Welcome to Canadian History: Enriched and Foundations
History is a compulsory course offered at both the Foundations (F) and Enriched (E) levels. Both courses include the same topics, but differ in their assignments and evaluations. This course examines the History of Canada, starting with the First Peoples in Canada to the present. Students will be introduced to the relative issues and events that have occurred in the past; and describe and analyze how they have shaped the development of our country. This enriched course will allow students to explore their understanding of Canada's past and how these events helped create the Canada we know and love. In order to qualify for the Enriched History course, students must have achieved a minimum grade of 80% in Grade 10 Geography. Students can choose whether or not to register for the Enriched History stream.
Enriched students will be required to use inquiry models and will take part in both individual and group learning activities.
The pace of the Enriched History course will be more rigorous and fast paced. It is very important that students keep up with the assigned tasks and adhere to attendance guidelines in order to be successful.
History is a compulsory course offered at both the Foundations (F) and Enriched (E) levels. Both courses include the same topics, but differ in their assignments and evaluations. This course examines the History of Canada, starting with the First Peoples in Canada to the present. Students will be introduced to the relative issues and events that have occurred in the past; and describe and analyze how they have shaped the development of our country. This enriched course will allow students to explore their understanding of Canada's past and how these events helped create the Canada we know and love. In order to qualify for the Enriched History course, students must have achieved a minimum grade of 80% in Grade 10 Geography. Students can choose whether or not to register for the Enriched History stream.
Enriched students will be required to use inquiry models and will take part in both individual and group learning activities.
The pace of the Enriched History course will be more rigorous and fast paced. It is very important that students keep up with the assigned tasks and adhere to attendance guidelines in order to be successful.
Course Outline - HISE3F and HISR3F
dmci_grade_11_enriched_history_course_outline_2022-2023.pdf | |
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dmci_grade_11_canadian_history_course_outline_2022-2023.pdf | |
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Canada: A Brief History
Cluster 1-The First Peoples and Nouvelle - France (to 1763)
Essential Question: Who were the First Peoples and how did they structure their world?
Today Canada is the most multi-cultural country in the world, and the home of immigrants of every ethnic and religious group from every country in the world, however less than 500 years ago, the only people living in Canada were the Aboriginal people of Canada. "Aboriginal" means the original inhabitants, the people who were here first. The words "Native" or "Indigenous" are also used, and mean the same thing.
Today they all collectively refer to themselves as the First Nations or First Peoples of Canada. However, it is important to remember that there are many unique cultural groups.
http://firstpeoplesofcanada.com/fp_groups/fp_groups_origins.html
Creation stories are varied and as diverse as the many indigenous cultural groups that exist or did once exist. The following video is an Ojibway Story of Creation which was animated by the Pic River First Nation. The second video is from the Iroquois Nation and tells the story of the Woman Who Fell From the Sky. The third origin story is from the Cree Nation and tells the Legend of Weesakayjack.
Today they all collectively refer to themselves as the First Nations or First Peoples of Canada. However, it is important to remember that there are many unique cultural groups.
http://firstpeoplesofcanada.com/fp_groups/fp_groups_origins.html
Creation stories are varied and as diverse as the many indigenous cultural groups that exist or did once exist. The following video is an Ojibway Story of Creation which was animated by the Pic River First Nation. The second video is from the Iroquois Nation and tells the story of the Woman Who Fell From the Sky. The third origin story is from the Cree Nation and tells the Legend of Weesakayjack.
creation_stories_exit_slip.pdf | |
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Aboriginal World View
Eight differences between Indigenous and western worldviews
Indigenous worldviews (I) vs Western worldviews (W)
1. (I) Spiritually orientated society. System based on belief and spiritual world.
(W) Scientific, skeptical. Requiring proof as a basis of belief.
2. (I)There can be many truths; truths are dependent upon individual experiences.
(W) There is only one truth, based on science or Western style law.
3. (I) Society operates in a state of relatedness. Everything and everyone is related. There is real belief that people, objects and the environment are all connected. Law, kinship and spirituality reinforce this connectedness. Identity comes from connections.
(W)Compartmentalized society, becoming more so.
4. (I) The land is sacred and usually given by a creator or supreme being.
(W) The land and its resources should be available for development and extraction for the benefit of humans.
5. (I) Time is non-linear, cyclical in nature. Time is measured in cyclical events. The seasons are central to this cyclical concept.
(W) Time is usually linearly structured and future orientated. The framework of months, years, days etc reinforces the linear structure.
6. (I) Feeling comfortable is measured by the quality of your relationships with people.
(W) Feeling comfortable is related to how successful you feel you have been in achieving your goals.
7. (I) Human beings are not the most important in the world.
(W) Human beings are most important in the world.
8. (I) Amassing wealth is important for the good of the community
(W)Amassing wealth is for personal gain
Source: https://www.ictinc.ca/blog/indigenous-peoples-worldviews-vs-western-worldviews
Additional Information:
https://teachik.com/about/western-view-versus-indigenous-view/
Indigenous worldviews (I) vs Western worldviews (W)
1. (I) Spiritually orientated society. System based on belief and spiritual world.
(W) Scientific, skeptical. Requiring proof as a basis of belief.
2. (I)There can be many truths; truths are dependent upon individual experiences.
(W) There is only one truth, based on science or Western style law.
3. (I) Society operates in a state of relatedness. Everything and everyone is related. There is real belief that people, objects and the environment are all connected. Law, kinship and spirituality reinforce this connectedness. Identity comes from connections.
(W)Compartmentalized society, becoming more so.
4. (I) The land is sacred and usually given by a creator or supreme being.
(W) The land and its resources should be available for development and extraction for the benefit of humans.
5. (I) Time is non-linear, cyclical in nature. Time is measured in cyclical events. The seasons are central to this cyclical concept.
(W) Time is usually linearly structured and future orientated. The framework of months, years, days etc reinforces the linear structure.
6. (I) Feeling comfortable is measured by the quality of your relationships with people.
(W) Feeling comfortable is related to how successful you feel you have been in achieving your goals.
7. (I) Human beings are not the most important in the world.
(W) Human beings are most important in the world.
8. (I) Amassing wealth is important for the good of the community
(W)Amassing wealth is for personal gain
Source: https://www.ictinc.ca/blog/indigenous-peoples-worldviews-vs-western-worldviews
Additional Information:
https://teachik.com/about/western-view-versus-indigenous-view/
Please read and annotate pages 31-34 in the Shaping Canada textbook and complete the attached exit slip.
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Ceremonies and Rituals
Many traditional First Nations and Inuit practices demonstrate respect and gratitude for the gifts of the physical and spiritual world. Such practices maintain harmony and balance between humankind and the rest of creation.
