
of Port Royal
The
establishment of Fur Trading Companies (e.g., The Company of 100 Associates)
The founding
of Montreal
Champlain
forms an alliance with the Huron
The Jesuits
and Ursuline nuns arrive in New France
Acadian
marshland farming
Explorations of
Étienne Brulé, Jean Nicollet, and Robert La Salle
1. Select a personality or individual from Part
A. Each group member must select a different person. At least one female must
be selected per group.
2. Each person composes a diary entry that
describes ‘a day in the life.’ The entry must include that individual’s
attitudes or relationship to a minimum of one institution from each column in
Part B.
3. Each group must have a representative from
the St. Lawrence River and Acadia and each member must react to different
institutions.
4. The diary entry should not exceed 750 words.
Part A: The List of
Personalities and Individuals
|
St. Lawrence
River |
Acadia |
|
Paysan de St
Laurent |
Paysan de
L’Acadie |
|
Housewife |
Housewife |
|
Jesuit novice |
Jesuit novice |
|
Jesuit priest |
Jesuit priest |
|
Ursuline
devotee |
Sister of a
religious order |
|
Merchant |
Merchant |
|
Artisan |
Artisan |
|
Soldier |
Soldier |
|
Officer |
Officer |
|
Voyageur |
Fisherman |
|
Native leader |
Native leader |
|
Native |
Native |
|
·
Huron -
Petun |
·
Beothuk |
|
·
Mohawk |
·
Micmac |
|
Female native |
Female native |
|
·
Haudenosaunee |
·
Maliseet |
|
·
Montagnais |
·
Eastern
Abenaki |
|
Seigneur |
|
|
Censitaire |
|
|
Fille du Roi |
|
|
Intendant |
|
|
Governor |
|
|
Captain de
Milice |
|
|
Marie de
L’incarnation |
|
|
Kateri (Catherine)
Tekakwitha |
|
Part B: The
Institutions
|
Institutions of
New France |
Institutions from
France |
North American
Factors |
|
Catholic Church |
Catholic Church |
English Colonies |
|
Royal
Government/Sovereign Council |
King of France |
Aboriginal peoples |
|
Fur Trading
Company |
Mercantalism |
coureurs de
bois |
|
Militia |
French Military |
natural
environment |
|
Seigneurial
System |
|
|
Research one colony
of Britain or France, and compare it to a colony administered by the other.
|
Colony |
|
|
|
Location |
|
|
|
Date established
(or control taken) |
|
|
|
Country
administering colony |
|
|
|
Role of the State a) Establishing colony b) Administering colony |
|
|
|
Role of Economics a) Seigneurial system b) Mercantilism c) Fish/fur |
|
|
|
Role of Religion |
|
|
|
Role of Military |
|
|
|
Social Structures a) Women b) Aboriginal peoples c) Aboriginal women d) Laws e) Slavery |
|
|
|
Impact on settlers |
|
|
|
Example(s) of
resistance by French or British settlers to establishment of European
colonial institutions |
|
|
Analysis/Conclusions
a) What conclusions can be made about the
colonial policies of the British and French?
b) What were the similarities? What were the
differences?
c) Why were there differences? Why were there
similarities?
d) What impact did these policies have on the
settlers? How did they react?
Task
1. Analyse one primary source document related
to a key event from the time period studied (Prehistory – 1763). In your
analysis of the primary source, consider: What is it? (e.g., a report, a
treaty, accounting records related to the fur trade, a diary entry, etc.) Why
is it a primary source? Who is the author(s)? When was it produced? Where was
it produced? What view of the event is presented in the source? Why do you
think this individual/group hold this view?
2. Select two secondary sources that analyse the
event to which the primary source refers. In your analysis of the secondary
sources, consider: Why is it a secondary source? Who is the author? (e.g.,
educational background, religious affiliation) When was it written? Where was
it written? What was the thesis of the author? What evidence does the author
include to prove her/his thesis?
3. Identify on a timeline when the initial
event, the primary source document, and the secondary interpretations were
produced.
4. Provide your own analysis and reflection on
the primary source document and the secondary interpretations. Does your
primary source and secondary analysis support or refute the thesis that Canada
is a product of two founding nations? Explain.
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Use of historical
information |
- limited use of
historical information |
- some use of
historical information |
- considerable use
of historical information |
- thorough use of
historical information |
|
Evidence of
analysis of primary and secondary sources |
- limited analysis
of primary and secondary sources |
- some analysis of
primary and secondary sources |
- considerable
analysis of primary and secondary sources |
- thorough
analysis of primary and secondary sources |
|
Clarity of
communication of analysis and reflections |
- communicates
analysis and reflections with limited clarity |
- communicates
analysis and reflections with some clarity |
- communicates
analysis and reflections with considerable clarity |
- communicates
analysis and reflections with a high degree of clarity |
|
Application of an
analysis to a thesis |
- applies analysis
of primary and secondary sources to a thesis with limited success |
- applies analysis
of primary and secondary sources to a thesis with some success |
- applies analysis
of primary and secondary sources to a thesis with considerable success |
- thoroughly
applies analysis of primary and secondary sources to a thesis |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
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