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.
|
| 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.
|
| 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.
|
| 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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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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. |
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1834 |
The Assembly of Lower Canada issues the Ninety-Two Resolutions which demand democratic reforms. |
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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. |
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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. |
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1841 |
Province of Canada formed by the Act of Union, joining Upper and Lower Canada. The principle of representation by population is not implemented. |
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1848 |
Responsible government achieved in Nova Scotia. |
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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. |
This activity is to accompany Society of History 30 Unit One Curriculum Guide.
Incorporating the C.E.L.s
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:
Skills Development
The student will:
Value Issues
The student will:
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.
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:
| ii. | the relationship between the members of a society and the societal decision making processes that impact their lives; |
Key issues/questions:
| iii. | the relationship among the members of a society; |
Key issues/questions:
| iv. | the relationship of a society towards other societies. |
Key issues/questions:
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:
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.
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:
Worldview: Critical Attributes
A worldview must contain a description of reality.
Social Contract: Critical Attributes
A social contract must contain an agreement between the members of a group which:
This activity is to accompanyDialectical Thinking of History 30 Unit One Curriculum Guide.
Incorporating the C.E.L.s
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:
Skills Development
The student will:
Values Issues
The student will:
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.
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.
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 will respond to the following question:
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.
This activity is to accompany Constitution of History 30 Unit One Curriculum Guide.
Incorporating the C.E.L.s
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:
Skills Development
The student will:
Values Issues
The student will:
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.
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.
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.
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:
Have the class compare/contrast the societal decision making assumptions and practices held by the Iroquois Confederacy with those held by:
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.
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."
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.
The Great Law indicated the procedure for the selection of leaders and decision making processes including:
Provisions within the Great Law encouraged public participation in societal decision making.
Leadership was accountable to a degree not paralleled in contemporary Europe.
The sovereignty of Confederacy, as a whole, and of its member nations, were addressed in specific provisions of the Great Law.
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 "inclusive" decision making system of the Iroquois Confederacy contrasted the decision making model adopted by the European powers.
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.
This activity is to accompany Land of History 30 Unit One Curriculum Guide.
Incorporating the C.E.L.s
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:
Skills Development
The student will:
Value Issues
The student will:
Outline of the Activity
Step One
Present the students with a number of geographic realities such as:
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."
Discuss how geographic and climatic realities have "shaped" the lives of the people of the prairie region.
Step Two
Have the students generate examples of major contemporary environmental issues.
Discuss how recent environmental issues and challenges are changing how Canadians "view" the environment.
Those issues/questions are:
Step Three
Discuss how technology has changed the relationship of Canadian society to the land and its resources.
Provide students with a number of historic and contemporary events and issues.
Have students select one of the geographic realities and investigate how the application of technology has "impacted" that particular reality.
Optional Activity
Have the students engage in a discussion/debate focusing on the issue of the impact of technology on the environment.
This activity is to accompany Land of the Unit One History 30 Curriculum Guide.
Incorporating the C.E.L.s
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:
Skills Development
The student will:
Value Issues
The student will:
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.
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? |
| ii. | Ownership aspect of the land. Who controls the resources? |
| iii. | Reasons for the exploitation of the resources |
| iv. | Who determines the exploitation practices? |
| v. | How does the society view the "rights" of other peoples and societies to the resources of the land? |
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.
Provide the students with Student Worksheets: Societal Paradigms of the Land.
They are to provide the assumptions and beliefs of the following peoples/societies:
Assign groups of students to focus on one of the societies/time periods.
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.
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:
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? | ||
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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? | ||
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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? |
This lesson is to accompany Change of Unit One History 30 Curriculum Guide.
Incorporating the C.E.L.s
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:
Value Issues
The student will:
Outline of the Activity
Step One:
Discuss with the students some contemporary issues that cause controversy within Canadian society.
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.
Discuss with the students the concept of viewpoint (value claim):
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.
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.
Using the issue of cigarette smoking, have the students "brainstorm" and identify elements of the debate that surround the issue of cigarette smoking.
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:
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.
Indicate opposing viewpoint (value claim) on the issue.
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?
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.
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 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:
One method of testing the accuracy of the supporting statements is to test them against reality.
For example, one viewpoints might state that individuals are responsible for making choices about their own health.
Another example could be the view that governments have the responsibility to demonstrate and maintain good health practices.
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.
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:
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
|
3. Supporting Evidence
|
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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.
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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.
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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.
The tests include:
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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.
The tests include:
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6. Conclusion
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This information is to accompany Activity Six of History 30 Unit One Activity Guide.
Student Worksheet Sheet: Dialectical Evaluation Model.
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1. Question:
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2. Viewpoint A (value claim)
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2. Viewpoint B (claim) |
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3. Supporting Evidence
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3. Supporting Evidence |
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4. Tentative Judgment
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4. Tentative Judgment |
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5. Testing of Tentative Judgment
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5. Testing of Tentative Judgment
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6. Conclusion
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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:
Risks in the use of tobacco:
Second Hand Smoking
Addiction
Product Safety
Advertizing
Jobs
Social Costs
Government
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: | |
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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.). |
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- 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 | |
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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: | |
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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 | |
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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: | |
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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: | |
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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 | |
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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:
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:
When this has been done, then the moral tests may be applied (which may be applied in any order).
