Part B: Learning Plan

• Identify the European influence on pre-confederation Canadian society.
• Describe Canada’s political evolution.
• Analyze the historic and contemporary relationship of people to land in Canada.

Decision-Making/Problem-solving

• What influences your decisions?
• What role does understanding of history play in decision making in the present?
• Do all problems have a solution?
  • What makes a solution “good/high quality”?
  • Can all problems be solved the same way?
• Why do all Canadians have an investment in treaty relationships?
  • What are the benefits of understanding treaty promises?
  • What are the hazards of not understanding treaty promises?

Process

• Pose the essential and guiding questions and allow students to discuss their thoughts on the matter.
• Determine what the students know, understand, need to be able to do to master/answer the essential questions (connect to content). Additional guiding questions can be added as required. Students are encouraged to add their questions to the others.
• Create Know, Want to know, Learned Chart – identify vocabulary that requires development

Motivate and Focus Students
George Santayana quotes:
“Those who cannot remember the past are condemned to repeat it.”

• What does this quote(s) mean to students?
• Why is the word “condemned” used? Was it intentional?
• What is Santayana saying about the relationship between the past and the future?
• What is this quote saying to students?

Vocabulary

• Federal
• Governor General
• Prime Minister
• Parliament
• Legislature
• Push Factors
• Pull Factors
• Assimilation
• Constitution
• Immigrant
• Colonization

• What influences your decisions?
  • Categorize answers i.e. caregivers, parents, friends, church, school, social media, legal, etc.?
  • Save for later comparisons against the research students will be asked to do.
• How does history impact decisions? / What role does understanding of history play in decision making in the present?

In this next area of study students will be learning about the history of Canada and considering the influences of history on society and government today.

• What relationship do events and issues of the past have to the present and the future?
• How are present events shaped by actions or beliefs of people in the past?
• How does learning about the past governments of Canada help us to think about the kind of leadership we want today?

Divide class into groups and give each group or have them choose a specific area of research to learn about and present to class. Each group must find out the information in the question posed below. Encourage students to present information learned in a variety of modes including speaking, writing, drama, multimedia, or other modes so that all students have an entrance point for demonstrating their learning and understanding.

DR5.3

Identify the European influence on pre-confederation Canadian society.

Student Friendly: What impact did Europe, specifically Britain and France have on the way Canada was settled and the way Canadian society developed? What effect do European beliefs/views have on Canadian society and government structures today?

Timeline

Create a timeline and plot events for students to see the influences on and the development of early Canada and understand how one influence may have impacted the other. This timeline will become a point of reference for the evolution of Canada’s political structure.

Concept Mapping – Matrix. See Matrix suggestion below

Consider the time line from:

• the Legacy of Hope Foundation -www.100yearsofloss.ca
• Creating Racism-Free Schools through Critical Conversations on Race – http://www.edu.gov.mb.ca/k12/docs/support/racism_free/full_doc.pdf

Throughout the study have students constantly consider the historical impact and the residual impact.

Canada – the formation and development was influenced by multiple factors:
Early Explorers, France, Britain, United Empire Loyalists.
Describe the influences of the identified areas of influence on the:

• British settlers, French-Canadians settlers, First Nations, Métis and Inuit

Explorers and Fur Trade – 1497 – 1766

• Research the following European explorers (Cabot, Cartier, Champlain, Hudson, Kelsey, Fraser, Hearn, Mathieu Da Costa)
  • Plot the principal voyages and experiences
  • Discuss the impact of their voyages on the societies encountered
  • Show how the explorer’s relationship with and the needs of or trade with their sponsoring country (fur, fish, land) influenced the establishment of the first settler communities in Canada. Note the effect on the identified peoples.

After hearing the information on the explorers, have the class:

• Give a summary statement about how the needs of Europe and the resulting fur trade impacted the:
  • British settlers
  • French-Canadians settlers
  • First Nations
  • Métis
  • Inuit

Compare group statements and develop one statement for posting in the concept matrix.

Re-connect with Essential questions

Have students:

• What influenced the decisions of Europe towards the British settlers, French-Canadian settlers, and Indigenous people of Canada?
• What relationship do these events and issues of the past have to the present?
• How are present events shaped by the actions taken by or the views of people in the past?
• What did you learn about the past governments of Canada and the kind of leadership that existed?
• How do these past governments compare to current governments and their leadership?

Gather student thinking and save for later reflection.

French Influence 1534 – 1759

• New France – Identify the impact of social and cultural characteristics on Canada:
  • Reference the influence of:
    • the Catholic Church and the missionaries
    • cultural characteristics – music and dance
    • social characteristics – family structures
• Life of Acadians
  • Describe the Acadian lifestyle in early Canada
  • Acadian deportation – 1755 – 1763
    • describe/identify the reasons
    • describe/identify the results

After hearing the information from this research, have the class…

• Develop a summary statement about how the French society, church and culture impacted New Canada.
• Develop a summary statement about the Acadians and their significance to the development of Canada
• Compare group statements and develop one statement for posting in the concept matrix.
• How do French views impact Canada today?

