conflict and change - nipissing...

Conflict : An InvestigationPicture This

Causes of Rebellion in Upper CanadaCauses for Rebellion in Lower Canada Famous Personalities of the RebellionsRebellion Effects - Long and Short Term

Resolution of ConflictEvery Day ConflictThe Radical Rebel

Including:

July 2005

Written by: The Curriculum Review Team 2005

Conflict and ChangeIts nature and patterns

Length of Unit: approximately: 19.5 hours

An Integrated Unit for Grade 7

Written using the Ontario Curriculum Unit Planner 3.0 PLNR2002 Official Version Open Printed on Jul 19, 2005 at 3:00:33 PM

Conflict and ChangeIts nature and patterns An Integrated Unit for Grade 7

The Curriculum Review Team 2005

A. Heath, K. Russell, C. Giese, J. Sheik, D. Gordon, C. Bray

CAPB(416)325-0000

EDU

Thames Valley District School [email protected]

Based on a unit by:

An Integrated Unit for Grade 7Written by:

This unit was written using the Curriculum Unit Planner, 1999-2002, which was developed in the province of Ontario by theMinistry of Education. The Planner provides electronic templates and resources to develop and share units to help implement theOntario curriculum. This unit reflects the views of the developers of the unit and is not necessarily those of the Ministry ofEducation. Permission is given to reproduce this unit for any non-profit educational purpose. Teachers are encouraged to copy,edit, and adapt this unit for educational purposes. Any reference in this unit to particular commercial resources, learning materials,equipment, or technology does not reflect any official endorsements by the Ministry of Education, school boards, or associationsthat supported the production of this unit.

AcknowledgementsThe developers are appreciative of the suggestions and comments from colleagues involved through theinternal and external review process.

Participating Lead Public School Boards:Mathematics, Grades 1-8Grand Erie District School BoardKawartha Pine Ridge District School BoardRenfrew District School Board

Science and Technology, Grades 1-8Lakehead District School BoardThames Valley District School BoardYork Region District School Board

Social Studies, History and Geography, Grade 1-8Renfrew District School BoardThames Valley District School BoardYork Region District School Board

The following organizations have supported the elementary curriculum unit project through team buildingand leadership:

The Council of Ontario Directors of EducationThe Ontario Curriculum CentreThe Ministry of Education, Curriculum and Assessment Policy Branch


Conflict and Change Page 1

Its nature and patterns An Integrated Unit for Grade 7

Unit Overview

Unit ContextImagine you work at a newspaper. You could be the editor, columnist, journalist, or publisher. Your paper,"The Radical Rebel," explores controversial issues, diverse perspectives, the lives and times of citizens ofboth Upper and Lower Canada, and events surrounding the rebellions of 1837. As an employee of the paperyou will apply various conflict resolution strategies within some of the articles you write. These articles willreflect your abilities to recognize the nature of conflict, strategies for resolution, and possible outcomes ofselected strategies. Furthermore, these articles will demonstrate your understanding of the complex issuesand personalities that surrounded the political situation in Upper and Lower Canada in 1837.

Unit SummaryThrough the exploration of relevant past and present day conflicts, students will understand the nature ofconflict: its definition, the different types of conflict, and their causes. They will be provided with severalopportunities to apply various conflict resolution strategies in real-world situations and evaluate theireffectiveness. Implicit within the nature of conflict is the element of change. Students will examine thechange/conflict/change pattern found in both historical and present day events and will probe how changeoccurs as a consequence of conflict.

Concepts acquired through the exploration of present day conflict and resolution will be applied to the study ofthe historical events of the Rebellions of Upper and Lower Canada in 1837. Through examination of historicaldocuments, students will research and analyse the issues, key personalities and opposing points of viewinvolved in these rebellious conflicts.

Much of the application of the concepts will take the shape of written responses, a role play, an interview, andthe final editing of newspaper creations. Work throughout the unit will be collected in individual studentportfolios and used in conjunction with the final newspaper creation.

Culminating Task AssessmentYou are a reporter working for the newspaper, the "Radical Rebel," gathering information and evidencesurrounding conflict and change, specific historical events, and key personalities in the Rebellions of Upperand Lower Canada in 1837. You will investigate the nature of conflict and change and its resolution usingexamples from the past and applying skills developed throughout the unit.

Links to Prior KnowledgeThe following items represent the prior knowledge students will have at the start of this unit. The list coversboth the present material and the historical information.

New FranceBritish North AmericaPersonal definition of nature of conflictResearch skills.Conversion of jot notes to paragraph reportsPersuasive, expository writingUpper and Lower ClassFrench-English relationsReligionOld Regime

ConsiderationsWritten using the Ontario Curriculum Unit Planner 3.0 PLNR2002 Official Version Open Printed on Jul 19, 2005 at 3:00:50 PM Page A-1

Conflict and Change Page 2

Its nature and patterns An Integrated Unit for Grade 7

Unit Overview

Notes to TeacherIssues discussed in the conflict section of this unit may be of a sensitive nature. A letter home at the onset ofthe unit may address potential questions or concerns.

Teachers unfamiliar with conflict resolution are encouraged to look into a variety of conflict resolutionprograms found in schools as well as the websites suggested.

Given the numerous writing assignments of the unit, especially the culminating activity, there areopportunities for integrating Language Arts expectations. Specifically those expectations associated withwriting for audience, purpose, voice, and tone can be explored.

Since much of the writing is an extension of role playing, prior experience with this drama technique isessential. Students cannot be expected to simply "pick up" on the role playing but will require explicit training.

Students should have familiarity with the layout and contents of a newspaper.

Teachers should begin to gather examples of editorials to use later as a resource in the teaching process.

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Subtask List Page 1List of Subtasks

Conflict : An InvestigationIn order to illustrate the nature of conflict, the teacher leads the class in a discussion of conflict. Basedon the student responses, the class should construct a consensus definition. Students examine anhistorical case study to illustrate the key concepts of conflict, consequences, and the responsibilities ofa newspaper reporter.

1

Picture ThisStudent will learn about the nature of conflict by examining and identifying the various types of conflict.Students will generate interview questions to investigate the selected conflict. In addition, students willuse investigative skills to generate questions and headlines and construct diagrams.

2

Causes of Rebellion in Upper CanadaStudents will learn about the nature of causation. Students will investigate key historical documents thattypify the sentiment and causes of the rebellions of Upper Canada. Students will identify key causes andconcerns as revealed through research or selected primary sources. ** Students will debate the differingpoints of view and begin to predict the consequences of a sequence of events. As well students will selectand employ strategies from previous subtasks to suggest potential resolutions to the differing historicalpoints of view.

3

Causes for Rebellion in Lower Canada Students will examine a variety of sources dealing with the events of the Rebellion of 1837 in LowerCanada. Students will then learn about the events of both rebellions creating a series of manipulativeactivities including charts, diagrams, and note-taking. Students will develop time lines, charactersketches, and points of view to express their understanding of these events and personalities.Students will express differing points of view and eyewitness accounts of events through creativewriting and drama activities. These creative writing pieces will be added to the students' portfolios andlater incorporated into the culminating activity.

4

Famous Personalities of the RebellionsStudents will examine a variety of sources dealing with the key personalities surrounding the Rebellionsof 1837 in Upper and Lower Canada. Students will learn about the key personalities creating a seriesof activities including charts, diagrams, and note taking. Students will develop time lines and charactersketches, and expressive points of view to communicate their understanding of these personalities.Students will express differing points of view and write in role "first hand" accounts of personalitiesthrough creative writing and drama activities. These creative writing pieces will be added to thestudents' portfolios and later incorporated into the culminating activity.

5

Rebellion Effects - Long and Short TermStudents will examine political cartoons to identify historical events, personalities, and the intendedmessage. Students will learn about the changes resulting from the rebellions and their impact on theCanadas and the people. Students will also learn about the effects of the rebellions; Lord Durham'sReport, the Union of the Canadas, and the achievement of Responsible Government. Students willcreate a political cartoon to communicate their new understandings. Using the Internet and CD-ROMs,students will research historical information to describe the impact of political unrest and change in theMaritimes during the rebellions.

6

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Subtask List Page 2List of Subtasks

Resolution of ConflictAfter reviewing the events and consequences of the different rebellions, students will examine acontroversial issue detailing a real life, present day conflict that directly affects students. Students willexplore the nature or source of the conflict and analyse the position or arguments held by the opposingsides. Students will brainstorm possible strategies to resolve the conflict and evaluate the potentialeffectiveness of the various strategies. Further strategies in conflict resolution will be taught tocomplete the list.

7

Every Day ConflictStudents take on the role of an advice columnist who helps young adolescents resolve a variety of reallife conflicts that occur in their homes, neighbourhoods, or schools. Using BLMs 8.1 to 8.1.6, letterswritten by advice seekers, the students will identify the nature or source of the conflict, and thensuggest one or two strategies for its resolution in the form of a written response. The skills in thisactivity will be applied in the culminating task "The Radical Rebel."

8

The Radical RebelYou are a reporter working for the newspaper, the "Radical Rebel," gathering information and evidencesurrounding conflict and change, specific historical events, and key personalities in the Rebellions ofUpper and Lower Canada in 1837. You will investigate the nature of conflict and change and itsresolution using examples from the past and applying skills developed throughout the unit.

9

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Conflict and Change Subtask 1Conflict : An Investigation

Its nature and patterns An Integrated Unit for Grade 7 ~ 40 mins

Expectations7h40 A – identify key issues and events of the rebellions of

1837–38 in Upper and Lower Canada (e.g., issuesrelated to land, transportation, government; events suchas Mackenzie’s march down Yonge Street);

7h52 A – compare and contrast historical conflict-resolutionstrategies with those used today to resolve disputes athome, at school, and in the community.

DescriptionIn order to illustrate the nature of conflict, the teacher leads the class in a discussion of conflict. Based on the studentresponses, the class should construct a consensus definition. Students examine an historical case study to illustratethe key concepts of conflict, consequences, and the responsibilities of a newspaper reporter.

GroupingsStudents Working As A Whole Class

Teaching / Learning StrategiesDiscussionMini-lesson

Assessment

Assessment StrategiesObservation

Assessment Recording DevicesAnecdotal RecordChecklist

Teaching / LearningTeacher will conduct a Mini-Lesson on the topic "What is Conflict?"

The teacher will begin with a series of Socratic questions aimed at uncovering students' personal knowledge andunderstanding of the topic. The answers from the students will be scribed on the board.

1. What is "conflict?"

2. What does conflict look like?

3. What does conflict sound like?

4. Have you ever been involved in a conflict?

5. Do conflicts happen at school? If so, where, when, what, who, and how?

6. How do you know you are involved in a conflict?

7. What are the emotions involved in a conflict?

Based upon the answers from the students, the class attempts to formulate some kind of working definition of "conflict."Your working definition of conflict could include: - disagreement or problem - high pitched negative emotions - visibly negative body language - unsolved problemThe teacher will launch a brief discussion of what a reporter does.

Written using the Ontario Curriculum Unit Planner 3.0 PLNR2002 Official Version Open Printed on Jul 19, 2005 at 3:01:18 PM Page C-1

Conflict and Change Subtask 1Conflict : An Investigation


8. Teacher will use BLM 1.1 case study as an overhead with students.

9. With the case study and using the questions, the students and teacher identify types of conflicts and responsibilities ofnewspaper reporter.

Adaptations

ResourcesBLM 1.1 BLM 1.1 William Lyon.cwk

Close Up Canada Cruxton, B., Wilson, W., and Walker, R.

The Story Of Our Heritage Brune, N., Grant, P., Smith, S.

Notes to Teacher

Teacher ReflectionsOutline potential changes/improvements you would make to the subtask, or raise questions/concerns for future thought.

Record decisions you wish to pass on in the Subtask Notes; contents of this field are not passed along in the publishedunit.


Conflict and Change Subtask 2Picture This


Expectations7h40 – identify key issues and events of the rebellions of


7h49 – communicate the results of inquiries for specificpurposes and audiences, using media works, oralpresentations, written notes and descriptions, drawings,tables, charts, and graphs (e.g., label the originalpolitical divisions on a map of Upper and LowerCanada);

DescriptionStudent will learn about the nature of conflict by examining and identifying the various types of conflict. Students willgenerate interview questions to investigate the selected conflict. In addition, students will use investigative skills togenerate questions and headlines and construct diagrams.

GroupingsStudents Working In Small GroupsStudents Working As A Whole Class

Teaching / Learning StrategiesWord Sort (sorting And Predicting)DiscussionBrainstorming

AssessmentThe assessment for this subtask is entirelycontained within BLM 2.2 .

Students are presented with a series ofsituations. They must determine and label thetype of conflict that best matches the situation.Students are asked to graphically illustrate theevent that they have written about and generateappropriate questions.

Assessment StrategiesSelect Response

Assessment Recording DevicesRubric

Teaching / Learning1. In BLMs 2.1 - 2.2, various types of conflicts are described. They are:a) argumentb) debatec) protestd) strikee) riotf) rebelliong) war

2. Teachers distribute cut out components of the puzzle to individual students ( A suggestion: Use one colour of paper forA-D and another colour for E-G). When students complete the different puzzles (no talking allowed) they are to identifythe type of conflict the puzzle now describes. (See BLMs 2.4 - 2.10)




3. Teacher displays completed puzzles and checks for accuracy.

4. Teacher leads discussion to elicit the idea that the puzzles describe different sorts of conflict. What do all these items have in common? What are some differences? (Note: Students should discover that some sorts of conflicts are aggressive and violent in nature, while other conflictsare peaceful and organized.)

5. Teacher leads discussion, "What are various types of conflict?"

-struggle between opposing forces for victory or supremacy-conflict can be both friendly or hostile-friendly competition or hostile struggle-open fighting between opposing groups-a struggle between opposing forces-conflict is created when there is an imbalance of power between individuals or groups. One group uses its power toforce the other group to comply.

6. Using the new information form the puzzle activity, guide students to revisit their definition of conflict from Subtask 1.

7. Using the original puzzles as a model, students in their puzzle groups will brainstorm other types of conflictthey have witnessed (walkout, fight, swarming, sabotage, uprising, revolution) and create a series of descriptive definitionsfor that type of conflict.

