Conflict and Change Its Nature and Patterns
Conflict and Change Its nature and patterns
Including: Conflict : An Investigation Picture This Causes of Rebellion in Upper Canada Causes for Rebellion in Lower Canada Famous Personalities of the Rebellions Rebellion Effects - Long and Short Term Resolution of Conflict Every Day Conflict The Radical Rebel
An Integrated Unit for Grade 7 Written by: The Curriculum Review Team 2005 Length of Unit: approximately: 19.5 hours
July 2005
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 Change Its nature and patterns An Integrated Unit for Grade 7
Acknowledgements The developers are appreciative of the suggestions and comments from colleagues involved through the internal and external review process.
Participating Lead Public School Boards: Mathematics, Grades 1-8 Grand Erie District School Board Kawartha Pine Ridge District School Board Renfrew District School Board
Science and Technology, Grades 1-8 Lakehead District School Board Thames Valley District School Board York Region District School Board
Social Studies, History and Geography, Grade 1-8 Renfrew District School Board Thames Valley District School Board York Region District School Board
The following organizations have supported the elementary curriculum unit project through team building and leadership:
The Council of Ontario Directors of Education The Ontario Curriculum Centre The Ministry of Education, Curriculum and Assessment Policy Branch
An Integrated Unit for Grade 7 Written by: The Curriculum Review Team 2005 CAPB (416)325-0000 EDU
Based on a unit by: A. Heath, K. Russell, C. Giese, J. Sheik, D. Gordon, C. Bray
Thames Valley District School Board [email protected] This unit was written using the Curriculum Unit Planner, 1999-2002, which was developed in the province of Ontario by the Ministry of Education. The Planner provides electronic templates and resources to develop and share units to help implement the Ontario curriculum. This unit reflects the views of the developers of the unit and is not necessarily those of the Ministry of Education. 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 associations that supported the production of this unit.
Written using the Ontario Curriculum Unit Planner 3.0 PLNR2002 Official Version Open Printed on Jul 19, 2005 at 3:00:33 PM Unit Overview Conflict and Change Page 1 Its nature and patterns An Integrated Unit for Grade 7
Unit Context Imagine 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 of both Upper and Lower Canada, and events surrounding the rebellions of 1837. As an employee of the paper you will apply various conflict resolution strategies within some of the articles you write. These articles will reflect your abilities to recognize the nature of conflict, strategies for resolution, and possible outcomes of selected strategies. Furthermore, these articles will demonstrate your understanding of the complex issues and personalities that surrounded the political situation in Upper and Lower Canada in 1837. Unit Summary Through the exploration of relevant past and present day conflicts, students will understand the nature of conflict: its definition, the different types of conflict, and their causes. They will be provided with several opportunities to apply various conflict resolution strategies in real-world situations and evaluate their effectiveness. Implicit within the nature of conflict is the element of change. Students will examine the change/conflict/change pattern found in both historical and present day events and will probe how change occurs as a consequence of conflict.
Concepts acquired through the exploration of present day conflict and resolution will be applied to the study of the historical events of the Rebellions of Upper and Lower Canada in 1837. Through examination of historical documents, students will research and analyse the issues, key personalities and opposing points of view involved in these rebellious conflicts.
Much of the application of the concepts will take the shape of written responses, a role play, an interview, and the final editing of newspaper creations. Work throughout the unit will be collected in individual student portfolios and used in conjunction with the final newspaper creation. Culminating Task Assessment You are a reporter working for the newspaper, the "Radical Rebel," gathering information and evidence surrounding conflict and change, specific historical events, and key personalities in the Rebellions of Upper and Lower Canada in 1837. You will investigate the nature of conflict and change and its resolution using examples from the past and applying skills developed throughout the unit. Links to Prior Knowledge The following items represent the prior knowledge students will have at the start of this unit. The list covers both the present material and the historical information.
New France British North America Personal definition of nature of conflict Research skills. Conversion of jot notes to paragraph reports Persuasive, expository writing Upper and Lower Class French-English relations Religion Old Regime Considerations
Written 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 Unit Overview Conflict and Change Page 2 Its nature and patterns An Integrated Unit for Grade 7
Notes to Teacher Issues discussed in the conflict section of this unit may be of a sensitive nature. A letter home at the onset of the unit may address potential questions or concerns.
Teachers unfamiliar with conflict resolution are encouraged to look into a variety of conflict resolution programs found in schools as well as the websites suggested.
Given the numerous writing assignments of the unit, especially the culminating activity, there are opportunities for integrating Language Arts expectations. Specifically those expectations associated with writing 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 is essential. 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.
Written using the Ontario Curriculum Unit Planner 3.0 PLNR2002 Official Version Open Printed on Jul 19, 2005 at 3:00:50 PM Page A-2 List of Subtasks Conflict and Change Subtask List Page 1 Its nature and patterns An Integrated Unit for Grade 7
1 Conflict : An Investigation In order to illustrate the nature of conflict, the teacher leads the class in a discussion of conflict. Based on the student responses, the class should construct a consensus definition. Students examine an historical case study to illustrate the key concepts of conflict, consequences, and the responsibilities of a newspaper reporter.
2 Picture This Student 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 will use investigative skills to generate questions and headlines and construct diagrams. 3 Causes of Rebellion in Upper Canada Students will learn about the nature of causation. Students will investigate key historical documents that typify the sentiment and causes of the rebellions of Upper Canada. Students will identify key causes and concerns as revealed through research or selected primary sources. ** Students will debate the differing points of view and begin to predict the consequences of a sequence of events. As well students will select and employ strategies from previous subtasks to suggest potential resolutions to the differing historical points of view. 4 Causes for Rebellion in Lower Canada Students 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 including charts, diagrams, and note-taking. Students will develop time lines, character sketches, 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 creative writing and drama activities. These creative writing pieces will be added to the students' portfolios and later incorporated into the culminating activity. 5 Famous Personalities of the Rebellions Students will examine a variety of sources dealing with the key personalities surrounding the Rebellions of 1837 in Upper and Lower Canada. Students will learn about the key personalities creating a series of activities including charts, diagrams, and note taking. Students will develop time lines and character sketches, 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 personalities through creative writing and drama activities. These creative writing pieces will be added to the students' portfolios and later incorporated into the culminating activity. 6 Rebellion Effects - Long and Short Term Students 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 the achievement of Responsible Government. Students will create 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 the Maritimes during the rebellions.
Written using the Ontario Curriculum Unit Planner 3.0 PLNR2002 Official Version Open Printed on Jul 19, 2005 at 3:01:02 PM Page B-1 List of Subtasks Conflict and Change Subtask List Page 2 Its nature and patterns An Integrated Unit for Grade 7
7 Resolution of Conflict After reviewing the events and consequences of the different rebellions, students will examine a controversial issue detailing a real life, present day conflict that directly affects students. Students will explore the nature or source of the conflict and analyse the position or arguments held by the opposing sides. Students will brainstorm possible strategies to resolve the conflict and evaluate the potential effectiveness of the various strategies. Further strategies in conflict resolution will be taught to complete the list.
8 Every Day Conflict Students take on the role of an advice columnist who helps young adolescents resolve a variety of real life conflicts that occur in their homes, neighbourhoods, or schools. Using BLMs 8.1 to 8.1.6, letters written by advice seekers, the students will identify the nature or source of the conflict, and then suggest one or two strategies for its resolution in the form of a written response. The skills in this activity will be applied in the culminating task "The Radical Rebel." 9 The Radical Rebel You are a reporter working for the newspaper, the "Radical Rebel," gathering information and evidence surrounding conflict and change, specific historical events, and key personalities in the Rebellions of Upper and Lower Canada in 1837. You will investigate the nature of conflict and change and its resolution using examples from the past and applying skills developed throughout the unit.
Written using the Ontario Curriculum Unit Planner 3.0 PLNR2002 Official Version Open Printed on Jul 19, 2005 at 3:01:02 PM Page B-2 Conflict : An Investigation Conflict and Change Subtask 1 Its nature and patterns An Integrated Unit for Grade 7 ~ 40 mins
Description In order to illustrate the nature of conflict, the teacher leads the class in a discussion of conflict. Based on the student responses, the class should construct a consensus definition. Students examine an historical case study to illustrate the key concepts of conflict, consequences, and the responsibilities of a newspaper reporter.
