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

Student Information Sheet: Chronology of Significant Events Constitution Act of 1791 To Confederation.

Struggle for Responsible Government
1791:	Constitutional Act that creates Upper and Lower Canada, with each colony having an elected assembly.
1799:	St John's Island renamed Prince Edward Island.
1809:	Labrador placed under the jurisdiction of Newfoundland.
1812:	Establishment of the Red River Settlement.
1812-1814:	War of 1812. American forces invade British North America and burn down York (later named Toronto). The American attempts to conquer B.N.A. are unsuccessful.
1815:	Election of Louis-Joseph Papineau as speaker of Lower Canada's assembly. Papineau and other francophones sought to use the colony's francophone majority in the elected assembly to protect their culture and language.
1822:	Merger of the Hudson's Bay Company and the Northwest Company.
1829:	Death of Shawnadithit, the lone remaining Beothuk.
1832:	Newfoundland granted an elected assembly.
1833:	Major crop failure in Lower Canada.
1834:	92 Resolutions passed in the Lower Canadian Assembly.
1835:	Slavery abolished in the British Empire.
1837:	Rebellions in both Lower and Upper Canada.
1839:	Lord Durham's Report. His report recommends the implementation of responsible government, the union of Lower and Upper Canada, with the goal of "assimilating" the francophone population of Lower Canada.
1840:	Act of Union
1846-1849:	British government repeals the entire system of colonial preferences including the Corn Laws and the Navigation Acts. The colonial preferences had given British North America protection from foreign competition when trading within the British Empire. The colonies now had to face stiff foreign competition for those once-protected markets. The United States became a major trading competitor.
1848:	Responsible government implemented with the passage of the Rebellion Losses Bill.
1854:	Abolition of the seigneurial system and clergy reserves.
1855-1856:	Reciprocity Treaty with the United States. The desire for free trade with the United States was partially a response to the British ending the system of colonial trade preferences.
1861-1865:	American Civil War. The War strained relations between British North America and the U.S. government which claimed that the former was "siding" with the Southern Confederacy. Confederate agents used British North America as a base to launch several raids on northern U.S. communities. Some members of the U.S. government called for the annexation of British North America.
Road to Confederation
1864:	Pro-confederation coalition government formed in the United Province of Canada. Members of that coalition, including John A. Macdonald and George-Etienne Cartier, attend the Charlottown Conference in an attempt to persuade the Maritime colonies to enter a political union with Canada. Charlottetown Conference arranged by Maritime colonies to discuss a Maritime political union. Delegates from Canada convince delegates of the merits of a political union of all the colonies in British North America. All the delegates agree to meet later in the year at Quebec City to discuss such a political union. Quebec City Conference is held to discuss the terms of a political union of all the colonies.
1865:	New Brunswick elects an anti-confederation majority to its legislature. The united province of Canada's elected assembly approves the proposed Confederation.
1866:	Fenian Raids act as a force to convince many in British North America of the American "danger" of annexation, and the need for a political union. New Brunswick elects a pro-Confederation majority. Nova Scotia's legislature approves further negotiations on Confederation. U.S. cancels Reciprocity with British North America. The American cancellation was largely due to the events occurring during the U.S. Civil War. The cancellation of reciprocity forced British North Americans to seek another "path" to economic well-being. The idea of creating a nation, with a nation-wide domestic market, wins support. London Conference established the "form" of the Confederation. The united province of Canada was to be divided into Ontario and Quebec.
Confederation
1867:	Confederation of New Brunswick, Nova Scotia, Quebec, and Ontario. First federal and provincial elections. Anti-confederates win in Nova Scotia. Sir John A. Macdonald serves as the nation's first Prime Minister (1867-1873).
1869:	Red River "Rebellion." The "rebellion" strains relations between English and French Canadians, and forces the Canadian government to recognize the rights of the different populations of the Northwest.
1870:	Manitoba is established as a province.
1871:	British Columbia joins Confederation. The federal government promises to construct a transcontinental railway that would joint B.C. with the rest of Canada.
1871-1877:	Treaties with prairie First Nations groups, were negotiated and resulted in Canada acquiring lands from Lake Superior to the Rocky Mountains.
1873:	Prince Edward Island joins Confederation. The Royal North West Mounted Police are established. Pacific scandal leads to downfall of Macdonald's government. Economic recession. Alexander Mackenzie becomes Prime Minister.
1876:	Passage of the Indian Act.
1879:	Increase in tariffs marks the implementation of the National Policy.
1885:	Northwest Rebellion and the execution of Louis Riel divides the nation's linguistic populations. Implementation of the pass system for First Nation peoples living on reserves. The potlatch is banned. The C.P.R. completes the transcontinental railway.

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

Student Information Sheet: Growth of Democracy 1660 - 1867

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

Activity One

This activity is to accompany Reciprocity of Unit Two History 30 Curriculum Guide.

Incorporating the C.E.L.s

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

Concept Application Lesson for: Interest Groups, Regionalism, Power, Influence, and Decision Making.

This concept application activity focuses on the activity of interest groups, in contemporary Canadian society, and those involved in the process leading to Confederation. The activity focuses on the ability of regions, acting an interest groups, to influence national decision making.

Knowledge Objectives

The student will:

• know that within societies, there exists a competition for influence over the society's decision making processes;
• know that interest groups are formed by individuals and groups to pursue agreed upon goals;
• know that interest groups are deemed to be successful when they are able to influence societal decision making in a manner that enhances the group's members well-being;
• know that a group's ability to influence societal and political decision making is related to expressions of influence and sources of power available to the group; and,
• know that within a diverse society, interest groups often have to seek compromises in order to achieve change.

Skills Development

The student will:

• practise using the critical attributes of concepts and paradigms as criteria to evaluate historic and contemporary situations;
• practise using the following analytical skills:
  • defining the main parts,
  • describing cause and effect relationships, and,
  • describing how the parts are related to each other.
• practise defining define the assumptions that underlie a paradigm; and,
• practise making hypotheses based on reasonable assumptions and inferences.

Values Issues

The student will:

• discuss whether particular interests groups exercise too great an influence in societal and political decision making within Canada;
• discuss whether a group's agenda to secure its well-being should take into account the well-being of the larger society;
• discuss whether interest groups have a responsibility to the larger society that goes beyond the well-being and agenda of the group;
• discuss whether the ends justify the means;
• discuss whether the nation is greater than the sum of its parts;
• discuss whether the well-being of a particular population or region should take precedence over the well-being of the larger society;
• discuss whether the well-being of the larger society should take precedence over the well-being of a particular population or region; and,
• discuss whether the well-being of the various regions of Canada or equal importance to the well-being of one's own region.

Outline of the Activity

Step One

Discuss and identify types of interests groups found in contemporary Canadian society.

• Note that interest groups can be based on a geographic region of the nation, ethnicity, religion, language, common economic interests, gender, age, and occupation.
• Have the students identify groups to which they are members.
• Note that membership within a group is sometimes the choice of the individual and sometimes on the basis of an individual's circumstances such as gender or age.
• Have the students identify reasons and factors that contribute to the formation of groups within a larger society.

Have students assume the role of an advocate (spokesperson) for some contemporary Canadian interest group.

The task of each spokesperson would include:

• identify the overriding reason for the group's formation and continued existence;
• identify the group's needs and goals;
• indicate why the interest group's goals are "good" for the members of the particular group; and,
• indicate (rationale) why the group's goals are "good" for the entire nation.

As a class work through the tasks using an example such as a union or occupational group such as nurses or farmers.

Step Two

Note that one measurement of the "success" of an interest group is the degree to which the interest group can influence social, economic and/or political decision making within the society, in such a manner as to protect/enhance the cultural, economic, or political well-being of the group's members.