8. Using BLM 2 and 2.2, Picture This, students will read the descriptions and label in the appropriate space the type ofconflict and activity provided. The following is the teacher answer key: a) protest b) argument c) ward) riot e) rebellion f) strike g) debate h) student choice.

AdaptationsRead aloud the descriptions contained in BLM 2.2 in order to assist students who have difficulty with the written word.

ResourcesBLM 2.1 BLM 2.1 Picture This Page 1.cwk

BLM 2.2 BLM 2.2 Picture This Page 2.cwk

BLM 2.4 BLM 2.4 Argument.pdf

BLM 2.5 BLM 2.5 Debate.pdf

BLM 2.6 BLM 2.6 Protest.pdf

BLM 2.7 BLM 2.7 Strike.pdf

BLM 2.8 BLM 2.8 Riot.pdf




BLM 2.9 BLM 2.9 Rebellion.pdf

BLM 2.10 BLM 2.10 War.pdf

Notes to TeacherA reminder to students that conflicts have varying degrees of intensity and appear in a variety of forms, e.g., verbal,intimidation strategies, physical, etc.




Conflict and Change Subtask 3Causes of Rebellion in Upper Canada


Expectations7h44 A – use a variety of primary and secondary sources to

locate relevant information about key personalitiesinvolved in the rebellions (e.g., primary sources:artefacts, journals, letters, statistics, field trips, perioddocuments and maps; secondary sources: maps,illustrations, print materials, videos, CD-ROMs, Internetsites);

7h48 A – investigate and report on methods of conflictresolution employed in everyday life at home, at school,and in the community;

7h51 A – compare the impact of political unrest and change inthe Maritimes and in Upper and Lower Canada in the1820s and 1830s;


7h50 – use appropriate vocabulary (e.g., rebellion, moderate,radical, conflict, responsible government, FamilyCompact, Château Clique, Patriote, Fils de la Liberté,Doric Club ) to describe their inquiries and observations.

DescriptionStudents will learn about the nature of causation. Students will investigate key historical documents thattypify the sentiment and causes of the rebellions of Upper Canada. Students will identify key causes andconcerns as revealed through research or selected primary sources. ** Students will debate the differingpoints of view and begin to predict the consequences of a sequence of events. As well students willselect and employ strategies from previous subtasks to suggest potential resolutions to the differinghistorical points of view.** See resource section for selected excerpts of primary documents used with this subtask BLM 3.1 - 3.4.

GroupingsStudents Working In Small GroupsStudents Working As A Whole Class

Teaching / Learning StrategiesBrainstormingDiscussionExpressing Another Point Of ViewProblem-solving Strategies

AssessmentPerformance Task: Historical Inquiry

Assessment StrategiesPerformance Task

Assessment Recording DevicesChecklist

Teaching / Learning 1. A brief review of life in Upper Canada is necessary to set the stage for rebellion. This review could take theform of filling in a KWL chart where, through prompting of the teacher, students answer review questionsabout their understandings of this culture and fill in those understandings under the K part of the chart. Againwith prompting from the teacher, students could speculate about the differing points of view and wonder aboutwhat might happen.

What do we Know? Upper Canada.- Pioneers had come to the area after the American Revolution- Subsistence farmers and crossroads communities prevalent- Roads are in a beginning stage as is most industry- The government is controlled by an appointed council, the Family Compact, who vote on any law passed bythe separate and elected assembly.




What do we Wonder? Upper Canada.- What would happen if you wanted improvements in your new village area?- What would happen if the interests of the pioneer settlers were not the same as those who ran thegovernment?

2. The teacher will explore the nature of causation through Socratic question/answer and brainstormingsessions.

Mini-lesson: The Value of Land

From the War of 1812 until 1840, there was a major migration into Upper Canada creating a demand for land.To probe this issue, discuss responses to the following questions:

Why is land so valuable to settlers?

From whom do you buy land?

Once you own land and you are a farmer what work, during the four seasons of the year, do you have to do?

What makes your job as a pioneer farmer easier? What makes it harder?

A group of farmers live in a county. What does a typical county look like?Use BLM 3.1 to show both the concession structure and the land granting structure of Upper Canada.

A farmer has five sons. He has worked hard and wishes to buy land for his sons so that they can continue towork together as a family. Undeveloped land is owned by the crown, which is controlled by the governmentand the Anglican clergy. Members of various professions such as lawyers, clergy, and land promoters areoften related to government officials and church officials. This group is known as the Family Compact - agroup of wealthy, like-minded people with common interests and goals.

Knowing that the Family Compact controls the granting of land either through their government or religiousconnections, how does the farmer get land for his sons?

Frustration InvestigationTeacher will use encyclopaedias, text books, and single sheet resources.Teacher will put students into groups of five. Each group is given one personality from Upper Canada toinvestigate the following prompt. "When your historical figure challenged the Family Compact's power, whathappened to them?"

Robert GourlayBarnabus BidwellMarshall Springs BidwellWilliam Lyon MacKenzie (1824-1832)William Lyon Mackenzie (1832-1837)Egerton Ryerson

Students will summarize major reasons why their historical figure fought the Family Compact. Reasons arepresented to the class. A summary of class findings can be recorded on the board. The result of thisinvestigation reveals all of the causes for rebellion in Upper Canada as well as the frustrations of combating asystem of government.




An alternative to the historical figure research is to investigate the primary documents found in BLMs 3.2 -3.5. They will discover the main causes of rebellion in Upper Canada through a document study.BLM 3.2 - 3.5 (Clergy Reserves in Upper Canada, 7th Report on Grievances in Upper Canada 1837, FrancisBond Head in Defence of the Family Compact, and MacKenzie's Call To Revolution 1837.)

- Place students into small groups.- Give each group a document to analyse. See BLM 3.2 - 3.5 Documents Surrounding the Rebellion for theprimary source documents and analysis pages.- Through the use of leading questions found with the documents, students are to discover the main cause(s)and the main emotions contained within their document.

The teacher might emphasize the 20-year timeframe that these frustrations operate within.

Performance Task: Historical Inquiry.Students will conduct research or examine selected primary documents that illustrate key points in the causesof Rebellion in Upper Canada. They will identify and analyse the critical events and emotions that are presentin the documents. Taking opposing points of view, students will discuss the merits of their side's position.Compiling their discoveries on a KWL chart, students will then identify the key conflicts and apply theirknowledge of conflict resolution to the issues identified.

The teacher can take the following steps in working through the discussion and KWL process.- Ask students to develop a position either for or against the Government and simply announce their positionto the class.- Once all students know which side others are on, they can form two groups - those for the government andthose against.- With the teacher acting as a mediator, students can present arguments for and against the government.- Ask students to label their events as either long- or short-term causes of the rebellions.- Ask students to predict potential future events: "Given the emotions behind some of these issues, whatcould happen next?"- Given what you understand about resolving conflict, how could some of these future events be resolved?

2. The students and the teacher are to compile a list of what they know, what they still wonder about and whatthey want to learn. There may yet be gaps in the sequence of causes.

3. The events listed in the "Learn" column can dictate some of the future teaching in this unit and should alsopoint to the gaps found in this causation lesson, i.e., any causes not covered in the documents. Lessonscontained in Subtasks 4-6 address those gaps.

AdaptationsDocuments attached to this subtask can be modified to suit the reading level of an individual class. Definitions areprovided for those words the writers feel are beyond the comprehension of a Grade 7 student. Teachers should feel freeto annotate the documents further.

Teachers could choose to read aloud each of the documents as a whole class analysis activity.

The teacher can monitor the pairings and then make careful selection of which document to give certain pairings notingthat some documents are shorter and more direct than others.




ResourcesBLM 3.1 BLM 3.1 Settle Grid Pattern.pdf

BLM 3.2.1 BLM 3.2.1 Clergy Reserves.cwk

BLM 3.2.2 BLM 3.2.2 Let's Discover.cwk

BLM 3.3.1 BLM 3.3.1 Seventh Report.cwk

BLM 3.3.2 BLM 3.3.2 Let's Discover2.cwk

BLM 3.4.1 BLM 3.4.1 Francis Bond.cwk


BLM 3.5.1 BLM 3.5.1 MacKenzie's Call.cwk


Notes to Teacher




Conflict and Change Subtask 4Causes for Rebellion in Lower Canada


Expectations7h41 – describe the role of key personalities (e.g.,

Mackenzie, Papineau, Bond Head) involved in therebellions, and the methods they used to bring aboutchange;

7h44 – use a variety of primary and secondary sources tolocate relevant information about key personalitiesinvolved in the rebellions (e.g., primary sources:artefacts, journals, letters, statistics, field trips, perioddocuments and maps; secondary sources: maps,illustrations, print materials, videos, CD-ROMs, Internetsites);

7h46 – describe and analyse conflicting points of view abouta series of historical events (e.g., Should rebels begiven amnesty? Should women have a role in governingcouncils?);

7h48 – investigate and report on methods of conflictresolution employed in everyday life at home, at school,and in the community;

7h51 – compare the impact of political unrest and change inthe Maritimes and in Upper and Lower Canada in the1820s and 1830s;

7h52 – compare and contrast historical conflict-resolutionstrategies with those used today to resolve disputes athome, at school, and in the community.

DescriptionStudents will examine a variety of sources dealing with the events of the Rebellion of 1837 in Lower Canada.Students will then learn about the events of both rebellions creating a series of manipulative activities includingcharts, diagrams, and note-taking. Students will develop time lines, character sketches, and points of view toexpress their understanding of these events and personalities. Students will express differing points of view andeyewitness accounts of events through creative writing and drama activities. These creative writing pieces will beadded to the students' portfolios and later incorporated into the culminating activity.

GroupingsStudents Working As A Whole ClassStudents Working IndividuallyStudents Working In Small GroupsStudents Working In Pairs

Teaching / Learning StrategiesSeriationMaking Words / Word SortsClozeNote-making

AssessmentTeacher will administer the test provided in BLM4.19. The answer key is also provided in BLM4.20.

The teacher could use BLM 4.6 as a review toolprior to assessment.

Assessment StrategiesQuizzes, Tests, Examinations

Assessment Recording Devices

Teaching / Learning1. A brief review of life in Lower Canada is necessary to set the stage for rebellion. This review could take theform of filling in a KWL chart where, through prompting by the teacher, students answer review questionsabout their understandings of this culture and fill in those understandings under the K part of the chart. Againwith prompting from the teacher, students could speculate about the differing points of view and wonder aboutwhat might happen.

What do we Know? Lower Canada.




- Habitants have lived on narrow strips of farmland for 150 years.- Culture was dominated by French language, French civil law and Roman Catholic religion.- Growing number of English-speaking people came to New France since the conquest of 1763.- The English not only controlled most of the businesses, but they also controlled the councils appointed bythe English-speaking governor.- The elected part of the government, the Legislative Assembly, was controlled by French Canadians.

What do we Wonder? Lower Canada.- What would happen if farmers' children could no longer find land near the St. Lawrence?- What would happen if the growing number of English speaking people threaten to outnumber the FrenchCanadians who had lived there for so long?- If you lived as a member of the French majority, how do you feel about your government being controlled bythe English?- What would happen if the crops had failed or if the price paid for crops was less and less year after year?

2. Students will discover the main causes of rebellion in Lower Canada through a document study. BLMs 4.1- 4.4 (Early French Grievances 1& 2, Lord John Russell's 10 Resolutions, A Lower Canadian Reply toRussell, and A Call To Rebellion.)

- Place students into small groups.- Give each group a document to analyse. (See BLMs 4.1 - 4.4 Documents Surrounding the Rebellion for theprimary source documents and analysis pages.)- Through the use of leading questions found with the documents, students are to discover the main cause(s)and the main emotions contained within their document.

3. In a class discussion, students will learn about the sections of the government and what powers they held.A direct comparison with today's government will be made. The information found in BLMs 4.6 - 4.9 may beused as a classroom note.

4. Word SearchThe students will become familiar with some of the terminology surrounding the Rebellion of 1837. (BLM 4.10)

A. The teacher will photocopy and distribute the word search to the students to be part of their notes.

B. The teacher will remind students that these are some of the vocabulary terms pertinent to this unit.Students may wish to create their own word search at the end of the unit adding more terms to the list.

5. Background to the RebellionBased upon the gaps revealed in Subtask 3, the teacher will provide a list of the four major changes in Upperand Lower Canada prior to the Rebellion. They are:a. population explosion due to immigrationb. development of the timber industryc. the formation of government in Upper and Lower Canada (see Activities 3 and 4)d. Chateau Clique in Lower Canada and Family Compact in Upper Canada held much of the power.

A. The teacher will then form groups of three to four and assign on the four ideas (from above).

B. Students will research/read through a teacher made sheet**, to come up with key points regarding thesetopics. Students may ask themselves: "Why were these important changes?, Who was involved?"




** It should be noted that the main purpose of the activity is to discover the key information and not to do thelengthy research process. To that end, teachers should provide a one-page information sheet (e.g., asummary from the textbook so that the students can complete the assignment.

C. Students will then present their findings to the class. The purpose of this presentation is to shareinformation that other students have not researched. Chart paper is an excellent way of sharing thisinformation.

D. After sharing all of the information from all groups, students will review what they have learned (BLM4.10). This note-taking chart allows all student put the relevant information into their notes.

E. After completion of the note taking (BLM 4.11), students will discuss what all of these changes create, i.e.,conflict.

F. The students use their notes and the chart information that they have researched and complete BLM4.12, which lists who was in conflict and the reasons. Students will fill in blanks in the chart under either the"who was in conflict" column or the "over the what issue" column.

4. Events of the Rebellion

A. Through research, students will identify the key events surrounding the rebellions of 1837 in Upper andLower Canada.

B. The teacher will explain that the class should research three aspects of the Rebellions:Groups that were involvedThe eventsThe resultsSeparate flowcharts will be made for Upper and Lower Canada.

C. Students will develop a flow chart (BLMs 4.14 - 4.17) showing these three areas. Work sheets for bothUpper and Lower Canada are provided, as are answer sheets for both.