This test holds that:
This test holds that:
This test holds that:
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.
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
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The Situation or Issue |
The Universal Consequences Test |
The New Cases Test |
The Role Exchange Test |
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1. Should you be angry over receiving a ticket for jaywalking near your home? |
What if everyone jaywalked in your neighbourhood?
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What if you were caught jaywalking on a busy freeway in a large city?
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How would you feel if the police showed up with your two year old brother/sister, who had been jaywalking?
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2. Should drinking and driving be allowed?
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What if everyone.....
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Is drinking and the control of complex machinery allowed in other places?
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How do you feel about sharing the road with drinking drivers.
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3. Should families install the new V-Chip technology to block violent TV programming? |
What if all families used this technology?
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How would this work in another situation such as the internet?
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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.
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The Situation or Issue |
The Universal Consequences Test |
The New Cases Test |
The Role Exchange Test |
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1. Borrowing your brother's or sister's clothes without asking.
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What if everyone..... |
How would this work in another situation such as..... |
How would you feel if... |
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2. A business mistakenly overpays you for something.
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What if everyone..... |
How would this work in another situation such as..... |
How would you feel if... |
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3. You are a fast driver and often drive over the speed limit.
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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.
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Value Judgment |
Universal Consequences Test |
New Cases Test |
Role Exchange Test |
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Value A Judgment:
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Value B Judgment:
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This lesson is to accompany Dialectical Thinking of Unit One History 30 Curriculum Guide.
Incorporating the C.E.L.s
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:
Skills Development
The student will:
Values Issues
The student will:
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.
Provide the students with a clear definition of the concepts of assimilation and accommodation.
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:
Discuss how a society's worldview would influence how that society reacts towards other societies and peoples.
Challenge the class with a number of hypothetical situations:
Step Two
Discuss with the students the concept of dialectical thinking.
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.
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.
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:
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.
Provide the students with the following Student Information Sheets:
The criteria could include:
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 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:
The class could also discuss the long-term consequences of those policies.
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:
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
Moral beliefs
Economic beliefs
Social beliefs
Political beliefs
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
Political beliefs
Economic beliefs
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:
Political beliefs
Economic beliefs
Following the British Conquest:
Social beliefs
This information is to accompany Activity Seven of History 30 Unit One Activity Guide.
Student Information Sheet: The British Worldview.
The British in the eighteenth century accepted these ideas as their fundamental beliefs:
Spiritual beliefs
Political beliefs
Economic beliefs
This information is to accompany Activity Seven of History 30 Unit One Activity Guide.
Student Information Sheet: French-British Contact.
Life on the North American frontier was difficult for the Europeans who had migrated to North America in the century and a half before the conquest of Quebec.
The great difference between France and New France was the wilderness.
After years of small battles fought against the French and the Indians on the frontiers, Britain and the Thirteen Colonies were finally able to coordinate their efforts and defeat New France. Once the conquest in 1759 had been completed, a different set of problems developed for Britain and the Colonies.
The fundamental issue was how should the French empire in North America be carved up and who would control it?
Finally, there was the issue of governing a colony made up of 65 000 Québécois who were Catholic, spoke a different language, and had different political and economic institutions.
After the Conquest, 65 000 Québécois remained in Quebec even though they faced many risks in living as a conquered people. They were mostly interested in continuing with their lives in the New World. If the Church and the Western fur trade were to continue, they would be satisfied.
The British Governors Murray, Carleton, and Haldiman after they had governed Quebec for a time all came to like the paternalistic-authoritarian society that had been created in New France. It agreed with their aristocratic, military assumptions. So, when it came time to recommend and implement policy they were sympathetic to the Quebec elite's point of view.
Many of the British businessmen, who moved to Quebec, soon became involved in the fur trade. They found it profitable to adopt the fur trade infrastructure and the knowledge and contacts of the Coureurs de Bois. If anything, the British owners wished to expand it. Everyone in Quebec continued to support the notion that furs and their profits should continue to move down the St. Lawrence rather than through either the Hudson River or the Hudson Bay.
The political problem for the British was two fold.
The British, who were concerned about becoming involved in a long and expensive war against the First Nations, leaned toward the Quebec point of view which was that the fur trade monopoly remain in place, the Ohio country remain part of the Quebec colony, and the status quo be retained in Quebec society.
This information is to accompany Activity Seven of History 30 Unit One Activity Guide.
Student Information Sheet: Challenges of Conquest.
In the aftermath of the British conquest, between two and three thousand people moved to France. Most were administrators, merchants, and military persons. The great majority of the colonists remained. Most had been born in Canada and had little choice but to accept the fact they were now British subjects. Remembering the fate of the Acadians, there was little was no resistance to the British takeover in Quebec.