Expectations 7h40 A – identify key issues and events of the rebellions of Groupings 1837–38 in Upper and Lower Canada (e.g., issues Students Working As A Whole Class related to land, transportation, government; events such as Mackenzie’s march down Yonge Street); Teaching / Learning Strategies 7h52 A – compare and contrast historical conflict-resolution Discussion strategies with those used today to resolve disputes at Mini-lesson home, at school, and in the community. Assessment
Assessment Strategies Observation
Assessment Recording Devices Anecdotal Record Checklist
Teaching / Learning Teacher 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 and understanding 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 problem The 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 : An Investigation Conflict and Change Subtask 1 Its nature and patterns An Integrated Unit for Grade 7 ~ 40 mins
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 of newspaper reporter.
Adaptations
Resources BLM 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 Reflections Outline 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 published unit.
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-2 Picture This Conflict and Change Subtask 2 Its nature and patterns An Integrated Unit for Grade 7 ~ 80 mins
Description Student 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 will use investigative skills to generate questions and headlines and construct diagrams.
Expectations 7h40 – identify key issues and events of the rebellions of Groupings 1837–38 in Upper and Lower Canada (e.g., issues Students Working In Small Groups related to land, transportation, government; events such Students Working As A Whole Class as Mackenzie’s march down Yonge Street); 7h49 – communicate the results of inquiries for specific Teaching / Learning Strategies purposes and audiences, using media works, oral Word Sort (sorting And Predicting) presentations, written notes and descriptions, drawings, Discussion tables, charts, and graphs (e.g., label the original Brainstorming political divisions on a map of Upper and Lower Canada); Assessment The assessment for this subtask is entirely contained within BLM 2.2 .
Students are presented with a series of situations. They must determine and label the type of conflict that best matches the situation. Students are asked to graphically illustrate the event that they have written about and generate appropriate questions.
Assessment Strategies Select Response
Assessment Recording Devices Rubric
Teaching / Learning 1. In BLMs 2.1 - 2.2, various types of conflicts are described. They are: a) argument b) debate c) protest d) strike e) riot f) rebellion g) war
2. Teachers distribute cut out components of the puzzle to individual students ( A suggestion: Use one colour of paper for A-D and another colour for E-G). When students complete the different puzzles (no talking allowed) they are to identify the type of conflict the puzzle now describes. (See BLMs 2.4 - 2.10)
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-3 Picture This Conflict and Change Subtask 2 Its nature and patterns An Integrated Unit for Grade 7 ~ 80 mins 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 conflicts are 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 to force 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 conflict they have witnessed (walkout, fight, swarming, sabotage, uprising, revolution) and create a series of descriptive definitions for 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 of conflict and activity provided. The following is the teacher answer key: a) protest b) argument c) war d) riot e) rebellion f) strike g) debate h) student choice.
Adaptations Read aloud the descriptions contained in BLM 2.2 in order to assist students who have difficulty with the written word.
Resources BLM 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
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-4 Picture This Conflict and Change Subtask 2 Its nature and patterns An Integrated Unit for Grade 7 ~ 80 mins
BLM 2.9 BLM 2.9 Rebellion.pdf
BLM 2.10 BLM 2.10 War.pdf
Notes to Teacher A reminder to students that conflicts have varying degrees of intensity and appear in a variety of forms, e.g., verbal, intimidation strategies, physical, etc. Teacher Reflections Outline 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 published unit.
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-5 Causes of Rebellion in Upper Canada Conflict and Change Subtask 3 Its nature and patterns An Integrated Unit for Grade 7 ~ 160 mins
Description Students will learn about the nature of causation. Students will investigate key historical documents that typify the sentiment and causes of the rebellions of Upper Canada. Students will identify key causes and concerns as revealed through research or selected primary sources. ** Students will debate the differing points of view and begin to predict the consequences of a sequence of events. As well students will select and employ strategies from previous subtasks to suggest potential resolutions to the differing historical points of view. ** See resource section for selected excerpts of primary documents used with this subtask BLM 3.1 - 3.4.
Expectations 7h44 A – use a variety of primary and secondary sources to Groupings locate relevant information about key personalities Students Working In Small Groups involved in the rebellions (e.g., primary sources: Students Working As A Whole Class artefacts, journals, letters, statistics, field trips, period documents and maps; secondary sources: maps, Teaching / Learning Strategies illustrations, print materials, videos, CD-ROMs, Internet Brainstorming sites); Discussion 7h48 A – investigate and report on methods of conflict Expressing Another Point Of View resolution employed in everyday life at home, at school, Problem-solving Strategies and in the community; 7h51 A – compare the impact of political unrest and change in the Maritimes and in Upper and Lower Canada in the Assessment 1820s and 1830s; Performance Task: Historical Inquiry 7h52 A – compare and contrast historical conflict-resolution strategies with those used today to resolve disputes at Assessment Strategies home, at school, and in the community. Performance Task 7h50 – use appropriate vocabulary (e.g., rebellion, moderate, radical, conflict, responsible government, Family Compact, Château Clique, Patriote, Fils de la Liberté, Assessment Recording Devices Doric Club ) to describe their inquiries and observations. Checklist
Teaching / Learning 1. A brief review of life in Upper Canada is necessary to set the stage for rebellion. This review could take the form of filling in a KWL chart where, through prompting of the teacher, students answer review questions about their understandings of this culture and fill in those understandings under the K part of the chart. Again with prompting from the teacher, students could speculate about the differing points of view and wonder about what 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 by the separate and elected assembly.
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-6 Causes of Rebellion in Upper Canada Conflict and Change Subtask 3 Its nature and patterns An Integrated Unit for Grade 7 ~ 160 mins 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 the government?
2. The teacher will explore the nature of causation through Socratic question/answer and brainstorming sessions.
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 to work together as a family. Undeveloped land is owned by the crown, which is controlled by the government and the Anglican clergy. Members of various professions such as lawyers, clergy, and land promoters are often related to government officials and church officials. This group is known as the Family Compact - a group 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 religious connections, how does the farmer get land for his sons?
Frustration Investigation Teacher 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 to investigate the following prompt. "When your historical figure challenged the Family Compact's power, what happened to them?"
Robert Gourlay Barnabus Bidwell Marshall Springs Bidwell William 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 are presented to the class. A summary of class findings can be recorded on the board. The result of this investigation reveals all of the causes for rebellion in Upper Canada as well as the frustrations of combating a system of government.
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-7 Causes of Rebellion in Upper Canada Conflict and Change Subtask 3 Its nature and patterns An Integrated Unit for Grade 7 ~ 160 mins 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, Francis Bond 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 the primary 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 causes of Rebellion in Upper Canada. They will identify and analyse the critical events and emotions that are present in 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 their knowledge 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 position to the class. - Once all students know which side others are on, they can form two groups - those for the government and those 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, what could 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 what they 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 also point to the gaps found in this causation lesson, i.e., any causes not covered in the documents. Lessons contained in Subtasks 4-6 address those gaps.
Adaptations Documents attached to this subtask can be modified to suit the reading level of an individual class. Definitions are provided for those words the writers feel are beyond the comprehension of a Grade 7 student. Teachers should feel free to 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 noting that some documents are shorter and more direct than others.
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-8 Causes of Rebellion in Upper Canada Conflict and Change Subtask 3 Its nature and patterns An Integrated Unit for Grade 7 ~ 160 mins
Resources BLM 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 3.4.2 BLM 3.4.2 Let's Discover3.cwk
BLM 3.5.1 BLM 3.5.1 MacKenzie's Call.cwk
BLM 3.5.2 BLM 3.5.2 Let's Discover4.cwk
Notes to Teacher
Teacher Reflections Outline 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 published unit.
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-9 Causes for Rebellion in Lower Canada Conflict and Change Subtask 4 Its nature and patterns An Integrated Unit for Grade 7 ~ 220 mins
Description Students 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 including charts, diagrams, and note-taking. Students will develop time lines, character sketches, 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 creative writing and drama activities. These creative writing pieces will be added to the students' portfolios and later incorporated into the culminating activity.
