history 30- unit two

7/29/2019 History 30- Unit Two

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History 30:

The Road to Confederation

Developed By: Julia Thomson


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History 30: The Road to Confederation

Title of Unit Road to Confederation Grade Level 12

Subject History 30 Time Frame 13 hours

Developed By Julia Thomson

Stage 1 - Identify Desired Results

Broad Areas of Learning

How are the BAL incorporated into this unit?

Broad Areas of Learning:

Sense of Self & Community, and Placeo Understanding & Relating to Otherso Self Concept Developmento Spiritual Development

Building Lifelong Learnerso Basic Skillso Lifelong Learningo Positive Lifestyle

Building Engaged Citizenso Career & Consumer Decisionso Membership in Societyo Growing with Change

Cross curricular Competencies

This unit will help to promote cross curricular competencies through differentiated instruction, a multiplicity of

teaching strategies, and the use of historical context to better explain current events and societal structures

Cross Curricular Competencies:

Developing Thinking:o Think and learn contextuallyo Think and learn creativelyo

Think and Learn Critically Developing Identity and Interdependence

o Understand, value, and care for oneselfo Understand, value, and care for otherso Understand and value social, economic, and environmental interdependence and

sustainability

Developing Literacieso Construct knowledge related to various literacies


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o Explore and interpret the world using various literacieso Express understanding and communicate meaning using various literacies

Developing Social Responsibilityo Use moral reasoning processeso Engage in communitarian thinking and dialogueo Take social action

Learning Outcomes

What relevant goals will this unit address?(must come from curriculum; include the designations e.g. IN2.1)

The Students will understand the following Foundational Objectives:

Know that within every society, there will exist a contest among interest groups to gaininfluence over the societal decision-making processes, and that those groups will vary in

terms of their ability to influence those processes

Know that the well-being of every society will be influenced by sustained contact with othersocieties

Know that the nations economic well-being depended on the exporting of Canadian productsto foreign markets and the development of a national consumer economy

Know that their history of the Canadian peoples has been greatly influenced by externalforces and events

Know that dialectical thinking is a system of reasoned exchange between points of view inwhich the merits of each case (thesis) are discussed and evaluated

Know that every society will evolve, through debate and consensus, assumptions andpractices concerning certain key societal relationships

Enduring Understandings

What understandings about the big ideas are desired?(what

you want students to understand & be able to use several

years from now)

What misunderstandings are predictable?

Essential Questions

What provocative questions will foster inquiry into

the content?(open-ended questions that stimulate

thought and inquiry linked to the content of the

enduring understanding)

Students will understand that...

Responsible Government Representative Government The history of governance in Canada is

characterized by a transition fromIndigenous self-government

through French and British colonial ruleto a self-governing confederation ofprovinces and territories

The role of government and the divisionof powers and responsibilities

Understand our current democratic formof government and how CanadianCitizens, may be involved in this system.

Content specific.

What are some of the means ofparticipating in a democratic society?

How did Canada become that nationthat we now know? How did

we/Canadians accomplish this?

What does it mean to be Canadian?FNMI, multicultural, cross-curricular

How may we promote a society that is

Examine representation of FNMIhistory in leading up to

Confederation

Examining perspectives that havebeen omitted from historical


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Related misconceptions

Include the understanding of First nationsSelf-government and sovereignty

Concept of jurisdiction and autonomy

Enfranchisement Settlement and the Reserve system

representations and reconstructions

Knowledge:

What knowledge will student acquire as a result of this

unit? This content knowledge may come from theindicators, or might also address pre-requisite knowledge

that students will need for this unit.

Skills

What skills will students acquire as a result of this

unit? List the skills and/or behaviours that studentswill be able to exhibit as a result of their work in this

unit. These will come from the indicators.

Students will know...

Responsible Government Representative Government Oligarchy Rebellions Lord Durham and the Act of Union External influences and the forming of

Canada

Confederation Government structure and intricacies

Students will be able to

Analyze topics through dialecticthinking

Stage 2 Assessment Evidence

Performance Task

Through what authentic performance task will students demonstrate the desired understandings, knowledge, and

skills? (describes the learning activity in story form. Typically, the P.T. describes a scenario or situation that

requires students to apply knowledge and skills to demonstrate their understanding in a real life situation. Describe

your performance task scenario below)

By what criteria will performances of understanding be judged?

GRASPS Elements of the Performance Task

G GoalWhat should students accomplish by

completing this task?

G- Dialectical Research Essay and Dialectical Testing

R-The students will examine different sides to a contentious issue within

Canadian society

A- Audience will include the teacher and their peers

S- The student will have choice in their research topics and the route

P- The product consists of a formal essay in which they will present an

argument, evidence for different perspectives pertaining to their argument, and

perform dialectical testing for validity, moral testing, universal consequences,and role-exchange.

S- Attached

R RoleWhat role (perspective) will your

students be taking?

A Audience

Who is the relevant audience?S SituationThe context or challenge provided to

the student.

P Product, PerformanceWhat product/performance will the

student create?

S Standards & Criteria for

Success


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Other Evidence

Through what other evidence (work samples,

observations, quizzes, tests, journals or other means) will

students demonstrate achievement of the desired results?

Formative and summative assessments used throughout

the unit to arrive at the outcomes.

Student Self-Assessment

How will students reflect upon or self-assess their

learning?

Formative assessment throughobservation Exit slips Dialectic Essay Assessment pieces throughout

(individualized for foundationalobjectives)

Examine rubrics for dialectic essay Reflective questions throughout the

unit of study

Exit slips

Stage 3 Learning PlanWhat teaching and learning experiences will you use to:

achieve the desired results identified in Stage 1? equip students to complete the assessment tasks identified in Stage 2?

Where are your students headed? Where have they been? How will you make sure the students know where they

are going?

What experiences do the learners bring to the unit? How have the interests of the learners been ascertained?

