History 30: The Road to Confederation

Developed By: Julia Thomson

History 30: The Road to Confederation

Title of Unit Subject Developed By Road to Confederation History 30 Julia Thomson Grade Level Time Frame 12 13 hours

Stage 1 - Identify Desired Results

Broad Areas of Learning How are the BAL incorporated into this unit?

Broad Areas of Learning: Sense of Self & Community, and Place o Understanding & Relating to Others o Self Concept Development o Spiritual Development Building Lifelong Learners o Basic Skills o Lifelong Learning o Positive Lifestyle Building Engaged Citizens o Career & Consumer Decisions o Membership in Society o Growing with Change
Cross curricular Competencies This unit will help to promote cross curricular competencies through differentiated instruction, a multiplicity of teaching strategies, and the use of historical context to better explain current events and societal structures

Cross Curricular Competencies: Developing Thinking: o Think and learn contextually o Think and learn creatively o Think and Learn Critically Developing Identity and Interdependence o Understand, value, and care for oneself o Understand, value, and care for others o Understand and value social, economic, and environmental interdependence and sustainability Developing Literacies o Construct knowledge related to various literacies

o Explore and interpret the world using various literacies o Express understanding and communicate meaning using various literacies Developing Social Responsibility o Use moral reasoning processes o Engage in communitarian thinking and dialogue o Take social action

Learning Outcomes What relevant goals will this unit address? (must come from curriculum; include the designations e.g. IN2.1) The Students will understand the following Foundational Objectives:

Know that within every society, there will exist a contest among interest groups to gain influence over the societal decision-making processes, and that those groups will vary in terms of their ability to influence those processes Know that the well-being of every society will be influenced by sustained contact with other societies Know that the nations economic well-being depended on the exporting of Canadian products to foreign markets and the development of a national consumer economy Know that their history of the Canadian peoples has been greatly influenced by external forces and events Know that dialectical thinking is a system of reasoned exchange between points of view in which the merits of each case (thesis) are discussed and evaluated Know that every society will evolve, through debate and consensus, assumptions and practices concerning certain key societal relationships
Essential Questions What provocative questions will foster inquiry into the content? (open-ended questions that stimulate thought and inquiry linked to the content of the enduring understanding) Content specific.

Enduring Understandings What understandings about the big ideas are desired? (what you want students to understand & be able to use several years from now) What misunderstandings are predictable? Students will understand that...

Responsible Government Representative Government The history of governance in Canada is characterized by a transition from Indigenous self-government through French and British colonial rule to a self-governing confederation of provinces and territories The role of government and the division of powers and responsibilities Understand our current democratic form of government and how Canadian Citizens, may be involved in this system.

FNMI, multicultural, cross-curricular How may we promote a society that is

What are some of the means of participating in a democratic society? How did Canada become that nation that we now know? How did we/Canadians accomplish this? What does it mean to be Canadian? Examine representation of FNMI history in leading up to Confederation Examining perspectives that have been omitted from historical

Related misconceptions

representations and reconstructions

Include the understanding of First nations Self-government and sovereignty Concept of jurisdiction and autonomy Enfranchisement Settlement and the Reserve system
Skills What skills will students acquire as a result of this unit? List the skills and/or behaviours that students will be able to exhibit as a result of their work in this unit. These will come from the indicators. Students will be able to

Knowledge: What knowledge will student acquire as a result of this unit? This content knowledge may come from the indicators, or might also address pre-requisite knowledge that students will need for this unit. Students will know...

Responsible Government Representative Government Oligarchy Rebellions Lord Durham and the Act of Union External influences and the forming of Canada Confederation Government structure and intricacies

Analyze topics through dialectic thinking

Stage 2 Assessment Evidence

Performance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their understanding in a real life situation. Describe your performance task scenario below) By what criteria will performances of understanding be judged? GRASPS Elements of the Performance Task G Goal G- Dialectical Research Essay and Dialectical Testing What should students accomplish by R-The students will examine different sides to a contentious issue within completing this task? Canadian society R Role A- Audience will include the teacher and their peers What role (perspective) will your S- The student will have choice in their research topics and the route students be taking? P- The product consists of a formal essay in which they will present an A Audience argument, evidence for different perspectives pertaining to their argument, and Who is the relevant audience? perform dialectical testing for validity, moral testing, universal consequences, S Situation and role-exchange. The context or challenge provided to S- Attached
the student.

P Product, Performance
What product/performance will the student create?

S Standards & Criteria for Success

Other Evidence Through what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results? Formative and summative assessments used throughout the unit to arrive at the outcomes.

Student Self-Assessment How will students reflect upon or self-assess their learning?

Formative assessment through observation Exit slips Dialectic Essay Assessment pieces throughout (individualized for foundational objectives)

Examine rubrics for dialectic essay Reflective questions throughout the unit of study Exit slips

Stage 3 Learning Plan

What teaching and learning experiences will you use to: achieve the desired results identified in Stage 1? equip students to complete the assessment tasks identified in Stage 2? Where are your students headed? Where have they been? How will you make sure the students know where they are going? What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the learners been part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed? Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance learning?

In the previous unit the students learned about the period of European contact and the interaction of the First Peoples of Canada and European explorers and settlers. This unit will use different methods of instruction to promote differentiation for learners.

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

The beginning of this unit will begin with a motivational set focused on current events and the relevance of democratic systems of government throughout the world. The field trip at the end of the unit will act as an existing motivational set

What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you equip them with needed skills and knowledge? # Lesson Title Lesson Activities CCCs Resources 1 Introduction Lesson: Looking at Democracy

Examining contemporary issues that lead to protest Discussion on Democracy based on teacher notes, Intro Lesson to Unit Two

2 Examining the effects of the War of 1812, Constitutional Act 1791, Oligarchies, and Reformers

3 Understanding the Constitutional Act and Government Structure Rebellion in Upper and Lower Canada

This will connect the materials and discussion form the previous lesson to the historical background within the unit of study Class Discussion and Notes on the effects of the War of 1812 and the Constitutional Act 1791 Examining reformers and their goals (Mackenzie and Papineau) Throughout this lesson the students will gain an understanding of the way that oligarchic systems of government work Role play activity Content delivery on the rebellions in Upper and Lower Canada Cause, Effect, Why? Handout Readings and discussion on Lord Durham and the Act of Union Compare and Contrast Handout Teacher to exemplify how to perform dialectical testing Go through questions on dialectical testing in relation to

