This information is to accompany Overview of Unit One History 30 Curriculum Guide.

Student Information Sheet: Chronology of Significant Events - Pre-Contact to the War of 1812.

40 000 B.C.	Ancestors of present-day First Nations peoples in the Americas.
1000 A.D.	Vikings explore and settle in North America.
1492	Christopher Columbus first sails to North America.
1497	John Cabot sails to North America.
Era of New France
1534	Jacques Cartier explores the St. Lawrence gulf and river.
1608	Champlain founds Quebec City.
1639	Jesuits establish the Sainte Marie mission in Huronia.
1642	Montreal established.
1649	Destruction of Huronia by the Iroquois.
1659	Bishop Laval arrives in Quebec.
1663	New France becomes a royal colony.
British Conquest
1756	Beginning of the Seven Years' War between the English and French.
1759	English forces, led by Wolfe, defeat the French at the Battle of the Plains of Abraham and capture Quebec.
1763	The Treaty of Paris results in Quebec becoming a British colony. Royal Proclamation creates an "Indian Territory" west of the Appalachian Mountains that restricts further European settlements spreading into the interior.
1774	Quebec Act transfers the Ohio and Mississippi fur trading regions to Quebec and angers traders and settlers in the Thirteen Colonies.
1775	Outbreak of hostilities between rebellious Thirteen Colonies and British forces.
1776	Declaration of Independence issued by those rebelling in the Thirteen Colonies. Six Nations Council supports Britain in the American Revolution. Unsuccessful American attempts to capture Quebec.
1783	United States becomes an independent nation.
British North America
1783	Beginning of migration of Loyalists to British North America.
1784	Loyalists establishment of the colony of New Brunswick.
1791	Constitutional Act; Quebec divided into Upper and Lower Canada
1812	War of 1812 begins. Establishment of the Red River Colony.
1814	Treaty of Ghent ends the fighting in the War of 1812.
1817	Rush-Bagot Agreement settles the issues of the War of 1812.

This information is to accompany Overview of Unit One History 30 Curriculum Guide.

Student Information Sheet: Economic Evolution - Pre-Contact Period to the National Policy

Pre-contact Period	First Nations' largely self-sufficient. They derived most of the needs such as foods and clothing from their surrounding environments. First Nations peoples viewed the land and all aspects of the land, as sacred and of great importance. They attempted to limit their disruption of the environment. There is limited trading between First Nations.
European traders	Europeans attracted to North America because of its vast resources. Fish and furs were the major resources Europeans sought. European competitors engaged the assistance of First Nations to secure furs and to survive in the "New World." Increasing numbers of First Nation peoples sought European goods in return for furs.
Colonization	The European powers established colonies to serve the needs of their respective nations. The colonies would supply valuable resources to the "homeland" and eventually become markets for the goods of the European "homeland."
European Rivalry	Britain and France compete for political and economic control over North America. The Treaty of Paris in 1763 gives Britain control over virtually all of North America.
American Revolution	Many in the Thirteen Colonies wanted to expand settlements, farming and trading into the continent's interior. They came into increasingly conflict with the First Nations living in the interior. The Quebec Act restricted further westwards expansion and greatly angered people in the Thirteen Colonies. The Quebec Act contributed to the outbreak of the American Revolution.
Corn Laws	The Corn Laws and Navigation Acts provided a secure market for the goods and resources of British North America. Lumber and wheat increased in importance as exports to Britain and other British colonies. Trade with the United States increasing.
Repeal of Corn Laws	In 1846, Britain repealed the Corn Laws. The colonies lost their protected markets and now had to face increased international competition for the British market. Many in British North America looked for another "path" to secure their economic well-being.
Reciprocity	To secure access to the growing U.S. domestic market, the colonies entered into a reciprocity agreement with the United States in 1854. The American market was a logical choice since it was close and was expanding rapidly.
Cancellation of Reciprocity	Angered at British actions during the U.S. Civil War, the U.S. indicated that it would cancel the ten-year-old Reciprocity Treaty in 1866.
Confederation	Proponents of Confederation argued that a political union of all the British colonies would promote economic growth and prosperity for all regions of the new nation. The economic argument won many supporters to the cause of Confederation.
National Policy	The National Policy was an economic plan to create a continent-wide domestic economy that would generate economic activity and contribute to the national well-being.
Acquisition of Ruperts' Land	Central Canadians sought to secure the West to establish an agricultural-based economy. That region would provide wheats and foodstuffs for Central Canada and the export market, and become a consumer market for the manufactured goods of Central Canada.

This information is to accompany Unit One History 30 Curriculum Guide.

Student Information Sheet: Growth of Democracy 1660 - 1867

1660	New France becomes a Royal Colony. The governing officials are all appointed by the French monarch and are not accountable to the local populace in the colony. Most colonists had little influence of colonial decision making.
1758	An assembly is elected in the colony of Nova Scotia
1776 - 1783	The American Revolution and the migration of Loyalists to the remaining British Colonies in North America. The Loyalists wished to maintain their link with the British monarchy, but also wished to retain the political rights they had enjoyed in the Thirteen Colonies, including an elected assembly.
1791	Constitutional Act creates an elected assembly for each of the new colonies of Upper and Lower Canada. Only a minority of citizens in the colonies were able to vote in the elections to the assembly. The British-appointed Governors and their appointed Executive and Legislative Councils are not accountable to the elected assemblies.
1812	American forces make several unsuccessful attempts at invading British North America. The war reinforces anti-American sentiment among the Loyalist population. Those who advocate responsible government are often accused of being pro-American and traitors to the British crown.
1800s - 1830s	The members of the executive and legislative councils believe that an educated and wealthy elite are best suited to govern.
1820s - 1830s	Development of reform movements in both Upper and Lower Canada. The moderate reformers demand responsible government in which the elected representatives of the people would control government taxes and expenditures.
1834	The Assembly of Lower Canada issues the Ninety-Two Resolutions which demand democratic reforms.
1837	Radical elements of the reform movements rebel against the British authorities in both Upper and Lower Canada. Both rebellions failed, but forced Britain to investigate the political troubles in British North America.
1838	Lord Durham issues his Report which calls for the reuniting of Upper and Lower Canada, the implementation of responsible government and representation by population.
1841	Province of Canada formed by the Act of Union, joining Upper and Lower Canada. The principle of representation by population is not implemented.
1848	Responsible government achieved in Nova Scotia.
1849	Responsible government is acknowledged in the province of Canada.
1864	Confederation proposed at Charlottetown Conference as a solution to the political deadlock that characterized colonial politics.
1867	The British North America Act established the political union of Nova Scotia, New Brunswick, Ontario and Quebec, to form the Dominion of Canada. Not all citizens of the new nation were given the right to vote.

Activity One

This activity is to accompany Society of History 30 Unit One Curriculum Guide.

Incorporating the C.E.L.s

• Independent Learning
• Critical & Creative Thinking
• Personal & Social Values & Skills

Concept Development Lesson for: Society, Worldview, Societal relationships, Decision making, Consequences, Colonization, and Sovereignty.

This concept development activity provides students with an opportunity to examine the contemporary assumptions and practices surrounding four key societal relationships.

Knowledge Objectives

The student will:

• know that a worldview is a comprehensive view of how a society or people view reality and provides acceptable responses to that reality;
• know that each society will evolve a worldview which will influence the society's response to changing realities;
• know that the organization and actions of a society influenced by a number of assumptions that surround certain key societal relationships, including:
  • the relationship between the members of a society and the societal decision making processes that impact their lives,
  • the relationship between the peoples and the "land,"
  • the relationship between the peoples within the society, and
  • the relationship of a society towards other society and peoples.

Skills Development

The student will:

• practise identifying the assumptions that underlie a paradigm;
• practise stating how that parts are related to each other and to the whole;
• practise constructing analytical grids for the purpose of classifying information;
• practise constructing concept maps for the propose of identifying cause and effect relationships;
• practise the skills of comparing and contrasting; and,
• practise making hypothesis based on reasonable assumptions and inferences.

Value Issues

The student will:

• discuss what should be the factors (criteria) that a society should use to evaluate its assumptions and practices that surround the key social relationships;
• discuss who should be entitled to the "benefits" of nation's resources;
• discuss the criteria that should be utilized to determine whether the resources of a nation are being used "wisely";
• discuss who should establish the criteria to determine whether a nation's exploitation of its resources?
• discuss whether the well-being of all citizens within a society be considered a necessary criteria in evaluating the key societal relationships;
• discuss who is responsible, in a democracy, for the transmitting of the society's beliefs and practices to succeeding generations;
• discuss whether it is possible for individuals within a society to influence the assumptions and practices surrounding the social relationships
• discuss whether a particular society's worldview is "morally" superior to another society's worldview;
• discuss the criteria one should use when comparing the worldviews and societal assumptions of various societies; and,
• discuss whether it is "morally" acceptable for one society to impose its societal paradigms on another society.

Outline of the Activity

Step One

Provide students with the critical attributes of the concept of worldview. Provide the students with the Student Information Sheet: The Concept of Worldview and Social Contract.

• Attempt to identify the presence of those critical attributes of both concepts in contemporary Canadian society.

Note that the organization of a society and its behaviour are influenced by a number of assumptions that surround certain relationships.