Have the learners been part of the pre-planning in any way? What individual needs do you anticipate will need to

be addressed?

Learning environment: Where can this learning best occur? How can the physical environment be arranged to

enhance learning?

In the previous unit the students learned about the period of European contact and theinteraction of the First Peoples of Canada and European explorers and settlers.

This unit will use different methods of instruction topromote differentiation for learners.

How will you engage students at the beginning of the unit? (motivational set)

The beginning of this unit will begin with a motivational set focused on current events andthe relevance of democratic systems of government throughout the world.

The field trip at the end of the unit will act as an existing motivational set


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What events will help students experience and explore the enduring understandings and essential questions in the

unit? How will you equip them with needed skills and knowledge?

# Lesson Title Lesson Activities CCCs Resources

1 Introduction

Lesson: Looking

at Democracy

Examining contemporaryissues that lead to protest

Discussion on Democracybased on teacher notes, Intro

Lesson to Unit Two

DevelopingThinking

DevelopingIdentity andInterdependenc

e

DevelopingSocial

Responsibility

Video Links Teacher Notes SMART Board Handout on

Syrian Conflict

2 Examining theeffects of the

War of 1812,

Constitutional

Act 1791,Oligarchies, and

Reformers

This will connect the materialsand discussion form theprevious lesson to the

historical background withinthe unit of study

Class Discussion and Notes onthe effects of the War of 1812and the Constitutional Act

1791

Examining reformers and theirgoals (Mackenzie and

Papineau)

DevelopingThinking

DevelopingLiteracies

Teacher Notes Textbook

handouts

SMART Board

3 Understanding

the

Constitutional

Act andGovernment

Structure

Throughout this lesson thestudents will gain an

understanding of the way thatoligarchic systems of

government work

Role play activity

DevelopingThinking


Teacher Notes SMART Board Tories andReformers

Slips

4 Rebellion in

Upper and

Lower Canada

Content delivery on therebellions in Upper and LowerCanada

Cause, Effect, Why? Handout

DevelopingThinking


Teacher madenotes

Cause, Effect,Why? Handout

5 Lord Durham

and the Act of

Union

Readings and discussion onLord Durham and the Act of

Union

Compare and ContrastHandout

DevelopingThinking


Textbookhandouts

Compare andContrastHandout

6 Dialectical

Thinking andTesting

Teacher to exemplify how toperform dialectical testing

Go through questions ondialectical testing in relation to

DevelopingThinking


Teacher madenotes

Blanktemplates


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individual essays7 Research Research periods for students

to work on their dialecticalessays

DevelopingThinking


DevelopingIdentity andInterdependenc

e

DevelopingSocial

Responsibility

Computer lab Dialectical

essay outline

Essayexemplars

8 FoundationalPrinciples of

Canadian

Democracy

Examining the events andarguments leading up toConfederation

Challenging and OpposingArguments

Writing an extended responseon the Road to Responsible

Government andConfederation

Opportunity to address antissues with dialectical essayswhile the students are working

on their extended responses

DevelopingThinking


ExtendedResponsehandout

Dialecticaloutlines

Duotangs

9 Confederation Examining the events andarguments of Confederation

through notes and discussion

Work on ComprehensionCheck


DevelopingThinking

Teacher madenotes

Comprehensioncheck

10 Government

(Understanding

the Federal

Framework)

Watch Rick Mercer Report onCanadian Government

Go read and discuss handoutson the federal system ofgovernment in Canada

DevelopingThinking


DevelopingIdentity and

Interdependence

DevelopingSocialResponsibility

Photocopiesand scanned

documentsfrom the

Government ofCanada

Resourcepackage for

teachers

CanadasSystem of

Governmenthandout

Rick MercerReport on


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youtube

SMART Board11 Government

(Understandingthe Federal

Framework)

Examine some federalpolitical parties and their

positions on different socialand economic issues

Watch Senate Video Consolidate information on

the federal system from the

previous lesson (Q & A)

DevelopingThinking

DevelopingLiteracies Developing

SocialResponsibility

Senate Video SMART Board CanadasSystem of

Government

12 Municipal

Government May not be in sequence of

lessons because it is dependent

on the field trip bookings

This lesson will consist of afield trip to the LegislativeAssembly in Regina

This will be an entire day, inwhich the students will be

removed from their otherclasses if they wish to

participate in the trip

DevelopingThinking

DevelopingIdentity and

Interdependence

DevelopingSocial

Responsibility

Bus Tour Guides Bookings

Assess and Reflect (Stage 4)Considerations Comments

Required Areas of Study:Is there alignment between outcomes, performance

assessment and learning experiences?

This unit has been developed to alignwith the foundational objectives specified

in the curriculum

Adaptive Dimension:

Have I made purposeful adjustments to the

curriculum content (not outcomes), instructional

practices, and/or the learning environment to meet

the learning needs and diversities of all my students?

For struggling students:

Provide students with notes if they arehaving difficulty copying them off of the

board

For students who need a challenge: Dialectic think concepts

Instructional Approaches:

Do I use a variety of teacher directed and student

centered instructional approaches? This unit seeks to gather information from

several resources including readingmaterials, web-based inquiry,

Includes differentiated instructional


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methods

o Direct instructiono Indirect instructiono Independent learningo Experiential Learning

Resource Based Learning:

Do the students have access to various resources on

an ongoing basis?

Resources include textbook materials(Photocopies and scans)

Access to school computers, the internet,and library materials

Video segments from the internet andschool library

Class field trip Teacher created notes and Handouts

FNM/I Content and Perspectives/Gender

Equity/Multicultural Education:

Have I nurtured and promoted diversity while

honoring each childs identity?