First Nations and Inuit peoples from across the continent share a tradition of regularly giving thanks, through everyday acts, through rituals, and through ceremonies. A ceremony is a formal act or series of acts performed as prescribed by custom, law, or other authority. Ceremonies can be simple or elaborate solemn occasions or forms of celebration.
First Nations celebrations are often a means of thanking everyone in the community for their contributions. (source: learnalberta.ca)
Please take a look at the videos below that highlight some of the indigenous ceremonies and rituals here in Canada.
First Nations and Inuit peoples from across the continent share a tradition of regularly giving thanks, through everyday acts, through rituals, and through ceremonies. A ceremony is a formal act or series of acts performed as prescribed by custom, law, or other authority. Ceremonies can be simple or elaborate solemn occasions or forms of celebration.
First Nations celebrations are often a means of thanking everyone in the community for their contributions. (source: learnalberta.ca)
Please take a look at the videos below that highlight some of the indigenous ceremonies and rituals here in Canada.
I'm Not the Indian You Had in Mind Assignment
Images of indigenous people, often depicting them in negative stereotypes, have long circulated through various forms of mass media. In the following poem, Thomas King explores the difference between images and stereotypes of indigenous people and how these people actually live their lives in contemporary Canada. Click here for the online link.
Your task is to think about stereotypes that represent your own cultural background. When people think of students like you. what do they assume you'll be like? Create a 16 line poem (two stanzas) using the same format as Thomas King's poem that represents who you aren't.
We will share the final products as part of an in class gallery walk. Enjoy the process!
Click on the link below to hear the oral recitation of the poem we viewed in class:
https://vimeo.com/39451956
im_not_the_indian_you_had_in_mind_-_table_copies.pdf | |
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Gallery Walk and Sharing Date: Tuesday, September 17th
First Peoples Group Inquiry Project and Presentation
Task:
Intent:
Criteria:
Assessment Markers:
What has the student learned?
How effectively does the presentation communicate what the student has learned?
How effective is the presentation as a whole?
Chapter tests and or/quizzes completed by the class on The First Peoples of Canada Pre-Contact.
To consider:
Be sure to:
-exchange e-mail contact information at your first meeting
-have one person at your table set up a google document for the group
-plan and divide work and research responsibilities
-be an active participant in all aspects of this project
-cite your sources (have one slide depict the sources you used to find your required information)
Total Marks: Group Presentation /20
Self Assessment Reflection /14
Weighted into Projects on Jupiter Ed (10% of course mark)
I have attached a First Peoples Cultural Area PowerPoint Sample below, HOWEVER it is not complete. Your group should have 3-4 slides per category (Dwellings/Engineering, Food Sources, Transportation etc) as well as a couple of QUIZ/REVIEW slides at the end to help your classmates prepare for the final test.
- Students will prepare an educational multi-media presentation (PowerPoint format) on your assigned First Peoples Cultural Area. Options are listed on the above map. We will have a random draw to determine the research groups.
Intent:
- Students will research the assigned group related to The First Peoples of Canada.
- Students will consider the ENVIRONMENT (climate, topography, and vegetation), MAJOR and MINOR FOOD SOURCES, FISHING and HUNTING TECHNOLOGIES, TRANSPORTATION TECHNOLOGIES and DWELLING ENGINEERING of that chapter.
- Students will synthesize the information, interpret connections and teach their classmates what they’ve learned using a multimedia presentation.
Criteria:
- Students will be assessed on content, communication and the presentation.
- All students in the group need to have an equal role in the presentation.
Assessment Markers:
What has the student learned?
How effectively does the presentation communicate what the student has learned?
How effective is the presentation as a whole?
Chapter tests and or/quizzes completed by the class on The First Peoples of Canada Pre-Contact.
To consider:
- What was life like for the First Peoples? How did they structure their world?
- What connections can we make to ourselves and our own culture?
Be sure to:
-exchange e-mail contact information at your first meeting
-have one person at your table set up a google document for the group
-plan and divide work and research responsibilities
-be an active participant in all aspects of this project
-cite your sources (have one slide depict the sources you used to find your required information)
Total Marks: Group Presentation /20
Self Assessment Reflection /14
Weighted into Projects on Jupiter Ed (10% of course mark)
I have attached a First Peoples Cultural Area PowerPoint Sample below, HOWEVER it is not complete. Your group should have 3-4 slides per category (Dwellings/Engineering, Food Sources, Transportation etc) as well as a couple of QUIZ/REVIEW slides at the end to help your classmates prepare for the final test.
plains_powerpoint_sample.pptx | |
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File Type: | pptx |
Here are the requirements for your quiz questions (WORD doc below).
REMINDER: Have ONE student from each group email me or send a message via Jupiter that has all of the Multiple Choice and True/False questions on it. One of each type of question per category.
These questions are due to me by Friday at noon.
REMINDER: Have ONE student from each group email me or send a message via Jupiter that has all of the Multiple Choice and True/False questions on it. One of each type of question per category.
These questions are due to me by Friday at noon.
first_peoples_inquiry_group_project_selections_and_test_info.docx | |
File Size: | 14 kb |
File Type: | docx |
**Presentation Dates: November 26, 27 and December 1
Final test: Tuesday, December 1, 2020
Public Speaking 101
Europeans Arrive: The First Peoples and the Impact of Contact
Essential Question: Why did the French and other Europeans come to North America and
how did they interact with First Peoples?
Long before Europeans arrived, First Nations people were active traders, with well established alliances and trading partners throughout North America. Champlain founded Quebec and New France in 1608 and the French eventually extended their trading influences and alliances from the East Coast of Canada down the coast, into the Great lakes and down to the Mississippi River. The British established their colonies around Hudson's Bay and to the south, with 13 colonies that eventually became the United States.
When the Europeans arrived First Nations peoples were actively trading furs for items not found in the area at that time. Trade expanded quickly. There was fierce trade competition, often between the French and the British during the 1600 and 1700s. Warfare ensued. During the war of 1812, First Nations allies played important roles in the conflict.
Alliances were mutually beneficial and the First Peoples helped the newcomers survive in the rugged environment. Unfortunately in addition to much coveted supplies, the Europeans also brought deadly diseases - measles, smallpox, influenza, to which the Indigenous people had no immunity to. Some indigenous communities were virtually wiped out from disease. Source: First Peoples of Canada
When the Europeans arrived First Nations peoples were actively trading furs for items not found in the area at that time. Trade expanded quickly. There was fierce trade competition, often between the French and the British during the 1600 and 1700s. Warfare ensued. During the war of 1812, First Nations allies played important roles in the conflict.