D. Students may work in small groups or individually.

Adaptations

Resources




BLM 4.1.1 BLM 4.1.1 Early French.cwk


BLM 4.2.1 BLM 4.2.1 Early French.cwk


BLM 4.3.1 BLM 4.3.1 John Russell.cwk


BLM 4.4.1 BLM 4.4.1 Lower Reply.cwk


BLM 4.5.1 BLM 4.5.1 Call To Rebellion.cwk


BLM 4.6 BLM 4.6 Government Power.cwk

BLM 4.7 BLM 4.7 Power Answers.cwk

BLM 4.8 BLM 4.8 1800's answers.cwk

BLM 4.9 BLM 4.9 Government Icons.cwk

BLM 4.10 BLM 4.10 Rebellion of 1837.cwk

BLM 4.11 BLM 4.11 Note Taking Tools.cwk

BLM 4.12 BLM 4.12 Conflict.cwk

BLM 4.13 BLM 4.13 Conflict ans.cwk

BLM 4.14 BLM 4.14 Lower Canada.cwk

BLM 4.15 BLM 4.15 Lower Canada ans.cwk

BLM 4.16 BLM 4.16 Upper Canada.cwk

BLM 4.17 BLM 4.17 Upper Canada ans.cwk

BLM 4.18 BLM 4.18 Rebellion Test.cwk

BLM 4.19 BLM 4.19 Test ans.cwk




Notes to Teacher




Conflict and Change Subtask 5Famous Personalities of the Rebellions


Expectations7h44 – use a variety of primary and secondary sources to

locate relevant information about key personalitiesinvolved in the rebellions (e.g., primary sources:artefacts, journals, letters, statistics, field trips, perioddocuments and maps; secondary sources: maps,illustrations, print materials, videos, CD-ROMs, Internetsites);


7h45 – analyse, synthesize, and evaluate historicalinformation (e.g., Papineau’s Ninety-two Resolutions);



DescriptionStudents will examine a variety of sources dealing with the key personalities surrounding the Rebellions of 1837 inUpper and Lower Canada. Students will learn about the key personalities creating a series of activities includingcharts, diagrams, and note taking. Students will develop time lines and character sketches, and expressive points ofview to communicate their understanding of these personalities. Students will express differing points of view andwrite in role "first hand" accounts of personalities through creative writing and drama activities. These creative writingpieces will be added to the students' portfolios and later incorporated into the culminating activity.

GroupingsStudents Working As A Whole ClassStudents Working In PairsStudents Working In Small GroupsStudents Working Individually

Teaching / Learning StrategiesGuided WritingAdvance OrganizerSketching To LearnThink / Pair / Share

Assessment1. Students will write creative pieces to showtheir understanding and personal points of viewregarding the events and personalities of theRebellion of 1837.

2. These pieces will be put in the studentportfolios for the culminating activity of the classnewspaper.

Assessment StrategiesPortfolios

Assessment Recording DevicesAnecdotal Record

Teaching / LearningWanted Posters1. After examining the conflicts, the students will examine why certain key individuals were popular orunpopular with the people.

2. Based upon past discussions, students will speculate upon the reasons why Mackenzie and Papineau




were not popular with all the people in Upper and Lower Canada and record it in chart form.

3. After discussing and sharing the reasons for their unpopularity, the students will design "Wanted" posters.

4. The teacher will explain the key elements found on a wanted poster, i.e., Who is wanted? Why? Whowants them? Who would be better off if the rebels were captured? Is there a reward?

5. Teacher will photocopy and distribute BLM 5.1 to students and encourage creativity.

Comparison Chart & Venn Diagram1. The teacher will provide portfolios/resources/CD-ROMs/or the opportunity to research key personalities.

2. Students will design a comparison chart or a Venn diagram comparing and contrasting two personalitiesfrom the rebellion period.

3. Students will need to research items such as personality traits, background information, and other pertinentinformation in order to compare and contrast with another.

4. The teacher will photocopy and distribute BLM 5.2.

Creative writing for Portfolio1. The teacher will expose students to examples of journal entries, diaries, letters, eyewitness accounts fromnewspapers, and pamphlets. Samples of these items should be on display in the classroom.

2. The teacher will discuss what makes each type of writing unique, i.e., first person narrative, showing pointsof view, showing emotions.

3. The teacher will photocopy and distribute BLM 5.3 to students.

Lord Durham1. The teacher will lead a discussion as to the reasons why Britain sent Lord Durham and the ways in whichhe attempted to solved the unrest in Upper and Lower Canada.

2. In small groups the students will record any suggestions that they think might have solved the unrest inUpper and Lower Canada.

3. The students will then research the actual suggestions that Lord Durham gave and the impact that they hadon the people of Upper and Lower Canada.

4. The teacher will photocopy and distribute BLM 5.4

Adaptations

Resources




BLM 5.1 BLM 5.1 Student Activity.cwk



BLM 5.4 BLM 5.4 Lord Durham.cwk

Notes to Teacher




Conflict and Change Subtask 6Rebellion Effects - Long and Short Term


Expectations7h42 A – explain the major social, economic, political, and legal

changes that resulted from the rebellions and theirimpact on the Canadas (e.g., the Durham Report, theunion of the Canadas, the Rebellion Losses Bill).

7h47 – construct and use a wide variety of graphs, charts,diagrams, maps, and models to organize and interpretinformation (e.g., label the transportation routes andlocation of skirmishes on a map of Upper and LowerCanada);

7h41 – describe the role of key personalities (e.g.,Mackenzie, Papineau, Bond Head) involved in therebellions, and the methods they used to bring aboutchange;


7h51 – compare the impact of political unrest and change inthe Maritimes and in Upper and Lower Canada in the1820s and 1830s;


DescriptionStudents will examine political cartoons to identify historical events, personalities, and the intended message.Students will learn about the changes resulting from the rebellions and their impact on the Canadas and the people.Students will also learn about the effects of the rebellions; Lord Durham's Report, the Union of the Canadas, and theachievement of Responsible Government. Students will create a political cartoon to communicate their newunderstandings. Using the Internet and CD-ROMs, students will research historical information to describe the impactof political unrest and change in the Maritimes during the rebellions.

GroupingsStudents Working As A Whole ClassStudents Working In Small Groups

Teaching / Learning StrategiesSketching To LearnAdvance OrganizerDirect TeachingThink / Pair / Share

AssessmentAssess Classroom Presentation of cartoonscreated based upon analysis of Upper andLower Canada Rebellions and their impact onthe Canadas and the Maritimes.

Assessment StrategiesClassroom Presentation


Teaching / LearningPolitical/Editorial Cartoon: Students will create a political / editorial cartoon to explain the major politicalchanges that resulted from the rebellions and their impact on the Canadas.

PRE-ACTIVITY: What is a political cartoon?

Show examples of political cartoons.http://www.globeandmail.com/series/cartoon/http://www.thestar.com click on news, click on "editorial cartoon"




http://www.nationalpost.com/ click on commentary, click on editorial cartoon

Discuss:- objective of political cartoons–to comment on politics, make a point- humour–evident, obvious- sketches- caricatures–exaggerate features, emphasise personal attributes- simplicity–very simple, not a lot of detail

Activity:In groups students will examine different political cartoons. Complete chart. BLM 6.1

Teachers may show videos depicting the effects the Rebellions.See resource list.

Summative Assessment:POLITICAL / EDITORIAL CARTOON ACTIVITY: Students create political or editorial cartoon describing onespecific effect of the Rebellions.

POST-ACTIVITY:Students present cartoons to class through the use of overheads.

EVALUATION:See the political cartoon rubric found in BLM 6.2.

- Does the cartoon deal with a political incident?·- Does the cartoon have a political point? Can we understand that point, and is it a view that could be held bya substantial number of readers?- Does the cartoon make the reader think?- Is there humour in the cartoon?- The cartoon does not have to be "artistic," as many of the best cartoonists use sketches and caricatures.Nevertheless, it should be obvious who is in the cartoon, who is speaking or thinking about the topic, etc.

Impact Upon the Maritimes:1. In groups students will investigate the impact of political unrest and change in the Maritimes during the1837 Rebellions. Each group will investigate a different province - Nova Scotia, New Brunswick, PrinceEdward Island, Newfoundland - using texts, the Internet, CD-ROMs. Students will examine effects of theRebellion on population, settlements, settlers, and industry. See BLM 6.3.

2. Once their research is complete, students will participate in a think/pair/ share in order to test for accuracyand fill in any remaining gaps on their chart. See BLM 6.3.

3. Based upon the information found in the Maritimes Research Sheet, students will create a political cartoonhighlighting one of the major effects that the Rebellions of 1837 had upon the Maritimes.

4. EVALUATION: See the political cartoon rubric found in BLM 6.2.

Adaptations




ResourcesBLM 6.1 BLM 6.1 Political Cartoon.cwk

BLM 6.2 BLM 6.2 Cartoon Rubric.cwk

BLM 6.3 BLM 6.3 Maritimes Work.cwk

Lord Durham National Film Board of Canada

Growing Pains - Origins Series International Telefilm

Rebellion and Reform - Canada A People'sHistory

Canadian Broadcasting Corporation

Notes to Teacher




Conflict and Change Subtask 7Resolution of Conflict





7h39 – identify types of conflict (e.g., war, rebellion, strike,protest), and describe strategies for conflict resolution;

7h38 • compare methods of conflict resolution in bothhistorical and contemporary situations.

DescriptionAfter reviewing the events and consequences of the different rebellions, students will examine a controversial issuedetailing a real life, present day conflict that directly affects students. Students will explore the nature or source of theconflict and analyse the position or arguments held by the opposing sides. Students will brainstorm possiblestrategies to resolve the conflict and evaluate the potential effectiveness of the various strategies. Further strategiesin conflict resolution will be taught to complete the list.

GroupingsStudents Working As A Whole ClassStudents Working In Pairs

Teaching / Learning StrategiesBrainstormingThink / Pair / Share

AssessmentThe teacher will use the rubric found in BLM 7.6to record the results of the demonstration.

Assessment StrategiesExhibition/demonstration


Teaching / LearningAfter reviewing conflicting wants of people vs. colonial governments and listing the resolutions, eruptions, and escalations,students will then explore a real life conflict that matters to them directly. They will analyse potential outcomes that toprovide possible resolution and/or further polarization of the two groups.

1) The teacher will present a topical school or community issue that demonstrates conflict.

2) Using an overhead transparency the teacher will lead a class discussion of the issue by asking the questions providedon the sheet.

3) The teacher will record key responses on the overhead transparency under the headings to anchor the discussion.

4) The teacher will draw the students' attention to the fact that on this issue there are two distinct camps and coming to asolution may be difficult. The teacher will ask students to brainstorm as many ways as possible to resolve the conflictfrom more moderate strategies to more radical ones. To do this, the think, pair, share strategy will be used. To deepenthe brainstorming activity and ensure a wide variety of responses, the teacher will give students BLM 7.2 as an organizerto record ten possible ideas.

5) On BLM 7.2, the students are asked to record conflict resolution strategies under three headings, "First StepStrategies," "Second Step Strategies," and "Final Step Strategies."


Conflict and Change Subtask 7Resolution of Conflict


6) The teacher will write these headings on the blackboard and explain that depending on the strategies used, a conflictcan worsen or "escalate" and it is usually more effective to begin the resolution process with moderate methods. Asstudents brainstorm strategies, they write their ideas under the headings with which they associate each strategy.

7) As an alternate activity have students brainstorm strategies and then independently categorize them under theheadings. Students compare their responses to a classmate's responses and make changes if desired. Students write abrief prediction of the likely outcome of each of the chosen strategies. Once completed, students engage in the Think,Pair, Share strategy and complete BLM 7.3.

8) Once students have completed the activity and BLM 7.3, the teacher will lead a class discussion on the threecategories of strategies and will ask probing questions to complete the list of strategies and explore the differencesbetween moderate and radical strategies. Teacher will encourage some evaluation of whether the strategies have beenplaced in the appropriate category.

AdaptationsHave someone read the items to a student who may not be able to do so without assistance.

ResourcesBLM 7.1 BLM 7.2 School Uniform.cwk

BLM 7.2 BLM 7.3 Activity.cwk

BLM 7.3 BLM 7.4 Subtask 7.cwk

Notes to Teacher




Conflict and Change Subtask 8Every Day Conflict





7h39 – identify types of conflict (e.g., war, rebellion, strike,protest), and describe strategies for conflict resolution;

7h38 • compare methods of conflict resolution in bothhistorical and contemporary situations.

DescriptionStudents take on the role of an advice columnist who helps young adolescents resolve a variety of real life conflictsthat occur in their homes, neighbourhoods, or schools. Using BLMs 8.1 to 8.1.6, letters written by advice seekers, thestudents will identify the nature or source of the conflict, and then suggest one or two strategies for its resolution in theform of a written response. The skills in this activity will be applied in the culminating task "The Radical Rebel."

Groupings

Teaching / Learning Strategies

AssessmentA final draft of the advice letter will be placed inthe student portfolio.

Assessment StrategiesEssay

Assessment Recording DevicesChecklist

Teaching / Learning1) The teacher will lead a discussion about advice columns or talk shows that have guests who help audiencemembers with problems. Through probing questions, the teacher will prompt students to describe thetechniques that advice givers employ:What do advice columnists do?What kinds of problems do people bring to them?Why would someone seek advice on a talk show or in the newspaper?What kind of advice is helpful?What kind of advice is unrealistic?Is there someone that you go to for good advice?

2) The teacher will record key responses on the board.

3) The teacher selects a letter and columnist's response to it from a newspaper advice column. Ensure that itis appropriate to the class. Select a letter that- shows a conflict or problem- identifies what the writer wants or would like to do.- shows what strategies the writer has tried to resolve the conflict.

4) The teacher presents the sample advice letter and columnist's response to the class.

5) Using an overhead transparency of a flowchart for producing a written response for an advice column(BLM 8.1), the teacher will take the students through a step-by-step process of how the columnist's responsemay have been constructed and its separate elements.




6) Throughout the analysis of the response, the teacher may wish to reinforce certain aspects of the advicewriting process through the following prompts:

"Your writers want to know that you are listening carefully to their problems. Begin your response with one ortwo sentences that show that you have summed up the nature of the problem or conflict that the writer isfacing."

"Next, identify the opposing sides of the problem. Explain what the writer wants and what the other sidewants."

"If your advice seeker has tried some strategies to solve the problem or conflict, give them feedback about thestrategies. Give reasons why they were good strategies to use, or how they may have made the problemworse."