Expectations 7h41 – describe the role of key personalities (e.g., Groupings Mackenzie, Papineau, Bond Head) involved in the Students Working As A Whole Class rebellions, and the methods they used to bring about Students Working Individually change; Students Working In Small Groups 7h44 – use a variety of primary and secondary sources to Students Working In Pairs locate relevant information about key personalities involved in the rebellions (e.g., primary sources: Teaching / Learning Strategies artefacts, journals, letters, statistics, field trips, period Seriation documents and maps; secondary sources: maps, Making Words / Word Sorts illustrations, print materials, videos, CD-ROMs, Internet Cloze sites); Note-making 7h46 – 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 Assessment councils?); Teacher will administer the test provided in BLM 7h48 – investigate and report on methods of conflict 4.19. The answer key is also provided in BLM resolution employed in everyday life at home, at school, 4.20. and in the community; 7h51 – compare the impact of political unrest and change in The teacher could use BLM 4.6 as a review tool the Maritimes and in Upper and Lower Canada in the prior to assessment. 1820s and 1830s; 7h52 – compare and contrast historical conflict-resolution Assessment Strategies strategies with those used today to resolve disputes at Quizzes, Tests, Examinations home, at school, and in the community. Assessment Recording Devices
Teaching / Learning 1. A brief review of life in Lower Canada is necessary to set the stage for rebellion. This review could take the form of filling in a KWL chart where, through prompting by the teacher, students answer review questions about their understandings of this culture and fill in those understandings under the K part of the chart. Again with prompting from the teacher, students could speculate about the differing points of view and wonder about what might happen.
What do we Know? Lower Canada.
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-10 Causes for Rebellion in Lower Canada Conflict and Change Subtask 4 Its nature and patterns An Integrated Unit for Grade 7 ~ 220 mins - 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 by the 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 French Canadians 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 by the 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 to Russell, 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 the primary 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 be used as a classroom note.
4. Word Search The 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 Rebellion Based upon the gaps revealed in Subtask 3, the teacher will provide a list of the four major changes in Upper and Lower Canada prior to the Rebellion. They are: a. population explosion due to immigration b. development of the timber industry c. 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 these topics. Students may ask themselves: "Why were these important changes?, Who was involved?"
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-11 Causes for Rebellion in Lower Canada Conflict and Change Subtask 4 Its nature and patterns An Integrated Unit for Grade 7 ~ 220 mins ** It should be noted that the main purpose of the activity is to discover the key information and not to do the lengthy research process. To that end, teachers should provide a one-page information sheet (e.g., a summary 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 share information that other students have not researched. Chart paper is an excellent way of sharing this information.
D. After sharing all of the information from all groups, students will review what they have learned (BLM 4.10). 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 BLM 4.12, 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 and Lower Canada.
B. The teacher will explain that the class should research three aspects of the Rebellions: Groups that were involved The events The results Separate 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 both Upper and Lower Canada are provided, as are answer sheets for both.
D. Students may work in small groups or individually.
Adaptations
Resources
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-12 Causes for Rebellion in Lower Canada Conflict and Change Subtask 4 Its nature and patterns An Integrated Unit for Grade 7 ~ 220 mins
BLM 4.1.1 BLM 4.1.1 Early French.cwk
BLM 4.1.2 BLM 4.1.2 Let's Discover5.cwk
BLM 4.2.1 BLM 4.2.1 Early French.cwk
BLM 4.2.2 BLM 4.2.2 Let's Discover6.cwk
BLM 4.3.1 BLM 4.3.1 John Russell.cwk
BLM 4.3.2 BLM 4.3.2 Let's Discover7.cwk
BLM 4.4.1 BLM 4.4.1 Lower Reply.cwk
BLM 4.4.2 BLM 4.4.2 Let's Discover8.cwk
BLM 4.5.1 BLM 4.5.1 Call To Rebellion.cwk
BLM 4.5.2 BLM 4.5.2 Let's Discover10.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
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-13 Causes for Rebellion in Lower Canada Conflict and Change Subtask 4 Its nature and patterns An Integrated Unit for Grade 7 ~ 220 mins
Notes to Teacher
Teacher Reflections Outline 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 published unit.
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-14 Famous Personalities of the Rebellions Conflict and Change Subtask 5 Its nature and patterns An Integrated Unit for Grade 7 ~ 180 mins
Description Students will examine a variety of sources dealing with the key personalities surrounding the Rebellions of 1837 in Upper and Lower Canada. Students will learn about the key personalities creating a series of activities including charts, diagrams, and note taking. Students will develop time lines and character sketches, 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 personalities through creative writing and drama activities. These creative writing pieces will be added to the students' portfolios and later incorporated into the culminating activity.
Expectations 7h44 – use a variety of primary and secondary sources to Groupings locate relevant information about key personalities Students Working As A Whole Class involved in the rebellions (e.g., primary sources: Students Working In Pairs artefacts, journals, letters, statistics, field trips, period Students Working In Small Groups documents and maps; secondary sources: maps, Students Working Individually illustrations, print materials, videos, CD-ROMs, Internet sites); Teaching / Learning Strategies 7h48 – investigate and report on methods of conflict Guided Writing resolution employed in everyday life at home, at school, Advance Organizer and in the community; Sketching To Learn 7h45 – analyse, synthesize, and evaluate historical Think / Pair / Share information (e.g., Papineau’s Ninety-two Resolutions); 7h50 – use appropriate vocabulary (e.g., rebellion, moderate, radical, conflict, responsible government, Family Assessment Compact, Château Clique, Patriote, Fils de la Liberté, 1. Students will write creative pieces to show Doric Club ) to describe their inquiries and observations. their understanding and personal points of view 7h52 – compare and contrast historical conflict-resolution regarding the events and personalities of the strategies with those used today to resolve disputes at Rebellion of 1837. home, at school, and in the community. 2. These pieces will be put in the student portfolios for the culminating activity of the class newspaper.
Assessment Strategies Portfolios
Assessment Recording Devices Anecdotal Record
Teaching / Learning Wanted Posters 1. After examining the conflicts, the students will examine why certain key individuals were popular or unpopular with the people.
2. Based upon past discussions, students will speculate upon the reasons why Mackenzie and Papineau
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-15 Famous Personalities of the Rebellions Conflict and Change Subtask 5 Its nature and patterns An Integrated Unit for Grade 7 ~ 180 mins 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? Who wants 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 Diagram 1. 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 personalities from the rebellion period.
3. Students will need to research items such as personality traits, background information, and other pertinent information in order to compare and contrast with another.
4. The teacher will photocopy and distribute BLM 5.2.
Creative writing for Portfolio 1. The teacher will expose students to examples of journal entries, diaries, letters, eyewitness accounts from newspapers, 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 points of view, showing emotions.
3. The teacher will photocopy and distribute BLM 5.3 to students.
Lord Durham 1. The teacher will lead a discussion as to the reasons why Britain sent Lord Durham and the ways in which he 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 in Upper and Lower Canada.
3. The students will then research the actual suggestions that Lord Durham gave and the impact that they had on the people of Upper and Lower Canada.
4. The teacher will photocopy and distribute BLM 5.4
Adaptations
Resources
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-16 Famous Personalities of the Rebellions Conflict and Change Subtask 5 Its nature and patterns An Integrated Unit for Grade 7 ~ 180 mins
BLM 5.1 BLM 5.1 Student Activity.cwk
BLM 5.2 BLM 5.2 Student Activity.cwk
BLM 5.3 BLM 5.3 Student Activity.cwk
BLM 5.4 BLM 5.4 Lord Durham.cwk
Notes to Teacher
Teacher Reflections Outline 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 published unit.
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-17 Rebellion Effects - Long and Short Term Conflict and Change Subtask 6 Its nature and patterns An Integrated Unit for Grade 7 ~ 80 mins
Description Students 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 the achievement of Responsible Government. Students will create 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 the Maritimes during the rebellions.