Classroom environment seeks to establishand maintain respect for individuals

within and outside of class

FNMI materials and perspectives havebeen incorporated into the content andmaterials of the course

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum

Development, ISBN # 0-87120-313-8 (pbk)


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History 30

Date: Lesson One

Subject: History 30Author: Julia Thomson

Grade Level: 12

Time Duration: 1 hourOverview of Lesson: This lesson will introduce the students to the second unit on responsiblegovernment and the road to Confederation.

Professional Growth Guide Goal(s):

Goal 1: Support broad areas of student growth by providing varied and

constructive learning opportunitiesGoal 2: Affirm dignity and respect for individuals (students, families, colleagues)

Goal 5: Create a positive community in the classroom and schoolPersonal Goals:

Withitness Reinforce Student Responses Hands-up Culture in the classroomOverview of Lesson: This will introduce learners to global democratic systems and have them

examine the importance of government

Outcomes: Foundational Objective Know that within every society, there will exist a contest among groups to gain influence

over the societal decision-making processesIndicators: Students will exemplify this by being able to explain and apply examples of decision

making, sovereignty, Responsible Government, Representative Government, Loyalists,Oligarchy, Reformers


Developing Thinking Developing Identity and Interdependence Developing Social ResponsibilityMaterials: SMART board, video clips, teacher notes (attached below), handout on Syrian

conflict (attached below)Activities and Procedures:

Attendance Intro Lesson to Unit Two (attached)

o Note: Depending on the discussion this may span into next class periodAssessment: This lesson will include some diagnostic assessment to see where the students areat in their understanding of representative and responsible government


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Teacher Notes: Lesson One

Intro Lesson to Unit Two:

The Students should take notes throughout this lesson, especially for terms such as

Magna Carta, Constitutional Act, Consequences of War of 1812, Democracy,

Representative Government, and Responsible Government

Questions:

Brainstorm: What are some of the different forms of governments that you know about?

Ex: [Constitutional] Monarchy, Dictatorships, Autocracies, Democracies

How do they function? Who runs the country? Who makes the decisions? What say do

citizens have within those countries?

Think back to grade 10 Social Studies How were governments set up? Who ran countries?

Ex: elites, monarchs, designated ruling class

o What changed? Magna Carta 1215 investors wanted a say in government andcivil affairs, which led to more people wanting to have a sayo Started something really important! People wanting a say leads to what we now

know as democracy

o This meant that people would share power and wealth and the decisionsregarding those aspects of life

o Democracy: a system of government by the whole population or all of theeligible members of the state, typically through elected representatives

o Derived from the Greek word demokratia Demos the people; kratiapower, rule

What are some of the things that you have rights to? Do you think that this fair? Is it unfair?

can you vote? How does the law affect you? Do you think that its fair that you are bound to laws that you have no input in? Do

you have an input?

Brainstorm: What are some ways of participating in this process? Ex: signs on grass during

elections, protests, voting, etc

Protests:

o Why do people protest?o What purpose does it serve?o What are some contemporary examples? Arab Spring Libya, Egypt, Syria, etc;

Occupy Movement

Some examples of people exercising their rights to democracy or trying to achieve

democracy through protest:

Occupy Movement:o


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Teacher Notes: Lesson One

o Brainstorm: What do you know about the Occupy Movement? What kinds of thingshave you heard?

o http://www.youtube.com/watch?v=DCT5CVdd0z0&feature=related (Play Oneminute)

o http://www.youtube.com/watch?v=BRtck6dhgs (Play whole clip)o Discuss: What are some of the differences in the two videos?o Does these videos make you think that there is something else going on?o What does the Occupy Movement say about democracy in North America and

around the world? There were occupy movements in other countries as well ex:

Nigeria

o What do you think about the police or government getting involved?o What do you think about people going out to protest?

Gadhafi:

http://www.youtube.com/watch?v=1ntntr3z9e4&feature=relmfu (One Minute clip)http://www.youtube.com/watch?v=RsMQDdR0HoU&feature=relmfu (Play up to Two

minutes)Discuss: As we now know, Gadhafi did lose

o What was the human cost?o In the globalized world that we live in, what are the ramifications of violent

uprisings/protests like these?

o What are the responsibilities of existing democratic governments?o What about external influences? What is going on globally that people are involving

themselves in other peoples affairs? What impact do Western countries and political

organizations have on the international political stability?

o OVERHEAD http://democracywatch.ca/ explain that it is a Canadian prodemocracy organization that promotes accountability and democraticgovernance

o This was present during the 19th century as well the usa was newly independentand had an influence on BNA

o They had more ppl and a strong growing economy and a militarySyria:Overview: PRINT (Students read through this)

http://topics.nytimes.com/top/news/international/countriesandterritories/syria/index.h

tml

Extracted From: The New York Times: Syria

http://topics.nytimes.com/top/news/international/countriesandterritories/syria/index.html

Map: OVERHEAD https://maps.google.ca/maps?client=safari&q=syria+map&oe=UTF

8&ie=UTF8&hl=en

This week: OVERHEAD (PICTURES)

http://www.cbc.ca/news/world/story/2011/06/13/fsyriacrisis.html


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History 30

Date: Lesson Two

Subject: History 30

Author: Julia Thomson

Grade Level: 12Time Duration: 1 hourProfessional Growth Guide Goal(s):

Goal 1: Support broad areas of student growth by providing varied andconstructive learning opportunities

Goal 2: Affirm dignity and respect for individuals (students, families, colleagues)Goal 5: Create a positive community in the classroom and school

Personal Goals:

Withitness Reinforce Student Responses Hands-up Culture in the classroom

Overview of Lesson: Students will understand the unrepresentative nature of the oligarchicsystem and challenging forms of governmentOutcomes: Foundational Objectives

Know that within every society, there will exist a contest among groups to gain influenceover the societal decision-making processes


Indicators: Students will exemplify this by being able to explain and apply examples of decision

making, sovereignty, Responsible Government, Representative Government, Loyalists,Oligarchy, Reformers