Developing Thinking Developing Identity and Interdependenc e Developing Social Responsibility Developing Thinking Developing Literacies

Video Links Teacher Notes SMART Board Handout on Syrian Conflict

Teacher Notes Textbook handouts SMART Board

Developing Thinking Developing Literacies

Teacher Notes SMART Board Tories and Reformers Slips Teacher made notes Cause, Effect, Why? Handout Textbook handouts Compare and Contrast Handout Teacher made notes Blank templates

5 Lord Durham and the Act of Union

Developing Thinking Developing Literacies Developing Thinking Developing Literacies Developing Thinking Developing Literacies

6 Dialectical Thinking and Testing

Research

individual essays Research periods for students to work on their dialectical essays

8 Foundational Principles of Canadian Democracy

Confederation

10 Government (Understanding the Federal Framework)

Examining the events and arguments leading up to Confederation Challenging and Opposing Arguments Writing an extended response on the Road to Responsible Government and Confederation Opportunity to address ant issues with dialectical essays while the students are working on their extended responses Examining the events and arguments of Confederation through notes and discussion Work on Comprehension Check Watch Rick Mercer Report on Canadian Government Go read and discuss handouts on the federal system of government in Canada

Developing Thinking Developing Literacies Developing Identity and Interdependenc e Developing Social Responsibility Developing Thinking Developing Literacies

Computer lab Dialectical essay outline Essay exemplars

Extended Response handout Dialectical outlines Duotangs

Developing Literacies Developing Thinking Developing Thinking Developing Literacies Developing Identity and Interdependenc e Developing Social Responsibility

Teacher made notes Comprehension check Photocopies and scanned documents from the Government of Canada Resource package for teachers Canadas System of Government handout Rick Mercer Report on


11 Government (Understanding the Federal Framework)

youtube SMART Board Senate Video SMART Board Canadas System of Government

Examine some federal political parties and their positions on different social and economic issues Watch Senate Video Consolidate information on the federal system from the previous lesson (Q & A)

Developing Thinking Developing Literacies Developing Social Responsibility Developing Thinking Developing Identity and Interdependenc e Developing Social Responsibility

12

Municipal Government

May not be in sequence of lessons because it is dependent on the field trip bookings This lesson will consist of a field trip to the Legislative Assembly in Regina This will be an entire day, in which the students will be removed from their other classes if they wish to participate in the trip

Bus Tour Guides Bookings

Assess and Reflect (Stage 4)

Considerations
Required Areas of Study: Is there alignment between outcomes, performance assessment and learning experiences?

Comments This unit has been developed to align with the foundational objectives specified in the curriculum

Adaptive Dimension: Have I made purposeful adjustments to the curriculum content (not outcomes), instructional practices, and/or the learning environment to meet the learning needs and diversities of all my students?

For struggling students:

Provide students with notes if they are having difficulty copying them off of the board Dialectic think concepts This unit seeks to gather information from several resources including reading materials, web-based inquiry, Includes differentiated instructional

For students who need a challenge:

Instructional Approaches: Do I use a variety of teacher directed and student centered instructional approaches?

methods o Direct instruction o Indirect instruction o Independent learning o Experiential Learning

Resource Based Learning: Do the students have access to various resources on an ongoing basis?

Resources include textbook materials (Photocopies and scans) Access to school computers, the internet, and library materials Video segments from the internet and school library Class field trip Teacher created notes and Handouts Classroom environment seeks to establish and maintain respect for individuals within and outside of class FNMI materials and perspectives have been incorporated into the content and materials of the course

FNM/I Content and Perspectives/Gender Equity/Multicultural Education: Have I nurtured and promoted diversity while honoring each childs identity?

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)

History 30 Date: Lesson One Subject: History 30 Author: Julia Thomson Grade Level: 12 Time Duration: 1 hour Overview of Lesson: This lesson will introduce the students to the second unit on responsible government and the road to Confederation. Professional Growth Guide Goal(s): Goal 1: Support broad areas of student growth by providing varied and constructive learning opportunities Goal 2: Affirm dignity and respect for individuals (students, families, colleagues) Goal 5: Create a positive community in the classroom and school Personal Goals: Withitness Reinforce Student Responses Hands-up Culture in the classroom Overview of Lesson: This will introduce learners to global democratic systems and have them examine the importance of government Outcomes: Foundational Objective Know that within every society, there will exist a contest among groups to gain influence over the societal decision-making processes Indicators: Students will exemplify this by being able to explain and apply examples of decision making, sovereignty, Responsible Government, Representative Government, Loyalists, Oligarchy, Reformers Cross Curricular Competencies: Developing Thinking Developing Identity and Interdependence Developing Social Responsibility Materials: SMART board, video clips, teacher notes (attached below), handout on Syrian conflict (attached below) Activities and Procedures: Attendance Intro Lesson to Unit Two (attached) o Note: Depending on the discussion this may span into next class period Assessment: This lesson will include some diagnostic assessment to see where the students are at in their understanding of representative and responsible government

Teacher Notes: Lesson One

Intro Lesson to Unit Two:

TheStudentsshouldtakenotesthroughoutthislesson,especiallyfortermssuchas MagnaCarta,ConstitutionalAct,ConsequencesofWarof1812,Democracy, RepresentativeGovernment,andResponsibleGovernment Questions: Brainstorm:Whataresomeofthedifferentformsofgovernmentsthatyouknowabout? Ex:[Constitutional]Monarchy,Dictatorships,Autocracies,Democracies Howdotheyfunction?Whorunsthecountry?Whomakesthedecisions?Whatsaydo citizenshavewithinthosecountries? Thinkbacktograde10SocialStudiesHowweregovernmentssetup?Whorancountries? Ex:elites,monarchs,designatedrulingclass o Whatchanged?MagnaCarta1215investorswantedasayingovernmentand civilaffairs,whichledtomorepeoplewantingtohaveasay o Startedsomethingreallyimportant!Peoplewantingasayleadstowhatwenow knowasdemocracy o Thismeantthatpeoplewouldsharepowerandwealthandthedecisions regardingthoseaspectsoflife o Democracy:asystemofgovernmentbythewholepopulationorallofthe eligiblemembersofthestate,typicallythroughelectedrepresentatives o DerivedfromtheGreekworddemokratiaDemosthepeople;kratia power,rule Whataresomeofthethingsthatyouhaverightsto?Doyouthinkthatthisfair?Isitunfair? canyouvote? Howdoesthelawaffectyou? Doyouthinkthatitsfairthatyouareboundtolawsthatyouhavenoinputin?Do youhaveaninput? Brainstorm:Whataresomewaysofparticipatinginthisprocess?Ex:signsongrassduring elections,protests,voting,etc Protests: o Whydopeopleprotest? o Whatpurposedoesitserve? o Whataresomecontemporaryexamples?ArabSpringLibya,Egypt,Syria,etc; OccupyMovement Someexamplesofpeopleexercisingtheirrightstodemocracyortryingtoachieve democracythroughprotest:

Occupy Movement: o

Teacher Notes: Lesson One

o Brainstorm:WhatdoyouknowabouttheOccupyMovement?Whatkindsofthings haveyouheard? o http://www.youtube.com/watch?v=DCT5CVdd0z0&feature=related(PlayOne minute) o http://www.youtube.com/watch?v=BRtck6dhgs(Playwholeclip) o Discuss:Whataresomeofthedifferencesinthetwovideos? o Doesthesevideosmakeyouthinkthatthereissomethingelsegoingon? o WhatdoestheOccupyMovementsayaboutdemocracyinNorthAmericaand aroundtheworld?Therewereoccupymovementsinothercountriesaswellex: Nigeria o Whatdoyouthinkaboutthepoliceorgovernmentgettinginvolved? o Whatdoyouthinkaboutpeoplegoingouttoprotest?

Gadhafi: http://www.youtube.com/watch?v=1ntntr3z9e4&feature=relmfu(OneMinuteclip) http://www.youtube.com/watch?v=RsMQDdR0HoU&feature=relmfu(PlayuptoTwo minutes) Discuss:Aswenowknow,Gadhafididlose o Whatwasthehumancost? o Intheglobalizedworldthatwelivein,whataretheramificationsofviolent uprisings/protestslikethese? o Whataretheresponsibilitiesofexistingdemocraticgovernments? o Whataboutexternalinfluences?Whatisgoingongloballythatpeopleareinvolving themselvesinotherpeoplesaffairs?WhatimpactdoWesterncountriesandpolitical organizationshaveontheinternationalpoliticalstability? o OVERHEADhttp://democracywatch.ca/explainthatitisaCanadianpro democracyorganizationthatpromotesaccountabilityanddemocratic governance o Thiswaspresentduringthe19thcenturyaswelltheusawasnewlyindependent andhadaninfluenceonBNA o Theyhadmorepplandastronggrowingeconomyandamilitary Syria: Overview:PRINT(Studentsreadthroughthis) http://topics.nytimes.com/top/news/international/countriesandterritories/syria/index.h tml Extracted From: The New York Times: Syria http://topics.nytimes.com/top/news/international/countriesandterritories/syria/index.html
Map:OVERHEADhttps://maps.google.ca/maps?client=safari&q=syria+map&oe=UTF 8&ie=UTF8&hl=en Thisweek:OVERHEAD(PICTURES) http://www.cbc.ca/news/world/story/2011/06/13/fsyriacrisis.html

History 30 Date: Lesson Two Subject: History 30 Author: Julia Thomson Grade Level: 12 Time Duration: 1 hour Professional Growth Guide Goal(s): Goal 1: Support broad areas of student growth by providing varied and constructive learning opportunities Goal 2: Affirm dignity and respect for individuals (students, families, colleagues) Goal 5: Create a positive community in the classroom and school Personal Goals: Withitness Reinforce Student Responses Hands-up Culture in the classroom Overview of Lesson: Students will understand the unrepresentative nature of the oligarchic system and challenging forms of government Outcomes: Foundational Objectives Know that within every society, there will exist a contest among groups to gain influence over the societal decision-making processes Know that every society will evolve, through debate and consensus, assumptions and practices concerning certain key societal relationships Indicators: Students will exemplify this by being able to explain and apply examples of decision making, sovereignty, Responsible Government, Representative Government, Loyalists, Oligarchy, Reformers Cross Curricular Competencies: Developing Thinking Developing Identity and Interdependence Developing Social Responsibility Materials: handout on the Constitutional Act 1791, textbook pg. 132-133 Activities and Procedures: Attendance Continue notes from last class Handout on the government structure under the Constitutional Act 1791 goes over the responsibilities and roles of the government Bio on reformers Mackenzie: http://www.biographybase.com/biography/Mackenzie_William_Lyon.html Papineau: http://www.biographybase.com/biography/Papineau_Louis-Joseph.html Handouts on different visions of society from textbook (Mackenzie and Papineau) Assessment: Teacher Observations

Teacher notes: Lesson Two Recap of the Constitutional Act 1791 dividedupperandlowerCanadatwoprovinces(BNA) providedanelectedassemblyforeachofthecolonies allowedFrenchinlowerCanadatoretaincivillaw,language,seigneurialsystem, andCatholicism Oligarchy:asmallrulingclass;usuallyfromtheelite o InLowerCanadaitwascalledtheChateauClique o InUpperCanadaitwastheFamilyCompact o BothweremainlyEnglishspeakinginlowerCanadatherewereafew seigneurialleadersincludedattimes o GoodtorememberthatBritainhadcontroloverthedominionatthispointin time
British Crown Governor Executive Council (government decisions and operation) Legislative Council (passes laws)

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

Electorate (generally limited to white property owners white men)

Teacher notes: Lesson Two War of 1812 Consequencesincluded: o populationboom18121840simmigrationtoBNAincreaseddramatically ex:18151850960,000pplimmigratedfromBritainalone alsoseeLoyalistmigrationtoProvincesofCanadaex:formerblack slavesmovedtoUpperCanadaandNovaScotiaafterslaverywas abolishedin1834 o Creationofmiddleclasspreviously,therehadbeenagreaterdivideinthe distributionofwealthmanypeopleinthisnewlyformedmiddleclass wentontobeginbusinessesex:timber,manufacturing,tanning,clothing, law,banking o Alsoimportantinestablishingserviceslikeschoolsintownsex: KingstonandYork(presentdayToronto)governedbyBritish lawsandinstitutionsmostLoyalistsagreedwiththesebutsome feltthattheywouldbebetterservediftheirowninterestswere takenintoaccount o FNrightsBritaintriedtokeeptheirwordandnotinfringeonFNlandsbut newimmigrantswantedfarmland o Britainwantedtopromotemigrationandsettlement o Didntneedtomaintainrelationshipsintermsofmilitaryalliances o 1857passtheGradualCivilizationActwhereFNpeopleswouldno longerbedeemedIndiansassimilation? Representative government: RepresentativeGovernment:Whenthepublicelectsarepresentative(s)toacton theirbehalfindeliberations(issues)surroundingpoliticaldecisionmaking o Theyareresponsibletotheneedsofthepeoplethattheyrepresent ResponsibleGovernment:permitsthosewhogoverntoadministerlawsonthe basisoftheauthoritytheyobtainfromtheelectedrepresentativesofthegeneral population
The process leading up to responsible government involved the active debate among competing ideological paradigms, each defining the relationship between the individual and societal decision-making processes and institutions