Using key issues/questions, discuss and identify the assumptions, held by contemporary Canadian society, about the social relationships. Have students also generate questions/issues that surround each of the relationships.

i.	the relationship between the peoples and the "land";

Key issues/questions:

• How is the well-being of the land related to the economic well-being of the population?
• Are the "exploitation" of the resources of the land being well "managed" in terms of conservation, pollution, and depletion?
• Are the resources of the land being "managed" to secure the well-being of future generations of Canadians?
• Are environmental issues a priority consideration by the society?
• How are decisions arrived at in determining the extent and methods used in the exploitation of specific resources?
• Who should be involved in determining the "nature" of how the resources of the land are being utilized?

ii.	the relationship between the members of a society and the societal decision making processes that impact their lives;

Key issues/questions:

• Should all members of a society have influence/participate in the societal decision making processes?
• Should there be "qualifications" or a criteria to determine what members of a society should participate in societal decision making?
• Should some members of a society have a greater degree of influence in the making of societal decisions?
• Are there certain circumstances when wide-spread public participation in societal decision making be suspended or restricted?

iii.	the relationship among the members of a society;

Key issues/questions:

• What are the key relationships between peoples within the Canadian community?
• What factors/conditions determine whether a population is satisfied/dissatisfied with its present relationship to other populations within the society?
• What methods/processes do we have to govern the relationship between different populations within our society?

iv.	the relationship of a society towards other societies.

Key issues/questions:

• What nations are in the position to significantly influence the affairs of Canadians?
• What agencies/rules govern the relations between societies?
• What are the major motives for a nation/society to develop a significant relationship with another nation/society?

Have student groups investigate one of the four social relationships and record their findings on an analytical grid. The task for each group would include:

• formulate a list of some common societal assumptions surrounding a particular social relationship;
• identify forces/events that reinforce or disturb the existing assumptions that surround the specific relationship;
• provide illustrations of how contemporary Canadian society is being influenced by forces/events that reinforce and/or disturb the specific social relationship;
• identify the forces and beliefs that contribute to the contemporary societal assumptions;
• identify whether those influences are the result of domestic events/forces or the product of external conditions.

The groups could construct analytical grids or concept maps as a means of recording their findings and for the purpose of clarifying their presentations to the class.

Step Two

Discuss how a society's beliefs surrounding the relationship of peoples and societies will influence that society's behaviour towards its own members and towards other societies.

• Discuss how the contemporary assumptions and practices of Canadians is translated into actions and policies at the international stage.
  • How are other peoples and societies viewed by Canadians?

This information is to accompany Activity One of the History 30 Unit One Activity Guide.

Student Information Sheet: The Concept of Worldview and Social Contract.

A Worldview is a description of reality providing "natural and believable" knowledge which is generally accepted by the members of a cultural group because it meets their needs, creates order and coherence, and provides a basis for predictions.

Know that a worldview acts as a template providing people with a set of beliefs about dealing with the reality in which they find themselves:

• spiritual beliefs defining the meaning and purpose of existence;

• moral beliefs about people's rights and obligations;

• social beliefs about the organization of individuals into society;

• intellectual beliefs about determining truth and beauty;

• economic beliefs about creating and distributing wealth; and,

• political beliefs about making and enforcing decisions within society.

Worldview: Critical Attributes

A worldview must contain a description of reality.

• The description:
  • must meet the needs of people (survival, security, friendship/love, respect, and self-fulfilment),
  • must create order and coherence within reality.

• must provide a basis for making predictions about events within reality which:
  • helps people feel more secure with each other, and
  • makes people less confused by or afraid of things they cannot directly control;

• must define an individual's relationship to the surrounding world;

• must define what is important for maintaining or improving life as it is understood; and,

• must provide "natural" and "believable" knowledge which is accepted and shared by members of the cultural group.

Social Contract: Critical Attributes

A social contract must contain an agreement between the members of a group which:

• must determine who the leaders and the followers are;

• must define the rights and duties of each member, either by,
  • stating them clearly and explicitly, or by,
  • arriving at an understanding that is assumed and accepted by those involved in the agreement.

This activity is to accompanyDialectical Thinking of History 30 Unit One Curriculum Guide.

Activity Two

Incorporating the C.E.L.s

• Independent Learning
• Critical & Creative Thinking
• Personal & Social Values & Skills

Concept Application Lesson for: Dialectical Thinking, Paradigms, Worldview, Colonization, Resources, Sovereignty, and Decision Making.

This concept application activity allows students to gain an understanding of the paradigms and assumptions that guided the actions of Europeans of the 16th and 17th centuries. The activity also provides an opportunity to compare those assumptions with contemporary Canadian societal assumptions.

Knowledge Objectives

The student will:

• know that a worldview is a comprehensive view of how a society or people view reality and provides acceptable responses to that reality;
• know that each society will evolve a worldview which will influence the society's response to changing realities;
• know that the organization and actions of a society influenced by a number of assumptions that surround certain key societal relationships, including:
  • the relationship between the members of a society and the societal decision making processes that impact their lives,
  • the relationship between the peoples and the "land",
  • the relationship between the peoples within the society, and
  • the relationship of a society towards other society and peoples.

Skills Development

The student will:

• practise the skill of defining the assumptions that underlie a paradigm;
• practise stating how that parts are related to each other and to the whole;
• practise the skills of comparing and contrasting;
• practise developing and applying criteria as a basis for making judgements; and,
• practise making hypotheses based on reasonable assumptions and inferences.

Values Issues

The student will:

• discuss whether a particular society's worldview is "superior" to another society's worldview;
• discuss the criteria on which one can "objectively" compare the worldviews and societal assumptions of another people; and,
• discuss whether the passage of time necessarily invalidates the paradigms and assumptions once held by a particular society.

Outline of the Activity

Step One

Have the students examine the paradigms and assumptions surrounding the four societal relationships that influenced the beliefs and actions of 16th and 17th century Europeans.

• Apply the same set of key questions/issues that were used to define contemporary Canadian assumptions surrounding the four societal relationships. (Activity One)

Focus a class discussion on the issue of colonization.

Have the students identify how those assumptions and practices contributed to the drive to establish colonies in distant lands.

• Provide the students with the Student Information Sheet: Forces Promoting Colonization.
• Discuss how those assumptions and practices were to influence how the European colonizers acted towards the Indigenous peoples of the newly-established colonies.

Step Two

Have the students explore the consequences of applying the paradigms, assumptions and practices of one period of history to another period of history.

Groups of students could compare the assumptions and paradigms of contemporary Canadian societies with those held by the Europeans in the 16th and 17th centuries.

• Each group would compare/contrast the assumptions and practices surrounding one of the key societal relationships.
• For example, one group would explore the relationship among the members of a society.
  • How are the assumptions and practices of contemporary Canadians different from those held and practices by 16th century Europeans?

Each group will respond to the following question:

• What would be the consequences if 16th and 17th Europeans had applied the paradigms and practices of contemporary Canadians?
• What would be the consequences if contemporary Canadians operated on the basis of the paradigms and practices of 16th and 17th century Europeans?

The groups could present their findings to the class for discussion.

It may be worthwhile to raise the question of whether it is "fair" to judge past generations of peoples with contemporary standards.

This information is to accompany Activity Two of the History 30 Unit One Activity Guide.

Student Information Sheet: Forces Promoting Colonization.

The expanding manufacturing sector in Europe needed raw resources and markets for their products. Europe was running out of needed raw resources. Competition for the European market was keen and most nations restricted the entry of foreign products into their domestic markets. New markets were needed and colonies seemed one method of obtaining those markets and raw resources.

Colonization also was motivated by a number of non-economic goals.

• Certain lands were of strategic value in that they controlled travel and trade routes, and possessed excellent harbours. Such locating would give the respective European power an economic or military advantage over other European states.

• The Reformation and Catholic response imitated a period of religious rivalry in Europe. Sometimes that rivalry resulted in warfare. The competition for converts between Protestants and Catholics promoted a desire to "spread" the Christian message. Peoples of distant lands and the Indigenous population of newly-established colonies, were targeted as candidates for the various denominations.

• Colonies were also seen as the location to settle surplus populations or to remove undesirable population. For example, Australia was originally established as a penal colony. Britain sent convicts and their families to that distant land.

• Colonies were also seen as a symbol of national power. Any great European power had to have colonies.

Activity Three

This activity is to accompany Constitution of History 30 Unit One Curriculum Guide.

Incorporating the C.E.L.s

• Independent Learning
• Critical & Creative Thinking
• Personal & Social Values & Skills

Concept Development Lesson for: Constitution, Social relationships, Decision making, Accountability, Power, and Constitution.

This activity provides students with an awareness of key attributes found in constitutions and how they impact the rights of the citizenry to influence societal decision making. The activity offers a comparison of contemporary decision making processes with historical assumptions and practices surrounding societal decision making.

Knowledge Objectives

The student will:

• know that a constitution is a body of rules and practises, written and unwritten, according to which the people and the political institutions of a society are governed;
• know that a constitution will define the relationship between the people and the processes of public decision making;
• know that every society will evolve assumptions and practices that define the relationship between the people and the decision making processes and institutions that affect their lives;
• know that the First Nations and the European societies of the 16th and 17th centuries, both had evolved quite different paradigms and assumptions concerning societal decision making and other key societal relationships;
• know that decision making within First Nation societies was based on the assumption that the decision making should involve the members of the society;
• know that the Iroquois Confederacy possessed a constitution that defined the procedure for the selection of leaders and decision making processes including:
  • the process for decision making on behalf of the entire Confederacy,
  • the process for selecting chiefs,
  • selection of War Chiefs for battle,
• procedures for the removal of leaders who did not fulfil their responsibilities or exceeded their designated powers, and
• formalized the access of the population, both male and female, to the decision making processes.

Skills Development

The student will:

• practise identifying the critical attributes of a relevant concept;
• practise identifying assumptions that underlie a paradigms;
• practise making hypotheses based on reasonable assumptions and inferences;
• practise applying concepts to contemporary and historical situations;
• practise identifying cause and effect relationships; and,
• practise synthesizing all the relevant parts into a meaningful whole to create an explanation for the situation or action.