Expectations 7h42 A – explain the major social, economic, political, and legal Groupings changes that resulted from the rebellions and their Students Working As A Whole Class impact on the Canadas (e.g., the Durham Report, the Students Working In Small Groups union of the Canadas, the Rebellion Losses Bill). 7h47 – construct and use a wide variety of graphs, charts, Teaching / Learning Strategies diagrams, maps, and models to organize and interpret Sketching To Learn information (e.g., label the transportation routes and Advance Organizer location of skirmishes on a map of Upper and Lower Direct Teaching Canada); Think / Pair / Share 7h41 – describe the role of key personalities (e.g., Mackenzie, Papineau, Bond Head) involved in the rebellions, and the methods they used to bring about Assessment change; Assess Classroom Presentation of cartoons 7h48 – investigate and report on methods of conflict created based upon analysis of Upper and resolution employed in everyday life at home, at school, Lower Canada Rebellions and their impact on and in the community; the Canadas and the Maritimes. 7h51 – compare the impact of political unrest and change in the Maritimes and in Upper and Lower Canada in the Assessment Strategies 1820s and 1830s; Classroom Presentation 7h50 – use appropriate vocabulary (e.g., rebellion, moderate, radical, conflict, responsible government, Family Compact, Château Clique, Patriote, Fils de la Liberté, Assessment Recording Devices Doric Club ) to describe their inquiries and observations. Rubric
Teaching / Learning Political/Editorial Cartoon: Students will create a political / editorial cartoon to explain the major political changes 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"
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-18 Rebellion Effects - Long and Short Term Conflict and Change Subtask 6 Its nature and patterns An Integrated Unit for Grade 7 ~ 80 mins 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 one specific 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 by a 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 the 1837 Rebellions. Each group will investigate a different province - Nova Scotia, New Brunswick, Prince Edward Island, Newfoundland - using texts, the Internet, CD-ROMs. Students will examine effects of the Rebellion 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 accuracy and 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 cartoon highlighting 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
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-19 Rebellion Effects - Long and Short Term Conflict and Change Subtask 6 Its nature and patterns An Integrated Unit for Grade 7 ~ 80 mins
Resources BLM 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's Canadian Broadcasting Corporation History Notes to Teacher
Teacher Reflections Outline 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 published unit.
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-20 Resolution of Conflict Conflict and Change Subtask 7 Its nature and patterns An Integrated Unit for Grade 7 ~ 100 mins
Description After reviewing the events and consequences of the different rebellions, students will examine a controversial issue detailing a real life, present day conflict that directly affects students. Students will explore the nature or source of the conflict and analyse the position or arguments held by the opposing sides. Students will brainstorm possible strategies to resolve the conflict and evaluate the potential effectiveness of the various strategies. Further strategies in conflict resolution will be taught to complete the list.
Expectations 7h40 – identify key issues and events of the rebellions of Groupings 1837–38 in Upper and Lower Canada (e.g., issues Students Working As A Whole Class related to land, transportation, government; events such Students Working In Pairs as Mackenzie’s march down Yonge Street); 7h52 – compare and contrast historical conflict-resolution Teaching / Learning Strategies strategies with those used today to resolve disputes at Brainstorming home, at school, and in the community. Think / Pair / Share 7h39 – identify types of conflict (e.g., war, rebellion, strike, protest), and describe strategies for conflict resolution; 7h38 • compare methods of conflict resolution in both Assessment historical and contemporary situations. The teacher will use the rubric found in BLM 7.6 to record the results of the demonstration.
Assessment Strategies Exhibition/demonstration
Assessment Recording Devices Rubric
Teaching / Learning After 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 to provide 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 provided on 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 a solution may be difficult. The teacher will ask students to brainstorm as many ways as possible to resolve the conflict from more moderate strategies to more radical ones. To do this, the think, pair, share strategy will be used. To deepen the brainstorming activity and ensure a wide variety of responses, the teacher will give students BLM 7.2 as an organizer to record ten possible ideas.
5) On BLM 7.2, the students are asked to record conflict resolution strategies under three headings, "First Step Strategies," "Second Step Strategies," and "Final Step Strategies."
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-21 Resolution of Conflict Conflict and Change Subtask 7 Its nature and patterns An Integrated Unit for Grade 7 ~ 100 mins 6) The teacher will write these headings on the blackboard and explain that depending on the strategies used, a conflict can worsen or "escalate" and it is usually more effective to begin the resolution process with moderate methods. As students 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 the headings. Students compare their responses to a classmate's responses and make changes if desired. Students write a brief 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 three categories of strategies and will ask probing questions to complete the list of strategies and explore the differences between moderate and radical strategies. Teacher will encourage some evaluation of whether the strategies have been placed in the appropriate category.
Adaptations Have someone read the items to a student who may not be able to do so without assistance.
Resources BLM 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
Teacher Reflections Outline 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 published unit.
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-22 Every Day Conflict Conflict and Change Subtask 8 Its nature and patterns An Integrated Unit for Grade 7 ~ 150 mins
Description Students take on the role of an advice columnist who helps young adolescents resolve a variety of real life conflicts that occur in their homes, neighbourhoods, or schools. Using BLMs 8.1 to 8.1.6, letters written by advice seekers, the students will identify the nature or source of the conflict, and then suggest one or two strategies for its resolution in the form of a written response. The skills in this activity will be applied in the culminating task "The Radical Rebel."
Expectations 7h40 – identify key issues and events of the rebellions of Groupings 1837–38 in Upper and Lower Canada (e.g., issues related to land, transportation, government; events such Teaching / Learning Strategies as Mackenzie’s march down Yonge Street); 7h52 – compare and contrast historical conflict-resolution strategies with those used today to resolve disputes at Assessment home, at school, and in the community. A final draft of the advice letter will be placed in 7h39 – identify types of conflict (e.g., war, rebellion, strike, the student portfolio. protest), and describe strategies for conflict resolution; 7h38 • compare methods of conflict resolution in both Assessment Strategies historical and contemporary situations. Essay
Assessment Recording Devices Checklist
Teaching / Learning 1) The teacher will lead a discussion about advice columns or talk shows that have guests who help audience members with problems. Through probing questions, the teacher will prompt students to describe the techniques 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 it is 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 response may have been constructed and its separate elements.
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-23 Every Day Conflict Conflict and Change Subtask 8 Its nature and patterns An Integrated Unit for Grade 7 ~ 150 mins 6) Throughout the analysis of the response, the teacher may wish to reinforce certain aspects of the advice writing process through the following prompts:
"Your writers want to know that you are listening carefully to their problems. Begin your response with one or two sentences that show that you have summed up the nature of the problem or conflict that the writer is facing."
"Next, identify the opposing sides of the problem. Explain what the writer wants and what the other side wants."
"If your advice seeker has tried some strategies to solve the problem or conflict, give them feedback about the strategies. Give reasons why they were good strategies to use, or how they may have made the problem worse."
"Next, address the problem directly. Use your expertise in conflict resolution to suggest a strategy that your writer 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 problem completely. 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 conflict resolution. In advance, the teacher will prepare the 14 advice letters from BLMs 8.2 to 8.6 inclusive by cutting them into separate letters. Students will draw advice seekers' letters from a hat. Students will use the Flow Chart Master BLM 8.1 to construct their response according to the model given. These advice letters have been written in five sets of three, with letter "a" being the most basic and "c" being the most complex depiction of the issues. The teacher's discretion is needed when choosing letters for the class.
Essay Writing Prompt 8) 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 get using the Flow Chart Master to guide you."
Adaptations Sets of letters increase in level of difficulty. Teachers may wish to use Level 1 letters for a particular student or class based 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 problem and to scribe student responses.
A direct teaching approach might be suggested where the teacher reads aloud the various letters and conducts the entire investigation orally.
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-24 Every Day Conflict Conflict and Change Subtask 8 Its nature and patterns An Integrated Unit for Grade 7 ~ 150 mins
Resources BLM 8.2 BLM 8.1.2 Advice.cwk
BLM 8.3 BLM 8.1.3 Advice 2.cwk
BLM 8.4 BLM 8.1.4 Advice 3.cwk
BLM 8.5 BLM 8.1.5 Advice 4.cwk
BLM 8.6 BLM 8.1.6 Advice 5.cwk
BLM 8.1 BLM 8.4 Chart Outline.cwk
BLM 8.7 BLM 8.5 Subtask 8 list.cwk
Notes to Teacher These advice pieces created in this subtask will be added to the portfolio and later incorporated into the culminating activity in an advice column. Teacher Reflections Outline 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 published unit.
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-25 The Radical Rebel Conflict and Change Subtask 9 Its nature and patterns An Integrated Unit for Grade 7 ~ 160 mins
Description You are a reporter working for the newspaper, the "Radical Rebel," gathering information and evidence surrounding conflict and change, specific historical events, and key personalities in the Rebellions of Upper and Lower Canada in 1837. You will investigate the nature of conflict and change and its resolution using examples from the past and applying skills developed throughout the unit.