Developing Thinking Developing Identity and Interdependence Developing Social ResponsibilityMaterials: handout on the Constitutional Act 1791, textbook pg. 132-133

Activities and Procedures:

Attendance Continue notes from last class Handout on the government structure under the Constitutional Act 1791 goes over the

responsibilities and roles of the government

Bio on reformers Mackenzie:http://www.biographybase.com/biography/Mackenzie_William_Lyon.html

Papineau: http://www.biographybase.com/biography/Papineau_Louis-Joseph.html Handouts on different visions of society from textbook (Mackenzie and Papineau)

Assessment: Teacher Observations


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Teacher notes: Lesson Two

Recap of the Constitutional Act 1791 divided upper and lower Canada two provinces (BNA) provided an elected assembly for each of the colonies allowed French in lower Canada to retain civil law, language, seigneurial system,and Catholicism Oligarchy: a small ruling class; usually from the elite

o In Lower Canada it was called the Chateau Cliqueo In Upper Canada it was the Family Compacto Both were mainly English speaking in lower Canada there were a few

seigneurial leaders included at times

o Good to remember that Britain had control over the dominion at this point intime

British Crown

Governor

Executive Council (government decisions and operation) Legislative Council (passes laws)

Legislative Assembly (Proposes laws to the legislative council and approves taxes)

Electorate enerall limited to white ro ert owners white men


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Teacher notes: Lesson Two

War of 1812 Consequences included:

o population boom 18121840s immigration to BNA increased dramatically ex: 18151850 960, 000 ppl immigrated from Britain alone

also see Loyalist migration to Provinces of Canada ex: former blackslaves moved to Upper Canada and Nova Scotia after slavery was

abolished in 1834

o Creation of middle class previously, there had been a greater divide in thedistribution of wealth many people in this newly formed middle classwent on to begin businesses ex: timber, manufacturing, tanning, clothing,

law, banking

o Also important in establishing services like schools in towns ex:Kingston and York (presentday Toronto) governed by British

laws and institutionsmost Loyalists agreed with these but some

felt that they would be better served if their own interests weretaken into account

o FN rights Britain tried to keep their word and not infringe on FN lands butnew immigrants wanted farm land

o Britain wanted to promote migration and settlemento Didnt need to maintain relationships in terms of military allianceso 1857 pass the Gradual Civilization Actwhere FN peoples would no

longer be deemed Indians assimilation?

Representative government: Representative Government: When the public elects a representative(s) to act on

their behalf in deliberations (issues) surrounding political decisionmakingo They are responsible to the needs of the people that they represent

Responsible Government: permits those who govern to administer laws on thebasis of the authority they obtain from the elected representatives of the general

populationThe process leading up to responsible government involved the active debate among competing

ideological paradigms, each defining the relationship between the individual and societal decision-makingprocesses and institutions


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History 30

Date: Lesson Three


Grade Level: 12

Time Duration: 1 hrProfessional Growth Guide Goal(s):Goal 1: Support broad areas of student growth by providing varied and




Overview of Lesson: This will introduce learners to differing opinions in government in Upper

and Lower CanadaOutcomes: Foundational Objective

Know that within every society, there will exist a contest among groups to gain influenceover the societal decision-making processes



Developing Thinking Developing LiteraciesMaterials: SMART Board, handout on the Constitutional Act 1791, reprint from yesterday(oligarchy and rebels), slips with Tories and Reformer

Activities and Procedures: Students will understand the unrepresentative nature of the oligarchic system and why

there was discontent in Upper and Lower Canada

Attendance Handouts on different visions of society Have them read through the materials from yesterday and include the Constitutional Act

1791

Role Play activity Our classroom as an oligarchyo Assign roles to students one student to represent the governor of upper Canada

(the governor is responsible to appoint the executive and legislative councils)o Distribute cards that say Tory or Reformero The governor will appoint students with Tory cards to executive and legislative

councils (review the responsibilities and powers of each executive manages

government decisions and operations; legislative council passes laws)

o Majority of students will have Reformer cards and will be a part of the assembly Members of the assembly will present a list of causes for discontent (what

the citizens would feel) they are elected by the people and are therefore

responsible for making the views of the citizens known


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They will present a bill to bring about reform they will state theirreason for introducing and passing the bill in the Assembly

The should state, using their assumptions concerning human beings,society, and decision making, why the governor and councils should pass

the bill and follow the wishes of the elected assembly

oThe governor and council members are against the bill and the bill fails to receivethe approval of the governor and the councils

The wishes of the elected have not been carried out The Tories should provide reasons for not passing it and following the

wishes of the electorate

o Reflection: How did you feel about the position you were in? How do you thinkothers perceived you? What were some of the difficulties that arose when trying

o pass the bill? What can the people of Upper Canada do about this? Consider allof the options open to them

Assessment: Teacher Observations


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History 30

Date: Lesson Four


Grade Level: 12

Time Duration: 1 hourProfessional Growth Guide Goal(s):Goal 1: Support broad areas of student growth by providing varied and




Overview of Lesson: This will introduce learners the Rebellions in Upper and Lower Canada


over the societal decision-making processes


Know that the well-being of every society will be influenced by sustained contact withother societies


Developing Thinking Developing Identity and Interdependence Developing Social ResponsibilityMaterials: handout on the Constitutional Act 1791, textbook readings (in their duotangs),Teacher made notes on rebellions in Upper and Lower Canada, Cause, Effect, Why? handout


Students will understand the causes and effects of the rebellions in Upper and LowerCanada

Attendance Students will read trough the readings on the rebellions and answer the questions listed at

the end of the notes

Cause, Effect, Why Rebellions in Upper and Lower CanadaAssessment: Cause, Effect, Why? Rebellions in Upper and Lower Canada


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Teacher and Student Notes: Lesson Four

Rebellions in Upper and Lower Canada

Oligarchical members made all governmental appointments and controlled the legal,religious, and educational systems in the colonies