"Next, address the problem directly. Use your expertise in conflict resolution to suggest a strategy that yourwriter can use to help to solve the problem. Be sure to tell the writer how to carry out your advice."

"To be really helpful, suggest an alternative strategy in case the first one doesn't solve the problemcompletely. Again, tell the writer exactly how to use the strategy."

"Close with some kind of supportive message."

Pre-assessment Planning.7) The teacher will have students take on the roles of advice columnists who help young teens with conflictresolution. In advance, the teacher will prepare the 14 advice letters from BLMs 8.2 to 8.6 inclusive by cuttingthem into separate letters. Students will draw advice seekers' letters from a hat. Students will use the FlowChart Master BLM 8.1 to construct their response according to the model given. These advice letters havebeen written in five sets of three, with letter "a" being the most basic and "c" being the most complex depictionof the issues. The teacher's discretion is needed when choosing letters for the class.

Essay Writing Prompt8) To set the scene, the teacher will say:

"You are an Advice Columnist for the country's top selling newspaper. People write to you for sensible,level-headed advice on everyday problems that involve conflict. Write a response to the advice letter you getusing the Flow Chart Master to guide you."

AdaptationsSets of letters increase in level of difficulty. Teachers may wish to use Level 1 letters for a particular student or classbased upon the needs of their unique teaching environment.

Again, with students who have difficulty with reading and writing, an EA or volunteer may be required to read the problemand to scribe student responses.

A direct teaching approach might be suggested where the teacher reads aloud the various letters and conducts the entireinvestigation orally.




ResourcesBLM 8.2 BLM 8.1.2 Advice.cwk

BLM 8.3 BLM 8.1.3 Advice 2.cwk




BLM 8.1 BLM 8.4 Chart Outline.cwk

BLM 8.7 BLM 8.5 Subtask 8 list.cwk

Notes to TeacherThese advice pieces created in this subtask will be added to the portfolio and later incorporated into the culminatingactivity in an advice column.




Conflict and Change Subtask 9The Radical Rebel


Expectations7h40 A – identify key issues and events of the rebellions of


7h41 A – describe the role of key personalities (e.g.,Mackenzie, Papineau, Bond Head) involved in therebellions, and the methods they used to bring aboutchange;

7h43 – formulate questions to guide research on issues andproblems (e.g.,Why is Mackenzie a hero to someCanadians and a traitor to others?);

7h48 A – investigate and report on methods of conflictresolution employed in everyday life at home, at school,and in the community;


7h42 A – explain the major social, economic, political, and legalchanges that resulted from the rebellions and theirimpact on the Canadas (e.g., the Durham Report, theunion of the Canadas, the Rebellion Losses Bill).

7h38 A • compare methods of conflict resolution in bothhistorical and contemporary situations.

7h49 A – communicate the results of inquiries for specificpurposes and audiences, using media works, oralpresentations, written notes and descriptions, drawings,tables, charts, and graphs (e.g., label the originalpolitical divisions on a map of Upper and LowerCanada);

DescriptionYou are a reporter working for the newspaper, the "Radical Rebel," gathering information and evidence surroundingconflict and change, specific historical events, and key personalities in the Rebellions of Upper and Lower Canada in1837. You will investigate the nature of conflict and change and its resolution using examples from the past andapplying skills developed throughout the unit.

GroupingsStudents Working In Small Groups

Teaching / Learning StrategiesCollaborative/co-operative LearningDirect Teaching

AssessmentBased upon the criteria provided in BLM 9.1,students will select key items from theirportfolios in order to complete the exhibition oftheir historical newspaper, the Radical Rebel.Teachers can use the Newspaper Rubric BLM9.4.

Assessment StrategiesPortfoliosExhibition/demonstration

Assessment Recording DevicesRating ScaleRubric

Teaching / LearningUsing BLM 9.1.1 and 9.1.2 the teacher will explain the culminating activity to this unit. Students will be required to work incollaborative/co-operative groupings for this assignment. BLM 9.4 supports this activity.

AdaptationsProvide information about any adaptations to the activity required for individual students. These adaptations respond toconsiderations related to gender, learning style, and accommodations required for exceptional students and ESL/ELDstudents. The Special Education and ESL/ELD companions can provide particular assistance here.


Conflict and Change Subtask 9The Radical Rebel


ResourcesThe Radical Rebel Newspaper

BLM 9.1.1 BLM 9.1.1 Newspaper p1.cwk

BLM 9.1.2 BLM 9.1.2 Newspaper p2.cwk

BLM 9.2 BLM 9.2 Sample Character.cwk

BLM 9.3 BLM 9.3 Advice Column.cwk

BLM 9.4 BLM 9.4 Newspaper Rubric.cwk

Notes to Teacher




Blackline Masters:


Appendices

Rubrics:

Resource List:

Unit Expectation List and Expectation Summary:Unit Analysis:



Resource List


Page 1

RubricThe Radical Rebel Newspaper

A rubric to assess the culminating activity2

ST 9

Blackline Master / FileBLM 1.1

BLM 1.1 William Lyon.cwkST 1

BLM 2.1BLM 2.1 Picture This Page 1.cwk

ST 2

BLM 2.10BLM 2.10 War.pdf

ST 2

BLM 2.2BLM 2.2 Picture This Page 2.cwk

ST 2

BLM 2.4BLM 2.4 Argument.pdf

ST 2

BLM 2.5BLM 2.5 Debate.pdf

ST 2

BLM 2.6BLM 2.6 Protest.pdf

ST 2

BLM 2.7BLM 2.7 Strike.pdf

ST 2

BLM 2.8BLM 2.8 Riot.pdf

ST 2

BLM 2.9BLM 2.9 Rebellion.pdf

ST 2

BLM 3.1BLM 3.1 Settle Grid Pattern.pdf

ST 3

BLM 3.2.1BLM 3.2.1 Clergy Reserves.cwk

ST 3

BLM 3.2.2BLM 3.2.2 Let's Discover.cwk

ST 3

BLM 3.3.1BLM 3.3.1 Seventh Report.cwk

ST 3

BLM 3.3.2BLM 3.3.2 Let's Discover2.cwk

ST 3

BLM 3.4.1BLM 3.4.1 Francis Bond.cwk

ST 3


ST 3

BLM 3.5.1BLM 3.5.1 MacKenzie's Call.cwk

ST 3


ST 3

BLM 4.1.1BLM 4.1.1 Early French.cwk

ST 4


ST 4

BLM 4.10BLM 4.10 Rebellion of 1837.cwk

ST 4

BLM 4.11BLM 4.11 Note Taking Tools.cwk

ST 4

BLM 4.12BLM 4.12 Conflict.cwk

ST 4

BLM 4.13BLM 4.13 Conflict ans.cwk

ST 4

BLM 4.14BLM 4.14 Lower Canada.cwk

ST 4

BLM 4.15BLM 4.15 Lower Canada ans.cwk

ST 4

BLM 4.16BLM 4.16 Upper Canada.cwk

ST 4

BLM 4.17BLM 4.17 Upper Canada ans.cwk

ST 4

BLM 4.18BLM 4.18 Rebellion Test.cwk

ST 4

BLM 4.19BLM 4.19 Test ans.cwk

ST 4

BLM 4.2.1BLM 4.2.1 Early French.cwk

ST 4


ST 4

BLM 4.3.1BLM 4.3.1 John Russell.cwk

ST 4


ST 4

BLM 4.4.1BLM 4.4.1 Lower Reply.cwk

ST 4


ST 4

BLM 4.5.1BLM 4.5.1 Call To Rebellion.cwk

ST 4


ST 4

BLM 4.6BLM 4.6 Government Power.cwk

ST 4

BLM 4.7BLM 4.7 Power Answers.cwk

ST 4

BLM 4.8BLM 4.8 1800's answers.cwk

ST 4

Written using the Ontario Curriculum Unit Planner 3.0 PLNR2002 Official Version Open Printed on Jul 19, 2005 at 3:02:33 PM Page D-1


Resource List


Page 2

BLM 4.9BLM 4.9 Government Icons.cwk

ST 4

BLM 5.1BLM 5.1 Student Activity.cwk

ST 5


ST 5


ST 5

BLM 5.4BLM 5.4 Lord Durham.cwk

ST 5

BLM 6.1BLM 6.1 Political Cartoon.cwk

ST 6

BLM 6.2BLM 6.2 Cartoon Rubric.cwk

ST 6

BLM 6.3BLM 6.3 Maritimes Work.cwk

ST 6

BLM 7.1BLM 7.2 School Uniform.cwk

ST 7

BLM 7.2BLM 7.3 Activity.cwk

ST 7

BLM 7.3BLM 7.4 Subtask 7.cwk

ST 7

BLM 8.1BLM 8.4 Chart Outline.cwk

ST 8

BLM 8.2BLM 8.1.2 Advice.cwk

ST 8

BLM 8.3BLM 8.1.3 Advice 2.cwk

ST 8


ST 8


ST 8


ST 8

BLM 8.7BLM 8.5 Subtask 8 list.cwk

ST 8

BLM 9.1.1BLM 9.1.1 Newspaper p1.cwk

ST 9

BLM 9.1.2BLM 9.1.2 Newspaper p2.cwk

ST 9

BLM 9.2BLM 9.2 Sample Character.cwk

ST 9

BLM 9.3BLM 9.3 Advice Column.cwk

ST 9

BLM 9.4BLM 9.4 Newspaper Rubric.cwk

ST 9

PrintCanada Revisited 7

Clark, Arnold, McKay, Soetaeart

A resource combining primary source material, effectivemaps and organization diagrams as well as engagingactivities that hit upon a variety of skill and interest areas.

0-919913-70-9

Unit

Canada The Story Of Our HeritageElspeth Deir, John Fielding0-07-560735-2

Unit

Close Up CanadaJ. Bradley Cruxton W. Douglas Wilson and Robert J.Walker0-19-541544-2

Unit

Close Up CanadaCruxton, B., Wilson, W., and Walker, R.page 261

ST 1

OriginsFred McFadden general editor.

Based upon the television series Origins produced by TVO.0-88902-450-2

Unit

The Story Of Our HeritageBrune, N., Grant, P., Smith, S.pg. 319

ST 1



Resource List


Page 3

MediaGrowing Pains #15

International Telefilm

Origins a History of CanadaBPN 210218

Unit

Growing Pains - Origins SeriesInternational Telefilm

28 mins 1986BIN 210218

ST 6

Lord DurhamNational Film Board of Canada

Lord Durham's controversial report is at the centre of thislook at one of the architects of the country that becameCanada

#10161052

Unit

Lord DurhamNational Film Board of Canada

28 mins.10161052

ST 6

Louis Joseph Papineau: The Demi-GodNational Film Board of CanadaThis video looks at Papineau's role as defender of thecommon people in the origins of Canadian nationhood.

Unit

Rebellion and Reform - Canada A People'sHistory

Canadian Broadcasting Corporation

ST 6

Samuel LountFilm West BCBefriended by William Lyon Mackenzie, Samuel Lount, ablacksmith and dedicated pacifist in Holland Landing, isdrawn into the 1837 rebellion.

Unit


BLM 1.1

CASE STUDY:WILLIAM LYON MACKENZIE & THE COLONIAL ADVOCATE

In 1820 William Lyon Mackenzie arrived in Montreal and later moved to York (now Toronto) and then began to publish a newspaper “The Colonial Advocate.” He used his newspaper to report on and expose scandals and gossip about influential people in government roles in Upper Canada. His stories were widely read, but they caused such anger that his newspaper office was vandalized and his printing press destroyed. Mackenzie took his case to court, and the court made the attackers pay damages to him. Mackenzie then bought a bigger printing press and continued to expose facts about the Governor and rich members of the so-called Family Compact.

1. Identify three different conflicts in which Mackenzie was involvedß .

2. Why was there violent conflict?

3. What were consequences of this conflict?

4. Why would Family Compact members be in conflict with the views of the newspaper?

5. How would you feel if a newspaper wrote truthful facts that damaged your family’s reputation?

6. How would you feel if a newspaper wrote untruthful facts that damaged your family’s reputation?

7. What are the responsibilities of a newspaper reporter, or a television news reporter today?

BLM 2.1NAME:

PICTURE THIS• Identify each type of conflict described below.• Write your answer in the space provided above the description.• In last box choose a different type of conflict and write your own personal description for it.

a)

The square slowly filled with people of all ages. Shortly after 4:00 PM, a speaker approached the podium. “There has been a great injustice,” she began. “No longer will we tolerate this type of treatment. The time has come to demand change.” Protesters cheered as she finished her speech.

b)

She took a deep breath before speaking: “That is not true! How can you accuse me of such as thing? I did the right thing.” She struggled to convince them that she had no choice. They didn’t believe her. The continual bickering finally came to an end.

c)

The shots rang out in short spurts and bursts. As the soldiers crouched in the cold, muddy trenches, they planned their next attack. Their opponents were heavily armed. They soon realized that they would have to win the next battle in order to retain their earlier advances.

d)

When news of the verdict spread through the town, crowds of people ran through the streets smashing windows, breaking benches, waving sticks and clubs. Smoke and fire filled the sidewalks. The words “Not Again” splashed all over buildings and doors clearly showed their upset.

e)

The protesters crowded outside the barricaded government office. Angry shouts and threats erupted as the men tried to storm the entrance. The leader gave his signal. Bricks and stones showered down on the building as windows smashed in smithereens. A single ball of fire soared through the air and set the roof on fire.

f)

The chants suddenly became louder and faster. The protesters urgently waved their placards trying to draw attention to their cause. Reporters listened to their demands as camera flashes captured the frustration and despair on their tired faces. Motionless machinery loomed in the background.

BLM 2.2

g)

The clocked ticked loudly as the speaker began his refutation: “There is no evidence to support your claims. Research proves just the opposite.” Members from the opposing team, scribbled notes as the speaker made his point.

h)

2. You are an investigative reporter for the Radical Rebel Newspaper. You onlyhave time to investigate one of the events described in the above exercise. Which one do you choose? What will be the headline? What questions will you need to ask in order to write your article? As you arrive on the scene you take an award winning picture. Illustrate in the box below a moment that you captured on film.