Alliances were mutually beneficial and the First Peoples helped the newcomers survive in the rugged environment. Unfortunately in addition to much coveted supplies, the Europeans also brought deadly diseases - measles, smallpox, influenza, to which the Indigenous people had no immunity to. Some indigenous communities were virtually wiped out from disease. Source: First Peoples of Canada
The Seven Years War
The Seven Years War (1756–63) was the first global war, fought in Europe, India, and America, and at sea. In North America, imperial rivals Britain and France struggled for supremacy. Early in the war, the French (aided by Canadian militia and Aboriginal allies) defeated several British attacks and captured a number of British forts. In 1758, the tide turned when the British captured Louisbourg, followed by Québec City in 1759 and Montréal in 1760. With the Treaty of Paris of 1763, France formally conceded Canada to the British. The Seven Years’ War therefore laid the bicultural foundations of modern Canada as we know it today. Source: The Canadian Encyclopedia
The Seven Years War (1756–63) was the first global war, fought in Europe, India, and America, and at sea. In North America, imperial rivals Britain and France struggled for supremacy. Early in the war, the French (aided by Canadian militia and Aboriginal allies) defeated several British attacks and captured a number of British forts. In 1758, the tide turned when the British captured Louisbourg, followed by Québec City in 1759 and Montréal in 1760. With the Treaty of Paris of 1763, France formally conceded Canada to the British. The Seven Years’ War therefore laid the bicultural foundations of modern Canada as we know it today. Source: The Canadian Encyclopedia
New Societies in North America - New France and British North America
France was a colonial power in North America from the early 16th century, the age of European discoveries and fishing expeditions, to the early 19th century, when Napoléon Bonaparte sold Louisiana to the United States.
French presence in North America was marked by economic exchanges with Aboriginal peoples, but also by conflicts, as the French attempted to control this vast territory. The French colonial enterprise was also spurred by religious motivation as well as the desire to establish an effective colony in the St. Lawrence Valley.
In 1608 Samuel de Champlain, considered the founder of New France, erected a habitation (building) at Québec. He continued Cartier's dream of finding an opening to the Indies, pursued the commercial interests of businessmen in France, his sponsors, and followed the king's wishes. The settlement responded to economic demands: go out to the fur-rich areas, forge close contact with suppliers and try to obtain the right of exploitation. The scale of the operation made it necessary to form private companies.
British North America, the term usually applied to the British colonies and territories in North America after the US became independent in 1783 until Confederation in 1867. At first it consisted of the provinces of Québec, Nova Scotia, St John's Island [Prince Edward Island], Newfoundland, the Hudson's Bay Company territories, and lands belonging directly to the Crown.
The influx of Loyalist settlers from the US into Nova Scotia resulted in the creation of New Brunswick and Cape Breton Island as separate colonies in 1784. The division of the Province of Quebec into Upper Canada and Lower Canada in 1791 separated the people of predominantly British and American origin in the west from those of mainly French origin in the east.
French presence in North America was marked by economic exchanges with Aboriginal peoples, but also by conflicts, as the French attempted to control this vast territory. The French colonial enterprise was also spurred by religious motivation as well as the desire to establish an effective colony in the St. Lawrence Valley.
In 1608 Samuel de Champlain, considered the founder of New France, erected a habitation (building) at Québec. He continued Cartier's dream of finding an opening to the Indies, pursued the commercial interests of businessmen in France, his sponsors, and followed the king's wishes. The settlement responded to economic demands: go out to the fur-rich areas, forge close contact with suppliers and try to obtain the right of exploitation. The scale of the operation made it necessary to form private companies.
British North America, the term usually applied to the British colonies and territories in North America after the US became independent in 1783 until Confederation in 1867. At first it consisted of the provinces of Québec, Nova Scotia, St John's Island [Prince Edward Island], Newfoundland, the Hudson's Bay Company territories, and lands belonging directly to the Crown.
The influx of Loyalist settlers from the US into Nova Scotia resulted in the creation of New Brunswick and Cape Breton Island as separate colonies in 1784. The division of the Province of Quebec into Upper Canada and Lower Canada in 1791 separated the people of predominantly British and American origin in the west from those of mainly French origin in the east.
The Acadians
Question: Who were the Acadians and why were they deported from their home?
The Acadians had lived on Nova Scotia’s territory since the founding of Port-Royal in 1604. They established a small, vibrant colony around the Bay of Fundy. Largely ignored by France, the Acadians grew independent minded. With their friends and allies the Mi' kmaq, they felt secure, even when sovereignty over their land passed to Britain after 1713 (see Treaty of Utrecht).
Founded in 1682, Grand-Pré, which was also named les Mines, becomes the most populated village in Acadia, including Port-Royal. It was also the site of the deportation proclamation of 1755 and is now a National Historic Site.
In 1730 the British authorities persuaded the Acadians to swear, if not allegiance, at least neutrality in any conflict between Britain and France.
While previous British governors had been conciliatory towards the Acadians, Governor Charles Lawrence was prepared to take drastic action. He saw the Acadian question as a strictly military matter.
In meetings with Acadians in July 1755 in Halifax, Lawrence pressed the delegates to take an unqualified oath of allegiance to Britain. When they refused, he imprisoned them and gave the fateful order for deportation.
Some Acadians resisted. Many escaped to the forests, where the British continued to hunt them down for the next five years. A group of 1,500 fled for New France, others to Cape Breton and the upper reaches of the Peticoudiac River.
Of some 3,100 Acadians deported after the fall of Louisbourg in 1758, an estimated 1,649 died by drowning or disease.
Between 1755 and 1763, approximately 10,000 Acadians were deported. They were shipped to many points around the Atlantic. Large numbers were landed in the English colonies, others in France or the Caribbean. Thousands died of disease or starvation due to terrible conditions on board the ships.
Although the Acadians were not actually shipped to Louisiana by the British, many were attracted to the area by the familiarity of the language and remained to develop the culture now known as "Cajun."
Founded in 1682, Grand-Pré, which was also named les Mines, becomes the most populated village in Acadia, including Port-Royal. It was also the site of the deportation proclamation of 1755 and is now a National Historic Site.
In 1730 the British authorities persuaded the Acadians to swear, if not allegiance, at least neutrality in any conflict between Britain and France.
While previous British governors had been conciliatory towards the Acadians, Governor Charles Lawrence was prepared to take drastic action. He saw the Acadian question as a strictly military matter.
In meetings with Acadians in July 1755 in Halifax, Lawrence pressed the delegates to take an unqualified oath of allegiance to Britain. When they refused, he imprisoned them and gave the fateful order for deportation.