Values Issues

The student will:

• discuss whether one decision making style is "morally" superior to other styles of decision making;
• discuss the criteria one should use when comparing the worldviews and societal assumptions of various societies;
• discuss whether it is "morally" acceptable for one society to impose its societal paradigms on another society; and,
• discuss how a society's worldview will influence its relations and actions towards other societies.

Outline of the Activity

Step One

Discuss the concept of constitution with the students and how a constitution influences the relationship between those who govern and those who are governed.

Provide students a number of attributes that are found in most "democratic" constitutions.

• promotes the public good;
• has procedures to make amendments;
• places limitations on various branches of government; and,
• enumerates individual rights and freedoms.

Have the class discuss the decision making practices and assumptions surrounding societal decision making, that are present in a democratic society such as present-day Canada.

Discuss those attributes within the Canadian context. Key issues/questions could be used to generate the discussion.

• What prevents a government from instituting laws that will favour a minority over the well-being of the majority?
• What prevents a government from restricting a religious group from practising their religion?
• What prevents a government from reading your private mail or wire-tapping your phone calls?
• What "rights" and "freedoms" should all Canadians enjoy and how can they be protected?

Step Two

Provide the students with the Student Information Sheet: The Iroquois Confederacy and the Great Law.

The students will identify the assumptions surrounding the following key societal relationships that provided organization and structure within the Iroquois Confederacy.

• The relationship between the members of a society and the societal decision making processes that impact their lives.
• The relationship among the members of the society.
• The relationship of the society towards other societies.

Use the key questions/issues used in Activity One to identify the assumptions and practices of contemporary Canadian society, and of the European societies of the 16th and 17th centuries.

Using excerpts from the Great Law, focus the class discussion on the assumptions and practices the defined the decision making practices within the Confederacy.

The students could focus their analysis on the following areas:

• provisions that define the rights of citizens to influence the decision making of the respective nations and the Confederacy's Grand Council;
• provisions that ensured that the representatives of the people, and particular nation, were "accountable;"
• equality of opportunity for all citizens to participate in societal decision making;
• processes that promoted a consensus among the member states of the Confederacy.

Have the class compare/contrast the societal decision making assumptions and practices held by the Iroquois Confederacy with those held by:

• contemporary Canadian society; and,
• European societies of the 16th and 17th centuries.

The students could construct an analytical grid to record their findings.

This information is to accompany Activity Three of History 30 Unit One Activity Guide and pg. 105 of Unit One Curriculum Guide.

Student Information Sheet: The Iroquois Confederacy and the Great Law.

In the process of establishing colonies, the Europeans neither consulted nor recognized First Nations' sovereignty.

• Know that sovereignty asserts that the nation state is the supreme decision-making power within a delineated territory and is subject to external authority only by its consent.

The lack of any documentation to support their sovereignty over defined territory, in the opinion of the Europeans, weakened the First Nation land claims. First Nation Peoples residing in the newly-established colonies were simply considered to be subjects of the European power.

The Europeans failed to recognize the legitimacy of First Nation societies, such as the Iroquois Confederacy, that rivalled contemporary European societies, in terms of organization and institutions. The Iroquois Confederacy, composed of six Indigenous nations, the Mohawks, Senecas, Cayga, Oneida, Onenega and Tuscarora (joined the Confederacy in 1716), possessed the "Great Law of Peace."

• The Confederacy was organized and operated on the basis of a set of assumptions quite different from those held by the Europeans.

It possessed a "constitution," The "Great Law" which provided a "democratic" character to the society. It addressed many of the attributes found in present-day constitutions. It delineated the rights, powers and responsibilities of leaders, citizens and groups within the Confederacy.

• Individual citizens possessed rights/powers that exceeding those possessed by citizens in Europe.

The Great Law indicated the procedure for the selection of leaders and decision making processes including:

• the process for decision making on behalf of the entire Confederacy;

• the process for selecting chiefs;

• selection of War Chiefs for battle;

• contained procedures for the removal of leaders who did not fulfil their responsibilities or exceeded their designated powers;

• formalized the access of the population, both male and female, to the decision making processes, to a degree which was not matched in contemporary Europe;

• it delineated the parameters of the powers of leaders, and prescribed the conduct of foreign affairs.

Provisions within the Great Law encouraged public participation in societal decision making.

• There were provisions for referendums, recalls of leaders, and publicly-sponsored initiatives.

• The decision making was not solely a male prerogative as in Europe. Women possessed influence and rights that gave them a meaningful and critical role in the selection of leaders. Although members of the Grand council were male, most had to be nominated by women of their extended family.

Leadership was accountable to a degree not paralleled in contemporary Europe.

• The Great Law insisted that Chiefs had to be tolerant and attentive to criticisms from members of their nation.

• A chief could be removed from the Council if it was deemed that he was not acting in the best interest of his people or not obeying the rules of the Great Law.

• Individual members, both male or female, could bring complaints against a chief to the Council which had to power to remove the chief.

The sovereignty of Confederacy, as a whole, and of its member nations, were addressed in specific provisions of the Great Law.

• A complex system of checks and balances ensured that all member nations would participate in the decisions of the Confederacy's paramount decision making body, the Grand Council.

• Measures such as a declaration of war could not be enacted by the Grand Council without the approval of the representative of all five nations. The representatives could only convey the decision of their nation to the Council after a lengthy debate within their respective nations.

The Great Law stated that the Great Creator had established different hunting grounds and territories and boundaries between different nations and such boundaries should be respected.

• The possession of hunting grounds and territories was considered to belong to the original owners of that land.

The "inclusive" decision making system of the Iroquois Confederacy contrasted the decision making model adopted by the European powers.

• The majority of European residents of the new colonies would have little input in colonial decision making.

• In New France, the chief colonial officers, the governor-general, local governors in Montreal, Trois-Rivières, and Acadia, and the Intendant were all appointed by the monarch.

• All three officials were accountable to the government in France.

• Colonists were not allowed to sign petitions and no elected assemblies were established.

• Aboriginal peoples living within the confines of the colony were not allowed to participate in the political decision making within the colony.

This information is intended to accompany Unit One History 30 Curriculum Guide.

Student Information Sheet: Profound Consequences - The Beothuks and Acadians.

Attempts to annihilate a particular population although rarely, did occur. The Beothuks of Newfoundland, came into contact with Europeans as early as the late fifteenth century. Early contact between the Beothuks and the Europeans was to have a profound impact on the Beothuks. Gaspar Corte-Real, a Portuguese explorer, upon landing in Newfoundland, became the first European to kidnap the first Aboriginal inhabitants of North America. During his 1501 voyage, he captured 57 Beothuks and took them back to Europe. None of those Beothuks ever returned to their homeland.

Newfoundland's geography limited the potential for population growth. The Indigenous Beothuks resided along the coastal bays were they could lead a subsistence life of fishing, hunting, and gathering. The expansion of European settlements along Newfoundland's coast were to force the Beothuks to retreat into the interior where survival was considerably more difficult. By 1775, over twelve thousand Europeans had established settlements in Newfoundland. By the nineteenth century, the Beothuk were nearly extinct, the product of diseases and impossible living conditions. In 1829, Shawnadithit (renamed Nancy), died of consumption at the age of twenty-three. She was the last of the Beothuk.

Expulsion of the Acadians

The Treaty of Utrecht, in 1713, gave Britain control over the lands inhabited by the Acadians. The British allowed the Acadians to continue to practice their Catholic faith and French language. In response to British demands that the Acadians take an oath of allegiance to the British throne, the Acadians insisted that the oath of loyalty must include explicit guarantees that they would not be required to take up arms against the French in the future. The argument over the oath continued for years.

In the decades following the British conquest, the Acadian communities flourished and the population grew. By 1750, there were more than nine thousand Acadians in "Nova Scotia or Accadie" and an additional three thousand scattered throughout the region.

When Fort Beausejour fell to the British in 1755, the British captured some two hundred Acadians within its walls. Governor Charles Lawrence decided to "resolve" the Acadian issue. They would be forced to take the oath of allegiance or face the consequences. Delegates from the Acadian communities in peninsular Nova Scotia were summoned to Halifax where they were ordered to take an unqualified oath of allegiance or face deportation. They refused but promised to remain neutral in the wars between Britain and France.

In late July 1755, the British decided to deport the Acadians. British troops at Chignecto, Piziquid, and Annapolis Royal, seized the Acadian males and awaited available transports from Boston to deport the population. The deported population were allowed to take only the possessions that they could carry with them. All Acadian land and livestock became the property of the Crown. Acadian homes, barns, and churches were destroyed.

Over 6 000 Acadians were transported to southern British colonies, from Massachusetts to South Carolina. A number of the British colonies were not advised of their imminent arrival and were not prepared to meet the immediate needs of the arriving Acadians.

Other deportations followed. In 1756, some two hundred people in the Pubnico area of peninsula Nova Scotia were shipped to Boston. In 1758, following the fall of Louisbourg, the 3 500 Acadians on Ile Royale and Ile Saint-Jean were sent to France. By 1764, when the last of deportees arrived in the southern colonies, about 11 000 of an estimated 13 000 Acadians had been deported. Many of those made their way to Louisiana where their descendants, called Cajuns, still live. Those who remained in Nova Scotia survived by hiding out in the woods and living with the Mi'kmaq.

Activity Four

This activity is to accompany Land of History 30 Unit One Curriculum Guide.

Incorporating the C.E.L.s

• Independent Learning
• Critical & Creative Thinking
• Personal & Social Values & Skills

Concept Development Lesson for: Land, Geography, Worldview, Technology, Change and Consequences.

This concept development lesson provides students with an awareness of the geographic diversity of the nation, and the influence of geographic and climatic factors of the lives of past, present and future generations of Canadians. The activity also focuses on the impact of technology on the well-being of the environment.