History 30 Date: Lesson Three Subject: History 30 Author: Julia Thomson Grade Level: 12 Time Duration: 1 hr Professional Growth Guide Goal(s): Goal 1: Support broad areas of student growth by providing varied and constructive learning opportunities Goal 2: Affirm dignity and respect for individuals (students, families, colleagues) Goal 5: Create a positive community in the classroom and school Personal Goals: Withitness Reinforce Student Responses Hands-up Culture in the classroom Overview of Lesson: This will introduce learners to differing opinions in government in Upper and Lower Canada Outcomes: Foundational Objective Know that within every society, there will exist a contest among groups to gain influence over the societal decision-making processes Know that every society will evolve, through debate and consensus, assumptions and practices concerning certain key societal relationships Cross Curricular Competencies: Developing Thinking Developing Literacies Materials: SMART Board, handout on the Constitutional Act 1791, reprint from yesterday (oligarchy and rebels), slips with Tories and Reformer Activities and Procedures: Students will understand the unrepresentative nature of the oligarchic system and why there was discontent in Upper and Lower Canada Attendance Handouts on different visions of society Have them read through the materials from yesterday and include the Constitutional Act 1791 Role Play activity Our classroom as an oligarchy o Assign roles to students one student to represent the governor of upper Canada (the governor is responsible to appoint the executive and legislative councils) o Distribute cards that say Tory or Reformer o The governor will appoint students with Tory cards to executive and legislative councils (review the responsibilities and powers of each executive manages government decisions and operations; legislative council passes laws) o Majority of students will have Reformer cards and will be a part of the assembly Members of the assembly will present a list of causes for discontent (what the citizens would feel) they are elected by the people and are therefore responsible for making the views of the citizens known

They will present a bill to bring about reform they will state their reason for introducing and passing the bill in the Assembly The should state, using their assumptions concerning human beings, society, and decision making, why the governor and councils should pass the bill and follow the wishes of the elected assembly o The governor and council members are against the bill and the bill fails to receive the approval of the governor and the councils The wishes of the elected have not been carried out The Tories should provide reasons for not passing it and following the wishes of the electorate o Reflection: How did you feel about the position you were in? How do you think others perceived you? What were some of the difficulties that arose when trying o pass the bill? What can the people of Upper Canada do about this? Consider all of the options open to them Assessment: Teacher Observations

History 30 Date: Lesson Four Subject: History 30 Author: Julia Thomson Grade Level: 12 Time Duration: 1 hour Professional Growth Guide Goal(s): Goal 1: Support broad areas of student growth by providing varied and constructive learning opportunities Goal 2: Affirm dignity and respect for individuals (students, families, colleagues) Goal 5: Create a positive community in the classroom and school Personal Goals: Withitness Reinforce Student Responses Hands-up Culture in the classroom Overview of Lesson: This will introduce learners the Rebellions in Upper and Lower Canada Outcomes: Foundational Objective Know that within every society, there will exist a contest among groups to gain influence over the societal decision-making processes Know that every society will evolve, through debate and consensus, assumptions and practices concerning certain key societal relationships Know that the well-being of every society will be influenced by sustained contact with other societies Cross Curricular Competencies: Developing Thinking Developing Identity and Interdependence Developing Social Responsibility Materials: handout on the Constitutional Act 1791, textbook readings (in their duotangs), Teacher made notes on rebellions in Upper and Lower Canada, Cause, Effect, Why? handout Activities and Procedures: Students will understand the causes and effects of the rebellions in Upper and Lower Canada Attendance Students will read trough the readings on the rebellions and answer the questions listed at the end of the notes Cause, Effect, Why Rebellions in Upper and Lower Canada Assessment: Cause, Effect, Why? Rebellions in Upper and Lower Canada

Teacher and Student Notes: Lesson Four Rebellions in Upper and Lower Canada Oligarchicalmembersmadeallgovernmentalappointmentsandcontrolledthelegal, religious,andeducationalsystemsinthecolonies Usingtheirpoliticalpower,theyputpoliciesinplacethatwerefavorableto themselvesandtheirinterestsratherthantothemajorityofcitizensinthecolonies Theycorruptedthesystembyspendingpublicmoniesthatwouldfurthertheirown interests Withsuchanoligarchy,theyappointedcouncilmembers,alongwiththegovernor, couldvetoanyrecommendationmadebytheelectedassembly,whichhadverylittle power Evenwhenthereformerswonmajoritiesintheelectedassemblies,theycouldnot gettheirbillspasttheFamilyCompactandtheChateauClique.Theassembliescould notgetthefundingtheyneededtoimproveroadsinthecoloniesbecausesuch fundingwasvetoedbythoseinpower Rebellion in Upper Canada InUpperCanadathereformerswonmajoritiesin1824and1828elections,butthey werenotabletoachievethepoliticalchangesthattheywanted In1828,witareformvictory,WilliamLyonMackenzieassumedtheleadershipfor thereformmovement MackenziebegantoadvocateforanAmericanstyledemocracyinwhichthe legislativecouncilsaswellastheassemblywouldhaveelectedpeople Withmuchreformsupport,Mackenzieconsideredarebellionsinceonewasforming inlowerCanada WithnewsoftheLowerCanadarebellion,UpperCanadafollowedsuit,ledby Mackenzie,whichwaspoorlyledanddisorganizedattempt,whichwascrushedon December7,1837byColonelJamesFitzgibbon Eventhoughthisrebellionwasunsuccessful,itdidserve,howevertodrawBritish attentiontoCanadasdemands Reform in Lower Canada InLowerCanada,theconflictwentevendeeperthanitdidinUpperCanada.Added totheFrenchCanadianreformersdriveforagovernmentthatwasresponsibleto theelectedassembly,werethedivisionswithinsociety ThePartiPatriote,asthereformerswerecalled,wantedtoensurethecultural survivaloftheFrenchCanadianmajoritybyprovidingthemwithrealpolitical power Thereformerswantedtoinstitutearesponsiblesystemofgovernmentallowingthe majorityofFrenchCanadiansamoreactivesaintheirownlivesandensuringthat theircultureandlanguagebepreserved However,thesmallEnglishspeakingminority(theChateauClique)dominatedthe governorscouncilsandheldmuchgreatercontrolovergoverningthecolonythan didthelarger,moreruralFrenchspeakingmajority