The colony remained under military rule and occupation unit 1764. The governor, James Murray, kept the occupying British military forces under strict discipline, while pursuing a lenient policy towards the conquered population. Murray introduced a form of military government that resembled the old French regime. He governed with an appointed council and subordinates in the three jurisdictions of Quebec, Trois-Rivières, and Montreal. The transition to British authority was eased by the fact that the chief military officers all spoke French, and French laws were respected. Murray granted new commissions to former militia captains, and most of them adequately performed the required duties.
The British mistrusted the Roman Catholic Church and particularly, the Jesuits. The capitulation agreement stipulated that only the parish priests and female religious orders could continue their activities. Male religious order were forbidden to recruit new members. However, Murray recognized the critical role of the church played in the social and spiritual life of the colony. Therefore, he provided monetary assistance to the parish priests and female orders. He also assisted in the consecration of a new bishop for the colony.
Murray relied on the Church to perform necessary social services. He expected the priests to council their flocks to submit to the new British government. Many church leaders realized that their fate depended on the goodwill of the British authorities, and were prepared to work with the British.
The economic crisis induced by a generation of warfare represented the greatest challenge for the new British government in Quebec. The French merchants that chose to remain had difficulty competing against the newly-arrived British and New England merchants. The new British population, although under one thousand in number, had the connections, the capital, and the competitive edge over their French rivals. Most of the remaining French Canadian merchants faced bankruptcy as the result of the economic crisis that had developed during the long years of warfare.
The policies of Murray and the behaviour of the occupying forces, impressed the local populace. The British military paid hard cash for the supplies it commandeered, and when there were shortages of essential supplies in the colony, the British made the army stores available for the local population.
This information is to accompany Activity Seven of History 30 Unit One Activity Guide.
Student Information Sheet: The Royal Proclamation, and the Quebec Act.
The Royal Proclamation of August 1764 served as the foundation of government for the new British colony of Quebec. Under the Proclamation, the British made little attempt to accommodate the cultural differences of its new subjects. Quebec was to become a colony like all other British colonies in North America. It was to be ruled by an governor advised by an appointed council and an elected assembly. British law would be introduced and justices of the peace appointed at the local level. Roman Catholics were denied political rights under British law, so only the few hundred Protestants in the colony would be eligible to vote and hold public office. It was hoped that the Catholic populace would be gradually "anglicized."
Murray and his successor, Sir Guy Carleton, quickly realized that British institutions were not suited to the newly conquered colony. Murray eased tensions by allowing Roman Catholics to practise law and serve on juries. In an effort to prevent the British minority from using its power to exploit the Canadians, Murray postponed calling an assembly. That annoyed the English merchants and Murray was recalled in 1765.
Some elements of French Canadian society were put in jeopardy by the application of British institutions. The seigneurs, although retaining their estates, lost many of their privileges. They lost income derived from their military and political offices.
Canadian merchants also faced difficulties in the attempts to adjust to the British mercantile system. British merchants usually had the upper hand in securing military contracts, credit, and cargo space. British merchants in Montreal also quickly gained primacy in the fur trade. While Canadian personnel remained valuable as guides, interpreters, and labour, in the fur trade, they no longer commanded the posts or determined trade policy.
Sir Guy Carleton arrived in Quebec in 1766. He soon adopted the views of Murray. Carleton was well aware of the growing animosity between Britain and the Thirteen Colonies. Carleton wanted to ensure that the Canadians would not join the Thirteen colonies in a possible future rebellion against Britain. The conquered Canadians could become loyal British subjects if their culture, religion and language were protected.
Carleton's views were reflected in the Quebec Act of 1774. The Act was designed to strengthen the traditional elites in the colony. It was based on the belief that those elites would ensure the loyalty of the masses in time of war. To that end, the tithes of the church were guaranteed, the seigneurial system was legally recognized, and French civil law was reintroduced in the colony. English criminal law would remain in force.
The status of the colonial elite was enhanced by the decision to permit Roman Catholics to participate in colonial government. Under the Quebec Act, the colony was to be ruled with the advice of an appointed council rather than an elected assembly. Canadians could be appointed to the council, but all councillors would serve at the pleasure of the governor. There would be no elected assembly that could voice opposition to the political establishment.
The Quebec Act also dramatically increased the size of the colony. Quebec's borders were extended southwest into the Ohio territory, eastward to include Labrador, and north to the borders of Rupert's Land. Strategic interests influenced the move to expand the colony's borders.
By 1744, the British had largely reestablished the old regime in Quebec. Their reasons for doing so were practical. With another was in North America a virtually certainty, it was important to ensure the security of this strategically located and potentially rebellious colony.
The seigneurs and clerical leaders were pleased by the restoration of their traditional privileges, but the other segments of Quebec society were less enthusiastic. The English, Protestant merchants resented the loss of their democratic right to an elected assembly that they could dominate. The habitants resented the continuance of the privileges given to the seigneurs and Church.
This information is to accompany Activity Seven of History 30 Unit One Activity Guide.
Student Information Sheet: The Constitutional Act of 1791.