Some Acadians resisted. Many escaped to the forests, where the British continued to hunt them down for the next five years. A group of 1,500 fled for New France, others to Cape Breton and the upper reaches of the Peticoudiac River.
Of some 3,100 Acadians deported after the fall of Louisbourg in 1758, an estimated 1,649 died by drowning or disease.
Between 1755 and 1763, approximately 10,000 Acadians were deported. They were shipped to many points around the Atlantic. Large numbers were landed in the English colonies, others in France or the Caribbean. Thousands died of disease or starvation due to terrible conditions on board the ships.
Although the Acadians were not actually shipped to Louisiana by the British, many were attracted to the area by the familiarity of the language and remained to develop the culture now known as "Cajun."
The Northwest Fur Trade
Essential Question: How did First Peoples and Europeans interact in the Northwest and what were the results?
When Jacques Cartier first landed in the New World he hoped to find precious gold. Instead, the riches which Europeans found here were fish and furs. Early contact with the Indigenous peoples established trading patterns. The First Nations brought fur pelts of otter, mink, marten and fox and traded them for European tools, pots and liquor.
Later, around 1600, Europeans discovered that the short soft fur close to the beaver skin was ideal for processing into felt for beaver hats. The increasing demand for beaver pelts sent coureurs de bois into the woods of Canada to trade with Indigenous peoples. Different companies financed fur trading expeditions. In 1608 Champlain gathered these companies under one organization, the Company of One Hundred Associates, which established a permanent trading post on the site of Quebec City.
The early French fur traders explored and mapped the Great Lakes area and the Mississippi River system. Most of the English fur trade was run by the Hudson's Bay Company, established in 1670. By the 18th century, a rival large trading company, the North West Company (or Nor'Westers) out of Montreal, was competing with the HBC and their rivalry opened up much of the west to European development.
Source: Canadian History Project
Later, around 1600, Europeans discovered that the short soft fur close to the beaver skin was ideal for processing into felt for beaver hats. The increasing demand for beaver pelts sent coureurs de bois into the woods of Canada to trade with Indigenous peoples. Different companies financed fur trading expeditions. In 1608 Champlain gathered these companies under one organization, the Company of One Hundred Associates, which established a permanent trading post on the site of Quebec City.
The early French fur traders explored and mapped the Great Lakes area and the Mississippi River system. Most of the English fur trade was run by the Hudson's Bay Company, established in 1670. By the 18th century, a rival large trading company, the North West Company (or Nor'Westers) out of Montreal, was competing with the HBC and their rivalry opened up much of the west to European development.
Source: Canadian History Project
The Fur Trade in Canada: Research Essay Assignment
Enriched history students will be required to complete an extensive inquiry based essay on the history of the fur trade in Canada and its contribution to today as outlined in the PDF below.
You can also utilize (but are not limited to) the links below to help gain a better understanding of Canada's fur trade.
http://education.historicacanada.ca/en/tools/229
http://www.canadahistoryproject.ca/1663/1663-05-fur-trade.html
http://www.truthaboutfur.com/blog/canada-fur-trade-history/
http://firstpeoplesofcanada.com/fp_furtrade/fp_furtrade4.html
You can also utilize (but are not limited to) the links below to help gain a better understanding of Canada's fur trade.
http://education.historicacanada.ca/en/tools/229
http://www.canadahistoryproject.ca/1663/1663-05-fur-trade.html
http://www.truthaboutfur.com/blog/canada-fur-trade-history/
http://firstpeoplesofcanada.com/fp_furtrade/fp_furtrade4.html
canadas_fur_trade_research_essay_assignment.pdf | |
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Cluster 2: British North America (1763-1867)
British Colonial Rule
Essential Question: How did British colonial rule change from 1763 to 1867 and what was its impact on life in North America ?
The War of 1812
The War of 1812 (which lasted from 1812 to 1814) was a military conflict between the United States and Great Britain. As a colony of Great Britain, Canada was swept up in the War of 1812 and was invaded a number of times by the Americans. The war was fought in Upper Canada, Lower Canada, on the Great Lakes and the Atlantic, and in the United States. The peace treaty of Ghent, which ended the war, largely returned the status quo. However, in Canada, the war contributed to a growing sense of national identity, including the idea that civilian soldiers were largely responsible for repelling the American invaders. In contrast, the First Nations allies of the British and Canadian cause suffered much because of the war; not only had they lost many warriors (including the great Tecumseh), they also lost any hope of halting American expansion in the west, and their contributions were quickly forgotten by their British and Canadian allies. Source : Canadian Encyclopedia
Click here for an interactive timeline of the War of 1812
Click here for an interactive timeline of the War of 1812
On the bicentennial of the War of 1812 the CBC presented a two hour documentary special, The War of 1812: Been There, Won That – a modern look at a 200 year old war hosted by one of Canada's most accomplished and funniest actors, Peter Keleghan.
They explore the myths and mysteries, mayhem and marvels of this "forgotten" war. And follow the twists and turns of this strange conflict, its rogues and rascals, heroes and martyrs and uncover stories of humour and horror, heroism and hubris. And we'll meet colourful characters – from corporate lawyers to debutantes to Ursuline nuns -- who 200 years later still remember and celebrate the war in unexpected ways.
Finally, they try to set the record straight on the burning question that still divides us from our former enemies (now our best pals and good neighbours) to the south: Who really did win the war of 1812?
Click here to view Doc Zone's The War of 1812: Been There, Done That
They explore the myths and mysteries, mayhem and marvels of this "forgotten" war. And follow the twists and turns of this strange conflict, its rogues and rascals, heroes and martyrs and uncover stories of humour and horror, heroism and hubris. And we'll meet colourful characters – from corporate lawyers to debutantes to Ursuline nuns -- who 200 years later still remember and celebrate the war in unexpected ways.
Finally, they try to set the record straight on the burning question that still divides us from our former enemies (now our best pals and good neighbours) to the south: Who really did win the war of 1812?
Click here to view Doc Zone's The War of 1812: Been There, Done That
Treaties in Canada
There are often many questions surroundings First Nations treaties in Canada. The impact of treaty making in Canada has been wide-ranging and long standing. The treaties the Crown (Canadian Government) has signed with Aboriginal peoples since the 18th century have permitted the evolution and growth of Canada as we know it. In fact, much of Canada's land mass is covered by treaties.
This treaty-making process, which has evolved over more than 300 years between Aboriginal and non-Aboriginal people in Canada, has its origins in the early diplomatic relationship developed between European settlers and Aboriginal people.
As the two parties made economic and military alliances, Canada began to take form. These diplomatic proceedings were the first steps in a long process that has led to today's comprehensive claims agreements between the Crown and Aboriginal groups.