Headline:

Questions:

BLM 2.3

PICTURE THIS RUBRIC

PICTURE THIS

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

Understanding of Concepts

-- correctly identifies few of the types of conflict

-- correctly identifies some of the types of conflict

-- correctly identifies most of the types of conflict

-- correctly identifies all the types of conflict

-- picture shows little understanding of conflict

-- picture shows some understanding of conflict

-- picture shows a good understanding of conflict

-- picture shows thorough understanding of conflict

Inquiry / Research Skills

-- rarely formulates questions to facilitate research on the nature of conflict

-- sometimes formulates questions to facilitate research on the nature of conflict

-- usually formulates questions to facilitate research on the nature of conflict

-- consistently formulates questions to facilitate research on the nature of conflict

BLM 2.4

BLM 2.5

BLM 2.6

BLM 2.7

BLM 2.8

BLM 2.9

BLM 2.10

BLM 3.1

F.L.: Farm Lot (Occupied)

C.R.: Clergy Reserve

S.R.: School Reserve

U: Unoccupied Lot

Each solid line represents a surveyed road

Steve Moretti

Steve Moretti

COUNTY SETTLEMENT GRID PATTERN

BLM 3.2.1

THE CLERGY RESERVES IN UPPER CANADAWe further most humbly represent, most gracious Sovereign, that the lands set apart in this Province, for the maintenance and support of a Protestant Clergy, ought not to be enjoyed by any one denomination* of Protestants, to the exclusion of their Christian brethren* of other denominations*, equally conscientious in their respective modes of worshiping God, and equally entitled, as dutiful and loyal Subjects, to the protection of your Majesty’s benign and liberal government. We therefore humbly hope, it will, in your Majesty’s wisdom, be deemed expedient* and just, that, not only the present reserves, but that any funds arising from the sales thereof, should be devoted to the advancement of the Christian Religion generally, and the happiness of all your Majesty’s Subjects of whatsoever denomination*; or if such application, or distribution should be deemed inexpedient, that the profits arising, from such appropriation, should be applied to the purposes of education, and the general improvement of this province.

WORDS DEFINED* denomination: type...* brethren: brothers ...

* expedient: in the best interest..

Source: Doughty, A.G. and Story, Norah eds., Documents Relating to the Constitutional History of Canada. 1819 - 1928

(King's Printer, Ottawa, 1935)

BLM 3.2.2

LET'S DISCOVER THE DOCUMENT!It is your turn to play historian. A historian acts as a detective, piecing together clues from the past in order to understand how and why things happened. A historian examines a primary source document, asks a number of questions about the information in the document and comes to a conclusion about two major things: what was the main point or cause outlined in the document and what was the main emotion or feeling from the person who wrote the document.

Answer the following questions about this document in order to discover the main points and emotions hidden in this primary source.

1. According to the author, why is it a problem that the church enjoys the benefits of having land set aside for their use?

2. In the opinion of this author, if the land remains owned by the church and is sold, who should benefit?

3. In the opinion of this author, if the land no longer belongs to the church and is sold, who should benefit?

4. What is the main concern or problem expressed by the author of this document?

5. Quoting some of the words used in the document, explain the main emotion of the author.

TEACHER ANSWER BOX

Cause Discovered: Only one denomination of Protestantism benefits from clergy reserves.

Emotions: strong belief that if the land should not be shared by alldenominations, then it should be sold for the benefit of theprovince.

BLM 3.3.1

SEVENTH REPORT ON GRIEVANCES, 1835The almost unlimited extent of the patronage* of the Crown, or rather of the Colonial Minister for the time being and his advisers here, together with the abuse of that patronage, are the chief sources of Colonial discontent*. Such is the patronage* of the Colonial Office that the granting or withholding of supplies is of no political importance unless as an indication of the opinion of the country concerning the character of the government, which is conducted upon a system that admits its officers to take and apply the funds of the Colonists without any legislative vote whatever....

The patronage* of the Crown, as now exercised in this Province, includes the payments of gifts, salaries, pensions, and retired allowances to the Clergy of the Methodist, Presbyterian, Protestant Episcopal and Roman Catholic, and to nearly the whole of the civil officers of the government... The Royal patronage also embraces the judicial establishment, many pensions, the nomination of one branch of the Legislature, by the name of the Legislative Council, and the appointment of its speaker and other officers, - the selection of the officers of the House of Assembly - the control of the Indian Department, of King’s College, and of Upper Canada College, the appointment of the twelve District Boards of Education and the Executive Council - the uncontrolled management of millions of Acres of public Lands - the appointment of 1500 commissioned Militia Officers - the sole control of the Military and Naval Forces - and (subject tot the votes of the House of Commons in this case) the regulation of the whole Military and Naval Expenditure...

The Canada Company, the several incorporated establishments for Banking, Canalling and other purposes, and the Harbour, Dock and Wharf Companies, in nearly all cases, unite their patronage with that of the local government, and steadily strive to increase the influence of the Crown.

WORDS DEFINED

* patronage: favours given to people who will do, or have done, favours for you.* discontent: to be upset

Source: Kennedy, Statutes, Treaties and Documents.

BLM 3.3.2



1. According to the author, why is it a problem that the Colonial Office hands outmoney and patronage?

2. In the opinion of this author, what does patronage include in terms of privileges and money?

3. Why is the management of millions of acres of land an issue?

4. Look up the word "grievance" in the dictionary and then decide what is the main concern or problem expressed by the author of this document.


TEACHER ANSWER BOX

Cause Discovered: Patronage affects the administration of the entire province including most departments of government and religious orders. The single largest issue is over the control of public land.

Emotions: strong belief that this abuse of power is the single cause of discontent amongst the population.

BLM 3.4.1

FRANCIS BOND HEAD IN DEFENCE OFTHE FAMILY COMPACT

“The bench,” “the magistrates,” “the clergy,” “the law,” “the landed proprietors,” “the bankers,” “the native-born inhabitants,” and “the supporters of the Established Church,” form just as much “a Family Compact” in England as they do in Upper Canada, and just as much in Germany as they do in England. . . .

The “Family Compact” of Upper Canada is composed of those members of its society who, either by their abilities and character have been honoured by the confidence of the executive government, or who, by their industry and intelligence, have amassed wealth. The party, I own, is comparatively a small one; but to put the multitude at the top and the few at the bottom is a radical reversion* of the pyramid* of society which every reflecting man must foresee can end only by its downfall. . . .

WORDS DEFINED

* reversion: reversal... * pyramid: triangle shape...

Source: Head, F.B. A Narrative. (London, 1939),

BLM 3.4.2



1. Who does the author claim are the members of this family compact party in bothUpper Canada and England and Germany?

2. In the opinion of this author, who is suppose to be at the top of the proper pyramidof society?

3. In the opinion of this author, what happens to society when it is reversed?



TEACHER ANSWER BOX

Cause Discovered: the Family Compact is no different in Upper Canada than it isanywhere else. As the wealthy and privileged, the Family Compact should rule.

Emotions: strong belief that if society was run by the masses, (the majority), it would fall apart.

BLM 3.5.1

MACKENZIE'S CALL TO REVOLUTION, 1837BRAVE CANADIANS! God has put into the bold and honest hearts of our brethren in Lower Canada to revolt - not against “lawful” but against “unlawful" authority. The law says we shall not be taxed without our consent by the voices of the men of our choice, but a wicked and tyrannical government has trampled upon that law - robbed the exchequer - divided the plunder - and declared that, regardless of justice they will continue to roll their splendid carriages, and riot in their palaces, at our expense - that we are poor spiritless ignorant peasants, who were born to toil for our betters. But the peasants are beginning to open their eyes and to feel their strength - too long have they have been hoodwinked by Baal’s priests - by hired and tampered with preachers, wolves in sheep’s clothing; who take the wages of sin, and do the work of iniquity, “each one looking to his gain in his quarter.”

CANADIANS! Do you love freedom? I know you do. Do you hate oppression? Who dare deny it? Do you wish perpetual peace, and a government founded upon the eternal heaven-born principle of the Lord Jesus Christ - a government bound to enforce the law to do to each other as you would be done by? Then buckle on your armor, and put down the villains who oppress and enslave our country. . . .

That power that protected ourselves and our forefathers in the deserts of Canada. . . . will be in the midst of us in the day of our struggle for our liberties, and for Governors of our free choice, who would not dare to trample on the always they had sworn to maintain. In the present struggle, we may be sure, that if we do not rise and put down Head and his lawless myrmidons, they will gather all the rogues and villains in the Country together - arm them - and then deliver our farms, our families, and our country to their brutality - to that it has come, we must put them down, or they will utterly destroy this country. If we move now, as one man, to crush the tyrant’s power, to establish free institutions founded on God’s law, we will prosper, for He who commands the winds and waves will be with us - but if we are cowardly and mean-spirited, a woeful and a dark day is surely before us.

CANADIANS! It is the design of the Friends of Liberty to give several hundred acres to every Volunteer - to root up the unlawful Canada Company, and give free deeds to all settlers who live on their lands - to give free gifts of the Clergy Reserve lots, to good citizens who have settled on them - and the like to settlers on Church of England Glebe Lots, so that the yeomanry may feel independent, and be able to improve the country, instead of sending the fruit of their labour to foreign lands.

WORDS DEFINED * hoodwinked: tricked

* Baal: Another name for the Devil* yeomanry: working people

Source: Fairley, Margaret, ed., The Selected Writing of William Lyon MacKenzie (Oxford University Press, Toronto 1960)

BLM 3.5.2



1. What is the reason that this author suggests for Lower Canadians to revolt againstunlawful authority?

2. In the opinion of this author, what is the “heaven born principle” for running a society?

3. In the opinion of this author, what will the villains do to this country if people do notrise up against oppression?

4. Who does the author claim is on the side of the people?

5. In the final paragraph the author cites one of the major reasons for the averageperson to fight, what is that reason, and who does the author claim is to blame?



TEACHER ANSWER BOX

Cause Discovered: the unlawful granting of land and the oppression of thegovernment has made a situation where the people must rise upif they are to save the country.

Emotions: strong belief that God is on the side of the people, that it comes down to ado or die situation.

BLM 4.1.1

EARLY FRENCH CANADIAN GRIEVANCES - IEach time that the Canadiens* have wished to propose something which does not conform to the ideas of this party*, they have found themselves in opposition* to the government, and have been treated as irresponsible subjects, and as a group struggling against their government... The government programme* is prepared by Councillors representing the minority ... It is then taken to the House to be passed by the majority, and the majority has no alternative but to pass it or to find itself opposed to the minority, which is to say the government, and to be treated as though they were disloyal to the government.

The divisions of the House of Assembly are becoming national. The English, on the one hand, form the minority with whom the government is connected, and the Canadians, on the other hand, form the majority supported by the mass of the people...the whole country is divided into two parties, the English party of the government on the one side and the mass of the people on the other.

WORDS DEFINED

* Canadiens: Meaning French Canadians or members of the Parti Canadien (Canadian Party)

* this party: the Chateau Clique - British background merchants whose ideas were for better movement of goods to market.

* opposition: against ... * programme: law

Source: Christie, Robert. A History of the Late Province of Lower Canada (6 volumes, Quebec, 1848-1855) v. 6.

Richard Worthington, Montreal, 1866

BLM 4.1.2



1. What happens to the French Speaking Canadians each time they oppose or havea belief that is different from the government?

2. Why do the French feel they must pass the laws of the English speaking minority?



TEACHER ANSWER BOX

Cause Discovered: the split between English and French interests

Emotions: the lack of connection between the French people and their government.Feeling that they were forced to be disloyal, or worse, a feeling that everytime they stand up for their rights they appear to be against thegovernment and so the appearance that all French Canadians areagainst their government.

BLM 4.13

WHO WAS IN CONFLICT AND WHY?(ANSWER KEY)

WHO? OVER WHAT ISSUE?United States settlers and British settlers

were in conflict over the control and ownership of land.

French-speaking and English-speaking merchants in Lower Canada

were in conflict over who was to pay for possible improvements to roads, canals, harbours.

The Assembly and the Council

were in conflict over their governmental goals and the passage of laws.

Papineau and his Patriot followers

were in conflict over the power and control of the Legislative Assembly.

The Canadiens and British troops during 1837 in Lower Canada

were in conflict over the British control of Lower Canada.

The Family Compact and the Reformers

were in conflict over the power held by the Family Compact in government in Upper Canada.

The Radicals and the government of Upper Canada

were in conflict over who should control the government.

Rebels and the colony’s militia

were in conflict over who should control the government in Upper Canada.

Upper and Lower Canada and the British Government in 1841

were in conflict over who should control both governments currently controlled by Britain.

BLM 4.14

LOWER CANADA

GROUP/WHO INVOLVED EVENT/WHAT HAPPENED RESULTS OR OUTCOME

Landowners

Chateau Clique

Merchants

Papineau

Lord Gosford

People of Canada

Papineau & the Rebels

British Troops & 1000 Patriotes

BLM 4.15

LOWER CANADA(ANSWER KEY)

GROUP/WHO INVOLVED EVENT/WHAT HAPPENED RESULTS/OUTCOME

Landowners to be taxed for the improvements to canals/roads/harbours

would only help the merchants ship wheat and timber to Britain

Chateau Clique encouraging emigration from Great Britain

increased populations

Merchants asked Britain to unite Upper and Lower Canada

combining the two colonies would increase the English vote and their power

Papineau protested via petition to Britain

persuaded Britain to forget the idea of uniting the colonies

Lord Gosford studied the 92 resolutions refused to give any more power and issued only 10 resolutions

People of Canada crops failed in 1836 many people faced starvation

Papineau & the Rebels rebelled on Nov. 23, 1837 40 killed, 30 wounded, 500 captured, Papineau fled

British Troops & 1000 Patriotes

British attacked on Dec. 14, 1837

end of the rebellion in Lower Canada

BLM 4.16

UPPER CANADA

GROUP/WHO INVOLVED EVENT/WHAT HAPPENED RESULTS/OUTCOME

Mackenzie

Mackenzie

Sir Francis Bond Head

Mackenzie in the U.S.

Lower Canada’s Legislature in 1841

British Government

BLM 4.17

UPPER CANADA (ANSWER KEY)

GROUP/WHO INVOLVED

EVENT/WHAT HAPPENED

RESULTS/OUTCOME

Mackenzie He wanted his rebels to fight; they weren’t ready.

He collected 4000 names on a petition in support.