Have the students identify some "successful" interest groups in contemporary Canadian society.

• How have they demonstrated their success?
• Why have these groups been successful and other groups, not successful?

Focus the discussion on the regions of the nation and their ability to influence national decision making.

• Note that the existence of regions has presented Canada with numerous challenges. It is often difficult to reconciles the interests of each region.
• Note that the interests and well-being of a region may be in conflict with the interests and well-being of another region of the nation.

Provide students with several historic and/or contemporary examples of regions maintaining that their interests were being neglected in favour of the interests of another region.

• Note that the awarding of government contracts, and the locating of industries and employment opportunities, have often led to conflict between regions of the nation.

Discuss issues and events that have resulted in the interests of Western Canada being in opposition to the interests of other regions of the nation.

• What have been some historical grievances of Western Canadians towards central Canada?
• Why do Western Canadians often feel that their ability to promote their regional interests is not equal to the ability of other regions to pursue their interests?

Focus the class discuss on the ability of regions to influence national decision making.

• Identify reasons why regions compete for that influence.

Discuss and generate a list of attributes that contribute to the ability of a region to influence national decision making.

• Factors could include: population, economic power, political representation in Parliament, influence over national political parties, and geographic location.

Students could use that list as a template to compare the ability of regions to influence contemporary national decision making.

Provide the students with the Student Information Sheet: Attributes of Regional Power and Influence. The S.I.S. could be used to compare the attributes of each region of the nation.

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

Student Information Sheet: Attributes of Regional Power and Influence.

	Maritimes: Atlantic Provinces and Newfoundland	Central Canada: Ontario and Quebec	Western Canada: Prairie Provinces and British Columbia	Northern Canada: former Northwest Territories and Yukon
Population
Geography
Economic Activity
Representation in Parliament
other factors

Activity Two

This activity is to accompany Federalism of Unit Two History 30 Curriculum Guide.

Incorporating the C.E.L.s

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

Concept Development Lesson for: Interest groups, Power, Influence, Regionalism, Constitution, Equality, Representative Government, and Decision Making.

This activity provides students with an opportunity to define the agendas of the major groups and regions involved in negotiations leading to Confederation. The students have an opportunity to engage a Confederation simulation in which they represent those major groups and regions.

Knowledge Objectives

The student will:

• know that each interest group will promote an agenda that seeks to ensure/enhance the well-being of its members;
• know that each interest group will possess differing degrees of influence and power over national and societal decision making;
• know that on occasions, the interests of one region or population, of the nation, will be in conflict with the interests of other regions or populations;
• know that within a diverse society, it is often necessary to seek compromises between groups in order to promote changes deemed necessary; and,
• know that politics is the process of reconciling competing interest groups.

Skills Objectives

The student will:

• practise considering and using consequences as a test for evaluating logical arguments;
• practise identifying and defining the assumptions that underlie a paradigm; and,
• practise using the following analytical skills:
  • defining the main parts,
  • describing cause and effect relationships, and
  • describing how the parts are related to each other.

Values Issues

The student will:

• discuss whether all regions within a nation should have an equal degree of influence in determining national policies;
• discuss whether a citizen has a responsibility to support the well-being of citizens in other regions of the nation;
• discuss whether a regions, that are experiencing prosperity, should "share" that economic well-being with other regions of the nation;
• discuss whether there are areas of decision making that should be the prerogative of a particular region rather than the prerogative of the larger national community;
• discuss whether there are areas of societal decision making that should be the prerogative of the larger national community rather than the prerogative of a particular region; and,
• discuss whether the well-being of a particular region or population is necessarily in opposition to the well-being of other regions or populations.

Outline of the Activity

Step One

Have the students construct a list of regional interest groups present in British North America at the time of the discussions leading to Confederation. Among the groups would be include:

• Francophone population of Canada East;
• Anglophone population of Canada West;
• Maritime colonies;
• First Nations; and,
• Women.

Discuss with the students the individuals who attended the Charlottetown and London Conferences.

• Note that the Conference deliberations were the domain of the political leaders acting as "representatives" of the various colonies and populations within the colonies.
• Note the interests they represented.

Compare those involved in the negotiations that led to Confederation and the many and varied interest groups (peoples) within the colonies.

• Note that not all peoples were represented at the Conferences, nor had a significant influence on the deliberations of the Conferences.

Assign students to represent specific regions of British North America. Their task will be to identify the agenda of the group they represent.

In preparation for the group work and the following conference simulation activity, you should discuss the following points and issues with the class:

• Note that the "interests" and goals of a particular interest group may conflict with the "interests" and well-being of the larger society.
• Discuss some historic and contemporary instances where a region's or population's interests seem to be in opposition to the interests and well-being of the larger society.
• Discuss some historic and contemporary instances where a the larger society's interests and well-being seem to be in opposition to the interests and well-being of particular region or population.

Point out to the students that in a diverse nations such as Canada, groups often have to seek compromises with other groups within the society.

• Note that in most negotiations such as between management and union members, both "sides" rarely achieves its complete agenda. Both sides often have to be willing to compromise in order to settle the dispute.
• Provide the students with a number of contemporary situations that often require groups to compromise.

Step Two

Each group will prepare a short paper that indicates:

• the relative "position" of their interest group (region) in terms of economic well-being, and representation among the political and economic decision makers; and,
• indicate the "grievances" and concerns of the region.

In preparation for the conference, the groups should outline what their interest group (region/population) would seek in a political union of the colonies. Each group will prepare positions that:

• indicate what organization of government they would prefer that would "best" represent the interests of their particular region;
• indicate how the political union "should" benefit the region they represent;
• indicate what powers and responsibilities should remain the prerogative of the new provinces;
• indicate whether the provinces or central government should possess the greater powers;
• indicate whether the new nation should continue to have a significant relationship with Britain.

Each group should also explain why their perspective "vision" of the new nation would be "good" for their region and for the entire new nation.

Step Three

Have the interest groups come together in a conference setting.

• The goal of the conference it to attempt to have the representatives of the regions come to agreement on the structure, division of powers for a new political union.
• The students could utilize the questions posed in the constructing of the agendas of each region.

Inform students that they will represent the same region later in the course.

• They will evaluate the well-being of their region and determine a response to the following question:
• Has Confederation been a benefit or obstacle to the well-being of the respective region?

Activity Three

This activity is to accompany Federalism of Unit Two History 30 Curriculum Guide.

Incorporating the C.E.L.s

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

Concept Application Lesson for: Interest Group, Power, Sources of Power, Decision Making, and Influence.

This activity allows students to explore the operation of interest groups within contemporary Canadian decision making. It also explores the impact of the interest groups to the ability of individual citizens to seek influence societal and national decision making.

Knowledge Objectives

The student will:

• know that within a society, there exists a competition for influence over the society's decision making processes;
• know that power is the ability to make and carry out decisions;
• know that interest groups are associations of individuals and groups who share a set of common interests, activities, and goals; and,
• know that the "success" of an interest group is often perceived as the ability of the group to effect/achieve its objectives.

Skills Development

The student will:

• practise using the critical attributes of concepts and paradigms as criteria to evaluate historic and contemporary situations;
• practise using an analytical grid to categorize and classify information so that it can be analyzed;
• practise applying the thinking skills of:
  • stating criteria that can be used as a base for decisions, and
  • presenting tests such as consequences to evaluate the criteria selected.

Values Issues

The student will:

• discuss whether an individual's or group's influence on societal decision making should be proportional to their "contribution" to the well-being of the society?
• discuss whether the influence exerted by groups on societal decision making diminishes the influence of the individual citizen?
• discuss whether it is possible for an individual citizen to influence the decision making processes within large and diverse societies such as Canada?
• discuss what the criteria a society should use to determine the validity and merits of competing interest groups?