In today's society, these treaties are being revisited as Aboriginal groups and the Canadian government decide on land claim decisions.
The first video below is not a perfect explanation of treaties in Canada however it is good first start and understanding the reasons behind them.
The second video is a more comprehensive (and lengthy) discussion of Indian Act and its repercussions.
The Northwest Changes
Essential Question: How did the fur trade, European settlement, and the rise of the Métis Nation transform life for the peoples of the Northwest?
Métis are people of mixed European and Indigenous ancestry, and one of the three recognized Aboriginal peoples in Canada. The Métis Nation — which originated largely in Western Canada emerged as a political force in the 19th century, moving outwards from the Red River Settlement. While the Canadian government politically marginalized the Métis after 1885, they have since been recognized as an Aboriginal people with rights enshrined in our constitution.
Métis Resistance
Essential Question: Why did the Métis resist the westward expansion of Canada, and what were the consequences ?
The Métis Nation
Gabriel Dumont Biography and Exit Slip Assignment
1. Why was Gabriel a respected leader in the Métis community? What characteristics contributed to this? What was his position among the Métis of Saskatchewan by the time he was twenty-five years old?
2. What was Dumont’s contribution to the Red River Rebellion of 1870?
3. Was Gabriel a resourceful leader? Why or why not? Provide examples from the film to support your answer.
4. What happened to Gabriel after the trial and execution of Louis Riel? What did he become?
5. Choose three adjectives to describe Gabriel. Does he deserve to be remembered and studied as an important Canadian? Why or why not?
See link below for video:
https://www.historicacanada.ca/content/biography-series/gabriel-dumont
2. What was Dumont’s contribution to the Red River Rebellion of 1870?
3. Was Gabriel a resourceful leader? Why or why not? Provide examples from the film to support your answer.
4. What happened to Gabriel after the trial and execution of Louis Riel? What did he become?
5. Choose three adjectives to describe Gabriel. Does he deserve to be remembered and studied as an important Canadian? Why or why not?
See link below for video:
https://www.historicacanada.ca/content/biography-series/gabriel-dumont
Confederation
Essential Question: Why and how was the Dominion of Canada established as a confederation of British colonies in 1867?
The impact of treaty making in Canada has been wide-ranging and long standing. The treaties the Crown has signed with Aboriginal peoples since the 18th century have permitted the evolution of Canada as we know it. In fact, much of Canada's land mass is covered by treaties. This treaty-making process, which has evolved over more than 300 years between Aboriginal and non-Aboriginal people in Canada, has its origins in the early diplomatic relationship developed between European settlers and Aboriginal people. As the two parties made economic and military alliances, Canada began to take form. These diplomatic proceedings were the first steps in a long process that has led to today's comprehensive claims agreements between the Crown and Aboriginal groups.
Source: Indigenous and Northern Affairs/Government of Canada
In class, we will explore the history of treaties in Canada and discuss the lasting impact of these documents and how they relate to the Canada we know and live in today.
Treaties in Canada: Education Guide
https://www.historicacanada.ca/sites/default/files/PDF/Treaties_English.pdf
A History of Treaty Making in Canada
https://www.aadnc-aandc.gc.ca/eng/1314977704533/1314977734895
Report on the Royal Commission of Aboriginal Peoples
https://www.bac-lac.gc.ca/eng/discover/aboriginal-heritage/royal-commission-aboriginal-peoples/Pages/final-report.aspx
Map of the Numbered Treaties - Interactive Site
http://www.trcm.ca/treaties/treaties-in-manitoba/view-pdf-interactive-map-of-numbered-treaties-trcm-july-20-entry/
Residential Schools
Residential schools were government-sponsored religious schools established to assimilate Indigenous children into Euro-Canadian culture. Although the first residential facilities were established in New France, the term usually refers to the custodial schools established after 1880. The first school was established in 1831. The Mohawk Institute in Brantford, Upper Canada, became Canada’s first residential school. At first, the school only admitted boys. Girls were admitted in 1834. In 1996, the last federally-run facility, Gordon Residential School, closed in Punnichy, Saskatchewan.
Residential Schools Interactive Timeline
Residential Schools Interactive Timeline
t_r_map_of_residential_schools.pdf | |
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Cluster 3: Becoming a Sovereign Nation 1867-1931
Post-Confederation Life
Essential Question: How did territorial expansion, immigration, and industrialization change life for men and women in Canada?
Aboriginal Peoples After Confederation
Essential Question: How did Canada's relationship with First nations, Metis, and Inuit peoples change after Confederation?
The First World War and Beyond
Essential Question: How was Canada's identity as a nation shaped by the First World War, and by its changing relationship to Great Britain and the world?
Canada's Hundred Days and the Armistice:100th anniversary - 1918-2018
Canada's Veteran's Affairs commemorates the centennial of the First World War. Click on the links below to discover a multitude of additional resources that will reinforce what you're learning in class.
Canada's Hundred Days and the Armistice:100th anniversary - 1918-2018
http://www.veterans.gc.ca/eng/remembrance/history/first-world-war/last-hundred-days/100-anniversary
FirstWorldWar.com, a multi media site, also has links and resources that you may find helpful.
https://www.firstworldwar.com/index.htm
The Memory Project: Veteran Stories The First World War
http://www.thememoryproject.com/stories/WWI
100 Stories: Canadians in the First World War
https://www.bac-lac.gc.ca/eng/discover/military-heritage/first-world-war/100-stories/Pages/introduction.aspx
Canada and the First World War
Online Lesson: Thursday, November 22nd and Friday, November 23rd: Room 3 Computer Lab
Visit the following site:
https://www.warmuseum.ca/firstworldwar/
Then complete the assigned activity. A hard copy will be given to you in class, however you can also print off the one below as well.
You will examine an artifact from the Canadian War Museum’s Canada and the First World War Web site (select one from the OBJECTS and PHOTOS section of the website). Using this image and the information gained from further research (google/search other WW1 sites), you will write an exhibition label for their artifact.
Once completed, visit the additional websites above and read about key events that took place in WW1.
Visit the following site:
https://www.warmuseum.ca/firstworldwar/
Then complete the assigned activity. A hard copy will be given to you in class, however you can also print off the one below as well.
You will examine an artifact from the Canadian War Museum’s Canada and the First World War Web site (select one from the OBJECTS and PHOTOS section of the website). Using this image and the information gained from further research (google/search other WW1 sites), you will write an exhibition label for their artifact.