Mackenzie an attack of 800 men down Yonge Street in Toronto

upon firing, they all fled

Sir Francis Bond Head

offered a $5000 reward for the capture of Mackenzie

Mackenzie escaped to U.S.

Mackenzie in the U.S. tried to organize an army was arrested and imprisoned for 11 months

Lower Canada’s Legislature in 1841

The legislature was suspended.

Governor and special council ruled.

British Government sent Lord Durham to investigate unrest

Lord Durham gave suggestions of uniting the colonies and “responsible government.”

BLM 4.18

TEST - REBELLION OF 1837NAME:

1. Match up:

A. Louis Joseph Papineau first Anglican bishop in Upper CanadaB. William Lyon Mackenzie sent to investigate complaints of unrestC. John Strachan Speaker of the AssemblyD. Sir Francis Bond Head expelled from the Legislature six times

but was re-elected by the peopleE. Robert Gourlay lieutenant-governorF. Lord Durham stirred up unrest among farmers

2. Define the following words:

A. Rebellion:

B. Reform:

C. Radical:

D. Moderate:

3. True or False:

1. The legislative Assembly of Lower Canada dominated over Legislative and Executive Council.

2. York was eventually renamed Bytown3. Election violence was very common4. Upper Canada was so named because it was up the river from Lower Canada 5. Compare and contrast the Family Compact and the Chateau Clique. Use a comparison chart and think of similarities and differences.

BLM 4.19

TEST - REBELLION OF 1837ANSWER KEY

1. Match up

A. Louis Joseph Papineau C first Anglican Bishop in Upper Canada

B. William Lyon Mackenzie F sent to investigate complaints of unrest

C. John Strachan A Speaker of the Assembly

D. Sir Francis Bond Head B expelled from the Legislature six times but was re-elected by the people

E. Robert Gourlay D Lieutenant-Governor

F. Lord Durham E stirred up unrest among farmers

2. Define the following words: 2. Define the following words: A. Rebellion: defiance against authority, usually violent

B. Reform: to make changes believed to be for the better

C. Radical: extreme, wanting to make drastic changes

D. Moderate: not extreme; middle of the road

BLM 4.2.1

EARLY FRENCH CANADIAN GRIEVANCES - IIWhen our constitution was granted, the English-speaking subjects controlled the government. The only Canadians* admitted to the government were chosen, on English recommendation, from a group of Canadian “followers” of the English.

Since the granting of the constitution the same situation has prevailed*. The English subjects continue to occupy government offices and have become the official party of the administration. The channel of recommendation for office remains as before and only a few Canadians whose adherence to the English party was well known have been given positions.

Because the majority of the population is Canadian*, the majority of the House of Assembly has been composed of Canadians*, and the English with a few Canadian “followers” have formed the minority. Because the Canadians of the majority, freely elected by the people, have not been found to pander* to the English, they have not been able to hold official positions*. The members who have been made Executive Councillors have been chosen from the minority. The governing party has been linked with the minority in the House of Assembly; and the majority, that is to say the House of Assembly itself, which is supported by the mass of the people, has been regarded as a foreign* body, scarcely recognized by the government and the other branches of the Legislature, and left in opposition as if destined to be guided by authority.

The English party is opposed to their interests, having much more of an affinity with the Americans through their customs, their religion, and their language. They encourage the American population as a means of ridding themselves of the Canadians whom they have always regarded as a foreign* population, as a French Catholic population...Thus the English party is opposed to the Canadian party precisely in that area which affects its life and existence as a nation...

WORDS DEFINED

* Canadians: Meaning French Canadians or members of the Parti Canadien (Canadian Party)

* prevailed: continued ...* pander: give in ...

* official positions: appointed jobs within the government* foreign: alien, from somewhere else ...

Source: Christie, Robert. A History of the Late Province of Lower Canada( 6 volumes, Quebec, 1949-1855), v. 6.

Richard Worthington, Montreal, 1866

BLM 4.2.2



1. Who controlled the government at this time?

2. What were the criteria for selection into the government?

3. Is the majority of the population French or English speaking?

4. Is the majority of the decision makers in the government French or Englishspeaking?

5. Who do these decision makers feel closer to the French Canadians in theprovince or the Americans in the US?



TEACHER ANSWER BOX

Cause Discovered: English control of the Lower Canada Council. Encouraging of immigration to Lower Canada

Emotion: Feeling of unfairness - the majority have no direct power and are ruled bythe minority. Feeling of isolation - the minority government is bringing inother English speaking Protestants to outnumber the French. The electedAssembly was not considered to be part of the government.

BLM 4.3.1

LORD JOHN RUSSELL'S TEN RESOLUTIONSThat in the existing state of Lower Canada, it is unadvisable to make the Legislative Council of that province an elected body but that it is expedient that measures be adopted for securing to that branch of the Legislature a greater degree of the public confidence.

That while it is expedient* to improve the composition* of the Executive council in Lower Canada, it is unadvisable* to subject it to the responsibility demanded by the House of Assembly of that province.

That for defraying* the arrears* due on account of the established and customary charges of the administration of the justice, and of the civil government of the said province, it is expedient*, that ... the Governor of the said province be empowered to issue from and out of any other part of his Majesty’s revenues, in the hands of the Receiver-General of the said province, such further sums as shall be necessary to effect the payment of the before mentioned sum...

WORDS DEFINED

* expedient: in the best interest* composition: the set up

* unadvisable: not recommended* defraying: putting aside

* arrears: debts

Source: Kennedy, Statutes, Treaties and Documents.

BLM 4.3.2




2. Quoting some of the words used in the document, explain the main emotion of theauthor.

TEACHER ANSWER BOX

Cause Discovered: Russell does not believe that Lower Canada should electits legislative council. He, therefore, is in favour ofmaintaining its appointed status.

Emotion: It is in the best interests that the Crown appointed Governor be in directcharge of issuing revenues.

BLM 4.4.1

A LOWER CANADIAN REPLY TO RUSSELLIt give us great pleasure to announce, that the feeling created throughout this wealthy and populous District, by Lord John Russell’s infamous* resolutions, is one of unmixed INDIGNATION*. They are met everywhere with “curses not loud but deep,” and a fixed, stubborn determination, to resist any and every attempt to enslave the country.

The Reformers are already on the alert... and before the summer will have gone over their heads, the people of Lower Canada will tell, both their representatives and their rulers, they are not the stuff from which slaves are made.

“HENCEFORTH, THERE MUST BE NO PEACE IN THE PROVINCE - no quarter for the plunderers, Agitate*! Agitate!! AGITATE!!! Destroy the Revenue; denounce the oppressors. Everything is lawful* when the fundamental liberties are in danger. “The guards die - they never surrender.”

WORDS DEFINED

* infamous: famous in a negative way* indignation: strongly expressed anger and frustration

* plunderers: thieves* agitate: cause a disturbance* denounce: verbally put down

* lawful: legal

Source: Christie, Robert. A History of the Late Province of Lower Canada (6 volumes, Quebec, 1848-1855), v. 4.

BLM 4.4.2



1. In the first paragraph the author states he takes "great pleasure to announce.” Isthat how he feels? Cite the specific words and phrases that would suggestotherwise.



4. The author wants people to agitate and rebel and claims it is “lawful” (legal). How does the author justify this?

TEACHER ANSWER BOX

Cause Discovered: Based upon the Russell report, people feel that their liberties arein danger so they feel justified in civil disobedience.

Emotion: The people are outraged to the point of taking action against theirgovernment.

BLM 4.5.1

A CALL TO REBELLIONCanadians! It has been said that we are on the verge* of a revolution. We are in the midst of one; a bloodless one, I hope, but a revolution to which all those which have been will be counted mere child’s play. Calm as society may seem to a superficial spectator, I know that it is moved to its very foundations, and is in universal agitation*. . . .

The question today is not between one reigning* family and another, between one people and another, between one form of government and another, but a question between privilege and equal rights, between law sanctioned, law fenced in privilege, age consecrated* privilege, and a hitherto unheard-of power, a new power just started from the darkness in which it has slumbered* since creation day, the Power of Honest Industry. . .

The contest is now between the privileged and the unprivileged, and a terrible one it is. The slave snaps his fetters, the peasant feels an unwanted strength nerve in his arm, the people rise in stern and awful majesty, and demand in strange tones their ever despised and hitherto denied rights. They rise and swear in a deep and startling oath that Justice Shall Reign. . . .

WORDS DEFINED

* verge: edge or beginning of* universal agitation: all are prepared to rebel

* reigning: in power* consecrated: legitimized

* slumbered: slept

BLM 4.5.2

LET’S DISCOVER THE DOCUMENT!It is your turn to play historian. A historian acts as a detective, piecing together clues from the past in order to understand how and why things happened. A historian examines a primary source document, asks a number of questions about the information in the document and comes to a conclusion about two major things: what was the main point or cause outlined in the document and what was the main emotion or feeling from the person who wrote the document.


1. The author believes that society has moved at its very core, at its foundations.What has it moved from and what is it, in the opinion of this author, moved to?

2. What does the author see as the main source of power for running a governmentin the future?

3. Between whom will this future battle be? What strong words does the author use to suggest the type of struggle that will take place?



TEACHER ANSWER BOX

Cause Discovered: People will no longer sit calmly by as their rights are takenfrom them. They will fight for the right to rule through the powerof honest industry.

Emotions: People who are prepared to “swear deep oaths” and are prepared torise up in stern and awful majesty are in a state of intense emotionsprepared to battle for justice.

BLM 4.6

POWER IN THE GOVERNMENT(BACKGROUND TEACHER INFORMATION)

In a class discussion, students will learn about the sections of the government and what powers they held. A direct comparison with today’s government will be made. The following information may be used as a classroom note.

THEN AND NOW

Violent clashes that produced the Rebellions of 1837 were between radical political groups and sections of the government. Because these groups did not agree, political unrest was common in Upper and Lower Canada. People were dissatisfied with the decisions and policies and therefore caused disturbances; many times violence erupted.

Today’s government is governed by a cabinet; the cabinet is responsible to the Parliament; and the parliament is responsible to the people of Canada. The power base is generated from the bottom and moves upward. The people of Canada also elect the people in power and have a say regarding policy and law making decisions.

GOVERNMENT in the 1800s

Each colony of Canada had an Assembly elected by the people. Each colony also had a Governor and this Governor in turn appointed his own Council. The Assembly had no power over the Council and the Council did not have to listen to the Assembly. The power base was generated from the top and moved downward. The people of Canada had little say regarding policy and law making decisions that the Council and the Governor made.

Student Activity 1

Draw a flow chart using the icons provided (see BLMs 4.7 and 4.8) showing the control of power of modern day government compared to the government of the 1800s.

Student Activity 2

Make a diagram, using the icons provided, showing the relationship of the Governor // Council // Elected Assembly // People. Explain why this relationship caused problems in Upper and Lower Canada.

BLM 4.7

GOVERNMENT POWER FLOW CHARTModern Day (answers)

BLM 4.8

GOVERNMENT POWER FLOW CHART1800s (Answers)

BLM 4.9

GOVERNMENT POWER ICONS

BLM 5.1

STUDENT ACTIVITYStudents will explore the reasons why Mackenzie and Papineau were not popular with all the people in Upper and Lower Canada. After discussing reasons for their unpopularity, have the students design “Wanted” posters.

Create a wanted poster for Mackenzie or Papineau. Include reasons why they are wanted and with what they are being charged. Who has issued the warrant and what possible rewards, both monetary and personal, are available? Be creative in your design. Include pictures, if possible.

BLM 5.2

STUDENT ACTIVITYStudents will design a comparison chart or a Venn diagram comparing and contrasting two personalities or events from the rebellion period. Students will need to research personality traits, background information, and other pertinent information in order to compare and contrast with another.

Using a comparison chart or Venn diagram compare and contrast two key personalities or key events. Decide which two leaders or events you wish to compare. Choose the criteria for your comparison. These are usually characteristics or traits such as family background, education, leadership skills, etc. When comparing two things reflect on what things are similar, what things are different. Add any other characteristics that can be used in the comparison.

CRITERIA MACKENZIE PAPINEAU EDUCATION

FAMILY BACKGROUND

LEADERSHIP SKILLS

BLM 5.2

Construct a Venn diagram comparing the two leaders. One is shown below. One circle is labeled "Mackenzie" while the other is labeled "Papineau". On the far side of each circle should be the traits specific to just that person. In the middle should be the traits that both people share. Construct your own Venn diagram.

BLM 5.3

STUDENT ACTIVITYStudents will write creative pieces to show their understanding and personal points of view regarding the events and personalities of the Rebellion of 1837.

These pieces will be put in the student portfolios for the culminating activity of the class newspaper.

Creative Writing Piece #1

You are the mother or wife of a man who has just left home to join forces with Sir Francis Bond Head or William Lyon Mackenzie.

Write a journal entry or diary or letter telling:

• why your son or husband decided to go• how he would get to Toronto• what he took with him• how you felt as you said good-bye• what he hopes to prove


Write an eyewitness account of the brief battle on Yonge Street in 1837. In eyewitness account you try to place yourself in the event as if you were actually there present at that event.

Write from the point of view of one of the following:

• Mrs. Hudson as seen from her front porch• John Montgomery, tavern owner, describing the rebels and their leaders and

tactics• a member of the loyalist forces describing the burning of Montgomery’s tavern


The Reformers often used pamphlets and newspaper articles to win people over to their point of view. Design and write a pamphlet or newspaper article to gain support for a change you would like to see in Canada Include your point of view and the benefit to other people of that point of view.

BLM 5.4

LORD DURHAMLord Durham was sent by the British to investigate the situations in Upper and Lower Canada and the resulting unrest. Imagine you are Lord Durham. What did you find when you arrived? How were you received? Were you a mediator, a negotiator or an arbitrator? What were the causes of the rebellion? What suggestions would you make to the British government on how to deal with the unrest in Upper and Lower Canada? Parallel your suggestions to the suggestions of Lord Durham.