Teacher and Student Notes: Lesson Four

TheClique,madeupmainlyofEnglishmerchants,notonlyexercisedbothpolitical andcommercialcontrolbutitalsoreceivedallofthegovernmentcontractsand Crownlandgrants ThePatrioteswantedtokeeptheirtraditionalRomanCatholicsocietyintactandas aseigneur,LouisPapineau,thereformmovementsleaderrepresentedtheland holdingtraditionofoldQuebec.Aswell,herepresentedthenew,emergingFrench Canadianintellectualelite PapineauwasfirstelectedtotheLowerCanadianassemblyin1808whenhewas only26.Helaterbecamespeakeroftheassemblyandheldthepositionfrom1815 1837

Rebellion in Lower Canada TherevoltinLowerCanadagrewoutofthisintensepoliticalstruggleforcontrol overthecolonialaffairs Afterthe1834elections,whichPapineauandhispartwon(yetagain!),he successfullypassedthe92Resolutionswhichcriticizedtheoligarchicsystemof governmentinthecolonyanddemandedthatcolonialrevenuesbecontrolledby theelectedassembly,thattheexecutivecouncilberesponsibletotheassembly,and thattheassemblyelectthecouncil BritainsaidnoandrejectedallofthePartiPatriotesdemands OnNovember7,1837,chaoseruptedinLowerCanadaasPapineauandhismen confrontedtheBritishtroopsasplayedoutinUpperCanada TheBritishtroopshadverylittledifficultystoppingtheinsurrectionasPapineau andotherrebelsfledtotheU.S. JustlikethatinUpperCanada,thisrebellioninLowerCanadaforcedBritaintopay attentiontothedemandsofLowerCanada The Road to Rebellion: DefinethetermsOligarchy,ResponsibleGovernment,andRepresentative Government. DescribewhattheConstitutionalAct1791didtocreategoverningbodiesinUpper andLowerCanada. MakealistofeachpositionintheOligarchy,theElectedAssembly,andthe electorate.Providedetailsofthefunctionofeachandtherelationshipthattheyhave withoneanother. Whowerethereformers?Whatdidtheydo?Whyaretheyimportantinsettingthe foundationforreformandConfederation? WhathappenedduringeachoftherebellionsinUpperandLowerCanada?

Student Handout: Lesson Four Side 1 of 2

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

Cause

Effect

Cause

Effect

Cause

Effect

Cause

Effect

Why?

Why?

Why?

Why?

Student Handout: Lesson Four Side 2 of 2

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

Cause

Effect

Cause

Effect

Cause

Effect

Cause

Effect

Why?

Why?

Why?

Why?

History 30 Date: Lesson Five Subject: History 30 Author: Julia Thomson Grade Level: 12 Time Duration: 1 hr Professional Growth Guide Goal(s): Goal 1: Support broad areas of student growth by providing varied and constructive learning opportunities Goal 2: Affirm dignity and respect for individuals (students, families, colleagues) Goal 5: Create a positive community in the classroom and school Personal Goals: Withitness Reinforce Student Responses Hands-up Culture in the classroom Overview of Lesson: This will introduce learners to Lord Durham and the Act of Union Outcomes: Foundational Objective Know that within every society, there will exist a contest among groups to gain influence over the societal decision-making processes Know that the well-being of every society will be influenced by sustained contact with other societies Know that every society will evolve, through debate and consensus, assumptions and practices concerning certain key societal relationships Indicators: Students will exemplify this by being able to explain and apply examples of decision making, sovereignty, Responsible Government, Representative Government, Loyalists, Oligarchy, Reformers Cross Curricular Competencies: Developing Thinking Developing Literacies Materials: handouts in doutangs, and Lord Durham and the Act of Union handout. Activities and Procedures: Students will understand the differences in Government structure in the Constitutional Act and the Act of Union Attendance Read through handouts on Act of Union If they finish it in class they may work on the activity from yesterday Assessment: Compare and contrast handout will be handed in

Student Handout: Lesson Five Side 1 of 1

Name: Date:

Compare & Contrast

Lord Durham and the Act of Union Directions: Read then handouts on the Constitutional Act, the Rebellions, Lord Durham, and the Act of Union. Complete the diagrams below by drawing in the arrows and relationships between the positions: /5 Constitutional Act:
British Crown Governor Executive Council Legislative Council Executive Council

/25

Act of Union:
British Crown Governor Legislative Council

Legislative Assembly

Legislative Assembly

Electorate

Electorate

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

/10

Constitutional Act:

Act of Union:

Sum it Up: Use the space below to write a detailed summary of the Act of Union and what came out of it. Identify the effects that it had on Upper and Lower Canada and how it influenced Responsible Government. /10

History 30 Date: Lesson Six Subject: History 30 Author: Julia Thomson Grade Level: 12 Time Duration: 1 hr Professional Growth Guide Goal(s): Goal 1: Support broad areas of student growth by providing varied and constructive learning opportunities Goal 2: Affirm dignity and respect for individuals (students, families, colleagues) Goal 5: Create a positive community in the classroom and school Personal Goals: Withitness Reinforce Student Responses Hands-up Culture in the classroom Overview of Lesson: This will act as an exemplary lesson on dialectical testing Outcomes: Foundational Objective Know that dialectical thinking is a system of reasoned exchange between points of view in which the merits of each case (thesis) are discussed and evaluated Cross Curricular Competencies: Developing Thinking Developing Literacies Developing Identity and Interdependence Developing Social Responsibility Materials: teacher notes, and template for testing Activities and Procedures: Students will understand how to use dialectical testing Attendance Go through an overview on what moral testing consists of dialectical thinking and testing (teacher notes) o Use the example of welfare o Students will follow along with template Let the students know that tomorrow and the following period we will be in the library to work on essays they should come prepared to work on their essays Assessment: This lesson is intended to demonstrate how to perform dialectical testing and have the students consolidate and compile their materials for their dialectical research essays