Outline of the Activity

Step One

Discuss with the students the role of interest groups within a democracy such as contemporary Canadian society.

• Have the students generate examples of contemporary interest groups within Canadian society. Focus on interest groups that have an interest in the workings of the Canadian economy such as farmers, industry representative, labour, importers, traders, bankers, and employers.

Note that on occasions, various interest groups have conflicting agendas.

• In such a situation, which interest group will be more successful in fulfilling its agenda?
• What factors influence the ability of an interest group to successfully promote its agenda?

Discuss with students how the definition of power is related to the sources of power within the decision making processes in a democracy.

• Know that the political process will allocate privilege, status or rewards on the basis of who can exert the greatest power on the decision making process.

Sources of Power:

• Information;
• Resources;
• Organization; and,
• Numbers.

With reference to the sources of power, discuss whether the individual citizen or the organized group, has the greater resources at their disposal, to influence societal decision making in contemporary Canadian society.

• The students could construct an analytical grid that would indicate various methods that are available to both individuals and groups to influence public opinion and government policy.

Have the students select a contemporary issue and identify the "interest groups," and individuals, who would seek to influence the decisions made, concerning the issue.

• Possible contemporary issues:
  • the locating of a nuclear waste site;
  • the locating of a new factory/manufacturing site;
  • the issue of capital punishment;
  • the future of universal, publicly-funded medical care.

Using an analytical grid, the students could analyze the sources of power of each group involved in the particular issue.

• determine the relative power each group would have at its disposal;
• determine which group is most influential in that issue; and,
• determine the short- and long-terms consequences of the group's influence.

Step Two

Have the students discuss the influence of the following groups, at different periods in Canada's history.

• First Nations
• European settlers
• British/European appointed colonial officials
• Francophone population of Quebec
• Anglophone population in British North America
• business sector
• specific regions of present-day Canada

Using the sources of power, the students could determine the ability of the specific groups to influence the "form" of decision making that was to influence their lives, during the following historical periods:

• period of early contact between the First Nations and Europeans;
• period following the American Revolution
• Confederation and development of the National Policy.

Have students review the actions contemporary organizations/groups, have at their disposal to influence public opinion and public policy.

Activity Four

This activity is to accompany Regionalism of Unit Two History 30 Curriculum Guide.

Incorporating the C.E.L.s

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

Concept Application Lesson for: Dialectical evaluation, Criteria, Region, Influence, Power, Sovereignty, Decision Making, and Confederation.

This activity provides an opportunity for students to enhance their skills of dialectical evaluation. They will involve themselves in the debate within francophone Quebec, as to whether that colony and population should enter into a political union with the other colonies of British North America.

Knowledge Objectives

The student will:

• know that particular regions/populations will evolve social and cultural beliefs and practices that reflect the history and distinctiveness of the region/population;
• know that a society will seek to maintain its sovereignty over the decision making processes that affect the lives of its members;
• know that there exists regional disparity in terms of resources, population, economic well-being, and political and economic influence over national decision making; and,
• know that a minority will seek to ensure its identity when maintaining sustained contact with a larger population or populations.

Skills Development

The student will:

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

Value Issues

The student will:

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

Outline of the Activity

Step One

Discuss with the class some of the issues and challenges that are threatening the unity of the Canadian nation.

• You may wish to provide the class with a number of newspaper or magazine articles that focus on such issues.

Point out that one of the key challenges is the struggle between the provinces and the national government over jurisdiction in a number of areas.

• The most notable expression of that issue is the issue of Quebec's future as part of Canada.

Point out that the tension between the provinces and regions of the nation with the national government, is not a new tension.

• Provide some historical examples of that tension such as the disallowance of provincial regulations or laws as occurred with the newly-elected Social Credit government in Alberta in the 1930s.

Have the class discuss the possible reasons why the provinces would seek to have expand their jurisdictional authority.

Have the class discuss the possible reasons why the national government would seek to expand its jurisdictional authority at the expense of the provinces.

Step Two

Point out that during negotiations leading to Confederation, there were debates in all the colonies as to the merits of joining a larger political union.

• Many in each colony feared that they would lose some of the decision making powers they now exercised to a national government, by joining a larger political union.
• There were many in each colony who opposed the idea of Confederation.

Inform the students that they will be engaged in a dialectical evaluation exercise focusing on the issue of francophone Quebec becoming part of the newly proposed nation of Canada.

Provide the students with the Student Information Sheet: English - French Relations From Colonies to Riel which provides a chronology of relations between francophone Quebec and the British Government and English-speaking population of British North America.

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 a guide for their dialectical evaluation.

1. Have the students articulate a clear and concise statement on the issue being evaluated.
   • Should the francophone population of Quebec agree to enter into a political union with the other colonies of British North America.

2. Have the students identify the major issues and questions surrounding that question.
   • What are the sub-issues?

   Students could use the issues addressed in Activity Two that each of the prospective provinces would articulate during negotiations leading to Confederation. Those issues are:

   • What organization of government they would prefer that would "best" represent the interests of their particular region;
   • Indicate how the political union "should" benefit the region they represent;
   • Indicate what powers and responsibilities should remain the prerogative of the new provinces;
   • Indicate whether the provinces or central government should possess the greater powers;
   • Indicate whether the new nation should continue to have a significant relationship with Britain.

   Another list of possible issues or key questions include:

   • the ability of the smaller provinces and less powerful regions to influence national decision making;
   • division of powers between the national and federal governments;
   • delegation of powers to the provinces to ensure that the provinces have sufficient powers to protect their social and cultural identities;
   • rights for linguistic minorities;
   • process for amending the constitution to ensure that the national government cannot override/disregard the interests and concerns of the provinces;
   • representation in the Parliament to ensure that all provinces and regions have "adequate" influence in national decision making;
   • the impact of Confederation on provincial and regional economies; and,
     • the "benefits" and "costs" for the particular province or region.

3. Have the students select a number of the key issues/questions that could be used in the dialectical evaluation to compare the two value claims.

4. The class should now indicate Viewpoint A (value claim) that supports francophone Quebec entering into a political union, and the Viewpoint B (counter value claim) that opposes francophone Quebec entering into a political union.

5. Students now have to provide evidence, arguments, and logicalities, that support the two viewpoints (value claims.)
   • The students should focus the comparison of the two viewpoints on the selected issues/questions that they had identified in step iii.

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

   The criteria could include:

   • evidence such as policies and documents (legislation) that supports the particular sub-issue (question);
   • evidence of the sub-issue really occurring in reality;
   • evidence of the consequences of the particular sub-issue being carried out in reality;
   • Do the sub-issues supporting the same value claim (viewpoint) contradict or support each other?
   • Does each of the viewpoints respond directly to each of the sub-issues?
   • Are the hypotheses and claims used by each of the viewpoints based on reasonable assumptions and inferences:
   • Is the supporting evidence and arguments consistent with the assumptions that underlie a viewpoint?

7. The students now can proceed to state their tentative judgement for the particular viewpoint (value claim).
   • Remember, the statement should be a synthesis of the viewpoint's response to the sub-issues.

8. Students could discuss the tentative judgements for each of the viewpoints (value claims.)
   • Discuss how a person could review those judgements before accepting them.

   Students should develop a criteria to evaluate each of the viewpoints.

   Note that one way of testing the value judgments is to investigate the possible consequences of having that judgment (viewpoint) accepted and practices by the society.