Once completed, visit the additional websites above and read about key events that took place in WW1.
object_analysis_worksheet_ww1.pdf | |
File Size: | 31 kb |
File Type: |
World War I
The First World War of 1914–1918 was the bloodiest conflict in Canadian history, taking the lives of nearly 61,000 Canadians. It erased romantic notions of war, introducing slaughter on a massive scale, and instilled a fear of foreign military involvement that would last until the Second World War. The great achievements of Canadian soldiers on battlefields such as Ypres, Vimy and Passchendaele, however, ignited a sense of national pride and a confidence that Canada could stand on its own, apart from the British Empire, on the world stage.
Source: The Canadian Encyclopedia
Source: The Canadian Encyclopedia
The Halifax Explosion
The Halifax Explosion was a maritime disaster in Halifax, Nova Scotia, Canada, which happened on the morning of 6 December 1917. The Norwegian vessel SS Imo collided with SS Mont-Blanc, a French cargo ship laden with high explosives, in the Narrows, a strait connecting the upper Halifax Harbour to Bedford Basin. A fire on board the French ship ignited her cargo, causing a large explosion that devastated the Richmond district of Halifax. Approximately 2,000 people were killed by the blast, debris, fires or collapsed buildings, and an estimated 9,000 others were injured.
The following link offers a 360 view of the events on that day.
newsinteractives.cbc.ca/halifaxexplosion/
CBC News Interactives has recreated the city of Halifax as it existed in 1917 to show how the Halifax explosion unfolded and its effects on the people who lived there. Watch the video below to see it's impact.
The following link offers a 360 view of the events on that day.
newsinteractives.cbc.ca/halifaxexplosion/
CBC News Interactives has recreated the city of Halifax as it existed in 1917 to show how the Halifax explosion unfolded and its effects on the people who lived there. Watch the video below to see it's impact.
The Winnipeg General Strike - May 15, 1919
A combination of deep social and economic inequality and a growing awareness among Winnipeg's working class of these disparities led somewhere between 25,000 and 35,000 workers to walk off the job for 42 days, beginning on May 15.
Poor work conditions, inadequate/unfair wages and the refusal by many employers to recognize and negotiate with unions culminated in the unrest that spilled into the streets and left two men dead by the end of the six-week strike.
On June 21 1919, near the end of the Winnipeg General Strike, the occurrence of the tragic event called "Bloody Saturday" took place.Two men were killed and 27 others injured as strikers fought the North West Mounted Police.
On the hundredth anniversary of the Winnipeg General Strike, CBC Manitoba created an interactive experience that walks people through the days leading up to and including the strike itself.
https://newsinteractives.cbc.ca/longform/winnipeg-general-strike-vulcan-iron-works
Poor work conditions, inadequate/unfair wages and the refusal by many employers to recognize and negotiate with unions culminated in the unrest that spilled into the streets and left two men dead by the end of the six-week strike.
On June 21 1919, near the end of the Winnipeg General Strike, the occurrence of the tragic event called "Bloody Saturday" took place.Two men were killed and 27 others injured as strikers fought the North West Mounted Police.
On the hundredth anniversary of the Winnipeg General Strike, CBC Manitoba created an interactive experience that walks people through the days leading up to and including the strike itself.
https://newsinteractives.cbc.ca/longform/winnipeg-general-strike-vulcan-iron-works
On a separate, but related note, my great grandfather, William Cooper was a fierce unionist, who believed in worker's rights. He is considered to be a "Memorable Manitoban." Here is the link to his bio as well as his photograph below:
http://www.mhs.mb.ca/docs/people/cooper_w.shtml
Canada Between Two Wars
What was life for Canadians in between the end of World War I and the beginning of World War II? There were years of prosperity that were followed by the Great Depression (the dirty thirties), and along the way Canada went through a severe maturing process. This NFB film (circa 1962) offers an eye-opening glimpse of Canada's past.
Cluster 4: Achievements and Challenges (1931-1982)
Finding Social Justice
Essential Question: How did Canada seek to establish economic security and social justice from the period of the Depression to the patriation of the Constitution ?
Canada and the Great Depression
Canadian Identity
Essential Question: How did the establishment of national institutions contribute to defining Canadian identity?
The Second World War and Beyond
Essential Question: How was Canada's presence on the world stage shaped by its role in the Second World War and its growing participation in the international community?
World War II
The Second World War was a defining event in Canadian history, transforming a quiet country on the fringes of global affairs into a critical player in the 20th century's most important struggle. Canada carried out a vital role in the Battle of the Atlantic and the air war over Germany, and contributed forces to the campaigns of western Europe beyond what might be expected of a small nation of then only 11 million people. Between 1939 and 1945 more than one million Canadian men and women served full-time in the armed services. More than 43,000 were killed. Despite the bloodshed, the war against Germany and the Axis powers reinvigorated Canada's industrial base, elevated the role of women in the economy, paved the way for Canada's membership in NATO, and left Canadians with a legacy of proud service and sacrifice embodied in names such as Dieppe, Hong Kong, Ortona and Juno Beach.
Source: The Canadian Encyclopedia
Source: The Canadian Encyclopedia
Canada Declares War
World War II Oversimplified
Dunkirk: How the French Army Saved Great Britain
The Battle of Hong Kong
In December, 1941, the Japanese invaded Hong Kong. The Winnipeg Grenadiers and the Montreal Royal Rifles, who had been sent to assist English and Indian regiments in defending the crown colony, fought valiantly but were forced to surrender on Christmas Day, 1941. Many died in battle, and more died in Japanese prison camps where they were malnourished, fell prey to disease and were forced to do hard labour until Japan was defeated in 1945.
My grandfather, Lieutenant Frederic Victor (Vic) Dennis of the Winnipeg Grenadiers survived the ordeal, but in the words of his daughter (my aunt), Margaret Dennis Owen, "The years of imprisonment had taken a heavy toll." The resulting variety of ailments led to Vic Dennis's death at a relatively young age, 67.
Read more about life on the Homefront in my Aunt Margaret's book, The Home Front: Hopscotch and Heartaches While Daddy Was at War. There is a copy in the DMCI library.
My grandfather, Lieutenant Frederic Victor (Vic) Dennis of the Winnipeg Grenadiers survived the ordeal, but in the words of his daughter (my aunt), Margaret Dennis Owen, "The years of imprisonment had taken a heavy toll." The resulting variety of ailments led to Vic Dennis's death at a relatively young age, 67.
Read more about life on the Homefront in my Aunt Margaret's book, The Home Front: Hopscotch and Heartaches While Daddy Was at War. There is a copy in the DMCI library.