Knowledge Objectives

The student will:

• know that the regions of the nation exhibit geographic diversity;
• know that the Canadian environment presents both challenges and opportunities for Canadians;
• know that succeeding generations of Canadians have been greatly influenced by the environment;
• know that the geographic and climatic diversity had resulted in the evolution of regional economies and regional cultures;
• know that the well-being of the environment greatly influences the well-being of Canadians;
• know that geographic realities has influenced the policies and actions of Canadians; and,
• know that the "land" continues to influence the well-being of Canadians.

Skills Development

The student will:

• practise identifying cause and effect relationships;
• practise making hypotheses based on reasonable assumptions and inference;
• practise defining assumptions that underlie a paradigm;

Value Issues

The student will:

• discuss whether the geographic realities and regionalism, against the unity of the Canadian peoples;
• discuss whether the assumptions and practices of past generations of Canadians have represented a "threat" to the environment;
• discuss whether a particular society's worldview is "morally" superior to another society's worldview; and,
• discuss the criteria one should use when comparing the worldviews and societal assumptions of various societies.

Outline of the Activity

Step One

Present the students with a number of geographic realities such as:

• Canada encompasses 9,972,800 square kms which makes it the second largest country in the world;
• Canada has a population of nearly 30 million people, while the United States, roughly the same size, has a population nearly ten times larger that Canada's population.
• the physical proximity of the United States, and the lack of physical barriers such as mountain ranges that separate the two nations;
• location and population distribution within the Canadian nation;
• the presence of distinct geographic regions within the Canadian community;
• the location of the Canadian Shield, which accounts for over half of Canada's area, in the "middle" of the nation;
• Canada possesses the longest coastlines in the world;
• the severity of the climate in many regions of the nation;
• approximately 11% of Canada's land can support agricultural production and only 5% of that total is capable of supporting crop production;
• the prairie provinces represent 84% of the country's total potential cropland; and
• in 1865, 60% of Canada's people lived on farms. Today, 10% of Canadians live on farms.

Have the students generate other important geographic and demographic realities that affect their lives and their nation.

Discuss the historic and contemporary consequences of several of these geographic "realities."

• For example, what have been the consequences of our geographic proximity to the United States?
  • Has that proximity influenced "your" life?
  • Has the proximity affected the history of Canada?
  • What are the benefits of that proximity?
  • Are there any "downsides" to that proximity?

Discuss how geographic and climatic realities have "shaped" the lives of the people of the prairie region.

• How does geography shape the economic activity within the region?
• How does the climate influence the well-being of the region's population?
• How does geography and climate shape a prairie "identity"?
• How has geographic/climatic conditions influenced social and recreation behaviours?

Step Two

Have the students generate examples of major contemporary environmental issues.

• Discuss whether past assumptions and practices concerning the "land" have contributed to a number of those challenges.

Discuss how recent environmental issues and challenges are changing how Canadians "view" the environment.

• You may wish to use the key issues/questions used to identify contemporary assumptions concerning the land, as listed in Activity One.

Those issues/questions are:

• How is the well-being of the land related to the economic well-being of the population?
• Are the "exploitation" of the resources of the land being well "managed" in terms of conservation, pollution, and depletion?
• Are the resources of the land being "managed" to secure the well-being of future generations of Canadians?
• Are environmental issues a priority consideration by the society?
• How are decisions arrived at in determining the extent and methods used in the exploitation of specific resources?
• Who should be involved in determining the "nature" of how the resources of the land are being utilized?

Step Three

Discuss how technology has changed the relationship of Canadian society to the land and its resources.

• What has been the "impact" of technology on the geography of Canada.

Provide students with a number of historic and contemporary events and issues.

• construction of the St. Lawrence Seaway and its economic implications;
• the reduction in the number of people working in resource extraction areas such as forestry or in agriculture; and,
• the use of effective and labour saving machinery has made it possible to "harvest" large amounts of specific resources.

Have students select one of the geographic realities and investigate how the application of technology has "impacted" that particular reality.

• For example, how has the development of the supertanker affected the environment?

Optional Activity

Have the students engage in a discussion/debate focusing on the issue of the impact of technology on the environment.

• Students could engage a dialectical evaluation focusing on value claims surrounding this issue.

Activity Five

This activity is to accompany Land of the Unit One History 30 Curriculum Guide.

Incorporating the C.E.L.s

• Independent Learning
• Critical and Creative Thinking
• Personal & Social Values and Skills

Concept Application Lesson for: Land, Resources, Decision making, and Consequences.

This concept application activity provides the students with a perspective of the assumptions and paradigms, concerning the land and its resources, held by succeeding generations of Canadians. The activity allows students to construct a timeline that records the events and forces that influenced those paradigms.

Knowledge Objectives

The student will:

• know that a society's relationship and interaction with the land and its resources will be influenced by how that society perceives the land;
• know that the technology available to a society will influence that society's relationship with other societies and its interaction with the land;
• know that the interaction of societies will influence the social organization of each of the society's and the assumptions and paradigms that construct that social organization;
• know that the relationship between Canadians and their land and resources, has fundamentally changed over the past centuries;
• know that there is increasingly concern that human exploitation practices are endangering the "ability" of specific resources and geographic entities, to regenerate; and,
• know that the well-being of Canadians is greatly influenced by the well-being of the environment.

Skills Development

The student will:

• practise analyzing similarities and differences between paradigms;
• practise using timelines to organize information and provide a historical context;
• practise using grids as a method of organizing and analyzing information; and,
• practise describing cause and effect relationships; and,
• practise defining and applying criteria as a guide for future actions.

Value Issues

The student will:

• discuss whether one particular society's assumptions and practices inherent in its worldview, are "superior" to the assumptions and practices of other societies;
• discuss the criteria that should guide a society's relationship and practices towards the environment;
• discuss whether the passage of time necessarily invalidates the paradigms and assumptions held by past societies; and,
• discuss the criteria that could be used to determine the how the "products" derived from the exploitation of the land, be distributed within a society and among societies.

Outline of the Activity

Step One

Have the students discuss the major factors and beliefs that would influence a society's relationship with the land.

• Note assumptions surrounding "ownership" of the land, the power and strength of the state, the decision makers who determine exploitation of the resources, the distribution of the "rewards" of the land; the technology available, and the importance of the land in relation to the well-being of the people.

Have the class determine five key aspects of the relationship they will use to provide a concise description of society's relationship with the land.

Possible key aspects could include:

i.	How does the society "view" the land and its resources?

• What is the hierarchy of importance in terms of humans and nature (land)? Is the land viewed as being there to be exploited to benefit humans?
  • Is there any concern over the "well-being" of the land?

ii.	Ownership aspect of the land. Who controls the resources?

• Who is entitled to exploit the resources and enjoy the "benefits" of that exploitation?

iii.	Reasons for the exploitation of the resources

• Are the resources exploited to meet the critical needs of the community such as food and shelter?
• Are the resources exploited used to meet the needs of a consumer market?

iv.	Who determines the exploitation practices?

• Is the decision to exploit resources the prerogative of a minority or interest group within the society?
• Is the decision to exploit resources a society-wide decision?

v.	How does the society view the "rights" of other peoples and societies to the resources of the land?

• Does the society believe that the land and its resources should be the preserve of the people who have sovereignty over a defined territory?
• Does the society view other peoples and nations as competitors?

Step Two

Provide the students with the Student Worksheet Sheet: First Nations' Assumptions Concerning the Land. The Sheet indicates the key aspects of the relationship between a society and the land.

The grid also provides an opportunity for the students to determine the consequences arising from the societal assumptions and practices concerning the land.

Have the class discuss the First Nations' assumptions concerning the Land and its resources.

• Have the class complete the analytical grid.

Provide the students with Student Worksheets: Societal Paradigms of the Land.

They are to provide the assumptions and beliefs of the following peoples/societies:

• the European explorers and colonizers of the 17th and 18th centuries;
• the decision makers that promoted and formulated the National Policy;
• contemporary Canadian assumptions concerning the land and its resources.

Assign groups of students to focus on one of the societies/time periods.

• The groups are to complete their respective societies assumptions and present their findings to the class.

Step Three

Have the students construct a timeline that provides a chronological record of when certain paradigms and assumptions dominated the actions of societies and nations.

• The students should record important historical events such as the arrival of European explorers; major resources being exploited; the development of technologies that enabled humans to acquire and "exploit" the resources; the appearance of certain environmental conditions such as acid rain; and/or environmental disasters.

Have the class generate other information they wish to record on the timeline.

Step Four

Have the class focus on the importance of the environment, the land, and its resources, to the well-being of contemporary Canadians.

The following questions/issues could focus the discussion:

• How is the land connected to the standard of living?
• What do we consider an acceptable standard of living?
• What societal practices and economic-related activities are presently endangering the well-being of the environment?
• Are there practices and activities that makes "better" use of the earth's resources?

Based on the class discussion, have the class construct a new paradigm and associated assumptions, that could guide the activities of future generations of Canadians.

This information is intended to accompany Activity Five of History 30 Unit One Activity Guide.

Student Worksheet: First Nations' Assumptions Concerning the Land.

	Assumptions	Consequences
How does the society "view" the land and its resources?	The world is composed of many elements - humans, lakes, forests, animals, rain. They are all of equal importance, and possess equal value.	Respect and reverence for all aspects of Nature. Human disruption was limited to meeting the essential needs of the community.
Ownership aspect of the land. Who controls the resources?
Reasons for the exploitation of the resources.	The exploitation of the land should be limited to meet the essential "needs" of the society.	The accumulation of material possessions, by individuals and communities, was limited. What was accumulated such as food was related to seasonal availability. Trade between communities was not extensive.
Who determines the exploitation practices?
How does the society view the "rights" of other peoples and societies to the resources of the land?