   • For example, if your viewpoint on the issue of capital punishment is that it should be re-introduced, what would be the consequences of that belief being accepted by the larger Canadian society and justice system?

   Provide the students with the Student Information Sheet: The Concept of Moral Testing, which provides an explanation and description of the following "consequence" tests: new cases test, the role exchange test, and the universal consequences test.

   The students could apply one or several of those tests and/or other tests, to evaluate the value judgements.

   Have the class discuss the possible consequences of accepting one or the other value judgements.

9. After applying various tests to the value judgments, students can review the particular value judgements. The tests may provide justification for the particular value judgement, or may cause the student to re-evaluate the judgment.

   Possible conclusions to the dialectical evaluation of the viewpoints (value claims) could be:

   • that one viewpoint is clearly superior to the other viewpoint;
   • that both viewpoints are valid or effective within specific situations or contexts; or,
   • that another viewpoint is superior to the two viewpoints that were evaluated.

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

Student Information Sheet: English - French Relations From the Colonial Period to Riel.

1600 - 1763	Britain and France compete for fur trade and global supremacy. In 1763, Britain assumes control over virtually all of North America.
1763 - Royal Proclamation	One of the goals of the Royal Proclamation was to assimilate the French-Catholic population by encouraging the migration of significant numbers of English-speaking settlers to Quebec. The laws of England were applied to Quebec. The law prohibited Roman Catholics from holding public office.
1774 - Quebec Act	The Quebec Act was a British government attempt to win the support of the elite of French Canadian society. The Act provided the Catholic Church and Catholics with rights that exceeded the rights given to Catholics in Britain. The seigniorial landholding system was retained and the rich fur-bearing regions of the Ohio and Mississippi were added to the colony.
1775 - 1783 Revolution and Loyalists	The American Revolution led to the migration of thousands of Loyalists to Britain's remaining colonies, including Quebec. The Loyalists did not want to live in a colony dominated by a French-Catholic majority. Many Loyalist sought available land to establish farming.
1791 - Constitutional Act	Constitutional Act creates the new provinces of Upper and Lower Canada. Each colony would have an elected assembly. The French Canadian majority in Lower Canada would be able to dominate the Assembly and attempt to use it to protect their culture, language and religion.
1800 - 1830s Oligarchy and Reformers	The appointed executive and legislative councils, in Lower Canada, were largely controlled by the English-speaking merchant population. The councils continually clashed with the French-speaking majority in the Assembly. Papineau led the francophone majority in the Assembly.
1837 - Rebellion	Louis Joseph Papineau led radical reformers in military resistance against British authority. The rebellion failed and Papineau fled the colony.
1840 - Lord Durham's Report	Lord Durham believed the francophone population needed to be assimilated and proposed in his Report, a union of the two Canadas. The growing population of Upper Canada would soon overwhelm the francophone population of Lower Canada.
1841 - Act of Union	Political instability characterized the elected assembly of the newly-united Canadas. Neither reforms or tories are able to obtain a stable majority representing both English and French Canadians.
1867 - Confederation	The terms and form of the political institutions of the new nation of Canada reflected the power of the English and French-speaking populations of Central Canada. The francophone populace of Quebec demanded a federal system of government which created provincial governments. The Quebec provincial government had to possess the power to secure French Canada's language, religion and culture.
1885 - Northwest Resistance	The resistance of the Métis and the trial and execution of Louis Riel seriously divided English and French Canada. English Canada viewed Riel as a traitor, while French Canada viewed Riel as a defender of French-Catholic culture.

This information is to accompany Activity Four of the Unit Two Activity Guide.

Student Information Sheet: Dialectical Evaluation Model.

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

This information is to accompany Activity Four of the Unit Two Activity Guide.

Student Worksheet Sheet: Dialectical Evaluation Model.

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

This information is to accompany Activity Four of the Unit Two 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, and acting responsibly. These are moral choices because they are about right and wrong. Moral choices are choices between what might be good for us personally and what would be good for others. We may want to do one thing, but we have doubts about whether we are doing the right thing. When a situation is morally doubtful, we have to have some basis for deciding what to do. Should an individualistic, personal point of view be taken? Should one always be "nice" and make sure that everyone else is satisfied? When should individuals look out for themselves and when should they be concerned about others?.

Moral Reasoning as the Basis for Making Moral Choices

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

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

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

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

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

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

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

  • seek advice from others,

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

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

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

The Process of Moral Testing

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

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

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

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

• clearly lay out the reasons for your value claim.

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

The New Cases Test

This test holds that:

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

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

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

The Role Exchange Test

This test holds that:

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

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

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

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

• the critical issue is to clearly understand the consequences of the value claim for others and that the consequences are morally acceptable for everyone.
  • If they are not, then the value claim has failed the role exchange test.
  • If they are, then you are ready to move to the next test.

The Universal Consequences Test

This test holds that:

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

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

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

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

The Process of Evaluation

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

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

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

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

  • not all cases apply to every situation;

  • the New Cases, and the Role Exchange tests fit well for situations where an action will have negative consequences for one or more persons; and,

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

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

Adapted from "Validating Moral Judgments by Principle Testing" Jerrold R. Coombs Development of Moral Reasoning Donald B. Cochrane, Michael Manley-Casimir Eds.

This information is intended to accompany Interest Group of Unit Two Curriculum Guide.

Student Information Sheet: Confederation and the Structure of the New Nation.

Nineteenth century British North America was a collection of colonies loosely administer as British North America. The colonies shared a common membership in the Empire and a common reluctance to be absorbed by the United States. The colonies had little else in common. The citizens of each colony saw themselves as members of an ethnic group or region. The populace of Nova Scotia had little in common with French Canadians in Quebec.

Political instability, the fear of American annexation, the promise of economic benefits, the encouragement of the British government and the efforts of key individuals, all worked for a Confederation. The major drive for Confederation came from the United Province of Canada. Long-time political opponents, faced with continued political instability and deadlock, formed the Great Coalition in 1864.

At the same time, there were movements towards a union of the Atlantic colonies. Delegates from Nova Scotia, New Brunswick, Prince Edward Island, were to meet in Charlottetown, in September, 1864, to discuss such a union. A Canadian delegation was able to persuade the Atlantic delegates to discuss a possible political union of all colonies. A follow-up conference was held in October in Quebec City.

The key question at Quebec was what form a union of the colonies would take. John A. Macdonald was the principle advocate of a legislative union, which would provide one central government for the entire nation. He believed a strong central government was best insurance for the unity of a new nation. The U.S. Civil War a demonstrated, in Macdonald's mind, the dangers of a federal system in which the states had been given too much power at the expense of the central (national) government.

Opposition to a legislative union was articulated by many French Canadian leaders, including Georges Cartier. They believed that their French Canadian culture, religion and language would be in jeopardy if there was only one central government. Cartier realized that such a central government would be controlled by English-speaking Canada. Many segments of English-speaking Canada were not sympathetic to Catholicism or French Canadians. Delegates from Atlantic Canada, shared Cartier's fears that a central government could the distinct culture and regional interests of the Atlantic colonies.

Only a federation of provinces, each with its own provincial government controlling local affairs, and a central government to administer matters of common concern, would be acceptable to French Canada and the Atlantic provinces. The Quebec Resolutions reflected their concerns. The Resolutions proposed a federal union, with authority divided between a new central government and the provincial (formerly colonial) governments.

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

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

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

Activity Five

This activity is to accompany Reciprocity of Unit Two History 30 Curriculum Guide.

Incorporating the C.E.L.s

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

Concept Application Lesson for: External influence, Strategic interests, Expressions of power, Colonialism foreign policy and Consequences.