Teacher and Student Notes: Lesson Six DialecticalResearch: ThesisApropositionorstatementaboutanaspectofrealitywhichhastobeexaminedto determineitsfactualandmoralvalidity FactualTestsevaluatetherelationshipofathesistorealitybysystematicallyexaminingits effectondifferentsituations MoralTestsExaminingthemoralconsequencesofathesisusingthenewcasetest,role exchangetest,oruniversalconsequencestest ConclusionDependingupontheinitialpurposeoftheresearchtoconclusionmightbe: acceptanceofathesis,rejectionofoneorboththeses,ormodifythethesis JudgmentInthecaseofresearchwheretherearecompetingandambiguousconclusions,the researchermayhavetojudgewhetherthethesesareadequateandshouldberejected,the thesesinvestigatedaretrueeventhoughtheyarecontradictory,orthethesescanbemodified andsynthesizedinsomeway. MoralTestingdeterminewhetheramoralchoiceisinvolveddoestheproblem,issue,or decisioninvolveaquestionofhonesty,thetreatmentofotherpeople,actingresponsibly,etc.? understandthatmoralchoicesareaboutrightandwrong arethechoicesbeingmadetothebenefitforothersofforself systematicevaluationprocessinordertodeterminewhetheraproposedcourseofactionis morallyacceptabledefinethecriticalpartsofasituationaboutthemoralchoiceisbeing made preliminarychoiceorcourseofaction reasonsforchoice determinethemoralvalidityoftheproposedapproachbyapplyingthemoraltests soughtoutallinformationabouttheeffectofproposedactionsonothers testedthemoralreasoningbeingusedandrejectedifitisfaulty NewCasesTestaskwhetherthesamecourseofactioncouldbeappliedtoother similarsituations acceptthatiftheactionisnotmorallyacceptableinanothercase,thenitisnot acceptableforthefirstone lookatothermoraltestsforfurtherconfirmationifthevalueclaimisacceptableina newcase RoleExchangeTestimaginetheeffectofactionsonanotherperson

Teacher and Student Notes: Lesson Six

imaginehowtheywouldreactinthatsituation recognizethatanotherpersonmaynotreactthesamewaythattheywould issueisnotwhetherornotonelikesthetreatmentbutwhetherthetreatmentis rightforeveryone whenthetreatmentisneededbutunwantedkidsnotwantingtotakemedicine togetbetter UniversalConsequencesTestimaginewhatwouldhappenifeveryonecarriedoutthe proposedacion Ifeveryoneintheworldbelievedthis,whatwouldhappen?

Topic: Welfare and Social Assistance Problem or Issue and focus Question: Should the Canadian Government increase the amount of money budgeted for social assistance and welfare service? Value claim A Statement: Value Claim B Statement: The government should increase social The government should not increase social assistance assistance Viewpoint A- Represented or Supported by: Left-wing government and /or those who benefit from welfare Supporting Evidence/ Examples: 1. providesfortheneedsofthelessfortunate Canadians.Equalizestheredistributionof income 2. Providesopportunitiesforeducation whichinturnbenefitssocietyasawhole 3. AllCanadiancitizensareentitledto accessibleandreliableservicefromthe government,nomatterwhattheirfinancial status Tentative Value Judgment for Viewpoint A: All of this sounds good and idealistic- giving everyone the same opportunities no matter their economic status. Realistically however, if taken too far it leads the government being in debt (reliance and dependence on an external source/government) Testing Viewpoint A: Factual Tests for validity, accuracy, and bias: Evidence from this side doesnt seem entirely valid. Money is not enough to give a person Viewpoint B- Represented or Supported by: Right-wing government and/or tax payers Supporting Evidence/ Examples: 1. excessivelygeneroussocialprogramsleadto highinterestratesandeconomicinstability 2. increaseinvoluntaryunemployment dependencyongovernment 3. debtandeventualcutbacksinother governmentfundedprograms(perhaps healthcare) Tentative Value Judgment for Viewpoint B: It may seem harsh and unfair to the poor, but it is practical and it is reality. It forces people to work to make their own opportunities for themselves and their children (ownership and responsibility) Testing Viewpoint B: Factual Tests for validity, accuracy, and bias: This information appears to be more valid. Diverse set of sources and places where the information is

more opportunities or a better standard of life. You need training and wisdom to make use of it. Not everyone is going to use money wisely or for the same purposes. Ex: some people may waste it or throw it away on useless/trivial things Criteria-based Testing (Short and Long-term effects): Short term accessible services for whole society including educational, financial opportunities Long term debt, high taxes, cutbacks to services Moral Testing:

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

Criteria-based Testing (Short and Long-term effects): Short term society maintained as is Long term society is maintained as is

Moral Testing: If we were to apply this to the school system, education (up to grade 12) would be expensive for certain people, giving them fewer opportunities and a lower standard of living Role Exchange (How would you feel in the other Role Exchange (How would you feel in the other persons position?): persons position?): I would feel trapped by my financial condition but I think that it would only make me want to work harder if I knew that I couldnt slide through depending on assistance from the government Universal Consequences (What if Everyone did Universal Consequences (What if Everyone did this?): this?) If everyone supported welfare and wanted it increased (supported by tax payers) wed be in even more economic trouble and debt than were currently in Personal Viewpoint (with supporting reasons): I think that I side more with decreasing welfare. It makes more sense as far as giving everyone equal opportunities because it forces everyone to work. The people who are ahead right now economically are people whos parents and grandparents worked hard to make a future for their kids. I realize that everyone does not fit into this , but based on general public and how the system is working right now, it seems to function better. References: Key Points (events) in the Development of this issue

History 30 Date: Lesson Seven Subject: History 30 Author: Julia Thomson Grade Level: 12 Time Duration: 2 hours Professional Growth Guide Goal(s): Goal 1: Support broad areas of student growth by providing varied and constructive learning opportunities Goal 2: Affirm dignity and respect for individuals (students, families, colleagues) Goal 5: Create a positive community in the classroom and school Personal Goals: Withitness Reinforce Student Responses Hands-up Culture in the classroom Overview of Lesson: Students will have time to work on their dialectic essays Outcomes: Foundational Objective Know that dialectical thinking is a system of reasoned exchange between points of view in which the merits of each case (thesis) are discussed and evaluated Cross Curricular Competencies: Developing Thinking Developing Literacies Developing Identity and Interdependence Developing Social Responsibility Materials: Computer lab, dialectical essay outline, essay exemplars Activities and Procedures: Students will understand how to use dialectical testing Attendance Today we will be in the library researching our dialectical essays I would like the outlines handed into me on Friday of this week! Assessment: This lesson is intended to have the students consolidate and compile their materials for their dialectical research essays