This information is intended to accompany Activity Five of History 30 Unit One Activity Guide.

Student Worksheet: Seventeenth and Eighteenth Century European Paradigms Concerning the Land.

Assumptions		Consequences
How does the society "view" the land and its resources?
Ownership aspect of the land. Who controls the resources?
Reasons for the exploitation of the resources.
Who determines the exploitation practices?
How does the society view the "rights" of other peoples and societies to the resources of the land?

This information is intended to accompany Activity Five of History 30 Unit One Activity Guide.

Student Worksheet: Paradigms and Assumptions that produced the National Plan

Assumptions		Consequencts
How does the society "view" the land and its resources?
Ownership aspect of the land. Who controls the resources?
Reasons for the exploitation of the resources.
Who determines the exploitation practices?
How does the society view the "rights" of other peoples and societies to the resources of the land?

This information is intended to accompany Activity Five of History 30 Unit One Activity Guide.

Student Worksheet: Contemporary Canadian Assumptions and Practices Related to the Land.

Assumptions		Consequences
How does the society "view" the land and its resources?
Ownership aspect of the land. Who controls the resources?
Reasons for the exploitation of the resources.
Who determines the exploitation practices?
How does the society view the "rights" of other peoples and societies to the resources of the land?

This information is intended to accompany Activity Five of History 30 Unit One Activity Guide.

Student Worksheet: Assumptions and Practices To Ensure the Well-being of Canadians in the 21st Century

Assumptions		Consequences
How does the society "view" the land and its resources?
Ownership aspect of the land. Who controls the resources?
Reasons for the exploitation of the resources.
Who determines the exploitation practices?
How does the society view the "rights" of other peoples and societies to the resources of the land?

Activity Six

This lesson is to accompany Change of Unit One History 30 Curriculum Guide.

Incorporating the C.E.L.s

• Independent Learning
• Critical & Creative Thinking
• Personal & Social Values & Skills

Concept Application for: Dialectics, Evaluation, Criteria, Issues, Value claims

This activity is intended to provide students with an understanding of the dialectical reasoning process. Students are provided with a "model" structures that could be used when engaged in the process. A contemporary issue is used to demonstrate the dialectical process.

Skills Development

The student will:

• practise developing and applying criteria as a basis for making value judgements;
• Learn the skills of dialectical evaluation:
  • gathering information,
  • defining the issues within the information,
  • defining the relevant value claims for each issue,
  • testing the value claims for factual accuracy,
  • synthesizing moral judgements,
  • moral testing of judgments,
  • evaluating the factual and moral testing, and
  • forming a judgement about the issues.
• learn to use the moral tests of:
  • role exchange,
  • universal consequences, and
  • new cases.

Value Issues

The student will:

• learn that the outcome of any evaluation done is dependent upon the criteria selected as the basis for making judgements; and,
• learn that moral and ethical decision making depends upon using a rigorous logic.

Outline of the Activity

Step One:

Discuss with the students some contemporary issues that cause controversy within Canadian society.

• Note that issues become controversial when solutions are not readily available or immediately clear.
• Note that it is not always easy to make good decisions. The following examples illustrate the difficulty in making choices on certain issues.

Example One: In Canadian society, most people would agree that individuals have a right to privacy in their personal lives without undue interference by society. Most Canadians would also agree to the value claim that all people have the right to live their lives securely and safely free from threats from others.

Example Two: A person convicted of sexual assault has served his prison term and is due to be released. The community fears the convicted rapists being released in the community. The prisoner claims the right of privacy to allow him to rebuild his life.

Does the right of privacy for the individual outweigh the right to personal security? Does the right of personal security outweigh the right of privacy in this case?

Review with the students the concept of dialectical thinking.

• Note that dialectical thinking begins by understanding that most issues are complicated and often there are differing points of view surrounding the issue.
• Note that dialectics is not just an exercise in debating opposing points of view with the goal of "proving" the other side "wrong." It is rather a system that allows one to identify the merits of each viewpoint and evaluate each viewpoint's supporting arguments and evidence.

Discuss with the students the concept of viewpoint (value claim):

• know that a viewpoint (value claim) is a statement about what constitutes an appropriate response, action or conduct, to a specific situation or issue.

Provide students with the Student Information Sheet: Dialectical Evaluation Planning Model. This information provides a structure for the students to engage in a dialectical analysis.

Have the class use the Planning Sheet as a guide as they work through the steps in dialectical evaluation.

Provide students with the Student Information Sheet: Dialectical Evaluation Model.

• They can use the model when working on the issue of cigarette smoking.

Step One: Identifying the Issue

Have the class engage in a dialectical evaluation focusing on the issue of cigarette smoking.

Note that the first step in the dialectical evaluation is to gather information about the issue.

• Discuss the dangers of establishing a position or deciding a response to an issue/problem, without understanding "all" the factors and elements surrounding the issue/problem.

Using the issue of cigarette smoking, have the students "brainstorm" and identify elements of the debate that surround the issue of cigarette smoking.

• Provide the class with the Student Information Sheet: Concept Map of Smoking Issue.

Have the class discuss how the various factors are connected. The class may identify other issues not contained in the concept map.

Note that there are a number of sub-issues contained within the debate about cigarette smoking. For example, there exists a debate about the right of people to smoke in restaurants and other public places.

Have the class identify other sub-issues that are present within the concept map. Sub-issues could include:

• risks in the use of tobacco;
• the health effects of second hand smoking;
• impact of addiction to smoking;
• the right to advertise tobacco products;
• employment levels within the tobacco industry;
• determining who should bear the costs of smoking;
• role of government in the issue; and,
• revenue for governments.

Step 2: Indicate the Two Viewpoints (Value Claim and Counter-Claim)

Have the students indicate the viewpoint (value claim) that supports their position or viewpoint on the issue.

• For example: individuals are responsible for making choices about their own health.

Indicate opposing viewpoint (value claim) on the issue.

• For example, it is not ethical for society to allow people to consume a product which has serious long-term health risks.

Students are to record the two viewpoints (value claims) on the Planning Sheet.

Step 3: Provide Evidence Supporting Viewpoint A (Value Claim) and for Viewpoint B (Counter Value Claim).

Explain to students that they have to provide evidence that supports the viewpoint (value claim) they have taken on the issue.

What evidence is there that causes you to make your viewpoint claim on that issue?

• Facts, reasons, precedents, and logicalities, are cited to defend the viewpoint.

Remind students that the dialectic process allows the person to investigate the positions and evidence supporting various viewpoints on an issue.

Note that it is important that when comparing the viewpoints (value claims), it is necessary to have each viewpoint address the same sub-issues of the major issue.

• The sub-issues, or key issues/questions, that are contained within the major issue, can be used as a basis to compare the various view points.

Sometimes it may not always be possible to address all the sub-issues within a major issue. It is then necessary to select key sub-issues to use to compare the viewpoints.

Have the students select five or six sub-issues they feel are critical to the debate concerning cigarette smoking. Those sub-issues will be used as a basis to compare the competing viewpoints.

Provide the students with the Student Information Sheet: Cigarette Smoking: The Issues and Competing Viewpoints.

• Have the students identify how each of the two view points would respond to each of the sub-issues identified.

Have the students record on the Planning Sheet, the responses of the two viewpoints to the selected sub-issues.

Step Four: Tentative Judgements

It is now necessary to make a tentative judgement that reflects your position on the issue. The statement should be a synthesis of those sub-issue claims which addressed the "big idea" contained in the viewpoint.

Students should record their tentative judgements, for the two viewpoints, on the Planning Sheet.

Step Five: Testing of the Tentative Viewpoints (Value Claims)

It is necessary to examine the validity and merits of the supporting evidence for both viewpoints (value claims).

Students should establish a criteria to evaluate the tentative judgments of both Viewpoint A and Viewpoint B. The criteria could involve a series of questions or issues such as:

• Could the tentative judgement be reasonably supported by the society as a whole?
• Could the tentative judgement be reasonably applied to the society as a whole?
• Does the tentative judgement intrude or conflict with the rights of other citizens?
• What are the consequences of applying the tentative judgement to the society?
• What are the "benefits" and "costs" associated to the application of the tentative judgment on a society-wide bases?

One method of testing the accuracy of the supporting statements is to test them against reality.

• Is there some aspect of reality that contradicts the supporting evidence (statements?)

For example, one viewpoints might state that individuals are responsible for making choices about their own health.

• However, people are not always aware of what is good for their health.
• Therefore, people may not always make responsible choices about their health.

Another example could be the view that governments have the responsibility to demonstrate and maintain good health practices.

• Societies have demonstrated in other areas (programs of public education, compulsory vaccination, compulsory seatbelt use) that the general public health level affects the health of the individual.
• Therefore, governments do have an important role in guiding people on the smoking issue.

Have the class examine the accuracy of the sub-issues of each of the two viewpoints. Students could use Student Worksheet: Factual Testing of Viewpoints (Value Claims) to assist in this task.

The class could discuss other possible reality tests for each sub-issue.

Those sub-issue claims that do not meet the factual testing criteria should be discarded.

The class could record on the Planning Sheet, whether each of the sub-issue claims met the reality check.

Step Six: (Optional) You may wish to omit this step of the process, until students become more fully familiar with the above steps in Dialectical Evaluation.

Using the Student Information Sheet: The Concept of Moral Testing, discuss the concept of moral testing.

Discuss the new case test, the role exchange test, and the universal consequences test. Provide the students with the Student Information Sheet: Applying Moral Tests to Everyday Situations, which illustrates several examples on how to apply each of the tests.

• Inform the students that not all of the tests can be applied to all situations/issues.

Provide the students with a number of everyday scenarios in which they can apply the various moral tests. See Student Worksheet: Moral Tests and Everyday Situations.