Individual Report: X44 Frederick DENNIS
1st Battalion: The Winnipeg Grenadiers
General Information
Lieutenant Frederick Victor
Date of Birth (y-m-d): 1902-10-22
Winnipeg MB Manitoba
The Winnipeg Grenadiers
POW Camps
HK-NP-01 North Point North Point, Hong Kong Island Arrive: 1941 Dec 20/ Depart: 1941 Dec 22
HK-SA-01 Shamshuipo Kowloon, Hong Kong Capture 1942 Jan 22/ Depart 1942 Jan 22
HK-NP-02 North Point North Point, Hong Kong Island Arrive: 1942 Jan 22/ Depart: 1942 Sep 26
HK-SA-02 Shamshuipo Kowloon, Hong Kong Arrive: 1942 Sep 26/ Depart/ 1945 Sep 10
HK-SA-02 Shamshuipo Kowloon, Hong Kong, Arrive: 1943 Aug 19/ Depart: 1944 May 11
HK-SA-02 Shamshuipo Kowloon, Hong Kong, Arrive: 1944 May 11/ Depart: 1945 Sep 10
1st Battalion: The Winnipeg Grenadiers
General Information
Lieutenant Frederick Victor
Date of Birth (y-m-d): 1902-10-22
Winnipeg MB Manitoba
The Winnipeg Grenadiers
POW Camps
HK-NP-01 North Point North Point, Hong Kong Island Arrive: 1941 Dec 20/ Depart: 1941 Dec 22
HK-SA-01 Shamshuipo Kowloon, Hong Kong Capture 1942 Jan 22/ Depart 1942 Jan 22
HK-NP-02 North Point North Point, Hong Kong Island Arrive: 1942 Jan 22/ Depart: 1942 Sep 26
HK-SA-02 Shamshuipo Kowloon, Hong Kong Arrive: 1942 Sep 26/ Depart/ 1945 Sep 10
HK-SA-02 Shamshuipo Kowloon, Hong Kong, Arrive: 1943 Aug 19/ Depart: 1944 May 11
HK-SA-02 Shamshuipo Kowloon, Hong Kong, Arrive: 1944 May 11/ Depart: 1945 Sep 10
D-Day: Juno Beach
Key Moments in Canadian History Research Project
The final project of the course will be an exploration into a key Canadian historic event. You will be required to select one specific topic that outlines an event that took place at some point AFTER WW2. You will be asked to locate a minimum of three different reputable sources. You will also be required to separate your ideas into 5 organized paragraphs and format them using MLA formatting. See below for more resources on this.
Your paragraph sections should include...
ELEMENTS OF THE RESEARCH PAPER
Title
State the area of your research (i.e. “Canada's First Nuclear Reactors”). Also choose words in the title that describe your perspective on this moment in Canadian History (i.e. “Canada's First Nuclear Reactors: A Disaster Waiting to Happen”). Choose words with great care and manage their association with each other. While the title should be brief, it should be accurate, descriptive, and comprehensive.
Section One: Background of the Historic Moment
Section Two: The Official Story - this could be how the media covered it.
Section Three: Its Social and Historical Contexts
Section Four: Contemporary Implications
Section Five: Conclusions and Interpretations
NOTE: Generally research papers are written in a more formal tone. This means that only a THIRD person voice is used. If you would like to include a personal reflection related to your topic, you can include this in the concluding paragraph of your paper. You will not be penalized for breaking the formal tone, inf act, it might be a nice addition to your essay.
Lastly - please ensure that you properly cite your sources. It is not enough to include a Works Cited section at the back. You will also need to use in text citations (see attached resources on this). If you do not do so, you will lose marks. If you have any questions - please see me in class.
Once your paper is completed, you will be asked to print me a hard copy as well as email me a digital file using Google Docs. Submissions can be emailed to [email protected]
DUE DATE: Monday January 27, 2020 9:00 a.m. No late assignments will be accepted due to report card writing.
Your paragraph sections should include...
ELEMENTS OF THE RESEARCH PAPER
Title
State the area of your research (i.e. “Canada's First Nuclear Reactors”). Also choose words in the title that describe your perspective on this moment in Canadian History (i.e. “Canada's First Nuclear Reactors: A Disaster Waiting to Happen”). Choose words with great care and manage their association with each other. While the title should be brief, it should be accurate, descriptive, and comprehensive.
Section One: Background of the Historic Moment
- Detail and summarize the alleged sequence of events that comprise this moment in Canadian History. Remember: Always include as much evidence as possible.
- Give a history of what allegedly happened (“the 5W’s and the 1H”):
Section Two: The Official Story - this could be how the media covered it.
Section Three: Its Social and Historical Contexts
Section Four: Contemporary Implications
Section Five: Conclusions and Interpretations
NOTE: Generally research papers are written in a more formal tone. This means that only a THIRD person voice is used. If you would like to include a personal reflection related to your topic, you can include this in the concluding paragraph of your paper. You will not be penalized for breaking the formal tone, inf act, it might be a nice addition to your essay.
Lastly - please ensure that you properly cite your sources. It is not enough to include a Works Cited section at the back. You will also need to use in text citations (see attached resources on this). If you do not do so, you will lose marks. If you have any questions - please see me in class.
Once your paper is completed, you will be asked to print me a hard copy as well as email me a digital file using Google Docs. Submissions can be emailed to [email protected]
DUE DATE: Monday January 27, 2020 9:00 a.m. No late assignments will be accepted due to report card writing.
Need Topic Ideas?
In just 150 years, Canada has made its mark in the the history books as a country who has struggled to emerge from its British-colonial roots, yet has made huge strides to become a beacon of human rights. We've covered many of the battles, struggles and defining moments leading to our successes in World War 2.
But what key historic moments occurred after that? Click on some of the links below and find a date POST 1945 for some intriguing research paper topic ideas.
https://www.thelanguagegallery.com/blog/history/important-moments-in-canadian-history
https://notablelife.com/22-great-historical-events-that-make-us-proud-to-be-canadian/
https://globalnews.ca/news/3462776/7-defining-moments-that-shaped-canada-in-the-last-150-years/
But what key historic moments occurred after that? Click on some of the links below and find a date POST 1945 for some intriguing research paper topic ideas.