This concept application activity provides an opportunity for students to investigate the influence of significant other nations on the course of Canadian history. This activity focuses on the external relationship between British North America, the United States and Great Britain during the American Civil War.

Knowledge Objectives

The student will:

• know that external influences have and continue to influence the economic and political well-being of the Canadian nation;
• know that different societies come into sustained contact, the assumptions and practices of one society will be influenced by the assumptions and practices of the other society;
• know that nations will seek to develop external relationships with other nations that promote their national well-being;
• know that nations seek to maintain their sovereignty over the decision making processes that impact its national interests; and,
• know that the United States has exerted significant influence on the well-being of the Canadian peoples.

Skills Development

The student will:

• practise making hypotheses based on reasonable assumptions and inferences;
• practise applying the thinking skills of:
  • stating criteria that can be used to base decisions on, and
  • presenting tests such as consequences which justify the selected criteria.
• practise using grids as a method of analyzing information;
• practise the skills of role playing to gain a greater understanding of historical events.

Values Issues

The student will:

• discuss whether the military option is always the most suitable options for nations to utilize in international disputes;
• discuss what the criteria a government should use in determining whether the possible consequences of a policy action are acceptable or nor acceptable:
  • impact on the population of one's own nation,
  • economic implications for one's own nation,
  • impact on national unity,
  • the "morality" of the policy action,
  • the danger of military action on the part of one or more nations,
  • possibility of casualties,
  • involvement of other nations in the dispute, and
  • danger to the sovereignty of one's own nation.
• discuss whether it is possible to develop a relationship between two nations that is mutually beneficial to both nations; and,
• discuss whether it is possible for a nation, that is less powerful, to sustain a relationship with another more powerful nation, that does not infringe in its sovereignty.

Outline of the Activity

Step One

Have a class discussion on the ways one nation can influence the well-being of another nation.

• Focus the discussion on what nations exercise a significant influence on the well-being of Canadians, at the end of the twentieth century.
• Identify how those nations influence the well-being of Canadians.
• Why are those nation's capable of influencing the well-being of Canadians?

Briefly review the relationship Canada has had with the United States, particularly the influence of the U.S. on Canadians during the last half of the twentieth century.

Discuss the relationship between British North America and the United States during the first half of the nineteenth century.

• Have the students respond and discuss to the following statement:
  • British North America's relations with the United States was a "two-edge sword."

Discuss with the class the American "threat" to British North America during the American Civil War.

• Britain was faced with the a possible U.S. invasion of its North American colonies. What were those options?

Step Two

Have students groups assume the role of advisors to the following parties: the British Government, the U.S. Government, and the leadership in British North America.

• Each group will prepare position papers to their respective governments.
• The paper produced by the colonial leadership would be directed towards the British Government.

The reports should addressed the following aspects:

• indicate the grievances that exist between the parties and the "architects" of the dispute;
• an analysis of the military situation facing the involved parties;
• indicate the policy options that are available to the party they represent;
• recommend a specific course of action for the party they represent;
• provide a rationale for that specific course of action;
• indicate the consequences of implementing that specific course of action;
• indicate the consequences of other options being implemented;

The groups could construct analytical grids and/or concept maps to illustrate the issue and to categorize information.

• The groups are to present their reports/recommendations to the class for discussion.

Step Three (Optional)

Have students prepare short essays on the topic:

• Canada's relationship with the United States, during the last half of the twentieth century, has been a "two-edge sword."

This information is intended to accompany National Policy Unit Two History 30 Curriculum Guide.

Student Information Sheet: "From Sea to Sea" - The Making of a New Nation.

1867	Confederation unites the former colonies of New Brunswick, Nova Scotia and Canada. The new provinces of Ontario and Quebec are created.
1869	The Dominion acquires Rupert's Land from the Hudson's Bay Company. The peoples of the Northwest, the Métis and First Nations, were not consulted in the process.
1870	The Métis of Red River, led by Louis Riel, form a provisional government in an attempt to secure political, social and cultural rights for the Métis population. The resistance led to the creation of the province of Manitoba.
1871	British Columbia becomes the sixth province of Canada. The federal government promised the new province a railway, to be completed within ten years, that would connect British Columbia with the rest of Canada.
1873	Prince Edward Island joins Confederation. The federal government promised to assume the Island's large debt and solve the problem of absentee landlords.
1870s	Government of Canada concludes treaties with the First Nations living on the Prairies. The treaties make most of the Prairies open for European and Euro-Canadian settlement.
1874	The Cypress Hills Massacre prompted the Canadian government into established the Northwest Mounted Police who were to establish law and order in the Northwest.
1876	Federal government passes the Indian Act which created the Department of Indian Affairs. The Department would supervise virtually all aspects of the lives of First Nation peoples living on the established reserves.
1885	The Métis, living along the South Saskatchewan River, resist the imposition of Canadian sovereignty. The execution of Louis Riel provokes conflict between French Canada and English Canada. The Canadian Pacific Railway is also completed in 1885.
1905	Saskatchewan and Alberta become provinces of Canada.

Activity Six

This activity is to accompanyRegionalism of Unit Two History 30 Curriculum Guide.

Incorporating the C.E.L.s

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

Concept Development Lesson for: National policy, Region, Influence, Power, Interest group, Decision making, and Consequences.

This concept development activity provides an opportunity for students to identify the objectives of the National Policy, the persons and groups involved in designing the Policy and investigate some of the consequences of that policy for the regions of the nation.

Knowledge Objectives

The student will:

Skills Development

The student will:

• practise defining assumptions that underlie a paradigm;
• practise using the critical attributes of concepts and paradigms as criteria to evaluate historic and contemporary situations;
• learn the skills of considering and using consequences as a test for evaluating logical arguments;
• practise developing and applying criteria as a basis for making judgments;
• practise making hypotheses based on reasonable assumptions and inferences; and,
• practise using an analytical grid to categorize and classify information so that it can be analyzed.

Values Issues

The student will:

• discuss whether government desire and actively solicit the opinions of all segments of society in determining national economic, political and social policies;
• discuss whether it is possible to develop policies that ensure the well-being of all regions within such a diversified nation such as Canada;
• discuss the criteria that should be used to analyze a population or region's influence on national decision making:
  • population size?
  • economic contribution and importance of the region?
  • economic and social conditions within the region?
  • geographic and environmental factors?
• discuss whether Canadians residing in "prosperous" regions have any responsibility to provide assistance to Canadian living in less-prosperous regions; and,
• discuss whether there is any justification for securing the well-being of one population or one region of the nation, at the "costs" of the well-being of another population or region?

Outline of the Activity

Step One

Have students discuss the rationale for the National Policy.

• How was the Policy related to the assumptions surrounding the relationship between people and the land?

Briefly discuss the role of interest groups within contemporary Canadian society.

• Focus on interest groups that have an interest in the workings of the Canadian economy, occupations, regions of the nation, and industrial sectors.

Note that on occasions, various interest groups have conflicting agendas and goals.

• In such a situation, which interest group will be more successful in fulfilling its agenda?

Have the students identify the "interest groups" that dominated the national decision processes surrounding the implementation of the National Plan and economic development of the Northwest.

• Who were the largest groups and decision makers within the new nation?
• What groups and regions possessed the greatest "political" power?
• What groups, within the society, had limited influence over national decision making?
• Who were the decision makers, that formulated the policies to implement the National Policy and who did they represent?
• What were the domestic influences the led the decision makers to accept the National Policy vision of the nation?
• What past external political and economic events influenced Canadian decision makers?
  • Corn Laws and their repeal,
  • U.S. expansionist sentiment, and
  • reciprocity agreements and annulments.

Have students discuss the rationale for the National Policy.

• How was the Policy related to the assumptions surrounding the relationship between people and the land?