History 30 Date: Lesson Eight Subject: History 30 Author: Julia Thomson Grade Level: 12 Time Duration: 1 hr Professional Growth Guide Goal(s): Goal 1: Support broad areas of student growth by providing varied and constructive learning opportunities Goal 2: Affirm dignity and respect for individuals (students, families, colleagues) Goal 5: Create a positive community in the classroom and school Personal Goals: Withitness Reinforce Student Responses Hands-up Culture in the classroom Overview of Lesson: This lesson will provide students with assistance on their dialectic essays and an assessment piece on the road to responsible government Outcomes: Foundational Objective Know that dialectical thinking is a system of reasoned exchange between points of view in which the merits of each case (thesis) are discussed and evaluated Know that within every society, there will exist a contest among interest groups to gain influence over the societal decision-making processes, and that those groups will vary in terms of their ability to influence those processes Know that the well-being of every society will be influenced by sustained contact with other societies Know that every society will evolve, through debate and consensus, assumptions and practices concerning certain key societal relationships Cross Curricular Competencies: Developing Thinking Developing Literacies Developing Identity and Interdependence Developing Social Responsibility Materials: teacher notes, template for testing, and extended response handouts, duotangs Activities and Procedures: Attendance Dialectical Testing Outlines go through any questions or difficulties that students are having o This will be an opportunity to go through individual outlines while everyone works on their extended responses Extended Responses similar to an in class essay o Requires students to compile information about the lead up to confederation Assessment: This lesson is intended to have the students consolidate and compile their materials for their dialectical research essays and review the materials leading up to Confederation

Student Handout: Lesson Eight Side 1 of 4

History 30:

The Road to Responsible Government and Confederation

Extended Response

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This extended response will require you to write a well-written and detailed answer to the how the situation in British North America leading to Responsible Government and Confederation. Based on the readings and discussions we have had, in class, describe the lead up and reasons for Confederation. Be sure to provide a thesis and conclusion for your argument. Assessment for this extended response will be based on your thesis, the validity of the conditions you choose to include, and the examples that you provide in support of each condition. Use the chart to organize and develop your argument. When you have completed the chart, write your extended response on the second page. HOW TO BREAKDOWN THE QUESTION TO CREATE A THESIS This extended response requires you to choose a minimum of five different conditions and examples for each choice. Possible Thesis: The road to Responsible Government and Confederation was caused by a series of social, economic, and political events. Conditions leading up to the Confederation: Connection to Thesis.

Chart:

Student Handout: Lesson Eight Side 2 of 4

Conditions leading up to Confederation:

Connection to Thesis.

Student Handout: Lesson Eight Side 3 of 4

History 30:

The Road to Responsible Government

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

Student Handout: Lesson Eight Side 4 of 4

Written Work:

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History 30 Date: Lesson Nine Subject: History 30 Author: Julia Thomson Grade Level: 12 Time Duration: 1 hour Professional Growth Guide Goal(s): Goal 1: Support broad areas of student growth by providing varied and constructive learning opportunities Goal 2: Affirm dignity and respect for individuals (students, families, colleagues) Goal 5: Create a positive community in the classroom and school Personal Goals: Withitness Reinforce Student Responses Hands-up Culture in the classroom Overview of Lesson: This lesson will discuss Confederation and different arguments for and against joining Outcomes: Foundational Objective Know that within every society, there will exist a contest among interest groups to gain influence over the societal decision-making processes, and that those groups will vary in terms of their ability to influence those processes Know that the well-being of every society will be influenced by sustained contact with other societies Know that every society will evolve, through debate and consensus, assumptions and practices concerning certain key societal relationships Cross Curricular Competencies: Developing Thinking Developing Literacies Materials: teacher notes, SMART Board, Confederation Comprehension Check Activities and Procedures: Attendance Notes on the pro and anti- Confederation arguments along with readings Consolidate as a group Comprehension check Assessment: Teacher observations and the comprehension check will be handed in for assessment

Teacher and Student Notes: Lesson Nine Pro- and Anti- Confederation Arguments Province/ Colony Canada East

Pro-Confederation Argument The province would retain control of its language, religion, education, and civil law The United States might annex the province if it was left out of Confederation The province would get representation by population. With its rapidly growing population, Canada West was assured a significant amount of power in the new country

Anti-Confederation Argument The central government would have too much power English representation in the proposed union would greatly outnumber French representation There were few arguments against Confederation, although some people wanted the final decision to be made by referendum, not a decision to be made by legislature. Would have to pay higher taxes to compensate for other (smaller) provinces There was no guarantee of the intercolonial railway or which part of the province it would benefit New Brunswick had more economic ties to the United States than to the Province of Canada Did not think that they would have much political input in federal affairs Nova Scotia had strong economic ties to Britain, not to the Province of Canada Nova Scotians believed they would lose their identity Did not think that they would have much political input in federal affairs

Canada West

Construction of an intercolonial railway would open up markets for New Brunswick. Costs of building the railroad would be shared by the confederated colonies.