Re-connect with Essential questions

Have students think about and talk about what influenced the decisions of France towards the British settlers, French-Canadian settlers, Indigenous people of Canada?

• What relationship do these events and issues of the past have to the present?
• How are present events shaped by the actions taken by or the views of people in the past?
• What did you learn about the French governing of Canada and the kind of leadership that existed?
• How do the French governments compare to current governments and their leadership?

Gather student thinking and save for later reflection.

• Explore the transition from French rule to British rule
  • Recount the major events
  • Identify impact of the differing governing policies on the identified groups
• Research the British Influence – on Canada
  • Identify the influence of culture
  • Identify the governance structures and impacts,
  • Comment on the imperial relationship with Britain and Canada

After hearing the information from this research, have the class…

Re-connect with Essential questions

Have students think think about and talk about…

• What influenced the decisions of Britain towards the British settlers, French-Canadian settlers, Indigenous people of Canada?
• What did you learn about the British governing of Canada and the kind of leadership that existed?
• What relationship do these events and issues of the past have to the present?
• How are present events shaped by the actions taken by or the views of people in the past?

Gather student thinking and save for later reflection.

United Empire Loyalists – 1776 – 1791

• Describe the influence of the United Empire Loyalists on Canadian society
• Identify the reasons for the Loyalist migration to Canada.
• Describe the Creation of Upper Canada

After hearing the information from this group of students, have the class think about and talk about and…

• Give a summary statement about how the United Empire Loyalists impacted early Canada. Give special consideration to the perspectives of the:
  • British settlers,
  • French-Canadians settlers,
  • First Nations
  • Métis
  • Inuit

Have students Think about… Talk about…

• What influence did the United Empire Loyalists have on the British settlers, French-Canadian settlers, Indigenous people of Canada?
• What did you learn about the views of the Loyalists and the kind of leadership that existed?

What relationship do these events and issues of the past have to the present?

• How are present events shaped by the actions taken by or the views of people in the past?

Gather student thinking and save for later reflection.

• What were the effects of Britain’s policy of assimilation on the French, Indigenous people?
• What relationship does the policy of assimilation have on Canada’s present?
• How are present events and policies still shaped by the belief that assimilation was a suitable policy?

Reflect on essential questions and use information from the impact matrix and timeline to develop responses for the following prompts:

• What were some of the influences on Europe as they were sending out exploring expeditions?
• What effect did the French beliefs/views have on present/current Canada: (Give at least 2 examples for each).
  • Society/people
  • Government structures
  • What were some of the influences on decisions of the French?
• What effect did the British beliefs/views have on present/current Canada: (Give at least 2 examples for each).
  • Society/people
  • Government structures
  • What were some of the influences on decisions of the British?
• Role-play a “victim impact” statement about how the British society and government of the 16th century impacted someone from the following groups of people.
  • British settler
  • French-Canadian settler
  • First Nations
  • Métis
  • Inuit

Students have been studying the effects of outside influences on pre-Confederation Canada. In this next outcome, students will learn about Canada’s political evolution.

PA5.1

Describe Canada’s political evolution

In this next area of study, students consider the influences on the development of Canada and its political structures including the impact of Canada’s geography and environment.

DR5.1

Analyze the historic and contemporary relationship of people to land in Canada.

Student Friendly:
Tell how Canada developed its present political structure and indicate the impact of the environment to the development of Canada.

Student friendly outcomes should be posted throughout the inquiry and continually referenced so the goals of the learning are clearly available to students.

• What influences your decisions?
• How does history impact decisions? / What role does understanding of history play in decision making in the present?
• Do all problems have a solution?
• What makes a solution “good/high quality”?
• Why are treaty relationships important to all Canadians?
  • What are the benefits of understanding treaty promises?
  • What are the hazards of not understanding treaty promises?

“We must welcome the future, remembering that soon it will be the past; and we must respect the past, remembering that it was once all that was humanly possible.”

• What does this quote(s) mean to students?
• What is Santayana saying about the relationship between the past and the future?
• What is this quote saying to students?
• Have students reference to the timeline developed.

In this next area of study, students are going to research the formation and evolution of Canada. As they present their information have students consider:

• The influences on the formation and development of Canada’s provinces and territories and categorize them according to:
  • Social
  • Economical
  • Political
  • Environmental
• The solution were the early governments of Canada trying to address as they developed the various political structures in Canada.

Have students identify the various transitions of Canada and connect them to the developed timeline as they consider:

• What was the problem that this “solution” was trying to fix/solve?
• What were the geographical and environmental influences on this decision?