Step Two

Note that not all the "economic" regions of Canada possess the same level of power in terms of influencing national decision makers. They differ in terms of population and representation in the federal parliament.

Remind the class that regions, acting similar to other types of interest groups, will seek to influence national decision making processes, and that often results in one region competing against other regions of the nation.

Have the class identify attributes a region may possess that contribute to the political influence of that region on national decision making.

• The class could construct an analytical grid to record those attributes and compare the influence of the various regions at the time of Confederation.

Step Three

Have student groups represent the regions within the new nation - Central Canada, Maritimes, and Northwest.

Each group should:

• identify the "role" of their region in the economic paradigm that guided the National Policy;
• determine the actions necessary to secure the economic and social well-being of their respective regions;
• determine the ability of their region to influence national decision making and the formulating of the National Policy; and,

Have the class discuss the following issues:

• Did the Policy reflect the "interests" of all the peoples within the colonies?
• Did the Policy "favour" one region of the new Nation over other regions of the nation?

Discuss the short-term and long-term consequences of the Policy on the various regions.

Each group will evaluate whether the policies carried out to fulfil the National Policy economic strategy, has benefited their region and population.

Possible indicators that could be used to determine a region's well-being could include:

• long-term population growth rates;
• unemployment and poverty levels;
• degree and occurrence of the need for federal assistance;
• level of diversification of the region's economic activity; and,
• vulnerability of a region's economy and wealth-creating activities to external influences.

Each group's tasks would include:

• construct a grid utilizing the "well-being" criteria as developed by the class;
• research the region's contemporary "well-being" using the criteria; and,
• analyzing the evidence they have obtained, "determine" whether the class-generated, long-term consequences for the region occurred.

Step Four (Optional)

Have the students, representing each of the regions, review the "ability" of their region to influence national decision making, at the time of Confederation, and determine whether the region's ability to influence national decision making contributed to the long-tern well-being of the region.

• The groups will present their analysis to the class for discussion.

The class could hold a general discussion on the challenges created by regionalism and regional concerns.

Activity Seven

This activity is to accompanyEducation of Unit Two History 30 Curriculum Guide.

Incorporating the C.E.L.s

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

Concept Application Activity for: Paradigms, Leadership, Worldview, Decision making, and Communications

This activity allows students to role-play the position of Prime Minister of the new nation of Canada. Students will have an opportunity to articulate the challenges and "achievements" of the peoples of British North America, as they enter into the Dominion of Canada.

Knowledge Objectives

The student will:

• know that the securing of the economic well-being of the new nation was influenced by economic patterns developed during the colonial period;
• know that the prevailing economic paradigms provided a "compelling" reason to secure Rupert's Land;
• know that there existed segments of the population of the new nation that not had secured political equality, economic equality and equality of opportunity;
• know that there exists a competition among individuals and groups to secure influence of societal decision making;
• know that certain segments of the population entered the Confederation with differing agendas; and,
• know that certain interest groups and regions significantly influenced national political decision making and that they used that influence to secure their well-being.

Skills Development

The student will:

• practise developing and applying criteria from the critical attributes of a concept for the purpose of evaluation;
• practise gathering and organization information systematically for a presentation;
• practise using the critical attributes of paradigms as criteria to evaluate historic and contemporary situations;
• practise the skill of role-playing to gain a better understanding of historical events and situations;
• practise making hypotheses based on reasonable assumptions and inferences; and,
• practise the skills of communicating effectively.

Values Issues

The student will:

• discuss whether leadership involves "reflecting" the public mood or "shaping the public mood?
• discuss what criteria we would use to evaluate our leaders?
• discuss whether it is possible for leaders to reflect the interests of all the citizens of their nations?
• discuss whether there exists "common" challenges and opportunities facing all Canadians?
• discuss whether the well-being of a particular segment of a society - population or region, should take precedence over the well-being of the larger society?

Outline of the Activity

Step One

Discuss with the students aspects of the role of a national leader. Discuss the characteristics of leadership.

• What qualities to you believe a leader should possess?
• Should we expect a different standard for our leaders?
• Have the students generate a list of qualities they would like to see in societal leaders.

Provide several historical examples of leaders "rallying" their nations and peoples to face significant challenges. Examples could include:

• Winston Churchill rallied the British people early during the Second World War when it appeared that Britain would be defeated by Nazi Germany.
• Martin Luther King led the U.S. Civil Rights Movement in the 1960s. His involvement in the movement led to his assassination.
• Lech Walesa helped to organize the Solidarity Movement in Poland and helped to "bring down" the communist regime that had ruled for over four decades.
• Anwar Sadat, the Egyptian President and Yitzhak Rabin, the Israeli Prime Minister, both attempted to promote peace in the Middle East. Both men were assassinated.
• Nelson Mandela led the struggle against the apartheid regime that ruled South Africa.
• All these leaders attempted to articulate the beliefs and hopes of significant numbers of people.

Note that with the revolutions in communication, there exists the technology that enables leaders to go directly to the national populace and communicate a particular message.

• Have the students identify persons who seem to use the media to communicate effectively.

Step Two

Have one or two groups of students assume the role of Prime Minister of Canada at the time of Confederation and the development of the National Policy. The speech should include:

• the challenges that have faced Canadians since the early contact period;
• the challenges that have faced Canadians during the mid-19th century;
• the achievements of Canadians in that same period of time;
• the "strengths" of the nation that enables Canadians to meet old and new challenges and opportunities;
• goals that the nation should direct its efforts; and,
• the principles that should guide the decisions that the nation will have to face in the future.

Individual students, working in groups, could assume the responsibility for certain aspects of speech.

• The group has to agree on all the aspects of the speech, and select one or two members to deliver the speech to the class.
• The group can use graphs, charts and other communication devises, to communicate their message to the Canadian people (class).

Students should be reminded that challenges did exist for the young nation.

• The electorial system and political decision making processes, in the latter half of the nineteenth century, were the prerogative of males.

Review the political decision making processes of the latter half of the nineteenth century.

• Did responsible government mean there existed representative government?
• Did all Canadians have equal opportunity to influence national political decision making?
• The "Fathers of Confederation" came from what segments of the population?
• What regions of the nation dominated the national political and economic decision making?

Have the groups of students prepare a "State of the Union" speech as it might be given by a woman, a First Nations person, citizen from the Maritimes, or male labourer.

Step Three (Optional)

Indicate to the students that they are to assume the role of Prime Minister. They are to prepare a "speech" that is to be given to the Canadian public. That speech should address:

• the challenges that have faced Canadians since the end of the Second World War;
• the achievements of Canadians in that same period of time;
• the "strengths" of the nation that enables Canadians to meet old and new challenges and opportunities;
• goals that the nation should direct its efforts; and,
• the principles that should guide the decisions that the nation will have to face in the future.

Individual students, working in groups, could assume the responsibility for certain aspects of speech.

• The group has to agree on all the aspects of the speech, and select one or two members to deliver the speech to the class.
• The group can use graphs, charts and other communication devises, to communicate their message to the Canadian people (class).

Discuss how the speech might differ if the Prime Minister was a member of a specific segment of the Canadian population. Would the contents and "tome" of the speech be different if the Prime Minister was a:

• woman?
• member of a First Nations group?
• French Canadian?

This information is to accompany First Nations' Unity of Unit Two History 30 Curriculum Guide.

Student Information Sheet: Métis Bill of Rights - Major Demands.

1. The territories must have the right to enter Canada's Confederation as a province.

2. The people would have the right to send four members of Parliament to Ottawa.

3. The Métis sought to control their own local affairs.

4. The Métis wanted French and English languages to be equal in the schools and law courts.

5. The Métis wanted to keep their customs and their Métis way of life.

This information is to accompany Enfranchisement of Unit Two History 30 Curriculum Guide.