Working as a class, apply the moral tests to the tentative value judgements of both viewpoints. Provide the students with the Student Worksheet: Value Claims and Moral Testing.

Step Seven: Conclusion

The application of both a evaluation criteria and/or the applying of the moral tests to the tentative judgement (arrived at in step five) may provide confirmation for your tentative judgement, or may cause you to re-evaluate the tentative judgement.

Possible conclusions to the dialectical evaluation of the two viewpoints could be:

• that one viewpoint is clearly is superior to the other viewpoint;
• that both viewpoints are valid or effective within specific contexts or situations; or,
• that a different viewpoint (value claim) is superior to the two viewpoints that were evaluated.

This information is to accompany Activity Six of the History 30 Unit One Activity Guide.

Student Information Sheet: Dialectical Evaluation Model.

1. Question: Identify the issue.
2. Viewpoint A (value claim) Indicate position or view on the issue.	2. Viewpoint B (value claim) Indicate position or view on the issue.
3. Supporting Evidence Facts, reasons, precedents, and logicalities are cited to defend Viewpoint A. Use a common set of sub-issues to compare Viewpoint A and Viewpoint B. Note that sub-issues are the major questions, and issues within the major issue being investigated.	3. Supporting Evidence Facts, reasons, precedents, and logicalities are cited to defend the Viewpoint B. Use a common set of sub-issues to compare Viewpoint A and Viewpoint B. Note that sub-issues are the major questions, and issues within the major issue being investigated.
4. Tentative Judgment In light of the testing of the sub-issue claims for the Viewpoint A, you should now make a statement of your position on the major issue. The statement should be a synthesis of the sub-issue claims and contain the "big idea" of the viewpoint on the major issue.	4. Tentative Judgment In light of the testing of the sub-issue claims for the Viewpoint B, you should now make a statement of your position on the major issue. The statement should be a synthesis of the sub-issue claims and contain the "big idea" of the viewpoint on the major issue.
5. Testing of Supporting Evidence It is necessary to examine the validity and merits of the supporting evidence. N.B. Students should apply the same criteria to evaluate the evidence supporting each of the two viewpoints. Test the sub-issues claims against reality. Are there aspects of reality that contradict the claim? There exist a number of "tests" that could be applied to your tentative judgement. The tests largely focus on the consequences and outcomes of applying your tentative judgement of the major issue to real and/or possible situations. The tests include: New Case Test: Apply your judgement to other similar situations. Role Exchange Test: How would another person be affected by your tentative judgment? Universal Consequences Test: What would be the consequences if everyone carried out the actions consistent with your tentative judgement?	5. Testing of Supporting Evidence It is necessary to examine the validity and merits of the supporting evidence. N.B. Students should apply the same criteria to evaluate the evidence supporting each of the two viewpoints. Test the sub-issues claims against reality. Are there aspects of reality that contradict the claim? There exist a number of "tests" that could be applied to your tentative judgement. The tests largely focus on the consequences and outcomes of applying your tentative judgement of the major issue to real and/or possible situations. The tests include: New Case Test: Apply your judgement to other similar situations. Role Exchange Test: How would another person be affected by your tentative judgment? Universal Consequences Test: What would be the consequences if everyone carried out the actions consistent with your tentative judgement?
6. Conclusion Is one value claim superior to the other value claim? Are both value claims valid or effective in certain situations? Is there another value claim that it superior to the two studied?

This information is to accompany Activity Six of History 30 Unit One Activity Guide.

Student Worksheet Sheet: Dialectical Evaluation Model.

1. Question:
2. Viewpoint A (value claim)	2. Viewpoint B (claim)
3. Supporting Evidence	3. Supporting Evidence
4. Tentative Judgment	4. Tentative Judgment
5. Testing of Tentative Judgment	5. Testing of Tentative Judgment
6. Conclusion

This information is to accompany Activity Six of History 30 Unit One Activity Guide.

Student Information Sheet: Concept Map of Smoking Issue.

This information is to accompany Activity Six of History 30 Unit One Activity Guide.

Student Information Sheet: Cigarette Smoking: The Issues and Competing Viewpoints.

Sub-Issues within the Debate About Cigarette Smoking

The sub-issues following this format:

• Value Claim response to the sub-issue.
• Counter Value Claim response to the sub-issue.

Risks in the use of tobacco:

• Individuals are responsible for making choices about their own health.
• Governments have the responsibility to demonstrate and maintain good health practices.

Second Hand Smoking

• People have the right to smoke when and where they please.
• All public spaces must be available for everyone to use.

Addiction

• People have to be held responsible for their own actions.
• It is wrong to allow people to become addicted to something when it can be prevented.

Product Safety

• People must be responsible for the products they choose.
• Producers have a responsibility to produce and sell only safe products.

Advertizing

• It is the responsibility of the individual to be sceptical and critical of advertizing's message.
• Advertizing must not deliberately mislead people about a product.

Jobs

• It is wrong to destroy another person's job or business.
• Work and business should always be socially constructive.

Social Costs

• It is unfair to impose on the taxpayer the additional health costs of smoking.
• Smokers are humans and citizens and have as much right to prepaid health care as any other group.

Government

• In a free and democratic society, individuals have the right to make choices and must accept the consequences of those choices free from the interference of the state.
• The state has the duty to protect its citizens from dangerous substances.

This information is to accompany Activity Six of History 30 Unit One Activity Guide.

Student Worksheet: Factual Testing of Value Claims.

ARGUMENT A	ARGUMENT B
Risks in using tobacco:
Individuals are responsible for making choices about their own health. - People often do not know what is good for their health.	Governments have a responsibility to demonstrate and maintain good health practises. - Societies have demonstrated in other areas (programs of public education, compulsory vaccination, compulsory seatbelt use, etc.) that the general public health level affects the health of the individual.
* Therefore, people may not always make responsible choices about their health.	* Therefore governments do have an important role in guiding people on the smoking issue.
Second hand smoke:
People have a right to smoke when and where they choose.	There are many public spaces where all people may either have a requirement to go (schools, hospitals, work, etc.) or a desire to go (sports complexes, restaurants, etc.).
- Many people are allergic to smoke and find it offensive. - All parts of large public buildings are linked by a common ventilation system.	- All public spaces must be available for everyone to use.
* Therefore, smoking in public places infringes on the health and well-being of others.	* Therefore, most people do not have a choice about whether to use a public space or not.
Addiction
People have to be held responsible for their own actions. - Many people begin smoking and become addicted at a young age before they fully understand the implications of nicotine addiction.	It is wrong to allow people to become addicted to something when it can be prevented. - In the cases of seatbelts, and drinking and driving legal penalties forced people to change their behaviour.
* Therefore, it is important that people be prevented from becoming addicted before they are capable of this kind of responsibility.	* Therefore, it is justifiable for the state to pass laws restricting the right to smoke.
Product safety:
People must be responsible for the products they choose. - People can only be responsible when they have the knowledge that will allow them to make a knowledgeable choice.	Producers have a responsibility to produce and sell only safe products. - The dignity and safety of people is a fundamental assumption of Canadian law.
* Therefore, someone (the tobacco industry, government) has to give people enough knowledge to allow them to be responsible.	* Therefore, the producer of a product must be held responsible for the safety of their products.
Advertizing
It is the responsibility of the individual to be sceptical and critical of advertizing's message. - It has been demonstrated that advertizing cannot make people buy something they do not wish to buy.	Advertizing must never deliberately mislead people about a product. - The use of images can create within viewers of ads a sense that they lack something within their lives.
* Therefore, the purpose of advertizing is to compete for market share rather than new customers.	* Therefore, advertizing that relies on image rather than information is misleading
Jobs:
It is wrong to destroy another person's job or business. - Businesses were started and jobs were created when tobacco was a legal product (which it still is).	Work and businesses must always be socially constructive. - Jobs which are socially destructive over the long term cost the GDP of a nation more than they earn.
* Therefore, if society decides to change the rules after the fact, then it has a responsibility to compensate those who are losing a legal income.	* Therefore, a society cannot afford to support activities which clearly injure people.
Social costs:
It is unfair to impose on the taxpayer the additional health costs of smoking. - Statistics indicate that smokers over their life time are sick more often and for longer than are non-smokers.	Smokers are humans and citizens and have as much right to prepaid health care as any other group. - Many people who engage in risky behaviour (skiing, driving without seatbelts) are given prepaid medical care.
* Therefore, smokers should be expected to pay for their self-imposed illnesses.	* Therefore, smokers should not be singled out for special treatment.
Government
In a free and democratic society individuals have the right to make choices and must accept the consequences of those choices free from interference by the state. - Historical events such as prohibition have demonstrated that governments cannot force people to give up a behaviour they wish to engage in.	The state has a duty to protect its citizens from dangerous substances. - The state has been able to use its power to protect people in other circumstances (consumer legislation, prohibition, drinking and driving, etc.).
* Therefore, education is the best approach governments can use to change human behaviour.	* Therefore, the state does have a legitimate role in protecting people from the tobacco industry.

This information is to accompany Activity Six of History 30 Unit One Activity Guide.

Student Information Sheet: The Concept of Moral Testing.

The Need to Make Moral Choices

In our daily lives, we must make choices which involve questions of honesty, the treatment of other people, acting responsibly, etc. These are moral choices because they are about right and wrong. Moral choices are choices between what might be good for us personally and what would be good for others. We may want to do one thing, but we have doubts about whether we are doing the right thing. When a situation is morally doubtful, we have to have some basis for deciding what to do. Should an individualistic, personal point of view be taken? Should one always be "nice" and make sure that everyone else is satisfied? When should individuals look out for themselves and when should they be concerned about others?.

