You are a reporter working for the newspaper, the "Radical Rebel," gathering information and evidence surrounding conflict and change, specific historical events, and key personalities. You are to investigate perspectives of different groups on some significant events, developments, and/or issues that affected Canada and/or Canadians between 1800 and 1850. You will investigate the nature of conflict and change and its resolution using examples from the past and applying skills developed throughout the unit.
Inquiry: investigate perspectives of different groups on some significant events, developments, and/or issues that affected Canada and/or Canadians between 1800 and 1850 (FOCUS ON: Historical Perspective; Historical Significance)
Specific:
- formulate questions to guide investigations
into perspectives of different groups on some
significant events, developments, and/or issues
that affected Canada and/or Canadians between
1800 and 1850 (e.g., the War of 1812, cholera
epidemics, increased immigration from Europe,
heightened class divisions in Upper and Lower
Canada, rise of the Patriotes in Lower Canada,
the Battle of Saint-Eustache, education reform)
- gather and organize information and evidence
about perspectives of different groups on some
significant events, developments, and/or issues
that affected Canada and/or Canadians during
this period, using a variety of primary sources
(e.g., diaries, excerpts from books that were popular
at the time, newspaper editorials, paintings or
drawings from that period, petitions, speeches) and
secondary sources (e.g., poetry, songs, paintings,
or drawings from after this historical period; historical
fiction; web resources and/or books on Canadian
history)
- analyse and construct maps as part of their
investigations into some significant events,
developments, and/or issues that affected
Canada and/or Canadians during this period,
with a focus on exploring their spatial boundaries
(e.g., locate major battles of the War of 1812 or the
Rebellions of 1837–38; construct flow maps to show
where famine Irish were displaced from and where
they settled in Canada; analyse demographic maps
to determine settlement patterns in Upper Canada
and how they affected First Nations in the colony)
- 4 interpret and analyse information and
evidence relevant to their investigations, using
a variety of tools (e.g., use a graphic organizer
to compare the perspectives of English and French
Canadians on the Durham Report; analyse the
content of selected paintings to determine the
perspective that is being presented; use a graphic
organizer to help them determine similarities and
differences in how various groups or individuals
viewed life on the frontier; use graphs to help them
determine the increase in immigrants to the various
colonies in British North America)
- evaluate evidence and draw conclusions
about perspectives of different groups on
significant events, developments, or issues
that affected Canada and/or Canadians during
this period
- communicate the results of their inquiries
using appropriate vocabulary (e.g., immigrant,
rebels, famine, Loyalist, Reformer, Patriote, British
North America, Upper Canada, Lower Canada,
Family Compact, Château Clique, responsible
government) and formats appropriate for specific monopoly to the Pacific coast have on First
Nations and Métis people? On European
traders? On prospective western settlers?”
- identify factors leading to some key events
and/or trends that occurred in and/or affected
Canada between 1800 and 1850 (e.g., the War
of 1812, the Upper Canada Rebellion, the Battle of
Saint-Eustache, Irish immigration, establishment
of the Underground Railroad, exploration by John
Franklin or David Thompson), and describe the
historical significance of some of these events/
trends for different individuals, groups, and/or
communities
- identify key political and legal changes that
occurred in and/or affected Canada during this
period (e.g., alliances between First Nations and
British forces during the War of 1812, the Treaty
of Ghent, the Abolition of Slavery Act of 1833, the
Durham Report, the Act of Union, treaties with
First Nations peoples, responsible government, the
Rebellion Losses Bill, the Common School Act of
1846), and explain the impact of some of these
changes on various individuals, groups, and/or
communities
- identify key social and economic changes
that occurred in and/or affected Canada during
this period (e.g., an increase in immigration, the
global recession of the 1830s, growing markets for
lumber and wheat, political reform movements in
Upper and Lower Canada, the construction of canals
and railway lines, education reform, mining in
Canada West, cholera and smallpox epidemics, the
extinction of the Beothuk in Newfoundland), and
explain the impact of some of these changes on
various individuals, groups, and/or communities
- describe interactions between different groups
and communities in Canada during this period
(e.g., French, English, First Nations, Métis, Loyalists,
African Canadians, Irish and Scottish immigrants,
different religious denominations, the Family Compact,
the Château Clique, landowners, servants)
- identify some significant individuals and groups in Canada during this period (e.g., Robert Baldwin, General Isaac Brock, Peter Jones, William Lyon Mackenzie, Grace Marks, John Norton, Louis-Joseph Papineau, Richard Pierpoint, Peggy Pompadour, Laura Secord, Tecumseh, Catharine Parr Traill; groups advocating responsible government or public education; immigrant aid and other charitable organizations; the Family Compact and Château Clique; groups such as Mennonites in Waterloo County or the Six Nations in the Grand River region of Upper Canada), and explain their contribution to Canadian heritage and/or identity