Student Information Sheet: Canadian Women at the Beginning of the Twentieth Century.

1. No women had the right to vote. The Elections Act stated that "no women, idiot, lunatic, or criminal shall vote."

2. No women could be elected to federal or provincial offices in government.

3. A man had a great deal of control over his wife and children. Indeed, the father had complete control over his children. He could collect their income and without consulting his wife, could put the children up for adoption.

4. It was assumed that a woman's chief function was to keep house for her husband and to bear his children. One out of every five women in Canada died in childbirth at that time.

5. Wives had to obey their husbands and could legally be beaten.

6. In the West, wives and single women could not claim homesteads. Only if she was the head of a household could a woman take up a homestead.

7. Married women had the right to financial support from their husbands. However, wives and children of alcoholic men found it very difficult in practice to collect any support money.

8. Girls could attend elementary and secondary schools. Very few went on to gain a post-secondary education. The University of Toronto did not admit women until the 1880s. Most professions were closed to women. People would not accept the idea that women could perform the jobs of doctors or lawyers or clergy.

Activity Eight

This activity is to accompanyEnfranchisement of Unit Two History 30 Activity Guide.

Incorporating the C.E.L.s.:

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

Concept Application Lesson for: Equality, Responsible Government, Representative Government, Democracy, and Decision Making.

This activity provides students with an opportunity to apply the major attributes of a parliamentary democracy to contemporary conditions. Students can debate whether those attributes have been fully realized and identify what factors "work against" the realization of those attributes.

Knowledge Objectives

The student will:

• know that the organization of a society will be influenced by assumptions that surround certain key societal relationships, including:
  • the relationship between the members of a society and the societal decision making processes that impact their lives, and
  • the relationship among the members and groups within the society.
• know that representative government is practised when the public elects persons to act on their behalf in deliberations surrounding political decision making;
• know that responsible government is practised when a government can remain in office only as it enjoys the support of the elective representatives of the people;
• know that, within a diverse society, there exists competition for influence over societal decision making processes; and,
• know that not all individuals or groups, within the society, possess the same degree of power and influence, to influence societal decision making processes.

Skills Development

The student will:

• practise using the critical attributes of concepts and paradigms as criteria to evaluate historic and contemporary situations;
• learn the skills of considering and using consequences as a test for evaluating logical arguments;
• practise the skill of role-playing to gain a better understanding of historical events and situations;
• practise constructing an analytical grid for the purposes of comparison and evaluation;
• practise making hypotheses based on reasonable assumptions and inferences;
• practise the skills of communicating effectively in constructing an essay; and,
• practise developing and applying criteria from the critical attributes of a concept for the purposes of making judgments and evaluation.

Values Issues

The student will:

• discuss whether it is possible to have a society in which all individuals and groups possess equal opportunity to influence the societal decision making processes;
• discuss whether there should exist a criteria that determines the influence an individual or groups should have to influence societal decision making;
• discuss the assumptions that govern relationships between different groups within the society;
• discuss whether the existence of universal suffrage ensure the "proper" functioning of a democracy;
• discuss whether the existence of economic inequality within the general populace work against the "proper" functioning of a democracy;
• discuss whether it is necessary that all citizens enjoy the same rights and responsibilities to ensure the "proper" functioning of a democracy; and,
• discuss whether governments should always govern in a manner to ensure the well-being of all citizens.

Outline of the Activity

Step One

Note that Confederation created the institutions necessary for a parliamentary democracy.

• Note that particular populations, within the new nation, were not permitted to participate in the decision making surrounding the Confederation.
• Note that particular populations were also not permitted or severely restricted from participating, in the political decision making following Confederation.

Discuss with the students factors that prevent or "work against" a democracy operating on the principle of equality.

• Have the students develop a list of such factors. Factors might include: wealth, property, age, sex, education, physical location, occupation, and opportunity.

The following questions/issues may direct the discussion:

• Does the existence of universal suffrage ensure the "proper" functioning of a democracy?
• Does the existence of economic inequality within the general populace work against the "proper" functioning of a democracy?
• Is it necessary that all citizens enjoy the same rights and responsibilities to ensure the "proper" functioning of a democracy?
• Should governments always govern in a manner to ensure the well-being of all citizens?

Have groups of students investigate the social and economic conditions that existed during the last decades of the nineteenth century.

• They should focus their attention on the economic and social conditions that faced the different segments of the population.

Step Two

Have the students discuss the assumptions and practices, held by Canadians during the late nineteenth century, that surrounding the relationships between members of the society, and between those who governed and those who were governed.

Have the class discuss the consequences of those assumptions and practices?

• How did the assumptions influence the actions and beliefs of those who governed?
• Did the assumptions and beliefs that surrounded the worldview contribute or alleviate social inequality and promote the "proper" function of the young Canadian democracy?

Have the students identify how contemporary assumptions and practices surrounding the relationship between the people and the national decision making processes, differs from the assumptions and practices at the beginning of the twentieth century.

The students could construct an analytical grid to categorize and analyze the different assumptions and practices.

Step Three

Students could prepare an essay on identifying some of the challenges that continue to face Canadians in terms of making the nation a more "truly" democratic and government more representative and accountable?

Following presentations, the class could identify some of the major challenges and discuss possible ways Canadians could meet those challenges.

Activity Nine

This activity is to accompany Wartime Activity of the Unit Two History 30 Curriculum Guide.

Incorporating the C.E.L.s

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

Concept Application Activity for: Paradigm, Sovereignty, Decision Making, Assimilation, Accommodation, Exploitation, Land, Interest group, Responsible Government, Representative Government, and Confederation.

This activity provides the students with a review of the key concepts and themes presented in Unit One and Unit Two. Students will have the opportunity to connect major events and policies that influenced the peoples of Canada from the contact period to Confederation. The activity allows students to "link" historic events to contemporary issues and concerns.

Knowledge Objectives

The student will:

• know that each society will develop assumptions and beliefs surrounding key societal relationships that will guide that society's practices;
• know that the First Nations and European colonizers possessed paradigms and practices that greatly differed;
• know that a society possessing the greater resources to implement its paradigms and practices, will often seek to impose those paradigms and practices on other peoples;
• know that there emerged a pattern of exploitation of largely unprocessed raw resources, became that pattern of economic development, early during the colonial period;
• know that a reliance on exporting to foreign markets continued into the nineteenth century;
• know that the national policy was an attempt to develop a domestic economy that would contribute to the national economic well-being;
• know that the implementation of the national policy was to have differing consequences for different populations;
• know that within a society, there will be a competition for influence over societal decision making processes;
• know that responsible government means that the elected representatives of the people will direct the actions of government and will, periodically, be accountable for their actions and decisions; and,
• know that practices and assumptions that influenced relations among the peoples of Canada were to have consequences for latter generations of Canadians.

Skills Development

The student will:

• practise identifying assumptions that underlie a paradigm;
• practise making hypotheses based on reasonable assumptions and inferences;
• practice identifying consequences as a means of evaluating decisions and courses of action;
• practise constructing analytical grids for the purpose of categorizing and analyzing information;
• practise constructing concept maps as a means on identifying relationships including cause and effect relationships; and,
• practise constructing timelines as a means of developing a chronological perspective.

Values Issues

The student will:

• discuss whether one society's worldview is in any way superior to another society's worldview?
• discuss whether a larger, more powerful society had the moral right to impose its values and practices on a less more powerful society?
• discuss whether the well-being of a particular segment of a society, population or region, should take precedence over the well-being of the larger society?
• discuss whether the all citizens within a society should possess "equal" rights?
• discuss what should be the criteria that determines an individuals, a populations, a regions, influence on national decision making?