The Act divided the colony of Quebec into Upper and Lower Canada. In Upper Canada, the English-speaking Loyalists formed the majority of the population. Upper Canada would be governed by British laws, including freehold land tenure. Lower Canada would have an overwhelmingly French-speaking population.
The Constitutional Act represented an attempt on the part of the British to balance monarchial, aristocratic, and democratic principles. The sole concession to democracy in the Act was the creation of a House of Assembly in both Upper and Lower Canada, The Assemblies would be elected by all qualified voters every four years. Any internal taxes levied in a British colony had to be approved by the elected representatives of the people. There would be "no taxation without representation."
Voting privileges followed the British practice. Although there were property qualification attached to the right to vote, most males in the colonies qualified to vote. A special oath of allegiance was devised to permit Roman Catholics to vote and hold public office, thus extending the civil rights guaranteed to French Canadians and other Roman Catholics in the Quebec Act.
Under the Constitutional Act, the powers of the assemblies were constrained by the institutions representing the monarchy and aristocracy. The monarchy was represented by the governor who acted on behalf of the Crown.. The governor appointed individuals to the legislative council, which could introduce its own bills and veto all bills originating in the assembly. Because the members of the legislative councils held office for life, were granted huge tracts of land, and under the Constitutional Act were even eligible for titles, there were clearly meant to be become the new colonial aristocracy.
The powers of the governor added even more control over the assemblies. A governor could withhold consent from a bill passed by the assembly or could reserve it for consideration by British authorities. He could also dismiss an assembly whose policies he did not like.
The governor was to also appoint executive councils to advise min on colonial matters. The men chosen to serve on the executive councils tended to hold office for life. Although the responsibilities of the executive councils were not defined in the Constitutional Act, executive councillors acted as advisors to successive governors and were consequently in a position to exert an enormous influence on colonial policy.
Other aspects of the Act also strengthened the appointed authorities at the expense of the elected assemblies. One-seventh of the land in every township was reserved for the "support and maintenance of a Protestant Clergy." It was intended that in Upper Canada, there would be an established church, most likely, the Church of England.
This information is to accompany Activity Seven of History 30 Unit One Activity Guide.
Student Information Sheet: The British Conquest and the First Nations.
Britain emerged from the Seven Year's War as the dominant European power in North America. The transfer of New France to British control was as traumatic for the First Nations as it was for the French Canadian population of the former New France.
With the ending of the British-French rivalry, the First Nations could no longer play one side against the other to their advantage. With less competition in the fur trade, the price of furs declined, as did the quality of the European goods the First Nations received in return for the furs.
Britain was aware of the dangers associated with allowing each colony to pursue its own policies towards the First Nations. The British were particularly aware of the dangers to the peace and stability of the region, represented by the Anglo-American land-hungry settlers and speculators. The government in London did not desire to continue the costly wars with the First Nations. To accomplish that goal, in 1755, the British government established an Indian Department to co-ordinate the imperial policy on Aboriginal peoples.
Britain's new policy was first implemented in Nova Scotia. The Malecite and Passamaquoddy made peace in 1760 as did the Mi'kmaq in 1761. The British authorities used the peace treaties as occasion for considerable pomp and ceremony. The colony's governor, and the colonial political, civilian and religion leadership, were all present. Following the ceremonial burying of the hatchet, the chiefs signed treaties, one for each band, renewing the peace agreements made in 1726.
The Royal Proclamation of 1763 was a further manifestation of Britain's new policy towards the Aboriginal peoples. The Proclamation set out the policy for governing the newly acquired territories and for relations with the First Nations. Canada was reduced in size and renamed Quebec. The eastern part of the colony was place under the jurisdiction of Newfoundland, while the interior region west of the Allegheny Mountains, was declared to be "Indian territory."
According to the Proclamation, any lands that had "not been ceded to or purchased" by Britain, were reserved the "Indians." The British strictly forbade settlers and speculators from making any land purchases in the Indian Territory. If First Nation members desired to sell their land, they could do so only through the British Crown.
Many First Nations were facing deprivation and starvation. However, the fur trade was severely restricted. Only those who held a licence from the governor could trade with the First Nations in the Indian territory. Trade was also confined to a limited number of designated trading posts, and the practise of annual gift giving was abandoned. The British fur trade policies reduced trade and resulted in a reduction in the number of guns and ammunition obtained by the First Nations. That shortage brought particular hardship to the First nations who had come to depend on them.
Encouraged by French traders still within the interior, the First Nations prepared to strike at the hated British. During the spring of 1763, a border war erupted.
Led by the Ottawa chief, Pontiac, the First Nations were able to capture most of the posts in the upper Mississippi and Ohio River basins and killed over two thousand settlers. It took British forces nearly two years to regain control of the region.
By the late 1760s, there were numerous clashes between encroaching settlers and the First Nations. The Anglo-American frontier dissolved into chaos. Britain decided that it needed to regain control over the region. The Ohio region was to be placed under the jurisdiction of Quebec in 1774.
This information is to accompany Activity Seven of History 30 Unit One Activity Guide.