REASONS FOR UNREST YOUR SUGGESTIONS LORD DURHAM’S SOLUTIONS

Steve Moretti

Steve Moretti

na

SOLUTIONS

BLM 6.1

POLITICAL CARTOON ANALYSIS CHART EVENT / INCIDENT PERSONALITIES POLITICAL

MESSAGECartoon #1

Cartoon #2

Cartoon #3

Cartoon #4

Cartoon #5

Cartoon #6

BLM 6.2

CARTOON RUBRIC LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4Impact/Effect -- impact or effect

explained in illustration shows limited understanding of events surrounding the Rebellions of 1837

-- impact or effect explained in illustration shows some understanding of events surrounding the Rebellions of 1837

-- impact or effect explained in illustration shows considerable understanding of events surrounding the Rebellions of 1837

-- impact or effect explained in illustration shows thorough understanding of events surrounding the Rebellions of 1837

Political point (Message)

-- message is communicated with little clarity and precision

-- message is communicated with some clarity and precision

-- message is communicated with considerable clarity and precision

-- message is communicated with thorough clarity and precision

Caption -- rarely uses appropriate terminology, vocabulary, and symbols in reference list

-- sometimes uses appropriate terminology, vocabulary, and symbols in reference list

-- usually uses appropriate terminology, vocabulary, and symbols in reference list

-- consistently uses appropriate terminology, vocabulary, and symbols in reference list

BLM 6.3

MARITIMES RESEARCH WORKSHEET

NEW BRUNSWICK

PRINCE EDWARD ISLAND

NEWFOUNDLAND NOVA SCOTIA

POPULATION

SETTLEMENTS

SETTLERS

INDUSTRY

OTHER

BLM 7.1

ANALYSIS OF A CONTROVERSIAL ISSUE

1. What is the conflict about?

2. What people or groups are on the opposing sides of the issue?

Side A (For) Side B (Against)

3. What are the arguments for and against the issue?

Arguments For Arguments Against

4. What strengths or advantages does each of the opposing sides have?

Side A Strengths & Advantages Side B Strengths & Advantages

BLM 7.2

THINK, PAIR, SHARE ACTIVITY:LIST CONFLICT RESOLUTION STRATEGIES

BLM 7.3

SUBTASK 7: STUDENT WORKSHEET

Write each of your chosen strategies in the blank spaces provided. Give your prediction for what will happen if that strategy is used.

BLM 7.4CONFLICT RESOLUTION ORDERING RUBRIC

Expectations measured: 7h 40, 7h 56, 7h 54This task consisted of three components. Students had to order 10 conflict resolution strategies from the most moderate to the most radical. They then had to compare their order with that of a classmates and make any changes they wanted to their own ordering. Students were also required to decide whether the strategy would be effective and give a reason to support this opinion.

ASSESSMENT RUBRICCriteriaCriteria Level OneLevel One Level TwoLevel Two Level ThreeLevel Three Level FourLevel Four

Understanding methods of resolving conflict

Student, with assistance, is able to justify or explain the reasoning process in limited ways in ordering solutions from moderate to radical

Student is able to justify or explain in a limited ways, the reasoning process in ordering solutions from moderate to radical

Student is able to clearly justify or explain the reasoning process in ordering solutions from moderate to radical.

Student is able to clearly justify and expand in the reasoning process in ordering solutions from moderate to radical. (i.e., student hypothesis that alternative strategies may have bridged the ones provided more smoothly)

Communicate methods of conflict resolution

Student rarely discusses with clarity and precision with a peer the rationale behind his/her ordering process

Student sometimes discusses with clarity and precision with a peer the rationale behind his/her ordering process

Student usually discusses with clarity and precision with a peer the rationale behind his/her ordering process

Student consistently discusses with clarity and precision with a peer the rationale behind his/her ordering process

Compare strategies for conflict resolution

Student expresses few basic ideas about the order of strategies when comparing with a peer.

Student expresses some ideas about the order of strategies when comparing with a peer.

Student expresses most of the ideas about the order of strategies when comparing with a peer.

Student expresses all or almost all of the ideas about the order of strategies when comparing with a peer and makes inferences regarding why the two have arrived at similar or different ordering patterns

Student rarely applies peer feedback to amend or fortify his/her own decision about the order of the strategies.

Student sometimes applies peer feedback to amend or fortify his/her own decision about the order of the strategies.

Student usually applies peer feedback to amend or fortify his/her own decision about the order of the strategies.

Student consistently applies peer feedback to amend or fortify his/her own decision about the order of the strategies and considers the validity of other ways of ordering

BLM 8.2

ADVICE COLUMN SET 1

Dear Advice Columnist, Set 1-A

I’m really hoping you can help me with this problem. I moved to a new city with my family three weeks ago and just started Grade 9 at a local high school. Already, I’m having problems with some of the students over the way I dress. I guess it’s kind of “out there” but really, it’s nothing compared to some kids I’ve seen. It’s bad enough moving away from my old friends and now I feel like an outsider. What can I do?

Dear Advice Columnist, Set 1-B

I’m really hoping you can help me with this problem. I moved to a new city with my family three weeks ago and just started Grade 9 at a local high school. Already, I’m having problems with some of the students over the way I dress. I guess it’s kind of “out there” but really, it’s nothing compared to some kids I’ve seen. Mostly, it’s just a small group that makes fun of me or calls me names. I’ve tried to ignore it, but they haven’t stopped. What else can I do?

Dear Advice Columnist, Set 1-C

I’m really hoping you can help me with this problem. I moved to a new city with my family three weeks ago and just started Grade 9 at a local high school. Already, I’m having problems with some of the students over the way I dress. I guess it’s kind of “out there” but really, it’s nothing compared to some kids I’ve seen. Mostly, people make fun of me or call me names but some of them shove me into the lockers or punch me when they walk by. What can I do that won’t make things worse for me?

BLM 8.3

ADVICE COLUMN SET 2


My parents are driving me crazy. They have too many rules. Every time I want to do things with my friends, they give me the third degree about where we are going, and who will be there, and what time I'll be home. I'm 14 years old! The worst part is that I am not allowed to go to parties. I think that I'm a pretty good kid. So why don't they trust me? Help!


My parents are driving me crazy. They have too many rules. Every time I want to do things with my friends, they give me the third degree about where we are going, and who will be there, and what time I’ll be home. It seems that all we do is fight. The worst part is that lately my marks have been dropping, so they’ve grounded me from going out on school nights for a month. How can I make them see how unfair it is?


My parents have too many rules. Every time I want to do things with my friends, they give me the third degree about where we are going, and who will be there, and what time I’ll be home. My curfew is earlier than all my friends’ and last week I came in an hour past my curfew. I had a huge fight with my parents and now I’m grounded for two weeks. That’s not even the worst part. My best friends are going to a concert next Saturday and I even have tickets for it, but now I’m not allowed to go. My parents just won’t listen. What can I do?

BLM 8.4

ADVICE COLUMN SET 3

Dear Rebel, Set 3-A

I’m a Grade 7 student and I am really frustrated with my school. Two years ago, some kids in Grade 7 and 8 vandalised the school during a Friday night dance and now the school has banned dances completely. My friends and I think it’s unfair to punish us for something that we had nothing to do with. I’ve talked to my teacher about it, but he I think it’s unfair to punish us for something that we had nothing to do with. I’ve talked to my teacher about it, but he just says that a rule is a rule. Any suggestions?

Dear Rebel, Set 3-B

I’m a Grade 7 student and I am really frustrated with my school. We have school dances once a month on a Friday night and we invite senior kids from another school to come to these dances. At our Hallowe’en dance, some kids in Grade 7 and 8 from the other school vandalised our computer lab. Our Principal cancelled dances for the rest of the year! It’s not fair! The kids from my school didn’t do anything wrong but we’re being punished too. Help!

Dear Rebel, Set 3-C

I’m a Grade 7 student and I am really frustrated with my school. We have school dances once a month on a Friday night and we invite senior kids from another school to come to these dances. At our Hallowe’en dance, some kids in Grade 7 and 8 from the other school vandalised our computer lab. Our Principal cancelled our dances for 6 months as punishment. To get even, some kids from my school spray painted their school. This is getting out of hand. The Principals from both schools are talking about cancelling dances for the whole year at both schools. I’ve talked to my teacher about it, but he says there’s nothing we can do. What do you think?

BLM 8.5

ADVICE COLUMN SET 4


My friends and I have a problem and we’re hoping you can help. There’s not much to do around my neighbourhood, so sometimes after school we just hang out in the schoolyard and talk or play basketball. About a month ago, some older kids started coming to the school to skateboard. They set up ramps all over the tarmac and now we can’t play basketball. It’s a pretty big yard so we asked them to move to one end of the tarmac so we can still play basketball, but they won’t. Even if we’re there first, they push us around and tell us to leave. Any ideas?


My friends and I have a problem and we’re hoping you can help. There’s not much to do around my neighbourhood, so sometimes after school we just hang out in the schoolyard and talk or play basketball. About a month ago, some older kids started coming to the school to skateboard. They set up ramps all over the tarmac and now we can’t play basketball. We’ve told them to go find their own place to skateboard but they won’t. We even stand in their way and wreck their ramps so they can’t skate here but that doesn't work either. How can we make them leave?


My friends and I have a problem and we’re hoping you can help. There’s not much to do around my neighbourhood, so sometimes after school we just hang out in the schoolyard and talk or play basketball. About a month ago, some older kids started coming to the school to skateboard. They set up ramps all over the tarmac and now we can’t play basketball. It’s a pretty big yard so we asked them to move to one end of the tarmac so we can still play basketball, but they won’t. Now they’ve started yelling at us and threatening us when we come to school even if we stay away from them. About a week ago, some of them shoved me and my friend around and I came home with a cut lip. Now my parents don’t want us going to the school in case we really get hurt. But isn’t staying away just giving up? What do you think?

BLM 8.6

ADVICE COLUMN SET 5


I’m having some problems at home with my little sister. I’m 13 years old and my sister is 9. My parents ask me to babysit a lot on the weekends. The problem is that when I babysit I can’t have friends over because my parents don’t want me to ignore my sister. I also end up missing out on a lot of sleep overs and good times with my friends. What can I do?


I’m 14 years old and my sister is 9. My parents get me to babysit a lot on the weekends. The problem is that when I babysit I can’t have friends over or even talk on the phone because my parents don’t want me to ignore my sister and they don’t want the phone to be tied up if they need to reach us at home. Last weekend I got fed up and I called a friend when I thought my sister had gone to sleep. Well, she heard me on the phone and told my parents. Now I’m grounded for two weeks. I keep telling them that I don’t want to babysit at all, but they won’t listen and now this! Help!

BLM 9.1.1

RADICAL REBEL NEWSPAPERWhew! You’ve done a lot of great work in this unit on conflict. Now you’re ready to follow in the footsteps of famous, firey rebel, William Lyon Mackenzie, and put together an edition of the Radical Rebel Newspaper. It’s time to put on your “Press” button, fire up the time traveller and step back into the past.

You and your team of four reporters are going to take a big step back in time to the year 1837, just when events were really heating up in Upper and Lower Canada. Your mission is to produce a newspaper that reports on some of the major events in the Rebellions of Upper and Lower Canada in 1837. To gather news items, you will all contribute different parts to the newspaper. Some of the items you already have in your portfolios. For others, you will have to do some fresh writing, using portfolio work as a model. Together your team will divide up the tasks and decide on which items will be published in your edition of the newspaper.

YOUR NEWSPAPER MUST CONTAIN AT LEAST THESE ITEMS: One advice column, one political cartoon, one character in role, one historical letter to the editor. YOUR NEWSPAPER MAY ALSO INCLUDE: historical ads, wanted posters, historical advice column, historical pictures and captions, historical eyewitness accounts/ interviews/ news reports.

SELECTING THE WORKOne of the main challenges of publishing the paper will be putting your heads together to make editorial decisions. In other words, you have to work as a team to decide which items will be included in your publication.

CRITERIA FOR PORTFOLIO SELECTIONFrom the 10 items in their portfolio, students will select their two newspaper contributions based on the following sets of criteria.

Item A: 1. The written piece I picked shows I really understand the topic.2. The written piece I picked talks about a major event or historical person.

Item B: 1. The piece I picked shows I really understand the topic.2. The piece I picked shows my attention to detail and proper layout or

presentation.

NEWSPAPER CRITERIAYou will also have to produce at least two new items to fill in the missing items in your chart. For example your item A may be an advice column from your portfolio and Item B may be a political cartoon from your portfolio. The items you choose in Item C and D must fill in the remaining gaps from the chart as in this example the character in role and the historical editorial must be new items that you create.

BLM 9.1.2

Item C: 1) The new piece I made is one that I am missing from my chart. 2) The new piece I made shows I really understand the topic.

Item D: 1) The new piece I made is one that I am missing from my chart.2) The new piece I made shows I really understand the topic.3) The new piece I made shows my attention to detail and proper layout or

presentation.

Use the chart below to help you select the work.

GROUP MEMBER ONE ADVICE COLUMN ONE POLITICAL CARTOON

ONE CHARACTER

IN ROLE

ONE HISTORICAL LETTER TO THE EDITOR

1)

2)

3)

4)

CRITERIA FOR OTHER ITEMSYou want your newspaper to look like a real newspaper from the past. To help you do this, you should include other items such as historical ads, wanted posters, historical advice column, historical pictures and captions, historical eye witness accounts/ interviews/ news reports.

PUTTING IT ALL TOGETHERYou may choose a variety of formats for your newspaper. You may choose to create a handwritten newspaper on long sheets of paper. You may choose to type your newspaper in a program that creates a newspaper look (i.e., columns). You may wish to display your newspaper in a bulletin board format. You may wish to create your newspaper in a computerized multimedia program allowing you the benefits of colour, sound, and movement.

BLM 9.2

SAMPLE: CHARACTER IN ROLE

Up then, brave Canadians! Get ready your rifles, and make short work of it; a connection with England would involve us in all her wars, undertaken for her own advantage, never for ours; with governors from England, we will have bribery at elections, corruption, villainy and perpetual discord in every township, but Independence would give us the means of enjoying many blessings. Our enemies in Toronto are in terror and dismay - they know their wickedness and dread our vengeance. . . . now’s the day and the hour! Woe be to those who oppose us, for “In God is our trust.”

BLM 9.3

SAMPLE HISTORICAL ADVICE COLUMN

Teacher offers the following article as an example of how to create a “new” item for the newspaper.

ADVICE COLUMN 1

You are an advice columnist for the "Radical Rebel" Newspaper. One of your readers has written to you for advice.

Here is the letter. Respond to it using the format used in the flow chart...