Expectations 7h40 A – identify key issues and events of the rebellions of Groupings 1837–38 in Upper and Lower Canada (e.g., issues Students Working In Small Groups related to land, transportation, government; events such as Mackenzie’s march down Yonge Street); Teaching / Learning Strategies 7h41 A – describe the role of key personalities (e.g., Collaborative/co-operative Learning Mackenzie, Papineau, Bond Head) involved in the Direct Teaching rebellions, and the methods they used to bring about change; 7h43 – formulate questions to guide research on issues and Assessment problems (e.g.,Why is Mackenzie a hero to some Based upon the criteria provided in BLM 9.1, Canadians and a traitor to others?); students will select key items from their 7h48 A – investigate and report on methods of conflict portfolios in order to complete the exhibition of resolution employed in everyday life at home, at school, their historical newspaper, the Radical Rebel. and in the community; Teachers can use the Newspaper Rubric BLM 7h52 A – compare and contrast historical conflict-resolution 9.4. strategies with those used today to resolve disputes at home, at school, and in the community. Assessment Strategies 7h42 A – explain the major social, economic, political, and legal Portfolios changes that resulted from the rebellions and their Exhibition/demonstration impact on the Canadas (e.g., the Durham Report, the union of the Canadas, the Rebellion Losses Bill). 7h38 A • compare methods of conflict resolution in both Assessment Recording Devices historical and contemporary situations. Rating Scale 7h49 A – communicate the results of inquiries for specific Rubric 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);
Teaching / Learning Using BLM 9.1.1 and 9.1.2 the teacher will explain the culminating activity to this unit. Students will be required to work in collaborative/co-operative groupings for this assignment. BLM 9.4 supports this activity.
Adaptations Provide information about any adaptations to the activity required for individual students. These adaptations respond to considerations related to gender, learning style, and accommodations required for exceptional students and ESL/ELD students. The Special Education and ESL/ELD companions can provide particular assistance here.
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-26 The Radical Rebel Conflict and Change Subtask 9 Its nature and patterns An Integrated Unit for Grade 7 ~ 160 mins
Resources The 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
Teacher Reflections Outline 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 published unit.
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-27 Appendices Conflict and Change Its nature and patterns
Resource List: Blackline Masters: Rubrics: Unit Expectation List and Expectation Summary: Unit Analysis:
Written using the Ontario Curriculum Unit Planner 3.0 PLNR2002 Official Version Open Printed on Jul 19, 2005 at 3:02:20 PM Resource List Conflict and Change Page 1 Its nature and patterns An Integrated Unit for Grade 7
BLM 3.5.2 ST 3 BLM 3.5.2 Let's Discover4.cwk Rubric BLM 4.1.1 ST 4 BLM 4.1.1 Early French.cwk The Radical Rebel Newspaper ST 9 BLM 4.1.2 ST 4 2 BLM 4.1.2 Let's Discover5.cwk A rubric to assess the culminating activity BLM 4.10 ST 4 BLM 4.10 Rebellion of 1837.cwk BLM 4.11 ST 4 Blackline Master / File BLM 4.11 Note Taking Tools.cwk BLM 4.12 ST 4 BLM 1.1 ST 1 BLM 4.12 Conflict.cwk BLM 1.1 William Lyon.cwk BLM 4.13 ST 4 BLM 2.1 ST 2 BLM 4.13 Conflict ans.cwk BLM 2.1 Picture This Page 1.cwk BLM 4.14 ST 4 BLM 2.10 ST 2 BLM 4.14 Lower Canada.cwk BLM 2.10 War.pdf BLM 4.15 ST 4 BLM 2.2 ST 2 BLM 4.15 Lower Canada ans.cwk BLM 2.2 Picture This Page 2.cwk BLM 4.16 ST 4 BLM 2.4 ST 2 BLM 4.16 Upper Canada.cwk BLM 2.4 Argument.pdf BLM 4.17 ST 4 BLM 2.5 ST 2 BLM 4.17 Upper Canada ans.cwk BLM 2.5 Debate.pdf BLM 4.18 ST 4 BLM 2.6 ST 2 BLM 4.18 Rebellion Test.cwk BLM 2.6 Protest.pdf BLM 4.19 ST 4 BLM 2.7 ST 2 BLM 4.19 Test ans.cwk BLM 2.7 Strike.pdf BLM 4.2.1 ST 4 BLM 2.8 ST 2 BLM 4.2.1 Early French.cwk BLM 2.8 Riot.pdf BLM 4.2.2 ST 4 BLM 2.9 ST 2 BLM 4.2.2 Let's Discover6.cwk BLM 2.9 Rebellion.pdf BLM 4.3.1 ST 4 BLM 3.1 ST 3 BLM 4.3.1 John Russell.cwk BLM 3.1 Settle Grid Pattern.pdf BLM 4.3.2 ST 4 BLM 3.2.1 ST 3 BLM 4.3.2 Let's Discover7.cwk BLM 3.2.1 Clergy Reserves.cwk BLM 4.4.1 ST 4 BLM 3.2.2 ST 3 BLM 4.4.1 Lower Reply.cwk BLM 3.2.2 Let's Discover.cwk BLM 4.4.2 ST 4 BLM 3.3.1 ST 3 BLM 4.4.2 Let's Discover8.cwk BLM 3.3.1 Seventh Report.cwk BLM 4.5.1 ST 4 BLM 3.3.2 ST 3 BLM 4.5.1 Call To Rebellion.cwk BLM 3.3.2 Let's Discover2.cwk BLM 4.5.2 ST 4 BLM 3.4.1 ST 3 BLM 4.5.2 Let's Discover10.cwk BLM 3.4.1 Francis Bond.cwk BLM 4.6 ST 4 BLM 3.4.2 ST 3 BLM 4.6 Government Power.cwk BLM 3.4.2 Let's Discover3.cwk BLM 4.7 ST 4 BLM 3.5.1 ST 3 BLM 4.7 Power Answers.cwk BLM 3.5.1 MacKenzie's Call.cwk BLM 4.8 ST 4 BLM 4.8 1800's answers.cwk
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 Conflict and Change Page 2 Its nature and patterns An Integrated Unit for Grade 7
BLM 4.9 ST 4 BLM 4.9 Government Icons.cwk BLM 5.1 ST 5 Print BLM 5.1 Student Activity.cwk BLM 5.2 ST 5 Canada Revisited 7 Unit BLM 5.2 Student Activity.cwk Clark, Arnold, McKay, Soetaeart 0-919913-70-9 BLM 5.3 ST 5 A resource combining primary source material, effective BLM 5.3 Student Activity.cwk maps and organization diagrams as well as engaging activities that hit upon a variety of skill and interest areas. BLM 5.4 ST 5 BLM 5.4 Lord Durham.cwk Canada The Story Of Our Heritage Unit BLM 6.1 ST 6 Elspeth Deir, John Fielding BLM 6.1 Political Cartoon.cwk 0-07-560735-2 BLM 6.2 ST 6 Close Up Canada Unit BLM 6.2 Cartoon Rubric.cwk J. Bradley Cruxton W. Douglas Wilson and Robert J. Walker BLM 6.3 ST 6 0-19-541544-2 BLM 6.3 Maritimes Work.cwk Close Up Canada ST 1 BLM 7.1 ST 7 Cruxton, B., Wilson, W., and Walker, R. BLM 7.2 School Uniform.cwk page 261 BLM 7.2 ST 7 Origins Unit BLM 7.3 Activity.cwk Fred McFadden general editor. BLM 7.3 ST 7 0-88902-450-2 BLM 7.4 Subtask 7.cwk Based upon the television series Origins produced by TVO. BLM 8.1 ST 8 The Story Of Our Heritage ST 1 BLM 8.4 Chart Outline.cwk Brune, N., Grant, P., Smith, S. pg. 319 BLM 8.2 ST 8 BLM 8.1.2 Advice.cwk BLM 8.3 ST 8 BLM 8.1.3 Advice 2.cwk BLM 8.4 ST 8 BLM 8.1.4 Advice 3.cwk BLM 8.5 ST 8 BLM 8.1.5 Advice 4.cwk BLM 8.6 ST 8 BLM 8.1.6 Advice 5.cwk BLM 8.7 ST 8 BLM 8.5 Subtask 8 list.cwk BLM 9.1.1 ST 9 BLM 9.1.1 Newspaper p1.cwk BLM 9.1.2 ST 9 BLM 9.1.2 Newspaper p2.cwk BLM 9.2 ST 9 BLM 9.2 Sample Character.cwk BLM 9.3 ST 9 BLM 9.3 Advice Column.cwk BLM 9.4 ST 9 BLM 9.4 Newspaper Rubric.cwk
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Media
Growing Pains #15 Unit International Telefilm BPN 210218 Origins a History of Canada Growing Pains - Origins Series ST 6 International Telefilm BIN 210218 28 mins 1986 Lord Durham Unit National Film Board of Canada #10161052 Lord Durham's controversial report is at the centre of this look at one of the architects of the country that became Canada Lord Durham ST 6 National Film Board of Canada 10161052 28 mins. Louis Joseph Papineau: The Demi-God Unit National Film Board of Canada This video looks at Papineau's role as defender of the common people in the origins of Canadian nationhood. Rebellion and Reform - Canada A People's ST 6 History Canadian Broadcasting Corporation Samuel Lount Unit Film West BC Befriended by William Lyon Mackenzie, Samuel Lount, a blacksmith and dedicated pacifist in Holland Landing, is drawn into the 1837 rebellion.