Student Worksheet Sheet: Dialectical Evaluation On Policy During the Early Contact and Colonial Periods.
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1. Question or Issue Did a policy of accommodation characterize the relationships among the various peoples of North America, during the contact and early colonial period. | |
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2. Viewpoint A (value claim) A policy of accommodation characterized the relationships that evolved among the peoples during the contact and colonial period of Canadian history. |
2. Viewpoint B (value claim)
A policy of assimilation characterized the relationships that evolved among the peoples during the contact and colonial period of Canadian history. |
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3. Supporting Evidence
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3. Supporting Evidence
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4. Tentative Judgment An approach of accommodation in developing relationships among peoples, best served the various peoples during the contact and early colonial period of Canadian history. |
4. Tentative Judgment An approach of assimilation in developing relationships among peoples, best served the various peoples during the contact and early colonial period of Canadian history. |
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5. Testing the Viewpoint Judgment i. Check the terms of the Royal Proclamation, the Quebec Act, and the Constitutional Act, and Lord Durham's Report to see if the claims reflect the specific terms of the appropriate Act. ii. Review the worldviews of the colonizing Europeans to see if aspects of the worldviews are consistent with a policy of accommodation.
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5. Testing of Viewpoint Judgment i. Check the terms of the Royal Proclamation, the Quebec Act, and the Constitutional Act, and Lord Durham's Report to see if the claims reflect the specific terms of the appropriate Act. ii. Review the worldviews of the colonizing Europeans to see if aspects of the worldviews are consistent with a policy of assimilation.
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7. Conclusion
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This lesson is to accompany Constitution of Unit One History 30 Curriculum Guide.
Incorporating the C.E.L.s
Concept Application Activity for: Worldview, Decision making, Paradigms, Colonization, and Consequences.
Knowledge Objectives
The student will:
Skills Development
The student will:
Values Issues
The student will:
Outline of the Activity
Step One
Discuss how a society's assumptions and practices towards other peoples and societies will influence how that society reacts towards its own members and towards other societies.
Review the decision making processes that operated within the colonies.
Contrast with the decision making paradigms that prevailed in seventeenth and eighteenth century Europe with those operating within the Iroquois Confederacy.
Contrast the position and status of women within the Confederacy to the position and status of women in New France.
Have the class focus on the issue of how the European assumptions and practices translate into attitudes and actions towards the First Nation peoples?
This activity is to accompany Change of Unit One History 30 Curriculum Guide.
Incorporating the C.E.L.s
Concept Application Activity for: Change, Worldview, Social contract, Accommodation, Assimilation, Relationships, and Expectations.
Knowledge Objectives
The student will:
Skills Development
The student will:
Values Issues
The student will:
Outline of the Activity
Step One
Note that contemporary Canadian realities are the product of a steady accumulation of change that has occurred throughout the nation's history.
Discuss some of the significant changes that have occurred in Canadian history.
Discuss with the students that challenge of governing societies that are composed of many interest, ethnic/cultural groups.
Review the concepts of worldview and social contract, and discuss how those concepts influence how a people will relate to other peoples.
Note that a worldview acts as a template that provides people with a set of beliefs about dealing with reality, creates expectations and provides meaning to life.
Note that within a society, a social contract emerges that explicitly defines expectations with laws, rules, and regulations and implicitly defines values and norms.
Step Two
Note that following the Seven Years' War, Britain controlled virtually all of North America. It had to institute policies that would accommodate the major populations in North America - the First Nations, the American colonists, and the francophone population of newly-acquired Quebec.
Following the American Revolution, the British had to evolve policies that would accommodate the populations of British North America - including the Loyalists, the francophone population of Quebec, and the First Nations.
Discuss the changes that were necessitated by the arrival of the Loyalists following the American Revolution.
Have student groups, representing each of the groups, prepare agendas that secure the well-being of their groups. The agendas would include economic, cultural, and political goals; rights associated with decision making; and the relationship with Great Britain.
Have one group of students construct the worldview of the Loyalist population that arrived in British North America. In particular, have the students identify the Loyalist assumptions that surrounding:
Another group of students could construct the worldview of the French Canadian populace of Quebec.
Another group can construct the worldview of the Mohawk people who migrated to British North America following the American Revolution.
A fourth group would represent the British Government, and attempt to develop a set of policies that would accommodate each and all of the populations.
All the groups will indicate the "goals" of their respective populations that they would require in any new social/political contract that evolved.
Step Three
The groups could come together in a conference setting and attempt to achieve consensus on a new social and political contract that addressed the needs and goals of each of the populations.
Have the class compare their agenda (social contract) with the British response to the changing realities brought about by the American Revolution and the arrival of the Loyalists and their First Nation allies in British North America. Have the class examine the Constitutional Act of 1791.
Step Four (Optional)
If the class has been able to achieve a consensus, have them engage in a dialectic exercise that compares their "solution" with the actual policies implemented by the British Government.
This information is to accompany Colonial Decision Making of Unit One History 30 Curriculum Guide.
Student Information Sheet: The War of 1812: Resistance and Survival.