Moral Reasoning as the Basis for Making Moral Choices

The concept of moral testing provides guidance for making moral choices. It is based on a number of principles or criteria:

• I may not do something unless it is right for everyone to do that thing;

• I must be aware that my actions may be hurtful to others in some way;

• I must be willing and able before taking action to:

  • seek out all the information about the effect of my proposed actions on others;

  • imagine the consequences of my action(s) on others;

  • imagine myself in the place of another person in order to better understand the effect of my actions on that person;

  • seek advice from others;

  • test the moral reasoning I am using and reject it if it is faulty,

  • demand from others that they test their moral reasoning and reject it if it is faulty, and,

• After applying all of the above criteria, I must be resolved to carry out that which is morally correct and reject that which is morally wrong.

The Process of Moral Testing

All of the above principles can be summarized into four tests which can be used to determine whether a morally doubtful choice or an action should be taken.

In using the four tests there are three things that must be done before any of the tests are applied. The moral decision maker must:

• clearly understand the critical parts of the situation about which you are making a moral choice;

• make a preliminary value claim (choice); and,

• clearly lay out the reasons for your value claim.

When this has been done, then the moral tests may be applied (which may be applied in any order).

• The New Cases Test

This test holds that:

• you should be able to apply the same value claim to other similar situations.

• if you find in another case, it is not morally acceptable to make that value claim then it is not acceptable to make the claim in the first situation.

• if you find in another case it is morally acceptable, then your value claim has passed this test and you can look at other moral tests for further confirmation.

• The Role Exchange Test

This test holds that:

• before carrying out your value claim, you should imagine how another person who might be affected by your choice would react to your actions.

• you must imagine how you would react if some other person treated you the way you are thinking of treating them (remembering that another person might not accept everything you accept).

• the issue is not whether you "like" the treatment but whether the treatment is right for everyone.

• there may be circumstances where another individual may not like the treatment but it is clearly good for them, then the choice may be made for the other person. (A child not wanting to take the bad tasting medicine they need.)

• the critical issue is to clearly understand the consequences of the value claim for others and that the consequences are morally acceptable for everyone.

  • If they are not, then the value claim has failed the role exchange test.

  • If they are, then you are ready to move to the next test.

• The Universal Consequences Test

This test holds that:

• you must imagine what the consequences would be if everyone carried out the actions involved in your value claim;

• a value claim cannot be acceptable if the consequences of acting upon it are unacceptable.

• if it is wrong for everyone to act on a value claim, then it is wrong for anyone to act on that claim.

• if it is right for everyone to act on the value claim, then it has passed this test and is ready for the next test.

The Process of Evaluation

When you have finished the moral testing, you then have to decide what you have learned. There are some things to consider when evaluating the results of moral testing.

• No test takes precedence over another test so if a value claim fails any of the four tests, then the value claim needs to be reconsidered.

• In selecting which of the four tests to apply, it must be remembered that:

  • the most difficult test for any given situation should be applied;

  • not all cases apply to every situation;

  • the new cases, and the role exchange tests fit well for situations where an action will have negative consequences for one or more persons; and,

  • the universal consequences test suits situations where the effect of many people performing the action will have negative consequences for others.

• Tests should continue to be applied until you are satisfied that the toughest test has been applied.

Adapted from "Validating Moral Judgments by Principle Testing" Jerrold R. Coombs. Development of Moral Reasoning: Practical Approaches, Donald B. Cochrane, Michael Manley-Casimir Ed., New York: Praeger, 1980.

This information is to accompany Activity Six of History 30 Unit One Activity Guide.

Student Information Sheet: Applying Moral Tests to Everyday Situations

The Situation or Issue	The Universal Consequences Test	The New Cases Test	The Role Exchange Test
1. Should you be angry over receiving a ticket for jaywalking near your home?	What if everyone jaywalked in your neighbourhood? Who would care except for the police. It should not matter.	What if you were caught jaywalking on a busy freeway in a large city? Anyone who jaywalks in that situation deserves a ticket for being stupid.	How would you feel if the police showed up with your two year old brother/sister, who had been jaywalking? I would warn him/her of the dangers of jaywalking.
2. Should drinking and driving be allowed?	What if everyone..... If everyone drank and drove, the road would be a very dangerous place.	Is drinking and the control of complex machinery allowed in other places? Pilots are restricted from drinking 24 hours before flying.	How do you feel about sharing the road with drinking drivers. The police state that one driver in seven has been drinking.
3. Should families install the new V-Chip technology to block violent TV programming?	What if all families used this technology? It might change television programming.	How would this work in another situation such as the internet? There is no information.	How would you feel if your family did this? ?

This information is to accompany Activity Six of History 30 Unit One Activity Guide.

Student Worksheet: Moral Tests and Everyday Situations.

The Situation or Issue	The Universal Consequences Test	The New Cases Test	The Role Exchange Test
1. Borrowing your brother's or sister's clothes without asking. What is the acceptability of this action?	What if everyone.....	How would this work in another situation such as.....	How would you feel if...
2. A business mistakenly overpays you for something. What should you do?	What if everyone.....	How would this work in another situation such as.....	How would you feel if...
3. You are a fast driver and often drive over the speed limit. What is the acceptability of this action?	What if everyone.....	How would this work in another situation such as.....

This information is to accompany Activity Six of History 30 Unit One Activity Guide.

Student Worksheet: Value Claims and Moral Testing.

Value Judgment	Universal Consequences Test	New Cases Test	Role Exchange Test
Value A Judgment:
Value B Judgment:

Activity Seven

This lesson is to accompany Dialectical Thinking of Unit One History 30 Curriculum Guide.

Incorporating the C.E.L.s

• Independent Learning
• Critical & Creative Thinking
• Personal & Social Values & Skills

Concept Application Activity for: Dialectics, Criteria, Assimilation, Accommodation, Segregation, Annihilation, Decision making, Consequences, Issues, and Value claims.

This activity is intended to provide students with an opportunity to apply the dialectical reasoning process to historical events and issues. The dialectic focuses on the relationship among the peoples of present-day Canada, and during the contact and early colonial periods.

Knowledge Objectives

The student will:

• know that both the Europeans and the First Nations operated with differing sets of assumptions and practices surrounding key societal relationships;
• know that when two different societies come into sustained contact, the differences in the assumptions that surround key societal relationships, can shaped the interaction of the two peoples, and influence each society's worldview;
• know that the assumptions and beliefs of one society, surrounding those societal relationships, can conflict with the assumptions and beliefs of the other society;
• know that accommodation occurs when two or more cultures live side by side maintaining their own identity yet sharing specific aspects of each culture;
• know that assimilation occurs when a less powerful culture is merged with another dominant culture so that the identity of the less powerful culture is lost;
• know that the interaction between two peoples with evolve in response to a changing social, economic, and political environment; and,
• know that the history of Canada has, and continues to be shaped by the interaction among the many peoples of Canada.

Skills Development

The student will:

• practise developing and applying criteria as a basis for making value judgements;
• learn the skills of dialectical evaluation:
• gathering information;
• defining the issues within the information;
• defining the relevant viewpoints (value claims) for each issue;
• testing the viewpoints for factual accuracy
• synthesizing the tentative judgements;
• evaluating the tentative judgements by means of factual and moral testing;
• forming a judgement about the issues; and,
• learn to use the moral tests of:
  • role exchange;
  • universal consequences; and,
  • new cases.

Values Issues

The student will:

• learn that the outcome of any evaluation done is dependent upon the criteria selected as the basis for making judgements;
• learn that moral and ethical decision making depends upon using a rigorous logic;
• discuss whether the assumptions and practices of one society is in any way superior to the assumptions and practices held by other societies; and,
• discuss whether the practices and beliefs held by peoples in the past, can be "justly" evaluated by contemporary assumptions and practices.

Outline of the Activity

Step One

Note: Activity Seven of the Unit One Activity Guide, uses a contemporary issue to provide a detailed model of the dialectical evaluation process.

Indicate to the students that they will be engaged in a dialectical evaluation focusing on the concepts of assimilation and accommodation, and the application of those concepts to the contact and early colonial historical period.

Clearly articulate the topic (issue) that will be dialectically evaluated.

• Whether a policy of accommodation characterized the relationships among the peoples of present-day Canada, and during the contact and early colonial periods.

Provide the students with a clear definition of the concepts of assimilation and accommodation.

• Know that accommodation occurs when two or more cultures live side by side maintaining their own identity yet sharing specific aspects of each culture.
• Know that assimilation occurs when a less powerful culture is merged with another dominant culture so that the identity of the less powerful culture is lost.

Discuss contemporary examples of both concepts to clarify their meaning.

Discuss whether both concepts continue to influence contemporary Canadian society. The following questions could promote a class discussion:

• What are the societal expectations regarding conformity and social behaviour?
• What are the expectations of new immigrants to Canada in terms of behaviours and beliefs?
• Are there institutions that promote assimilation?
• Are there laws and assumptions that promote accommodation?
• How do these two concepts influence the continued well-being and unity of the Canadian nation?

Discuss how a society's worldview would influence how that society reacts towards other societies and peoples.

• Provide students with the Student Information Sheet: The Concept of Worldview and Social Contract, which provides the attributes of the concept of worldview.

Challenge the class with a number of hypothetical situations:

• If society X believes that it is superior, and better educated and more civilized than other societies and peoples, how will society X react towards other peoples?
• If society Y believes that the resources of the land belongs to those who have the willingness to expend the energy and costs, and possess the technological knowledge to "exploit" those resources, how will society Y react to the inhabitants of distant lands that possess valuable resources?

Step Two

Discuss with the students the concept of dialectical thinking.