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-3 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 2.1 NAME: 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 only have 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 LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 THIS Understanding -- correctly -- correctly -- correctly -- correctly of Concepts identifies few of identifies some of identifies most of identifies all the types of conflict the types of the types of the types of conflict conflict conflict
-- picture shows -- picture shows -- picture shows a -- picture little understanding some good shows of conflict understanding of understanding of thorough conflict conflict understanding of conflict
Inquiry / -- rarely formulates -- sometimes -- usually -- consistently Research questions to formulates formulates formulates Skills facilitate research questions to questions to questions to on the nature of facilitate research facilitate research facilitate conflict on the nature of on the nature of research on conflict conflict 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 BLM 3.2.1
THE CLERGY RESERVES IN UPPER CANADA
We 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 all denominations, then it should be sold for the benefit of the province. BLM 3.3.1 SEVENTH REPORT ON GRIEVANCES, 1835
The 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 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 Colonial Office hands out money 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.
5. Quoting some of the words used in the document, explain the main emotion of the author.
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 OF THE 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
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. Who does the author claim are the members of this family compact party in both Upper Canada and England and Germany?
2. In the opinion of this author, who is suppose to be at the top of the proper pyramid of society?
3. In the opinion of this author, what happens to society when it is reversed?
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: the Family Compact is no different in Upper Canada than it is anywhere 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, 1837
BRAVE 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 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. What is the reason that this author suggests for Lower Canadians to revolt against unlawful 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 not rise 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 average person to fight, what is that reason, and who does the author claim is to blame?
6. What is the main concern or problem expressed by the author of this document?
7. Quoting some of the words used in the document, explain the main emotion of the author.
TEACHER ANSWER BOX
Cause Discovered: the unlawful granting of land and the oppression of the government has made a situation where the people must rise up if they are to save the country.
Emotions: strong belief that God is on the side of the people, that it comes down to a do or die situation. BLM 4.1.1
EARLY FRENCH CANADIAN GRIEVANCES - I
Each 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 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. What happens to the French Speaking Canadians each time they oppose or have a belief that is different from the government?
2. Why do the French feel they must pass the laws of the English speaking minority?
3. What is the main concern or problem expressed by the author of this document?
4. Quoting some of the words used in the document, explain the main emotion of the author.
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 every time they stand up for their rights they appear to be against the government and so the appearance that all French Canadians are against their government. BLM 4.13 WHO WAS IN CONFLICT AND WHY? (ANSWER KEY)
WHO? OVER WHAT ISSUE? United States settlers and were in conflict over the control and British settlers ownership of land. French-speaking and were in conflict over who was to pay for English-speaking possible improvements to merchants in Lower Canada roads, canals, harbours.
The Assembly and the were in conflict over their governmental Council goals and the passage of laws.
Papineau and his Patriot were in conflict over the power and control of followers the Legislative Assembly.
The Canadiens and British were in conflict over the British control of troops during 1837 in Lower Lower Canada. Canada
The Family Compact and were in conflict over the power held by the the Reformers Family Compact in government in Upper Canada. The Radicals and the were in conflict over who should control the government of Upper government. Canada
Rebels and the colony’s were in conflict over who should control the militia government in Upper Canada.
Upper and Lower Canada were in conflict over who should control both and the British Government governments currently in 1841 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 would only help the improvements to merchants ship wheat canals/roads/harbours and timber to Britain
Chateau Clique encouraging emigration from increased populations Great Britain Merchants asked Britain to unite Upper combining the two and Lower Canada colonies would increase the English vote and their power Papineau protested via petition to persuaded Britain to Britain 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 British attacked on Dec. 14, end of the rebellion in Patriotes 1837 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 EVENT/WHAT RESULTS/OUTCOME INVOLVED HAPPENED Mackenzie He wanted his rebels to He collected 4000 names fight; they weren’t ready. on a petition in support.
Mackenzie an attack of 800 men down upon firing, they all fled Yonge Street in Toronto
Sir Francis Bond offered a $5000 reward for Mackenzie escaped to U.S. Head the capture of Mackenzie
Mackenzie in the U.S. tried to organize an army was arrested and imprisoned for 11 months
Lower Canada’s The legislature was Governor and special Legislature in 1841 suspended. council ruled.
British Government sent Lord Durham to Lord Durham gave investigate unrest suggestions of uniting the colonies and “responsible government.” BLM 4.18 TEST - REBELLION OF 1837
NAME:
1. Match up:
A. Louis Joseph Papineau first Anglican bishop in Upper Canada B. William Lyon Mackenzie sent to investigate complaints of unrest C. John Strachan Speaker of the Assembly D. Sir Francis Bond Head expelled from the Legislature six times but was re-elected by the people E. Robert Gourlay lieutenant-governor F. 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 Bytown 3. Election violence was very common 4. 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 1837 ANSWER 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: 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 - II When 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 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. 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 English speaking?
5. Who do these decision makers feel closer to the French Canadians in the province or the Americans in the US?
6. What is the main concern or problem expressed by the author of this document?
7. Quoting some of the words used in the document, explain the main emotion of the author.
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 by the minority. Feeling of isolation - the minority government is bringing in other English speaking Protestants to outnumber the French. The elected Assembly was not considered to be part of the government. BLM 4.3.1
LORD JOHN RUSSELL'S TEN RESOLUTIONS
That 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
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. What is the main concern or problem expressed by the author of this document?
2. Quoting some of the words used in the document, explain the main emotion of the author.
TEACHER ANSWER BOX
Cause Discovered: Russell does not believe that Lower Canada should elect its legislative council. He, therefore, is in favour of maintaining its appointed status.
Emotion: It is in the best interests that the Crown appointed Governor be in direct charge of issuing revenues. BLM 4.4.1 A LOWER CANADIAN REPLY TO RUSSELL
It 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
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. In the first paragraph the author states he takes "great pleasure to announce.” Is that how he feels? Cite the specific words and phrases that would suggest otherwise.
2. What is the main concern or problem expressed by the author of this document?
3. Quoting some of the words used in the document, explain the main emotion of the author.
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 are in danger so they feel justified in civil disobedience.
Emotion: The people are outraged to the point of taking action against their government. BLM 4.5.1
A CALL TO REBELLION
Canadians! 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.
Answer the following questions about this document in order to discover the main points and emotions hidden in this primary source.
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 government in 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?
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: People will no longer sit calmly by as their rights are taken from them. They will fight for the right to rule through the power of honest industry.