Using their political power, they put policies in place that were favorable tothemselves and their interests rather than to the majority of citizens in the colonies They corrupted the system by spending public monies that would further their own

interests

With such an oligarchy, they appointed council members, along with the governor,could veto any recommendation made by the elected assembly, which had very littlepower

Even when the reformers won majorities in the elected assemblies, they could notget their bills past the Family Compact and the Chateau Clique. The assemblies could

not get the funding they needed to improve roads in the colonies because such

funding was vetoed by those in power

Rebellion in Upper Canada

In Upper Canada the reformers won majorities in 1824 and 1828 elections, but theywere not able to achieve the political changes that they wanted

In 1828, wit a reform victory, William Lyon Mackenzie assumed the leadership forthe reform movement

Mackenzie began to advocate for an American style democracy in which thelegislative councils as well as the assembly would have elected people

With much reform support, Mackenzie considered a rebellion since one was formingin lower Canada

With news of the Lower Canada rebellion, Upper Canada followed suit, led byMackenzie, which was poorly led and disorganized attempt, which was crushed on

December 7, 1837 by Colonel James Fitzgibbon

Even though this rebellion was unsuccessful, it did serve, however to draw Britishattention to Canadas demands

Reform in Lower Canada

In Lower Canada, the conflict went even deeper than it did in Upper Canada. Addedto the FrenchCanadian reformers drive for a government that was responsible tothe elected assembly, were the divisions within society

The PartiPatriote, as the reformers were called, wanted to ensure the culturalsurvival of the FrenchCanadian majority by providing them with real politicalpower

The reformers wanted to institute a responsible system of government allowing themajority of FrenchCanadians a more active sa in their own lives and ensuring that

their culture and language be preserved

However, the small Englishspeaking minority (the Chateau Clique) dominated thegovernors councils and held much greater control over governing the colony than

did the larger, more rural Frenchspeaking majority


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Teacher and Student Notes: Lesson Four

The Clique, made up mainly of English merchants, not only exercised both politicaland commercial control but it also received all of the government contracts and

Crown land grants

The Patriotes wanted to keep their traditional Roman Catholic society intact and asa seigneur, Louis Papineau, the reform movements leader represented the land

holding tradition of old Quebec. As well, he represented the new, emerging French

Canadian intellectual elite

Papineau was first elected to the Lower Canadian assembly in 1808 when he wasonly 26. He later became speaker of the assembly and held the position from 1815

1837

Rebellion in Lower Canada

The revolt in Lower Canada grew out of this intense political struggle for controlover the colonial affairs

After the 1834 elections, which Papineau and his part won (yet again!), hesuccessfully passed the 92 Resolutions which criticized the oligarchic system ofgovernment in the colony and demanded that colonial revenues be controlled by

the elected assembly, that the executive council be responsible to the assembly, and

that the assembly elect the council

Britain said no and rejected all of the PartiPatriotes demands On November 7, 1837, chaos erupted in Lower Canada as Papineau and his men

confronted the British troops as played out in Upper Canada

The British troops had very little difficulty stopping the insurrection as Papineauand other rebels fled to the U.S.

Just like that in Upper Canada, this rebellion in Lower Canada forced Britain to payattention to the demands of Lower Canada

The Road to Rebellion: Define the terms Oligarchy, Responsible Government, and Representative

Government.

Describe what the Constitutional Act 1791 did to create governing bodies in Upperand Lower Canada.

Make a list of each position in the Oligarchy, the Elected Assembly, and theelectorate. Provide details of the function of each and the relationship that they have

with one another.

Who were the reformers? What did they do? Why are they important in setting thefoundation for reform and Confederation?

What happened during each of the rebellions in Upper and Lower Canada?


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Rebellion: Upper Canada

Directions: Use the flow charts to identify and explain the causes and effects of the rebellion in Upper Canada.Describe the event (Cause), the effect that this had (both short and long term), and the reasons why this is

significant.

C

ause

Effect

W

hy?

Cause

Effect

Why?

Cause

Effect

Why?

Cause

Effect

Why?

Student Handout: Lesson FourSide 1 of 2


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Rebellion: Lower Canada

Directions: Use the flow charts to identify and explain the causes and effects of the rebellion in Upper Canada.Describe the event (Cause), the effect that this had (both short and long term), and the reasons why this is

significant.

Cause

E

ffect

W

hy?

C

ause

E

ffect

W

hy?

Cause

E

ffect

W

hy?

Cause

Effect

Why?

Student Handout: Lesson FourSide 2 of 2


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History 30

Date: Lesson Five


Grade Level: 12





Overview of Lesson: This will introduce learners to Lord Durham and the Act of Union


over the societal decision-making processes



Indicators: Students will exemplify this by being able to explain and apply examples of decisionmaking, sovereignty, Responsible Government, Representative Government, Loyalists,

Oligarchy, ReformersCross Curricular Competencies:

Developing Thinking Developing LiteraciesMaterials: handouts in doutangs, and Lord Durham and the Act of Union handout.


Students will understand the differences in Government structure in the ConstitutionalAct and the Act of Union

Attendance Read through handouts on Act of Union If they finish it in class they may work on the activity from yesterday

Assessment: Compare and contrast handout will be handed in


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Compare & ContrastLord Durham and the Act of Union

Directions: Read then handouts on the Constitutional Act, the Rebellions, Lord Durham, and the Act of Union. Complete the diagrams below by

drawing in the arrows and relationships between the positions: /5

Compare and Contrast the two systems of government. Explain how each of them work. Discuss the changes made in the Act of Union. /10

Constitutional Act: Act of Union:

Sum it Up: Use the space below to write a detailed summary of the Act of Union and what came out of it. Identify the effects that it had on

Upper and Lower Canada and how it influenced Responsible Government. /10

Name:Date:

Constitutional Act:

British Crown

Governor

Executive Council Legislative Council

Legislative Assembly

Electorate

Act of Union:

British Crown

Governor

Executive Council Legislative Counc

Legislative Assembly

Electorate

Student Handout: Lesson FiveSide 1 of 1


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History 30

Date: Lesson Six


Grade Level: 12





Overview of Lesson: This will act as an exemplary lesson on dialectical testing

Outcomes: Foundational Objective Know that dialectical thinking is a system of reasoned exchange between points of view

in which the merits of each case (thesis) are discussed and evaluated


Developing Thinking Developing Literacies Developing Identity and Interdependence Developing Social ResponsibilityMaterials: teacher notes, and template for testing


Students will understand how to use dialectical testing Attendance Go through an overview on what moral testing consists of dialectical thinking and testing

(teacher notes)

o Use the example of welfareo Students will follow along with template

Let the students know that tomorrow and the following period we will be in the library towork on essays they should come prepared to work on their essays

Assessment: This lesson is intended to demonstrate how to perform dialectical testing and havethe students consolidate and compile their materials for their dialectical research essays


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Teacher and Student Notes: Lesson Six

Dialectical Research:

Thesis A proposition or statement about an aspect of reality which has to be examined to

determine its factual and moral validity

Factual Tests evaluate the relationship of a thesis to reality by systematically examining its

effect on different situations

Moral Tests Examining the moral consequences of a thesis using the new case test, role

exchange test, or universal consequences test

Conclusion Depending upon the initial purpose of the research to conclusion might be:

acceptance of a thesis, rejection of one or both theses, or modify the thesis

Judgment In the case of research where there are competing and ambiguous conclusions, the

researcher may have to judge whether the theses are adequate and should be rejected, the

theses investigated are true even though they are contradictory, or the theses can be modified

and synthesized in some way.

Moral Testing determine whether a moral choice is involved does the problem, issue, or

decision involve a question of honesty, the treatment of other people, acting responsibly, etc.?

understand that moral choices are about right and wrong

are the choices being made to the benefit for others of for self

systematic evaluation process in order to determine whether a proposed course of action ismorally acceptable define the critical parts of a situation about the moral choice is being

made

preliminary choice or course of action

reasons for choice

determine the moral validity of the proposed approach by applying the moral tests

sought out all information about the effect of proposed actions on others

tested the moral reasoning being used and rejected if it is faulty

New Cases Test

ask whether the same course of action could be applied to othersimilar situations

accept that if the action is not morally acceptable in another case, then it is notacceptable for the first one

look at other moral tests for further confirmation if the value claim is acceptable in anew case

Role Exchange Test imagine the effect of actions on another person


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Teacher and Student Notes: Lesson Six

imagine how they would react in that situation

recognize that another person may not react the same way that they would

issue is not whether or not one likes the treatment but whether the treatment isright for everyone

when the treatment is needed but unwanted kids not wanting to take medicine

to get better

Universal Consequences Test imagine what would happen if everyone carried out theproposed acion

If everyone in the world believed this, what would happen?Topic: Welfare and Social AssistanceProblem or Issue and focus Question: Should the Canadian Government increase the

amount of money budgeted for social assistance and welfare service?Value claim A Statement:The government should increase social

assistance

Value Claim B Statement:The government should not increase social

assistance

Viewpoint A- Represented or Supported by:Left-wing government and /or those who

benefit from welfare

Viewpoint B- Represented or Supported by:Right-wing government and/or tax payers

Supporting Evidence/ Examples:1. provides for the needs of the less fortunate

Canadians. Equalizes the redistribution of

income

2. Provides opportunities for educationwhich in turn benefits society as a whole

3. All Canadian citizens are entitled toaccessible and reliable service from the

government, no matter what their financial

status

Supporting Evidence/ Examples:1. excessively generous social programs lead to

high interest rates and economic instability

2. increase in voluntary unemploymentdependency on government

3. debt and eventual cut backs in othergovernment funded programs (perhaps

healthcare)

Tentative Value Judgment for Viewpoint A:

All of this sounds good and idealistic- givingeveryone the same opportunities no matter

their economic status. Realistically however, iftaken too far it leads the government being indebt (reliance and dependence on an externalsource/government)

Tentative Value Judgment for Viewpoint B:

It may seem harsh and unfair to the poor, but it ispractical and it is reality. It forces people to work

to make their own opportunities for themselvesand their children (ownership and responsibility)

Testing Viewpoint A:Factual Tests for validity, accuracy, and bias:

Evidence from this side doesnt seem entirelyvalid. Money is not enough to give a person

Testing Viewpoint B:Factual Tests for validity, accuracy, and bias:

This information appears to be more valid. Diverseset of sources and places where the information is


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more opportunities or a better standard of life.You need training and wisdom to make use of

it. Not everyone is going to use money wisely orfor the same purposes. Ex: some people maywaste it or throw it away on useless/trivial

things

taken. The information also uses several differentreal life examples and case studies

Criteria-based Testing (Short and Long-term

effects):Short term accessible services for whole

society including educational, financialopportunitiesLong term debt, high taxes, cutbacks to

services

Criteria-based Testing (Short and Long-term

effects):Short term society maintained as is

Long term society is maintained as is

Moral Testing: Moral Testing:

If we were to apply this to the school system,

education (up to grade 12) would be expensive forcertain people, giving them fewer opportunities

and a lower standard of living

Role Exchange (How would you feel in the otherpersons position?):

Role Exchange (How would you feel in the otherpersons position?):

I would feel trapped by my financial condition but Ithink that it would only make me want to work

harder if I knew that I couldnt slide throughdepending on assistance from the government

Universal Consequences (What if Everyone did

this?):

If everyone supported welfare and wanted itincreased (supported by tax payers) wed be in

even more economic trouble and debt thanwere currently in

Universal Consequences (What if Everyone did

this?)

Personal Viewpoint (with supporting reasons):I think that I side more with decreasing welfare.It makes more sense as far as giving everyoneequal opportunities because it forces everyoneto work. The people who are ahead right noweconomically are people whos parents and

grandparents worked hard to make a future fortheir kids. I realize that everyone does not fitinto this , but based on general public and how

the system is working right now, it seems tofunction better.

References: Key Points (events) in the Development of this

issue


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History 30

Date: Lesson Seven


Grade Level: 12

Time Duration: 2 hoursProfessional Growth Guide Goal(s):Goal 1: Support broad areas of student growth by providing varied and




Overview of Lesson: Students will have time to work on their dialectic essays

Outcomes: Foundational Objective Know that dialectical thinking is a system of reasoned exchange between points of view

in which the merits of each case (thesis) are discussed and evaluated


Developing Thinking Developing Literacies Developing Identity and Interdependence Developing Social ResponsibilityMaterials: Computer lab, dialectical essay outline, essay exemplars


Students will understand how to use dialectical testing Attendance Today we will be in the library researching our dialectical essays I would like the outlines handed into me on Friday of this week!

Assessment: This lesson is intended to have the students consolidate and compile their materialsfor their dialectical research essays


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History 30

Date: Lesson Eight


Grade Level: 12





Overview of Lesson: This lesson will provide students with assistance on their dialectic essays

and an assessment piece on the road to responsible governmentOutcomes: Foundational Objective

Know that dialectical thinking is a system of reasoned exchange between points of viewin which the merits of each case (thesis) are discussed and evaluated

Know that within every society, there will exist a contest among interest groups to gaininfluence over the societal decision-making processes, and that those groups will vary in

terms of their ability to influence those processes



Cross Curricular Competencies: Developing Thinking Developing Literacies Developing Identity and Interdependence Developing Social ResponsibilityMaterials: teacher notes, template for testing, and extended response handouts, duotangs


Attendance Dialectical Testing Outlines go through any questions or difficulties that students are

having

o This will be an opportunity to go through individual outlines while everyoneworks on their extended responses

Extended Responses similar to an in class essayo Requires students to compile information about the lead up to confederation

Assessment: This lesson is intended to have the students consolidate and compile their materialsfor their dialectical research essays and review the materials leading up to Confederation


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History 30:

The Road to Responsible Government andConfederationExtended Response

This extended response will require you to write a well-written and detailed answer to the how thesituation in British North America leading to Responsible Government and Confederation. Based on thereadings and discussions we have had, in class, describe the lead up and reasons for Confederation.

Be sure to provide a thesis and conclusion for your argument. Assessment for this extended response willbe based on your thesis, the validity of the conditions you choose to include, and the examples that youprovide in support of each condition. Use the chart to organize and develop your argument. When youhave completed the chart, write your extended response on the second page.

HOW TO BREAKDOWN THE QUESTION TO CREATE A THESIS

This extended response requires you to choose a minimum of five different conditions and examples foreach choice.

Possible Thesis: The road to Responsible Government and Confederation was caused by a series of social,economic, and political events.

Conditions leading up to theConfederation:

Connection to Thesis.

Chart: /5

/25

Student Handout: Lesson EightSide 1 of 4


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Conditions leading up toConfederation:

Connection to Thesis.



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History 30:

The Road to Responsible GovernmentExtended Response

Use the space below to write your extended response. Be sure to use proper grammar, punctuation,spelling, and writing style. You will be marked on your introductory paragraph, thesis statement, body,

evidence, and conclusion.



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Written Work: /20



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History 30

Date: Lesson NineSubject: History 30


Grade Level: 12Time Duration: 1 hour






Overview of Lesson: This lesson will discuss Confederation and different arguments for and

against joining

Outcomes: Foundational Objective Know that within every society, there will exist a contest among interest groups to gain

influence over the societal decision-making processes, and that those groups will vary interms of their ability to influence those processes



Cross Curricular Competencies: Developing Thinking Developing LiteraciesMaterials: teacher notes, SMART Board, Confederation Comprehension CheckActivities and Procedures:

Attendance Notes on the pro and anti- Confederation arguments along with readings Consolidate as a group Comprehension check

Assessment: Teacher observations and the comprehension check will be handed in forassessment


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Teacher and Student Notes: Lesson Nine

Pro- and Anti- Confederation Arguments

Province/Colony Pro-Confederation Argument Anti-Confederation Argument

Canada East The province would retain

control of its language,

religion, education, andcivil law

The United States mightannex the province if it was

left out of Confederation

The central governmentwould have too much po

English representation the proposed union wougreatly outnumber Frenrepresentation

Canada West The province would get

representation bypopulation. With its rapidlygrowing population, CanadaWest was assured asignificant amount ofpower in the new country

There were few argumenagainst Confederation,although some peoplewanted the final decisiobe made by referenduma decision to be made blegislature.

Would have to pay highetaxes to compensate forother (smaller) province

New Brunswick Construction of an

intercolonial railway would

open up markets for NewBrunswick.

Costs of building therailroad would be shared by

the confederated colonies.

There was no guaranteethe intercolonial railway

which part of the provinwould benefit

New Brunswick had moreconomic ties to the Un

States than to the Proviof Canada

Did not think that theywould have much politiinput in federal affairs

Nova Scotia A union would provide

better defense in case ofAmerican aggression orattack

Nova Scotia had strongeconomic ties to Britainnot to the Province ofCanada

Nova Scotians believed would lose their identity

Did not think that theywould have much politiinput in federal affairs


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Few people could see thebenefit of Confederation fortheir colony

Islanders had long resenthe number of Britishabsentee landlords, whithe British Colonial offion the island did nothin

about. When the Colonioffice wanted islanders adopt Confederation, m

resisted.