• Note that dialectical thinking begins by understanding that most issues are complicated and often there are differing points of view surrounding the issue.
• Note that dialectics is not just an exercise in debating opposing points of view with the goal of "proving" the other side "wrong." It is rather a system that allows one to identify the merits of each viewpoint and evaluate each viewpoint's supporting arguments and evidence.

Step Three

Provide the students with the Student Information Sheet: Dialectical Evaluation Model, and the Student Worksheet: Dialectical Evaluation Model. The students can use the models as guides for their dialectical evaluation exercise.

1. Have the students articulate a clear and concise statement on the issue being evaluated.
   • Did a policy of accommodation characterize the relationships among the various peoples of North America, during the contact and early colonial period.

   Provide students with the Student Worksheet: Dialectical Evaluation On Policy During the Early Contact and Colonial Periods. It provides a model that could guide the class in their dialectical evaluation exercise.

2. Students should articulate Viewpoint A (Value Claim A) that contends that a policy of accommodation characterized relations among the various populations.

   e.g. A policy of accommodation characterized the relationships that evolved among the peoples during the contact and colonial period of Canadian history.

   Have the students articulate a clear statement of Viewpoint B (Counter Value Claim B). One possible example of Viewpoint B is the statement:

   • A policy of assimilation characterized the relationships that evolved among the peoples during the contact and colonial periods of Canadian history.

3. Have the students identify key factors, issues and questions that should be addressed in the evaluation process. What are the sub-issues?
   • Did the assumptions and practices embodied in the various societal worldviews, promote the policy of accommodation or assimilation?
   • Did the economic, political and social agendas of the specific populations, influence the "form" of the relationships that evolved among those populations?
   • Did the contemporary societal decision making processes promote or "work against" the policy of accommodation or assimilation?
   • What were the significant policies and/or government acts that governed relations between the peoples?
   • What significant events that were to influence relations between the peoples?

   Note: Students should select a set of key questions and issues that could be used to respond to both Viewpoint A and the counter value claim, Viewpoint B.

4. Students now have to provide evidence, arguments, and logicalities, that support the two viewpoints (value claims.)

   Provide the students with the following Student Information Sheets:

   • The Iroquoian Worldview.
   • The French Worldview.
   • The French Canadian Worldview.
   • The British Worldview.
   • French-British Contact
   • Challenges of Conquest.
   • The Royal Proclamation, and the Quebec Act.
   • The Constitutional Act of 1791.
   • The British Conquest and the First Nations.

5. The students can now proceed to state their tentative judgement for the particular viewpoint (value claim).
   • Remember, the statement should be a synthesis of the viewpoint's responses to the key questions/issues.

6. It is necessary to establish a criteria that tests the supporting evidence and claims.
   • Have the class establish a criteria that could be applied to the issue.

   The criteria could include:

   • evidence such as policy documents that supports the particular policy;
   • consequences of policies and beliefs that support or refute the policy of accommodation or assimilation;
   • the presence or absence of the attributes of the two concepts;
   • specific actions that support or refute the particular policy; and,
   • consistency of the policy with the society's worldview.

7. (Optional)

   During the introduction of the dialectical evaluation process to the students, teachers may wish to limit their introduction to the preceding steps of the process. They may wish to present the application of moral tests in a subsequent dialectical evaluation exercise.

   The students may wish to apply a number of moral tests to the judgments to the historical and contemporary application of policies of assimilation and accommodation..

   Provide the student with the Student Information Sheet: The Concept of Moral Testing.

   • The student groups could apply a number of the "consequence" tests such as new case test, the role exchange test, and the universal consequences test.

   The application of both a evaluation criteria and/or the applying of the moral tests to the tentative judgement may provide confirmation for your tentative judgement, or may cause you to re-evaluate the tentative judgement.

   Possible conclusions to the dialectical evaluation of the two viewpoints could be:

   • that one viewpoint is clearly is superior to the other viewpoint;
   • that both viewpoints are valid or effective within specific contexts or situations; or,
   • that a different viewpoint (value claim) is superior to the two viewpoints that were evaluated.

8. Optional Class Activity

   The class could also discuss the long-term consequences of those policies.

   • Would they alter their original policy recommendations in light of the long-term consequences of that policy?
   • Does the contemporary situation support or refute their policy choices?

   The class could focus a discussion on contemporary assumptions and practices surrounding the relationship among peoples within an increasingly diverse Canadian nation.

   One approach would have student groups adopt a specific policy orientation - either a policy of accommodation or a policy of assimilation.

   Each group's task will include:

   • prepare an argument that supports the policy option as the "right" policy for contemporary Canadian society;
   • indicate the probable consequences of implementing their policy option and the consequences of not implementing that policy option;
   • identify what "rights" both the members of the majority and minority cultures should enjoy.

   A debate could result from the group projects.

This information is to accompany Activity Seven of History 30 Unit One Activity Guide.

Student Information Sheet: The Iroquoian Worldview.

The Iroquoian worldview consisted of these basic beliefs:

Spiritual beliefs

• Every expression of life is part of an awesome order known as the Great Mystery.
• All human beings are sacred because each is an expression of the will of the Great Spirit.
• The sacred circle of life means that all life is equal and spiritual so that every part of nature must be used with respect.
• The earth is the mother of all and the spirit that governs it is feminine.
• All aspects of nature, the water, wind, animals, and humans, are equal in importance and possess the same rights as given by the Great Spirit.

Moral beliefs

• Indian society, beliefs, and ways are good when they obey the Great Spirit.
• Women represent reason, because it is they who produce and educate the child that becomes the adult.
• Women are the head of the household and, as such, are expected to give leadership to society.
• Men should show great physical courage as well as grace and obedience in carrying out their role as protectors of society.
• Personal behaviour, whether good or bad, will reflect on the entire community.

Economic beliefs

• The earth is a gift from the creator which cannot be owned or sold.
• Status was earned by those who could give away the most wealth.
• Trade and peace are the same thing.
• The benefits from trade and commerce should be shared among the members of the community.
• The resources of the land should be "exploited" only to meet the needs of the people, and not for personal gain.
• The land and the resources could not be "owned" by a person or people. People only had a "right" to use and protect those resources.

Social beliefs

• Freedom is the most prized possession and the preservation of freedom depends upon obeying the law and preserving the freedom of others.
• Society should be communal, cooperative, and sharing.
• Everyone has an equal place in the social circle and everyone protects each other and the society that gives so much.

Political beliefs

• Power should be diffused throughout society so that all may contribute.
• Political leaders should be held accountable to the people they represent.
• A societal consensus should be arrived at before a political policy or decision is applied.

This information is to accompany Activity Seven of History 30 Unit One Activity Guide.

Student Information Sheet: The French Worldview.

The fundamental beliefs of the seventeenth century French worldview were:

Religious beliefs

• Christianity is the one true religion.
• Obedience to God can best be demonstrated through obedience to God's representatives within society.
• It is the duty of all true believers to win the souls of unbelievers to faith in Christ.
• Because the Aboriginal Peoples do not know the teachings of Christ, they spend their lives in error and darkness.
• The Jesuits are the chief agents of God to establish a "new Jerusalem, blessed by God and made up of citizens destined for heaven" in New France.

Political beliefs

• Sovereignty is embodied within the Monarch who is responsible to God alone.
• It is the responsibility of the Church and the state to maintain an orderly society made up of people obedient to the will of God.
• The masses of the people need to be guided by an enlightened leadership, the monarch and the Church.
• A state that tolerates religious and other freedoms will become anarchic, ungovernable, and, therefore, sinful.

Economic beliefs

• A nation's international power is based on the accumulation of gold and that depends on having a trade surplus.
• The economic well-being of the state is dependent on securing essential raw resources and markets for the products derived from those raw resources.
• The nation should seek to become self-sufficient in terms of necessary economic resources, and not depend on other nations to furnish those essential resources.
• A trade surplus depends on building industry at home, a powerful merchant marine, and an overseas empire.
• When people adopt a settled, agricultural way of life they are more likely to become civilized and Christian.
• Anyone commits an injustice who takes from the Natives their right to the lands that God has located them on.
• If the French wish to have the Native as a friend, then they must be prepared to risk trading necessities with them.

This information is to accompany Activity Seven of History 30 Unit One Activity Guide.

Student Information Sheet: The French Canadian Worldview.

The French Canadians who lived in eighteenth century Quebec accepted these ideas as their fundamental beliefs:

Spiritual beliefs

The Church in New France believed that:

• The Church was more responsible to the Pope than it was to the King (government) in Paris.
• The Pope in Rome should, alone, define religious belief, practices and worship.
• The Catholic religion is the one true religion, and Protestants and non-Christians should not be allowed to live in the colony.
• There should not be any questioning of Church doctrine. The notions of scepticism, philosophical doubt, and worldliness which were affecting the Church in France should be rejected as a dangerous heresy.

Political beliefs

• It was widely accepted that loyalty to the Intendant and Governor meant accepting that they had the right to govern in place of the King.
• On the western frontier, initiative, independence, and a reckless and undisciplined courage was admired.
• Many in New France began to see themselves as distinct and were often resentful of French neglect, patronage, arrogance.
• The elites of Quebec clearly believed that representative government would be a serious mistake.
• The English colonies represented both an economic and political threat to the well-being of New France.

Economic beliefs

• The fur trade in New France was based on the belief that a centralized monopoly was necessary for its survival.
• Among the middle class, the years of war had made profiteering and earning a "quick buck" an acceptable practise.
• The English represented a significant threat to the economic well-being of New France's major industry, the fur trade.
• It was necessary to maintain "good" relations with the First Nations in order to secure the valuable furs.

Following the British Conquest:

• The elites in Quebec believed their best interest lay in working with the British colonial merchants to preserve and expand the fur trade wherever possible.
• Quebec was united in the belief that the maintenance of Quebec's fur trade mo