Dear R.R., I’m a farmer in Lower Canada. I come from a long line of farming families. My family has lived in our lovely town for generations and generations. In fact, we are decendants of some of the first people to come to New France. I am a peace-loving citizen but I fear that along with my fellow farmers I must rise up in violence against those men of the Chateau Clique, who close their ears to our requests for roads and instead build more canals to increase their wealth. What else can I do but fight?

BLM 9.4

THE RADICAL REBEL NEWSPAPER RUBRIC

CRITERIACRITERIA LEVEL 1LEVEL 1 LEVEL 2LEVEL 2 LEVEL 3LEVEL 3 LEVEL 4LEVEL 4WRITTEN UNDERSTANDING OF CONCEPTS

-- shows understanding of few of the concepts in written accounts

-- shows understanding of some of the concepts in written accounts

-- shows understanding of most of the concepts in written accounts

--shows understanding of all (or almost all) of the concepts in written accounts

-- rarely gives complete explanations in written accounts.

-- sometimes gives complete explanations in written accounts.

-- usually gives complete explanations in written accounts.

-- consistently gives complete explanations in written accounts

VISUAL UNDERSTANDING OF CONCEPTS

-- shows understanding of few of the concepts in non written accounts

-- shows understanding of some of the concepts in non written account

-- shows understanding of most of the concepts in non written accounts

-- shows understanding of all (or almost all) of the concepts in non written accounts

-- rarely gives complete explanations in non written accounts

-- sometimes gives complete explanations in non written accounts

-- usually gives complete explanations in non written accounts

-- consistently gives complete explanations in non written accounts

APPLICATION OF CONCEPTS AND SKILLS

-- rarely applies concepts and skills in a variety of contexts as illustrated in their newspaper items

-- sometimes applies concepts and skills in a variety of contexts as illustrated in their newspaper items

-- usually applies concepts and skills in a variety of contexts as illustrated in their newspaper items

-- consistently applies concepts and skills in a variety of contexts as illustrated in their newspaper items

COMMUNICATION OF REQUIRED KNOWLEDGE

-- rarely communicates with clarity and precision

-- sometimes communicates with clarity and precision

-- usually communicates with clarity and precision

-- consistently communicates with clarity and precision

-- rarely uses appropriate terminology, vocabulary, and symbols

-- sometimes uses appropriate terminology, vocabulary, and symbols

-- usually uses appropriate terminology, vocabulary, and symbols

-- consistently uses appropriate terminology, vocabulary, and symbols

EXPECTATIONS ASSESSED• demonstrate an understanding of the nature of change and conflict, methods of creating change, and methods of resolving conflicts;• describe the causes, personalities, and results of the rebellions of 1837 in Upper and Lower Canada;• evaluate the social, economic, political, and legal changes that occurred as a result of the rebellions;• use appropriate vocabulary to describe their inquiries and observations;• communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and descriptions,

drawings, tables, charts, and graphs.

BLM 9.5

SCALE FOR ASSESSING NEWSPAPER ARTICLESStudents and teacher can use this scale to evaluate their newspaper articles.

1 2 3 4

Minimal Satisfactory Good Excellent

Your newspaper article has:

1. A catchy title 1 2 3 4

2. An opening sentence that explains 1 2 3 4

3. Evidence of the 5Ws and How 1 2 3 4

4. Where does the story take place? 1 2 3 4

5. Who wrote the article? 1 2 3 4

6. Historical fact and reference. 1 2 3 4

7. Text layout and visual appeal 1 2 3 4

8. Reads like a newspaper column 1 2 3 4

Total /48

SUGGESTIONS FOR IMPROVEMENT:

Expectations for this Subtask to Assess with this Rubric:

Written Understanding ofconcepts

Visual Understanding ofconcepts

Application of conceptsand skills

Communication ofrequired knowledge

– shows limited understandingof the concepts in completewritten accounts

– applies a limited number ofconcepts and skills in a varietyof contexts as illustrated in theirnewspaper items

– communicates with limitedclarity and precision usingappropriate terminology,vocabulary, and symbols

– shows some understandingof the concepts in completewritten accounts

– shows some understandingof the concepts in non-writtenaccounts

– applies some concepts andskills in a variety of contexts asillustrated in theirnewspaper items

– communicates with someclarity and precision usingappropriate terminology,vocabulary, and symbols

– shows considerableunderstanding of the conceptsin complete written accounts

– shows considerableunderstanding of the conceptsin non-written accounts

– applies a considerablenumber of concepts and skillsin a variety of contexts asillustrated in their newspaperitems

– communicates withconsiderable clarity andprecision using appropriateterminology, vocabulary, andsymbols

– shows a thoroughunderstanding of the conceptsin complete written accounts

– shows a thoroughunderstanding of the conceptsin non-written accounts

– applies all (or almost all) ofthe concepts and skills in avariety of contexts asillustrated in their newspaperitems

– communicates with a highdegree of clarity and precisionusing appropriate terminology,vocabulary, and symbols

Level 1 Level 2 Level 3 Level 4

The Radical Rebel Newspaperfor use with Subtask 9 : The Radical Rebelfrom the Grade 7 Unit: Conflict and Change

Student Name:Date:

– shows a limitedunderstanding of the conceptsin non-written accounts

7h48 – investigate and report on methods of conflict resolution employed in everyday life at home, at school, and in the community;

7h49 – communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and descriptions, drawings, tables, charts,and graphs (e.g., label the original political divisions on a map of Upper and Lower Canada);

7h52 – compare and contrast historical conflict-resolution strategies with those used today to resolve disputes at home, at school, and in the community.

Category/Criteria

Expectation List

Selected


Page 1

Assessed

History---• compare methods of conflict resolution in both historical and contemporary situations. 2 17h38– identify types of conflict (e.g., war, rebellion, strike, protest), and describe strategies for conflict resolution; 27h39– identify key issues and events of the rebellions of 1837–38 in Upper and Lower Canada (e.g., issues related to land,

transportation, government; events such as Mackenzie’s march down Yonge Street);3 27h40

– describe the role of key personalities (e.g., Mackenzie, Papineau, Bond Head) involved in the rebellions, and the methodsthey used to bring about change;

2 17h41

– explain the major social, economic, political, and legal changes that resulted from the rebellions and their impact on theCanadas (e.g., the Durham Report, the union of the Canadas, the Rebellion Losses Bill).

27h42

– formulate questions to guide research on issues and problems (e.g.,Why is Mackenzie a hero to some Canadians and atraitor to others?);

17h43

– use a variety of primary and secondary sources to locate relevant information about key personalities involved in therebellions (e.g., primary sources: artefacts, journals, letters, statistics, field trips, period documents and maps; secondarysources: maps, illustrations, print materials, videos, CD-ROMs, Internet sites);

2 17h44

– analyse, synthesize, and evaluate historical information (e.g., Papineau’s Ninety-two Resolutions); 17h45– describe and analyse conflicting points of view about a series of historical events (e.g., Should rebels be given amnesty?

Should women have a role in governing councils?);17h46

– construct and use a wide variety of graphs, charts, diagrams, maps, and models to organize and interpret information (e.g.,label the transportation routes and location of skirmishes on a map of Upper and Lower Canada);

17h47

– investigate and report on methods of conflict resolution employed in everyday life at home, at school, and in the community;3 27h48– communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written

notes and descriptions, drawings, tables, charts, and graphs (e.g., label the original political divisions on a map of Upperand Lower Canada);

1 17h49

– use appropriate vocabulary (e.g., rebellion, moderate, radical, conflict, responsible government, Family Compact, ChâteauClique, Patriote, Fils de la Liberté, Doric Club ) to describe their inquiries and observations.

37h50

– compare the impact of political unrest and change in the Maritimes and in Upper and Lower Canada in the 1820s and1830s;

2 17h51

– compare and contrast historical conflict-resolution strategies with those used today to resolve disputes at home, at school,and in the community.

4 37h52

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Expectation Summary


Selected Assessed

English Language7e1 7e2 7e3 7e4 7e5 7e6 7e7 7e8 7e9 7e107e11 7e12 7e13 7e14 7e15 7e16 7e17 7e18 7e19 7e207e21 7e22 7e23 7e24 7e25 7e26 7e27 7e28 7e29 7e307e31 7e32 7e33 7e34 7e35 7e36 7e37 7e38 7e39 7e407e41 7e42 7e43 7e44 7e45 7e46 7e47 7e48 7e49 7e507e51 7e52 7e53 7e54 7e55 7e56 7e57 7e58 7e59 7e607e61 7e62 7e63 7e64 7e65 7e66 7e67 7e68 7e69 7e70Core French

7f1 7f2 7f3 7f4 7f5 7f6 7f7 7f8 7f9 7f107f11 7f12 7f13 7f14 7f15 7f16 7f17Mathematics

7m1 7m2 7m3 7m4 7m5 7m6 7m7 7m8 7m9 7m107m11 7m12 7m13 7m14 7m15 7m16 7m17 7m18 7m19 7m207m21 7m22 7m23 7m24 7m25 7m26 7m27 7m28 7m29 7m307m31 7m32 7m33 7m34 7m35 7m36 7m37 7m38 7m39 7m407m41 7m42 7m43 7m44 7m45 7m46 7m47 7m48 7m49 7m507m51 7m52 7m53 7m54 7m55 7m56 7m57 7m58 7m59 7m607m61 7m62 7m63 7m64 7m65 7m66 7m67 7m68 7m69 7m707m71 7m72 7m73 7m74 7m75 7m76 7m77 7m78 7m79 7m807m81 7m82 7m83 7m84 7m85 7m86Science and Technology

7s1 7s2 7s3 7s4 7s5 7s6 7s7 7s8 7s9 7s107s11 7s12 7s13 7s14 7s15 7s16 7s17 7s18 7s19 7s207s21 7s22 7s23 7s24 7s25 7s26 7s27 7s28 7s29 7s307s31 7s32 7s33 7s34 7s35 7s36 7s37 7s38 7s39 7s407s41 7s42 7s43 7s44 7s45 7s46 7s47 7s48 7s49 7s507s51 7s52 7s53 7s54 7s55 7s56 7s57 7s58 7s59 7s607s61 7s62 7s63 7s64 7s65 7s66 7s67 7s68 7s69 7s707s71 7s72 7s73 7s74 7s75 7s76 7s77 7s78 7s79 7s807s81 7s82 7s83 7s84 7s85 7s86 7s87 7s88 7s89 7s907s91 7s92 7s93 7s94 7s95 7s96 7s97 7s98 7s99 7s1007s101 7s102 7s103 7s104 7s105 7s106 7s107 7s108 7s109 7s1107s111 7s112 7s113 7s114 7s115 7s116 7s117 7s118 7s119 7s1207s121 7s122 7s123 7s124 7s125 7s126 7s127 7s128 7s129 7s1307s131

Geography7g1 7g2 7g3 7g4 7g5 7g6 7g7 7g8 7g9 7g107g11 7g12 7g13 7g14 7g15 7g16 7g17 7g18 7g19 7g207g21 7g22 7g23 7g24 7g25 7g26 7g27 7g28 7g29 7g307g31 7g32 7g33 7g34 7g35 7g36 7g37 7g38 7g39 7g407g41 7g42 7g43 7g44 7g45 7g46 7g47 7g48 7g49 7g507g51 7g52 7g53History

7h1 7h2 7h3 7h4 7h5 7h6 7h7 7h8 7h9 7h107h11 7h12 7h13 7h14 7h15 7h16 7h17 7h18 7h19 7h207h21 7h22 7h23 7h24 7h25 7h26 7h27 7h28 7h29 7h307h31 7h32 7h33 7h34 7h35 7h36 7h37 7h38 12 7h39 2 7h40 237h41 12 7h42 2 7h43 1 7h44 12 7h45 1 7h46 1 7h47 1 7h48 23 7h49 11 7h50 37h51 12 7h52 34Health and Physical Education

7p1 7p2 7p3 7p4 7p5 7p6 7p7 7p8 7p9 7p107p11 7p12 7p13 7p14 7p15 7p16 7p17 7p18 7p19 7p207p21 7p22 7p23 7p24 7p25 7p26 7p27 7p28 7p29 7p307p31 7p32 7p33 7p34 7p35 7p36 7p37 7p38 7p39 7p407p41 7p42

The Arts7a1 7a2 7a3 7a4 7a5 7a6 7a7 7a8 7a9 7a107a11 7a12 7a13 7a14 7a15 7a16 7a17 7a18 7a19 7a207a21 7a22 7a23 7a24 7a25 7a26 7a27 7a28 7a29 7a307a31 7a32 7a33 7a34 7a35 7a36 7a37 7a38 7a39 7a407a41 7a42 7a43 7a44 7a45 7a46 7a47 7a48 7a49 7a507a51 7a52 7a53 7a54 7a55 7a56 7a57 7a58 7a59 7a607a61 7a62 7a63 7a64 7a65 7a66 7a67 7a68 7a69 7a707a71 7a72 7a73 7a74 7a75 7a76 7a77 7a78

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Page 1Unit Analysis

Assessment Recording Devices

2 Anecdotal Record3 Checklist1 Rating Scale4 Rubric

Assessment Strategies

1 Classroom Presentation1 Essay2 Exhibition/demonstration1 Observation1 Performance Task2 Portfolios1 Quizzes, Tests, Examinations1 Select Response

Groupings

7 Students Working As A Whole Class3 Students Working In Pairs6 Students Working In Small Groups2 Students Working Individually

Teaching / Learning Strategies

2 Advance Organizer3 Brainstorming1 Cloze1 Collaborative/co-operative Learning2 Direct Teaching3 Discussion1 Expressing Another Point Of View1 Guided Writing1 Making Words / Word Sorts1 Mini-lesson1 Note-making1 Problem-solving Strategies1 Seriation2 Sketching To Learn3 Think / Pair / Share1 Word Sort (sorting And Predicting)

Analysis Of Unit Components

9 Subtasks 42 Expectations 79 Resources 63 Strategies & Groupings

-- Unique Expectations -- 15 History Expectations

Resource Types

1 Rubrics 65 Blackline Masters 0 Licensed Software 6 Print Resources 7 Media Resources 0 Websites 0 Material Resources 0 Equipment / Manipulatives 0 Sample Graphics 0 Other Resources 0 Parent / Community 0 Companion Bookmarks

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