Confederation would mehigher taxes to support intercolonial railway an

higher tariffs to createcolonial trade- which thdid not need

Because of its lowpopulation in comparisothe other provinces, P.Ewould have little power

Ottawa

Newfoundland Confederation might offer

economic opportunities to

offset problems in thefishing, timber, andagriculture industries

Most Newfoundlanders sstronger ties to Britain

more valuable than tiesthe other British coloni

Did not think that theywould have much politi

input in federal affairs

Seeking Political Solutions:

The Great Coalition- After the Act of Union- managing Province ofCanada not working

Baldwin-Lafontaine coalition, intended to form a bridge between CanadaEast and Canada West collapsed split up members of the assembly

o West divided into two rival groups- Clear Grits(Brown); Liberal-Conservatives (John A. Macdonald)

o East divided into two rival groups- Parti-Bleu(Cartier); Parti-Rogue (Dorion)

1858-1862- Macdonald and Cartier co-premiers- political deadlock Thought there had to be a better way to structure/govern Canada

o Formed Great Coalition goal was to unite all colonies inBNA


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Teacher and Student Notes: Lesson Nine

Wanted to find a way to include Atlantic colonies the colonies wereskeptical

o Alternative Maritime union held Charlottetownconference

Charlottetown Conference:

Canadian delegation in attendance trying to win the colonies over(persuade them to join Confederation)

o Discussed threat of Americans, promised that they wouldassume debt

Quebec Conference:

Quebec City 33 delegates in attendance Agreed that they would keep ties to British constitution Federation more than one level of government

o Federal and Provincialo Central government would be made up of a House of

Commons and a Senate

72 Resolutionso Written into BNA Acto Stated that the provinces could control their natural

resources

o Specified taxation (unlimited power in the hands of the feds)Confederation:

Only certain interest groups represented- did not include First Nations,Metis, or Inuit groups of peoples

Voted to accept Confederation in 1865 Confederation Votes 91 in favor, 33 opposed

o Canada East closer contest than Canada West- displayed Frenchmisgivings

Ontario, Quebec, Nova Scotia, New Brunswick British North America Act (BNA Act)- Constitution


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Comprehension Check: ConfederationDirections:You may use the handouts and notes that you have taken, to this point to answer the questions in thisComprehension Check. If you choose to use these materials, be sure to answer the questions in your own words.

Short Answer: Be sure to answer the designated number of questions. Use full sentences in youranswers. Please indicate the question that you are answering by circling the number.

What is the Great- Coalition? Who was involved in it? What was its purpose? /3

What was the Quebec Conference? Who was in attendance? Why was it important in setting the

groundwork for Confederation? /3

What structure was proposed for the government? /3

What was the alternative proposed by the Atlantic colonies during the lead up to confederation? What isthe significance of New Brunswick and Nova Scotia joining Confederation? /5

What are some of the main points in favor of joining and/or opposing Confederation? /5

Name: Date:

/1

Student Handout: Lesson Nine

Side 1 of 1


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History 30

Date: Lesson Ten

Subject: History 30


Grade Level: 12

Time Duration: 1 hour






Overview of Lesson: This lesson will provide students with an understanding of Canadasfederal system of government






Developing Thinking Developing Literacies Developing Identity and Interdependence Developing Social ResponsibilityMaterials: Handout on Canadas Government (Questions), Readings How Canadians GovernThemselves (pg 32-40), Senate Video


Attendance RMR- The Canadian Government: http://www.youtube.com/watch?v=EGOfP_XvJPM Handouts on Government and Questions Students will go through the readings and answer the questions pertaining to Canadas

System of GovernmentAssessment: Teacher Observations, questions and answer sheet


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Canadas System of Government

As we have already discussed, our current Canadian system of government was achieved in 1867 with Confederation.

Fathers of Confederation After an original painting Meeting of the Delegates of British North America

Use the handouts and information to gather information on Canadian Government and how it functions. When you are answeringthe questions in your notes, be sure to number your answers and leave some extra space to add information (1-2 lines should beadequate).

Canadas Government

Step One:

Draw out Canadas System of Government in your notes.

Step Two:

Answer the following questions in your notes

1. What are the three parts of Parliament?2. What is the role of the Queen?3. What is the role of the Senate?4. What are the tasks of the Senate? What can they and can they not do?5. What are some of the ways that the Senate can stop bills? How often does this happen?6. What is the role of the House of Commons?7. What are the total number of seats in the House of Commons?8. What do political parties do? Who forms the Government?9. What is a majority government and how is it formed? A minority government?10.Why would the official Opposition be given public money for research? Why is this important?11.Who is the Prime Minister and what is their role?12.Where does the Prime Minister live?13.What is the Cabinet? How does it work?14.Who is the Speaker? What is their role?

Student Handout: Lesson TenSide 1 of 1


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History 30

Date: Lesson Eleven

Subject: History 30


Grade Level: 12







Overview of Lesson: This lesson will provide students with an understanding of Canadasfederal system of government






Developing Thinking Developing Literacies Developing Identity and Interdependence Developing Social ResponsibilityMaterials: Handout on Canadas Government (Questions), Readings


Attendance Look at Federal Political Parties:

http://www.elections.ca/content.aspx?section=pol&dir=par&document=index&lang=eo Examine some federal political parties and their positions on different social and

economic issues What is important to you? What are important to people living

in other regions? Whos interests are represented? Senate Video Homework check to see that students completed their homework

o Handouts on Government and Questionso Consolidate the materials in the questions pertaining to Canadas System of

Government

Assessment: Teacher Observations, questions on examination


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History 30

Date: Lesson Twelve

Subject: History 30


Grade Level: 12







Overview of Lesson: This lesson will provide students with an understanding of Saskatchewansprovincial system of government through experiential learning






Developing Thinking Developing Identity and Interdependence Developing Social ResponsibilityMaterials: Transportation, Field trip bookingsActivities and Procedures:

Field Trip to Legislative Building and Royal Saskatchewan MuseumAssessment: Teacher Observations, Class discussion to follow

history 30- unit two

Documents