Outline of the Activity

Step One

Provide the students with a review of the major themes of Unit One and Unit Two, found in the Student Information Sheet: Major Themes and Developments During the Colonial Period.

• Have the class discuss the major events in each of the units.
• Have the students identify historic events, policies and personalities, that influenced and symbolized the major themes/patterns in each of the units.
• One group of students could be assigned the task of identifying key personalities and events that influenced the course of economic, social and/or political history during the colonial period of time.
  • This group of students are to construct a time that includes the key personalities and events of that historical time period.
• Another group of students could be assigned the task of identifying key societal assumptions concerning the land, sovereignty, and decision making. This group will be responsible for identifying the competing assumptions concerning those key concepts.

Step Two

Students could prepare a concept map or analytical grid that is focused on the three concepts of land, sovereignty, and decision making. That concept map should include the differing societal paradigms surrounding each of the concepts. The consequences of implementing those paradigms should be noted.

Key questions that could assist the construction of the grid and concept map could include:

• How did the worldviews of the Europeans and First Nations differ concerning the land?
• How did the worldviews of the Europeans and First Nations differ concerning sovereignty?
• How did the worldviews of the Europeans and First Nations differ concerning societal decision making?
• What were the consequences of the application of a particular assumptions concerning land, sovereignty, and decision making.

Step Three

Have the entire class work on the construction of a timeline that indicates the personalities, events and practices (assumptions) that influenced the course of Canada's history, from the period of early contact to Confederation.

Step Four

Discuss with the class how historical events and policies can affect the lives of contemporary Canadians.

Provide the students with a number of the key concepts contained in Unit One and Unit Two.

• That list could include: land, worldview, technology, mercantilism, exports, assimilation, accommodation, region, responsible government, representative government, loyalists, franchise, federalism, confederation, and interest group.
• Select some of the key concepts and briefly identify the issues that surrounding each of them during the pre-Confederation period of Canadian history.

Are those issues surrounding those concepts, still present in Canadian society?

• Have students identify contemporary evidence/consequences of how those concepts are reflected in Canadian society.
• For example, are the issues surrounding the establishment of a federal system of government, during the debates surrounding Confederation, still "relevant" and influencing Canadians, today?

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

Student Information Sheet: Major Themes and Developments During the Colonial Period.

Unit One:

The arrival of the Europeans and the establishment of colonies, resulted in two peoples, whose societies operated on the basis of vastly different paradigms, coming into sustained contact. That contact was to significantly change the lives of the First Nation peoples.

• The European paradigms and practices surrounding the land was to influence their relations with the First Nations and between rival European powers. Within a generation, European paradigms and practices were to overwhelm the First Nations, and dominate social, economic and political events in North America.

• Relations between the First Nations and the European colonizers were influenced by the European belief that non-Europeans and non-Christians, were inferior. Relations between the two peoples fluctuated between attempts at accommodation and attempts at assimilation.

The fur trade revealed a pattern of exploitation of the natural resources was quickly established and was to be replicated in succeeded centuries. That pattern involved the exporting of largely unprocessed raw resources to the foreign markets of Europe.

• The markets for the resources of Canada were to change. During the nineteenth century, the United States became a major consumer of those resources. Indeed, British North Americans made repeated attempts to obtain reciprocity agreements with the United States.

• The cancellation of reciprocity between the two nations following the U.S. Civil War, meant that British North Americans had to seek an alternative method to secure their economic well-being. The National Policy became that alternative plan. The need to secure the economic well-being of the British North American colonists became a driving force to the political union of four of the colonies and the creation of Canada in 1867.

The National Policy worked to create a nation-wide economy in which the various regions of the new nation would play differing roles. The need to create a consumer market for the factories of Central Canada fuelled the drive to secure Rupert's Land into the Dominion. The goal was to populate the Prairies with European and Euro-Canadian settlers and establish an agricultural-based economy. The Prairies would supply grains and foodstuffs to Central Canada and exports to other markets, and become a consumer of the manufactured products of Central Canada.

• The resident populations of the Prairies, the First Nations and the Métis, were not consulted over the objectives of the National Plan. The political and economic planners in Central Canada did not "see" either peoples playing a significant role in fulfilling the National Plan and the development of agriculture on the Prairies.

• The implementation of the National Plan was to have catastrophic affects on the lives of both the First Nations and the Métis Peoples.

Unit Two:

This unit focused on the relationship between members of a society and the decision making processes that affect their lives. At the beginning of the nineteenth century, most British North Americans did not have great influence over the political decision making system that governed the colonies. A wealthy elite controlled the decision making. As members of the executive and legislative councils, the oligarchies were able to influence the decisions of the British-appointed governors and block the initiatives of the elected assemblies. Members of the oligarchies represented the commercial and land elites, who governed and instituted initiatives that benefited their businesses and investments. They often felt that since they possessed the wealth, they were the "natural" leaders of the un-educated masses. Many of the members of the oligarchy were Loyalists who despised the principles of equality and democracy that hade inspired the American Revolution.

The early decades of the century was to see a struggle for control of political decision making within the colonies between the entrenched "oligarchies" and reformers who advocated the principle of "responsible government."

The opponents of the oligarchies, the reformers advocated a system of government in which the elected representatives of the people who control government revenues and expenditures. The councils would be responsible to the elected assemblies. Most reformers believed that "responsible government" could be achieved without revolution. Most favoured the colonies remaining part of the British Empire.

• French Canadians saw responsible government, in the form of an elected assembly and accountable executive, as a means to secure their goal of protecting their culture, language, and religion. An elected assembly, controlled by the French-speaking majority, would ensure that goal.

• Within English Canada, many of the Loyalists and American settlers expected the same decision making privileges that they had enjoyed in the Thirteen Colonies. Although they wanted to retain the connection with the British Crown, they wanted an elected assembly that would directed colonial activities. They wanted "representative" government.

• Neither the members of the oligarchies, nor the reforms, advocated a system of government that would include First Nations or women. Some First Nations, such as the Mohawks, had supported Britain during the American Revolution and had been "forced" to migrate to B.N.A., were not admitted to the decision making processes.

A lengthy struggle between the oligarchies and the elected assemblies, in both Upper and Lower Canada, was to culminate in the Rebellions of 1837. Although not successful, the rebellions did force Britain into responding and "forcing" the implementation of responsible government.

The advent of responsible government did not lead to political stability. Within the united colony of Canada, fragile political alliances between the two linguistic groups often led to political paralysis. The political instability and economic uncertainties facing the colonists, forced them to seek a remedy. The suggestion that all the colonies unit to form a new nation became gained popularity.

The political process that led to the creation of Canada was largely an agreement between the leadership of the English-speaking and French-speaking communities. Women, the First Nations, and a large percentage of males, were largely excluded from the deliberations surrounding the formation of Canada.

The political agreement to the formation of Canada reflected the need to meet the interests of the two largest linguistic groups.

• The new nation was to be a federal system. There would be both a national government and provincial governments. French Canada insisted that the provincial government in Quebec City, had to possess the power to secure its culture, language and religion. They feared that a legislative union, with only one central government, would be controlled by the English-speaking population and endanger the future of French Canada.

Despite creating the institutions necessary for a parliamentary democracy, the nation was in fact not a democracy. Many of electorial practices that distorted the electorial system and denied segments of the population the vote remained in place and required decades to change. Attempts to make the system more "democratic" and truly representative of the general populace were often resisted by those in power. Canadian women were only able to obtain the right to vote after a concerted and lengthy struggle.