The creation of the new United States was to influence British North American political and economic decision making processes.
Relations between Britain and the United States following the American Revolution were strained.
The causes of the War of 1812 had little to do with British North America. The points of contention were largely between Britain and the United States. There existed a number of point of contention between Britain and the United States which contributed to the outbreak of the War of 1812.
The actions of the British navy in boarding American vessels in search of British navy deserters.
The status of the continent's interior was not totally clear at the end of the American Revolutionary War. The U.S. had suspicions that Britain was to create an Amerindian territory bo serve as a buffer between its colonies and the United States and to frustrate expansion of American sovereignty. British fur traders had not totally abandoned their activities in the interior.
First Nation resistance to the expansion of American settlement into the Northwest was seen by many Americans as proof of British complicity.
The mistrust and "fear" that Loyalists held towards the United States seemed to be "justified" in the early years of the nineteenth century. Hostilities were to mark the first significant event between the new United States and the British Colonies.
The British colonies were to become quickly involved at the outbreak of the War of 1812.
Many Americans felt that conquering the such sparsely populated areas as Upper Canada would be relatively easy.
The British victory over Napoleon, in early 1814, strengthened the British position. Britain could now transfer more men and supplies to North America. In December 1814 the two sides agreed to a treaty that restored the status quo before the war and referred all outstanding issues to a commission.
The American attempt to conquer British North America in 1812, reinforced the fear and suspicion of American ideals and intentions among the Loyalist population.
Relations between Britain and the U.S. were relatively calm following the end of the 1812 War.
This activity is to accompany Decision Making of Unit One History 30 Curriculum Guide.
Incorporating the C.E.L.s
Concept Application Activity for: Decision making, Accountability, Responsible government, Tory, Reformer, and Tactics.
This concept application activity allows students to gain a greater understanding of the concept of responsible government. They have the opportunity to gain an understanding, through role playing, of the events and situations that led to the implementation of responsible government.
Knowledge Objectives
The student will:
Skills Development
The student will:
Values Issues
The student will:
Outline of the Activity
Step One
Discuss the causes of the rebellions in both Canadas in 1837.
Focus on the issue of decision making. Provide the students with the Student Information Sheet: Causes of Discontent in Upper Canada.
Note the there existed two general views of how decision making should occur within the colonies. The two views were articulated by the Tories and the Reformers. Review the societal paradigms of both the Tories and the Reformers.
Provide the students with the Student Information Sheet: Nineteenth Century Government and Decision Making in British North America.
Inform students that they will be role-playing as members of the various political groups that were involved in political decision making before the rebellions of 1837.
Assign specific students certain roles:
Step Two
Members of the Assembly should make a list of all the causes of discontent felt by the citizens of the colony. Make a list of the ways in which the members of the Assembly might bring about reform.
The governor and the councils are opposed to the proposed Bill to Abolish the Clergy Reserves, and the Bill fails to receive the approval of the governor and the councils. Therefore, the wishes of the elected representatives of the people have not been carried out.
When the Bill fails to receive approval, what choices for action are left to the members of the Assembly and the citizens of Upper Canada?
Step Three
Review the major recommendations of Lord Durham's Report. Note that the implementation of responsible government occurred in 1849.
Review with the students the Rebellion Losses Bill, which became the issue that led to the implementation of responsible government in the Canadas. Provide the students with the Student Information Sheet: The Achievement of Responsible Government - The Rebellion Losses Bill.
Have the class focus on the implementation of responsible government changed the political decision making process.
Have the class define the key attributes that have to be present, in national and societal decision making, to ensure that governments are responsible and accountable. Note the key elements of responsible government:
Have the students construct concept maps that describe the relationships among the different bodies of government and the people, before the implementation of responsible government, and after the implementation of responsible government.
Step Four
Have the class focus on several contemporary issues concerning the ability of the people to influence the political decision makers. Members of the class could be assigned to produce reports or an analysis on each of the questions.
This information is to accompany Activity Ten of Unit One Activity Guide and United Empire Loyalists of the Unit Two Curriculum Guide.
Student Information Sheet: Causes of Discontent in Upper Canada.
1. Governance in the Colony
Each British colony had an Assembly of elected colonists. The colony was divided into voting districts, and each district elected a representative to the Assembly. At Assembly meetings, the elected representatives made plans for the colony. These plans were called bills. A bill could only become law if it had obtained the approval of the governor and his councils. There were two councils - executive and legislative councils, whose members were appointed by the governor. Often the governor and the councils did not approve the Assembly's bills and could simply toss the bills aside and ignore the wishes of the Assembly. Nothing became law without the consent of the governor and the councils. The population that elected the Assembly only "helped" to make laws. The real power was in the hands of the governor and the councils.
The governor always appointed the councils from among the judges, clergy, bankers, lawyers, military officers, and leading business people in the colony. Since the councils were chosen and not elected, they did not necessarily worry about carrying out the wishes of the people.