Vocabulary and Concept Development

• Develop with students the understanding of the differences between the status of a province and a territory in the Canadian confederation. This understanding is needed for the research.
• Have students understand what push-pull factors are so they can apply their understandings in the research that follows.

Study 1

Province and territories – formation of the United Canada

Assign students either a territory or province to investigate. Have students:

• Map the assigned province and/or territory indicating:
  • Historical information
    • indicate the year each joined Confederation
    • identify the circumstances and reasons for joining
    • identify the Indigenous peoples who lived in these areas
    • identify the various cultural groups that settled this area, indicating what country they came from and indicate their reason for settling in this area i.e. push-pull factors from joining to present
  • Environmental Information
    • identify the predominant physical features of the province or territory area i.e. vegetation zones, resources, bodies of water, and principal landforms
    • show where people lived at the time of Confederation and presently and tell what they do economically (Indicate the relationship between Canada’s physical geographic features and the population distribution) including First Nations and Métis
  • Symbolic Information
    • identify the significant symbols for each area i.e. coat of arms, motto, flag
    • explain the meaning, origin, and/or purpose of those symbols

Study 2

• Research the territorial evolution of Canada
  • 1608-1867,
    • Founding of Quebec 1608
    • Royal Proclamation 1763
    • Treaty of Paris 1783
    • Constitutional Act 1791
    • Convention of 1818, (49th parallel)
    • Webster-Ashburton Treaty 1842
    • Oregon Treaty – BNA and Rocky Mountains 1846
    • British North American Act 1867
  • 1867 to the current era. (Confederation and Joining of provinces)
• For each agreement:
  • indicate the political and economic climate at the various stages of development
  • Consider the boundaries of the homeland of the Métis and the negotiated treaty boundaries and how First Nations and Métis people were impacted by colonization.
  • identify the issues/problem that these agreements, boundary adjustments were trying to address
  • identify the predominant physical features of the regions of Canada including the Western Cordilleran, Interior Plains, Canadian Shield, Great Lakes/St. Lawrence
  • Lowlands, Appalachian, and Arctic/Innuitian regions
  • identify the impact of these geographical features on the economic development of the region at that particular time

Immigration Influences 18th – 20th Centuries

• For each agreement indicate and explain the:
• push-pull factors that motivated various cultural groups immigrating to Canada during the 18th and 19th centuries(e.g., building of the railway, fleeing famine or religious oppression, gold rushes
• reasons for western expansion of Canada in the 19th and early 20th centuries, and the consequences of the expansion.

Study 3

• Canadian Documents/Charters
  • Explain purpose of a constitution
  • Describe British North America Act of 1867/the Constitution Act
    • What were the powers/clauses within this Act?
    • What was the problem that this “solution” was trying to fix/solve?
  • Describe the Charter of Rights and Freedoms of 1982.
    • Identify and explain the rights and freedoms within this Charter I.e. Fundamental freedoms, democratic rights, mobility rights, legal rights, equality rights, language rights.
    • What was the problem that this Charter was trying to fix/solve?
• Canadian Symbols
  • Explain the meaning and origin of a variety of Canadian symbols and consider the purposes of such symbols (e.g., coat of arms, motto, flag, beaver, feather, drum, RCMP, national anthem, eagle staff, eagle feather, treaty medal, Métis sash, red river cart, lobsticks, inukshuk and other significant First Nations and Métis symbols).

Vocabulary

• Territory
• Province
• Confederation
• Constitution
• Charter
• Push/Pull Factors
• Oppression
• Geo-political
• Colonization

• Choose a particular issue of interest.
• Identify the levels of government involved.
• Identify the problem that needs to be solved and identify the influences – social, economical, political, environmental.
• Highlight the possible solutions and rate according to effectiveness. Be sure to explain and justify your thinking with evidence.
• Represent your research for students.

As students listen to the presentations have students consider the influences on the formation and development of Canada’s provinces and territories and categorize them according to:

• Economic
• Environmental
• Political
• Social

• What were the influences and forces that created the Confederation of Canada 1867? Did Confederation address the problem/issue? Explain your thinking.
• Examine the reasons for provinces and territories joining Canada. Identify the similarities and differences. What were the problems/issues that each area was trying to address? Was the solution of good/high quality? Explain your thinking.
• The Canadian Charter of Rights and Freedoms 1982 guarantees a number of freedoms and rights to all Canadians. What problem/issue was this charter trying to address? How would you rate the solution? Explain your thinking.
• How well has Canada honoured their Treaty responsibilities? Explain your thinking.

• What role does history play in current decision-making?
• What do you think our leaders (political, social, spiritual, etc.) should think about when they make decisions? What are the influences that are most critical in your mind?