https://www.thelanguagegallery.com/blog/history/important-moments-in-canadian-history
https://notablelife.com/22-great-historical-events-that-make-us-proud-to-be-canadian/
https://globalnews.ca/news/3462776/7-defining-moments-that-shaped-canada-in-the-last-150-years/
MLA Formatting Resources
Part of your essay grade will be based on MLA formatting (in text citation, correct layout and formatting, and an MLA works cited page). Click on the tools and links below to get an MLA refresher. Remember that any ideas that are not original (your own) need to include an in-text citation and Works Cited citation. ***When sharing your Google Doc - share via [email protected] ***
How to cite an E Source:
https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_works_cited_electronic_sources.html
Easy Bib - MLA Formatting:
http://www.easybib.com/guides/citation-guides/mla-8/ultimate-guide-mla-eighth-edition/
Inserting Quotations in MLA
https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_quotations.html
Using In Text Citations
https://stpauls-mb.libguides.com/citations/intextmla
How to cite an E Source:
https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_works_cited_electronic_sources.html
Easy Bib - MLA Formatting:
http://www.easybib.com/guides/citation-guides/mla-8/ultimate-guide-mla-eighth-edition/
Inserting Quotations in MLA
https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_quotations.html
Using In Text Citations
https://stpauls-mb.libguides.com/citations/intextmla
In Text Citations for Electronic (web) Sources
MLA Formatting and Quotation Insertions
essay_assistance_how_to_insert_quotations.docx | |
File Size: | 16 kb |
File Type: | docx |
Sharing a Google Doc
Cluster 5: Defining Contemporary Canada (1982-Present)
The 8th Fire: Indigenous in the City
More than half of Canada's Aboriginal population now lives in cities. They sometimes call themselves "Concrete Indians". And they are challenging stereotypes.
In the opening episode of the four-part series 8TH Fire, host Wab Kinew, from the Ojibways of Onigaming First Nation in Northern Ontario, and now a Winnipeg-based politician, invites us to come "meet the neighbours". It's about time, since many Canadians say they have never met an Aboriginal person.
This colourful and engaging hour introduces a diverse cast of Indigenous characters living in the cities. They are united in a shared bond as Canada's First Peoples and in their determination to reassert their culture within a wider population of non-Indigenous Canadians.
Please click on the website link below to access the video for a second viewing:
https://www.youtube.com/watch?v=ELUs4pM_xUY
In the opening episode of the four-part series 8TH Fire, host Wab Kinew, from the Ojibways of Onigaming First Nation in Northern Ontario, and now a Winnipeg-based politician, invites us to come "meet the neighbours". It's about time, since many Canadians say they have never met an Aboriginal person.
This colourful and engaging hour introduces a diverse cast of Indigenous characters living in the cities. They are united in a shared bond as Canada's First Peoples and in their determination to reassert their culture within a wider population of non-Indigenous Canadians.
Please click on the website link below to access the video for a second viewing:
https://www.youtube.com/watch?v=ELUs4pM_xUY
Canada: The Story of Us - 10 Part Series
In recognition of Canada's 150th birthday, CBC Canada created a 10 part series entitled The Story of Us. It captures much of Canada's history however there was some controversy surrounding the series and some important aspects that were left out. We will discuss these events in class. Despite these key omissions, the series is worth viewing, even with a critical eye, therefore I have included it below as a class resource. Click HERE for more information about the CBC apology.
Residential Schools
Residential schools were government-sponsored religious schools established in hopes of assimilating Indigenous children into Euro-Canadian culture. Although the first residential facilities were established in New France, the term Residential School usually refers to the schools established after 1880.
The schools were originally conceived by Christian churches and the Canadian government in an attempt to both educate and convert Indigenous youth and to integrate them into Canadian society, residential schools disrupted lives and communities, causing long-term problems among Indigenous peoples.
Since the last residential school closed in 1996, former students have pressed for recognition and restitution, resulting in the Indian Residential Schools Settlement Agreement in 2007 and a formal public apology by Prime Minister Stephen Harper in 2008. In total, an estimated 150,000 First Nation, Inuit, and Métis children attended residential schools. Source: The Canadian Encyclopedia
The schools were originally conceived by Christian churches and the Canadian government in an attempt to both educate and convert Indigenous youth and to integrate them into Canadian society, residential schools disrupted lives and communities, causing long-term problems among Indigenous peoples.
Since the last residential school closed in 1996, former students have pressed for recognition and restitution, resulting in the Indian Residential Schools Settlement Agreement in 2007 and a formal public apology by Prime Minister Stephen Harper in 2008. In total, an estimated 150,000 First Nation, Inuit, and Métis children attended residential schools. Source: The Canadian Encyclopedia
Final Exam Information
As indicated in the HISE3F course outline, students who earn a 90% or higher on term work, and have submitted ALL required assignments and who have NO MORE than 6 absences in the course, will be granted for an exam exemption.
For those students who are writing the final exam, it will take place over the following days and will be in two different parts. The first part will be an Objective exam. This will be based on your previous tests/quizzes and will be made up of multiple choice, true and false and matching questions.
The second part will be a Long Answer/Process section. This will be worked on over the course of two days and will require you to complete an Article Analysis and make connections between two different (but related) articles.
An exam review will be given in class approximately 5 days prior to the start of the HISE3F exam.
Semester 2 Exam Dates:
Day 1- Objective Exam - Tuesday, June 9, 2020
Day 2- Article Analysis/Long Answer portion - Wednesday, June 10, 2020 - Thursday, June 11, 2020.
You will be required to attend each day of the exam and will need to be bring 2 pens and 1 pencil with you to class. NO PENCILED RESPONSES ALLOWED in the booklet however you WILL need it for the Scantron sheets. You can prepare the exam by reviewing your unit tests and reading the section assessments or checking for understanding portions (at the end of each section) of the textbook. You will also need to remember some basic information about some of the videos we viewed in class.
If you have any further questions about the exam - please see me sooner, rather than later. Good luck on the final!
Please see below for a Powerpoint copy of the Exam Review that we went over in class.
For those students who are writing the final exam, it will take place over the following days and will be in two different parts. The first part will be an Objective exam. This will be based on your previous tests/quizzes and will be made up of multiple choice, true and false and matching questions.
The second part will be a Long Answer/Process section. This will be worked on over the course of two days and will require you to complete an Article Analysis and make connections between two different (but related) articles.
An exam review will be given in class approximately 5 days prior to the start of the HISE3F exam.
Semester 2 Exam Dates:
Day 1- Objective Exam - Tuesday, June 9, 2020
Day 2- Article Analysis/Long Answer portion - Wednesday, June 10, 2020 - Thursday, June 11, 2020.
You will be required to attend each day of the exam and will need to be bring 2 pens and 1 pencil with you to class. NO PENCILED RESPONSES ALLOWED in the booklet however you WILL need it for the Scantron sheets. You can prepare the exam by reviewing your unit tests and reading the section assessments or checking for understanding portions (at the end of each section) of the textbook. You will also need to remember some basic information about some of the videos we viewed in class.
If you have any further questions about the exam - please see me sooner, rather than later. Good luck on the final!
Please see below for a Powerpoint copy of the Exam Review that we went over in class.
hise3f_exam_review.pptx | |
File Size: | 123 kb |
File Type: | pptx |