2. The People who Ruled the Colony
The governors were always men and came from Britain as the personal representative of the monarch. Usually the governors came to North America for a short period of time and were unfamiliar with local issues and conditions in the colony. The governors came to depend on the advise of the people in the councils. The council members were always members of the wealthy elite. Most often they were members of United Empire Loyalist families who had lived in the colony for many years. They were often close friends and often related. They thought that because they were wealthy and better educated, they were much better able to govern the colony than ordinary people were.
One member of the Family Compact was John Strachan. Strachan, who later became the Anglican bishop of Toronto, believed that the Anglican Church should have special privileges and position in the colony. Until 1831, only Anglican clergy were licensed to perform marriages even though the majority of the population belonged to other churches.
3. Land Issue
The best farming land was often given to members of the Family Compact or their friends. Executive and legislative councillors and their families controlled 75,000 ha of land in Upper Canada. The result was that less than one-tenth of land in the colony was cultivated and producing crops. Most of the best farmland in Upper Canada was in the hands of people who had neither the skill nor the intention to farm it. They were simply waiting for the land to go up in value so they could sell it at a profit.
Farmers also objected to the government practice of granting one-seventh of all surveyed land to the Anglican Church. These huge tracts of land became known as "Clergy Reserves." Other religions such as Methodists and Presbyterians were not given equal grants. Farmers complained that the church lands were felt uncleared for years while new settlers had to be content with poorer land.
4. Transportation Issue
Farmers needed road to get their products to market and the roads in Upper Canada were inadequate. Many were impassable. The government, however, did spend large amounts of tax money building canals which benefited the merchant members of the Family Compact and their business friends. One of their special projects was the Welland Canada which made passage from Lake Erie to Lake Ontario possible. A large grant of free land and huge sums of money were loaned to the private business people who undertook the Welland Canal project.
To the farmers it seemed that government granted money toe everyone one but them. It was almost impossible to borrow money to buy land, improve their farms, or buy new farm implements. Bankers and merchants grew prosperous while farmers struggled.
5. Special Privileges for a Few People
The governor had the right to appoint all officials. He selected the members of the councils, judges, sheriffs, and justices of the peace. Coroners, customs officers, postal officials, immigration officers, and Indian affairs officials, were also named by the governor. As head of the military, he appointed 1500 officers. He could make land grants and spend crown money for pensions to reward faithful supporters.
The governor relied heavily on the advise of the council members when naming people to various positions. It was said that no one could obtain a government job unless they were a member or a friend of the Family Compact. Most farmers and political opponents of the Family Compact received no such privileges or employment opportunities.
This information is to accompany Activity Ten of Unit One Activity Guide, and Colonial Decision Making of Unit One Curriculum Guide.
Student Information Sheet: Nineteenth Century Government and Decision Making in British North America
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Colonial Government After the Achievement of Responsible Government
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This information is to accompany Activity Ten of the Unit One Activity Guide, and Representative Government of Unit One Curriculum Guide.
Student Information Sheet: Rebellion in Lower Canada
During the early 1830s, a growing reform movement developed in Lower Canada. As in Upper Canada, there existed grievances against colonial decision making process that allowed the governor and his councils to govern and not be accountable to the general public. However, the presence of two linguistic populations, each with a distinct culture, complicated matters.
Most of the population was francophone and Catholic and dominated the elected Assembly. The members of the assembly were chiefly concerned with protecting the French language, their culture and their traditionally agricultural life. However, the members of the Councils who largely came from the English-speaking commercial sector, cared little about protecting the French language, Catholic religion or the concerns of francophone farmers. They were more concerned with spending public funds to improve the transportation system. An improved transportation system would improve their commercial activities. The governing elite became known as the "Chateau Clique."
The issue of land strained relations between the two populations. The francophone population was increasing and there were fears that there would not be sufficient farming land for the expanding population. At the same time, a large number of English-speaking people moved to Lower Canada and settled in the Eastern Townships, near the America border. French Canadians saw the English-speaking population taking all the land.
The English-speaking population in the urban centres were largely involved in businesses. Their agenda included building roads, canal, bridges, and banks. They encourage more English-speaking people to move to the cities of Lower Canada. French Canadians began to fear that they would be soon swamped by the growing Anglophone population.
Louis-Joseph Papineau was the leader of the French-speaking majority in the Assembly. Under his leadership, the Assembly in 1834, issued the 92 Resolutions which listed complaints against the governor and the councils. The Assembly stated that it would vote against taxes being collected from the people. That meant that government officials would not collect their salaries. Also, the building of bridges and roads would stop. Papineau also suggested a boycott of the businesses of the English merchants until the governor addressed the Assembly's complaints.
Reform of the system did not occur and an increasingly frustrated reform movement suggested that the political system needed radical changes. Some reforms suggested that the American system of government would be the best system for Lower Canada. That suggested frightened moderate reformers and drew the criticism of the Catholic Church. The Church urged French Canadians not to engage in any violence.