Emotions: People who are prepared to “swear deep oaths” and are prepared to rise up in stern and awful majesty are in a state of intense emotions prepared 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 CHART Modern Day (answers) BLM 4.8
GOVERNMENT POWER FLOW CHART 1800s (Answers) BLM 4.9
GOVERNMENT POWER ICONS BLM 5.1 STUDENT ACTIVITY
Students 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 ACTIVITY
Students 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 ACTIVITY
Students 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
Creative Writing Piece #2
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
Creative Writing Piece #3
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 DURHAM
Lord 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
BLM 6.1 POLITICAL CARTOON ANALYSIS CHART
EVENT / INCIDENT PERSONALITIES POLITICAL Cartoon #1 MESSAGE
Cartoon #2
Cartoon #3
Cartoon #4
Cartoon #5
Cartoon #6 BLM 6.2
CARTOON RUBRIC
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 Impact/Effect -- impact or effect -- impact or effect -- impact or effect -- impact or effect explained in illustration explained in illustration explained in illustration explained in illustration shows limited shows some shows considerable shows thorough understanding of events understanding of events understanding of events understanding of events surrounding the surrounding the surrounding the surrounding the Rebellions of 1837 Rebellions of 1837 Rebellions of 1837 Rebellions of 1837
Political point -- message is -- message is -- message is -- message is (Message) communicated with little communicated with some communicated with communicated with clarity and precision clarity and precision considerable clarity and thorough clarity and precision precision
Caption -- rarely uses appropriate -- sometimes uses -- usually uses -- consistently uses terminology, vocabulary, appropriate terminology, appropriate terminology, appropriate terminology, and symbols in reference vocabulary, and symbols vocabulary, and symbols vocabulary, and symbols list in reference list in reference list in reference list BLM 6.3 MARITIMES RESEARCH WORKSHEET
NEW PRINCE EDWARD NEWFOUNDLAND NOVA SCOTIA BRUNSWICK ISLAND
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 7.4 CONFLICT RESOLUTION ORDERING RUBRIC Expectations measured: 7h 40, 7h 56, 7h 54 This 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 RUBRIC Criteria Level One Level Two Level Three Level Four Understanding Student, with assistance, is able Student is able to justify or Student is able to clearly justify Student is able to clearly justify methods of resolving to justify or explain the reasoning explain in a limited ways, the or explain the reasoning process and expand in the reasoning conflict process in limited ways in reasoning process in ordering in ordering solutions from process in ordering solutions from ordering solutions from moderate solutions from moderate to moderate to radical. moderate to radical. (i.e., student to radical radical hypothesis that alternative strategies may have bridged the ones provided more smoothly)
Communicate methods Student rarely discusses with Student sometimes discusses Student usually discusses with Student consistently discusses of conflict resolution clarity and precision with a peer with clarity and precision with a clarity and precision with a peer with clarity and precision with a the rationale behind his/her peer the rationale behind his/her the rationale behind his/her peer the rationale behind his/her ordering process ordering process ordering process ordering process
Compare strategies for Student expresses few basic Student expresses some ideas Student expresses most of the Student expresses all or almost all conflict resolution ideas about the order of about the order of strategies ideas about the order of of the ideas about the order of strategies when comparing with a when comparing with a peer. strategies when comparing with a strategies when comparing with a peer. peer. peer and makes inferences regarding why the two have arrived at similar or different ordering patterns
Student rarely applies peer Student sometimes applies peer Student usually applies peer Student consistently applies peer feedback to amend or fortify feedback to amend or fortify feedback to amend or fortify feedback to amend or fortify his/her own decision about the his/her own decision about the his/her own decision about the his/her own decision about the order of the strategies. order of the strategies. order of the strategies. 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
Dear Advice Columnist, Set 2-A 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!
Dear Advice Columnist, Set 2-B 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?
Dear Advice Columnist, Set 2-C 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
Dear Advice Columnist, Set 4-A
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?
Dear Advice Columnist, Set 4-B
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?
Dear Advice Columnist, Set 4-C
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
Dear Advice Columnist, Set 5-A
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?
Dear Advice Columnist, Set 5-B
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 NEWSPAPER
Whew! 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 WORK One 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 SELECTION From 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 CRITERIA You 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 ONE ONE CARTOON CHARACTER HISTORICAL IN ROLE LETTER TO THE EDITOR
1)
2)
3)
4)
CRITERIA FOR OTHER ITEMS You 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 TOGETHER You 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
CRITERIA LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 WRITTEN -- shows understanding of few -- shows understanding of -- shows understanding of --shows understanding of all (or UNDERSTANDING of the concepts in written some of the concepts in written most of the concepts in written almost all) of the concepts in accounts accounts accounts written accounts OF CONCEPTS
-- rarely gives complete -- sometimes gives complete -- usually gives complete -- consistently gives complete explanations in written explanations in written explanations in written explanations in written accounts accounts. accounts. accounts.
VISUAL -- shows understanding of few -- shows understanding of -- shows understanding of -- shows understanding of all (or UNDERSTANDING of the concepts in non written some of the concepts in non most of the concepts in non almost all) of the concepts in non accounts written account written accounts written accounts OF CONCEPTS
-- rarely gives complete -- sometimes gives complete -- usually gives complete -- consistently gives complete explanations in non written explanations in non written explanations in non written explanations in non written accounts accounts accounts accounts
APPLICATION OF -- rarely applies concepts and -- sometimes applies concepts -- usually applies concepts and -- consistently applies concepts CONCEPTS AND skills in a variety of contexts as and skills in a variety of skills in a variety of contexts and skills in a variety of contexts illustrated in their newspaper contexts as illustrated in their as illustrated in their as illustrated in their newspaper SKILLS items newspaper items newspaper items items
COMMUNICATION -- rarely communicates with -- sometimes communicates -- usually communicates with -- consistently communicates with OF REQUIRED clarity and precision with clarity and precision clarity and precision clarity and precision KNOWLEDGE -- rarely uses appropriate -- sometimes uses appropriate -- usually uses appropriate -- consistently uses appropriate terminology, vocabulary, and terminology, vocabulary, and terminology, vocabulary, and terminology, vocabulary, and symbols symbols symbols 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 ARTICLES
Students 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: The Radical Rebel Newspaper Student Name: for use with Subtask 9 : The Radical Rebel Date: from the Grade 7 Unit: Conflict and Change
Expectations for this Subtask to Assess with this Rubric: 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
Level 1 Level 2 Level 3 Level 4 Written Understanding of – shows limited understanding – shows some understanding – shows considerable – shows a thorough concepts of the concepts in complete of the concepts in complete understanding of the concepts understanding of the concepts written accounts written accounts in complete written accounts in complete written accounts
Visual Understanding of – shows a limited – shows some understanding – shows considerable – shows a thorough concepts understanding of the concepts of the concepts in non-written understanding of the concepts understanding of the concepts in non-written accounts accounts in non-written accounts in non-written accounts
Application of concepts – applies a limited number of – applies some concepts and – applies a considerable – applies all (or almost all) of and skills concepts and skills in a variety skills in a variety of contexts as number of concepts and skills the concepts and skills in a of contexts as illustrated in their illustrated in their in a variety of contexts as variety of contexts as newspaper items newspaper items illustrated in their newspaper illustrated in their newspaper items items
Communication of – communicates with limited – communicates with some – communicates with – communicates with a high required knowledge clarity and precision using clarity and precision using considerable clarity and degree of clarity and precision appropriate terminology, appropriate terminology, precision using appropriate using appropriate terminology, vocabulary, and symbols vocabulary, and symbols terminology, vocabulary, and vocabulary, and symbols symbols Expectation List Conflict and Change Page 1 Its nature and patterns An Integrated Unit for Grade 7
Selected Assessed
History--- 7h38 • compare methods of conflict resolution in both historical and contemporary situations. 2 1 7h39 – identify types of conflict (e.g., war, rebellion, strike, protest), and describe strategies for conflict resolution; 2 7h40 – identify key issues and events of the rebellions of 1837–38 in Upper and Lower Canada (e.g., issues related to land, 3 2 transportation, government; events such as Mackenzie’s march down Yonge Street); 7h41 – describe the role of key personalities (e.g., Mackenzie, Papineau, Bond Head) involved in the rebellions, and the methods 2 1 they used to bring about change; 7h42 – explain the major social, economic, political, and legal changes that resulted from the rebellions and their impact on the 2 Canadas (e.g., the Durham Report, the union of the Canadas, the Rebellion Losses Bill). 7h43 – formulate questions to guide research on issues and problems (e.g.,Why is Mackenzie a hero to some Canadians and a 1 traitor to others?); 7h44 – use a variety of primary and secondary sources to locate relevant information about key personalities involved in the 2 1 rebellions (e.g., primary sources: artefacts, journals, letters, statistics, field trips, period documents and maps; secondary sources: maps, illustrations, print materials, videos, CD-ROMs, Internet sites); 7h45 – analyse, synthesize, and evaluate historical information (e.g., Papineau’s Ninety-two Resolutions); 1 7h46 – describe and analyse conflicting points of view about a series of historical events (e.g., Should rebels be given amnesty? 1 Should women have a role in governing councils?); 7h47 – construct and use a wide variety of graphs, charts, diagrams, maps, and models to organize and interpret information (e.g.,1 label the transportation routes and location of skirmishes on a map of Upper and Lower Canada); 7h48 – investigate and report on methods of conflict resolution employed in everyday life at home, at school, and in the community;3 2 7h49 – communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written 1 1 notes and descriptions, drawings, tables, charts, and graphs (e.g., label the original political divisions on a map of Upper and Lower Canada); 7h50 – use appropriate vocabulary (e.g., rebellion, moderate, radical, conflict, responsible government, Family Compact, Château3 Clique, Patriote, Fils de la Liberté, Doric Club ) to describe their inquiries and observations. 7h51 – compare the impact of political unrest and change in the Maritimes and in Upper and Lower Canada in the 1820s and 2 1 1830s; 7h52 – compare and contrast historical conflict-resolution strategies with those used today to resolve disputes at home, at school, 4 3 and in the community.
Written using the Ontario Curriculum Unit Planner 3.0 PLNR2002 Official Version Open Printed on Jul 19, 2005 at 3:04:38 PM Page F-1 Expectation Summary Conflict and Change Selected Assessed Its nature and patterns An Integrated Unit for Grade 7 English Language 7e1 7e2 7e3 7e4 7e5 7e6 7e7 7e8 7e9 7e10 7e11 7e12 7e13 7e14 7e15 7e16 7e17 7e18 7e19 7e20 7e21 7e22 7e23 7e24 7e25 7e26 7e27 7e28 7e29 7e30 7e31 7e32 7e33 7e34 7e35 7e36 7e37 7e38 7e39 7e40 7e41 7e42 7e43 7e44 7e45 7e46 7e47 7e48 7e49 7e50 7e51 7e52 7e53 7e54 7e55 7e56 7e57 7e58 7e59 7e60 7e61 7e62 7e63 7e64 7e65 7e66 7e67 7e68 7e69 7e70 Core French 7f1 7f2 7f3 7f4 7f5 7f6 7f7 7f8 7f9 7f10 7f11 7f12 7f13 7f14 7f15 7f16 7f17 Mathematics 7m1 7m2 7m3 7m4 7m5 7m6 7m7 7m8 7m9 7m10 7m11 7m12 7m13 7m14 7m15 7m16 7m17 7m18 7m19 7m20 7m21 7m22 7m23 7m24 7m25 7m26 7m27 7m28 7m29 7m30 7m31 7m32 7m33 7m34 7m35 7m36 7m37 7m38 7m39 7m40 7m41 7m42 7m43 7m44 7m45 7m46 7m47 7m48 7m49 7m50 7m51 7m52 7m53 7m54 7m55 7m56 7m57 7m58 7m59 7m60 7m61 7m62 7m63 7m64 7m65 7m66 7m67 7m68 7m69 7m70 7m71 7m72 7m73 7m74 7m75 7m76 7m77 7m78 7m79 7m80 7m81 7m82 7m83 7m84 7m85 7m86 Science and Technology 7s1 7s2 7s3 7s4 7s5 7s6 7s7 7s8 7s9 7s10 7s11 7s12 7s13 7s14 7s15 7s16 7s17 7s18 7s19 7s20 7s21 7s22 7s23 7s24 7s25 7s26 7s27 7s28 7s29 7s30 7s31 7s32 7s33 7s34 7s35 7s36 7s37 7s38 7s39 7s40 7s41 7s42 7s43 7s44 7s45 7s46 7s47 7s48 7s49 7s50 7s51 7s52 7s53 7s54 7s55 7s56 7s57 7s58 7s59 7s60 7s61 7s62 7s63 7s64 7s65 7s66 7s67 7s68 7s69 7s70 7s71 7s72 7s73 7s74 7s75 7s76 7s77 7s78 7s79 7s80 7s81 7s82 7s83 7s84 7s85 7s86 7s87 7s88 7s89 7s90 7s91 7s92 7s93 7s94 7s95 7s96 7s97 7s98 7s99 7s100 7s101 7s102 7s103 7s104 7s105 7s106 7s107 7s108 7s109 7s110 7s111 7s112 7s113 7s114 7s115 7s116 7s117 7s118 7s119 7s120 7s121 7s122 7s123 7s124 7s125 7s126 7s127 7s128 7s129 7s130 7s131 Geography 7g17g27g37g47g57g67g77g87g97g10 7g11 7g12 7g13 7g14 7g15 7g16 7g17 7g18 7g19 7g20 7g21 7g22 7g23 7g24 7g25 7g26 7g27 7g28 7g29 7g30 7g31 7g32 7g33 7g34 7g35 7g36 7g37 7g38 7g39 7g40 7g41 7g42 7g43 7g44 7g45 7g46 7g47 7g48 7g49 7g50 7g51 7g52 7g53 History 7h1 7h2 7h3 7h4 7h5 7h6 7h7 7h8 7h9 7h10 7h11 7h12 7h13 7h14 7h15 7h16 7h17 7h18 7h19 7h20 7h21 7h22 7h23 7h24 7h25 7h26 7h27 7h28 7h29 7h30 7h31 7h32 7h33 7h34 7h35 7h36 7h37 7h38 2 1 7h39 2 7h40 3 2 7h41 2 1 7h42 2 7h43 1 7h44 2 1 7h45 1 7h46 1 7h47 1 7h48 3 2 7h49 1 1 7h50 3 7h51 2 1 7h52 4 3 Health and Physical Education 7p17p27p37p47p57p67p77p87p97p10 7p11 7p12 7p13 7p14 7p15 7p16 7p17 7p18 7p19 7p20 7p21 7p22 7p23 7p24 7p25 7p26 7p27 7p28 7p29 7p30 7p31 7p32 7p33 7p34 7p35 7p36 7p37 7p38 7p39 7p40 7p41 7p42 The Arts 7a1 7a2 7a3 7a4 7a5 7a6 7a7 7a8 7a9 7a10 7a11 7a12 7a13 7a14 7a15 7a16 7a17 7a18 7a19 7a20 7a21 7a22 7a23 7a24 7a25 7a26 7a27 7a28 7a29 7a30 7a31 7a32 7a33 7a34 7a35 7a36 7a37 7a38 7a39 7a40 7a41 7a42 7a43 7a44 7a45 7a46 7a47 7a48 7a49 7a50 7a51 7a52 7a53 7a54 7a55 7a56 7a57 7a58 7a59 7a60 7a61 7a62 7a63 7a64 7a65 7a66 7a67 7a68 7a69 7a70 7a71 7a72 7a73 7a74 7a75 7a76 7a77 7a78
Written using the Ontario Curriculum Unit Planner 3.0 PLNR2002 Official Version Open Printed on Jul 19, 2005 at 3:04:55 PM Page G-1 Unit Analysis Conflict and Change Page 1 Its nature and patterns An Integrated Unit for Grade 7
Analysis Of Unit Components Resource Types
9 Subtasks 42 Expectations 1 Rubrics 79 Resources 65 Blackline Masters 63 Strategies & Groupings 0 Licensed Software 6 Print Resources -- Unique Expectations -- 7 Media Resources 15 History Expectations 0 Websites 0 Material Resources 0 Equipment / Manipulatives 0 Sample Graphics 0 Other Resources 0 Parent / Community 0 Companion Bookmarks
Groupings Assessment Recording Devices
7 Students Working As A Whole Class 2 Anecdotal Record 3 Students Working In Pairs 3 Checklist 6 Students Working In Small Groups 1 Rating Scale 2 Students Working Individually 4 Rubric
Teaching / Learning Strategies Assessment Strategies
2 Advance Organizer 1 Classroom Presentation 3 Brainstorming 1 Essay 1 Cloze 2 Exhibition/demonstration 1 Collaborative/co-operative Learning 1 Observation 2 Direct Teaching 1 Performance Task 3 Discussion 2 Portfolios 1 Expressing Another Point Of View 1 Quizzes, Tests, Examinations 1 Guided Writing 1 Select Response 1 Making Words / Word Sorts 1 Mini-lesson 1 Note-making 1 Problem-solving Strategies 1 Seriation 2 Sketching To Learn 3 Think / Pair / Share 1 Word Sort (sorting And Predicting)
Written using the Ontario Curriculum Unit Planner 3.0 PLNR2002 Official Version Open Printed on Jul 19, 2005 at 3:05:06 PM Page H-1