New Brunswick

A union would provide better defense in case of American aggression or attack

Nova Scotia

 Prince Edward Island

Few people could see the benefit of Confederation for their colony

Newfoundland

Confederation might offer economic opportunities to offset problems in the fishing, timber, and agriculture industries

Islanders had long resented the number of British absentee landlords, which the British Colonial office on the island did nothing about. When the Colonial office wanted islanders to adopt Confederation, most resisted. Confederation would mean higher taxes to support the intercolonial railway and higher tariffs to create colonial trade- which they did not need Because of its low population in comparison to the other provinces, P.E.I. would have little power in Ottawa Most Newfoundlanders saw stronger ties to Britain as more valuable than ties to the other British colonies Did not think that they would have much political input in federal affairs

Seeking Political Solutions: The Great Coalition- After the Act of Union- managing Province of Canada not working Baldwin-Lafontaine coalition, intended to form a bridge between Canada East and Canada West collapsed split up members of the assembly o West divided into two rival groups- Clear Grits (Brown); Liberal-Conservatives (John A. Macdonald) o East divided into two rival groups- Parti-Bleu (Cartier); Parti-Rogue (Dorion) 1858-1862- Macdonald and Cartier co-premiers- political deadlock Thought there had to be a better way to structure/govern Canada o Formed Great Coalition goal was to unite all colonies in BNA

Teacher and Student Notes: Lesson Nine Wanted to find a way to include Atlantic colonies the colonies were skeptical o Alternative Maritime union held Charlottetown conference

Charlottetown Conference: Canadian delegation in attendance trying to win the colonies over (persuade them to join Confederation) o Discussed threat of Americans, promised that they would assume debt Quebec Conference: Quebec City 33 delegates in attendance Agreed that they would keep ties to British constitution Federation more than one level of government o Federal and Provincial o Central government would be made up of a House of Commons and a Senate 72 Resolutions o Written into BNA Act o Stated that the provinces could control their natural resources o Specified taxation (unlimited power in the hands of the feds) Confederation: Only certain interest groups represented- did not include First Nations, Metis, or Inuit groups of peoples Voted to accept Confederation in 1865 Confederation Votes 91 in favor, 33 opposed o Canada East closer contest than Canada West- displayed French misgivings Ontario, Quebec, Nova Scotia, New Brunswick British North America Act (BNA Act)- Constitution

Student Handout: Lesson Nine Side 1 of 1 Name: Date:

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Comprehension Check: Confederation
Directions: You may use the handouts and notes that you have taken, to this point to answer the questions in this Comprehension Check. If you choose to use these materials, be sure to answer the questions in your own words. Short Answer: Be sure to answer the designated number of questions. Use full sentences in your answers. Please indicate the question that you are answering by circling the number. What is the Great- Coalition? Who was involved in it? What was its purpose? /3

What was the Quebec Conference? Who was in attendance? Why was it important in setting the groundwork for Confederation? /3

What structure was proposed for the government?

/3

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

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

/5

History 30 Date: Lesson Ten Subject: History 30 Author: Julia Thomson Grade Level: 12 Time Duration: 1 hour Professional Growth Guide Goal(s): Goal 1: Support broad areas of student growth by providing varied and constructive learning opportunities Goal 2: Affirm dignity and respect for individuals (students, families, colleagues) Goal 5: Create a positive community in the classroom and school Personal Goals: Withitness Reinforce Student Responses Hands-up Culture in the classroom Overview of Lesson: This lesson will provide students with an understanding of Canadas federal system of government Outcomes: Foundational Objective Know that within every society, there will exist a contest among interest groups to gain influence over the societal decision-making processes, and that those groups will vary in terms of their ability to influence those processes Know that the well-being of every society will be influenced by sustained contact with other societies Know that every society will evolve, through debate and consensus, assumptions and practices concerning certain key societal relationships Cross Curricular Competencies: Developing Thinking Developing Literacies Developing Identity and Interdependence Developing Social Responsibility Materials: Handout on Canadas Government (Questions), Readings How Canadians Govern Themselves (pg 32-40), Senate Video Activities and Procedures: Attendance RMR- The Canadian Government: http://www.youtube.com/watch?v=EGOfP_XvJPM Handouts on Government and Questions Students will go through the readings and answer the questions pertaining to Canadas System of Government Assessment: Teacher Observations, questions and answer sheet

Student Handout: Lesson Ten Side 1 of 1

Canadas System of Government

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

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

Use the handouts and information to gather information on Canadian Government and how it functions. When you are answering the questions in your notes, be sure to number your answers and leave some extra space to add information (1-2 lines should be adequate). Canadas Government Step One: Draw out Canadas System of Government in your notes. Step Two: Answer the following questions in your notes

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

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

History 30 Date: Lesson Eleven Subject: History 30 Author: Julia Thomson Grade Level: 12 Time Duration: 1 hour Professional Growth Guide Goal(s): Goal 1: Support broad areas of student growth by providing varied and constructive learning opportunities Goal 2: Affirm dignity and respect for individuals (students, families, colleagues) Goal 5: Create a positive community in the classroom and school Personal Goals: Withitness Reinforce Student Responses Hands-up Culture in the classroom Overview of Lesson: This lesson will provide students with an understanding of Canadas federal system of government Outcomes: Foundational Objective Know that within every society, there will exist a contest among interest groups to gain influence over the societal decision-making processes, and that those groups will vary in terms of their ability to influence those processes Know that the well-being of every society will be influenced by sustained contact with other societies Know that every society will evolve, through debate and consensus, assumptions and practices concerning certain key societal relationships Cross Curricular Competencies: Developing Thinking Developing Literacies Developing Identity and Interdependence Developing Social Responsibility Materials: Handout on Canadas Government (Questions), Readings Activities and Procedures: Attendance Look at Federal Political Parties: http://www.elections.ca/content.aspx?section=pol&dir=par&document=index&lang=e o Examine some federal political parties and their positions on different social and economic issues What is important to you? What are important to people living in other regions? Whos interests are represented? Senate Video Homework check to see that students completed their homework o Handouts on Government and Questions o Consolidate the materials in the questions pertaining to Canadas System of Government Assessment: Teacher Observations, questions on examination

History 30 Date: Lesson Twelve Subject: History 30 Author: Julia Thomson Grade Level: 12 Time Duration: 1 hour Professional Growth Guide Goal(s): Goal 1: Support broad areas of student growth by providing varied and constructive learning opportunities Goal 2: Affirm dignity and respect for individuals (students, families, colleagues) Goal 5: Create a positive community in the classroom and school Personal Goals: Withitness Reinforce Student Responses Hands-up Culture in the classroom Overview of Lesson: This lesson will provide students with an understanding of Saskatchewans provincial system of government through experiential learning Outcomes: Foundational Objective Know that within every society, there will exist a contest among interest groups to gain influence over the societal decision-making processes, and that those groups will vary in terms of their ability to influence those processes Know that the well-being of every society will be influenced by sustained contact with other societies Know that every society will evolve, through debate and consensus, assumptions and practices concerning certain key societal relationships Cross Curricular Competencies: Developing Thinking Developing Identity and Interdependence Developing Social Responsibility Materials: Transportation, Field trip bookings Activities and Procedures: Field Trip to Legislative Building and Royal Saskatchewan Museum Assessment: Teacher Observations, Class discussion to follow