In the fall of 1837, a number of Papineau's followers took up arms against the government. The rebellion started on November 6th. Papineau and the patriots failed to bring down the government. The rebellion was poorly organized and lacked leadership. A majority of French Canadians did not participate in the rebellion. The rebel forces lacked military equipment. Only one in ten had a gun. They were also not trained soldiers. The rebels also faced the opposition of the Roman Catholic Church. Upon hearing of Papineau fleeing to the United States, most revels simply gave up the fight and returned home.
In 1838, Papineau's more radical followers attempted another rebellion. That effort was quickly crushed by the government. After the second rebellion, Papineau said for France. He was eventually pardoned and returned to Quebec in 1845.
This information is to accompany Activity Ten of Unit One Activity Guide, and Colonial Decision Making of Unit One Curriculum Guide.
Student Information Sheet: The Achievement of Responsible Government -
The Rebellion Losses Bill.
Upon becoming governor of Canada, Lord Elgin was instructed by the British Government to ensure the implementation of responsible government in the colony.
In the 1848 elections, the Reformers won a large majority in the Assembly. Elgin called upon the Reform leaders, Lafontaine and Baldwin, to form an Executive Council (Cabinet). The new Cabinet appointed Councillors from their own Reform members in the Assembly. The Council, with the approval of the Assembly, was to formulate government policy.
In 1849, the Assembly, controlled by Reformers, passed the Rebellion Losses Bill, which was to compensate persons who had suffered property damage in Lower Canada, during the 1837 rebellion. The Tories opposed the Bill stating that it compensated some of the people who actually engaged in rebellion against the Crown.
Despite personally opposing the Bill, Lord Elgin, signed the Bill. He believed that since he was to act as a "responsible" governor, he was bound to follow the advice of his Council. His decision led to some Tories rioting in Montreal. On April 25, the parliament buildings in Montreal were burnt down.
This information is intended to accompanyUnited Empire Loyalists of Unit One History 30 Curriculum Guide.
Student Information Sheet: The Reform Movement in the Canadas.
Not all colonists supported the Tory paradigm and structure of government created by the Constitutional Act of 1791. Many colonists had indeed being influence by the ideals that gave rise to both the American and Revolution revolutions. They believed that the populace had a right to determine who was going to govern, and that those who governed had to be accountable to the general populace. Most of the reformers believed that a system of responsible government could be achieved without revolution, violence, or breaking the link with Britain and the Crown.
Reform movements emerged in both Upper and Lower Canada. William Lyon Mackenzie, the editor of the Colonial Advocate, became a leader of the reform movement in Upper Canada. Mackenzie often used his Toronto newspaper as a means of attacking the Tories and the governing Oligarchy. He enraged his political opponents to such an extent that a mob of Tories actually attacked his printing facilities. In 1835, the Reformers, led by Mackenzie, used the majority in the Assembly to form a committee which drew up the Seventh Report on Grievances. The Report complained of the clergy reserves (land set aside for the support of the Church of England), the giving of public lands to individuals (most often members or friends of the oligarchies), the influence of the Church of England, and the power of the banks. The Report demanded two constitutional reforms: an elected Legislative Council and an Executive Council responsible to the Assembly.
In Lower Canada, the Patriots, led by Louis-Joseph Papineau, attacked the governor and the Family Compact. While many of the grievances were similar to those in Upper Canada, the cultural conflict between French and English Canadians, raised the political temperature. Although the French-Canadian majority dominated the elected Assembly, the "British Party," through its members on the executive and legislative councils, were able to control most political decision making.
In 1834, the Assembly adopted the "Ninety-Two Resolutions." The Resolutions reflected the complaints about the domination of the French-Canadian majority by the English-speaking Family Compact. They called for the Assembly having control over all government spending, control over the Executive, and all government policies. The Resolutions would have made the elected Assembly comparable to the British House of Commons.
The British government rejected the Ninety-Two Resolutions, and advised the governor to approve government spending without the approval of the Assembly.
In both Upper and Lower Canada, radically elements of the reform movements, launched revolts against the British authorities. The rebellions in both of the Canadas, failed.
This activity is to accompany External Influence of Unit One History 30 Curriculum Guide.
Incorporating the C.E.L.s
Concept Application Activity for: Decision making, Accountability, Consequences, Interest groups, and Constitution.
This concept application activity provides students with an comparison of the ability of Canadians, in the early nineteenth century, and Canadians, today, to influence societal decision making. Students will assume the role of interest groups in both the historical and contemporary settings.
Knowledge Objectives
The student will:
Skills Development
The student will:
Values Issues
The student will:
Outline of the Activity
Step One
Have students discuss ways citizens can influence decision making in the formulation of political policies and the actions of government.
Discuss several contemporary examples of how citizens can influence government policies and actions and make government accountable. Possible illustrations could include:
Discuss how the Canadian public is able to show their "displeasure" towards specific government policies/actions.
Step Two
Present the students with a hypothetical situation in which their community is opposing the locating of a prison facility within their community.
Have student groups develop a "plan of action" to oppose the locating of the prison.
Their plans should address:
Step Three
Have the student groups then assume the position of a group operating in early nineteenth century British North America.
The factors that each group would address could include some of the following issues:
