Short test: Tuesday & Wednesday

Population & Settlement, 1500-2000: Short-answer test  

-14 short-answer questions based on documents;

-re-read, study class notes; do not read the textbook--use the chapter summary;

-complete the F-I-B, which gives you the "big picture" and will jog your memory (or not);

-covers the Aboriginal, French, English and Canadian time periods.

Day 1, Tuesday, Dec. 18:

Blue-02, period 1

Red-01, period 4

Day 2, Wednesday, Dec. 19:

Orange-06, period 3

LEARN Quebec resources & tutorials

Access to LEARN tutorials:
Students can login in to their "Edu-group" account to access the LEARN (in "student resources). They login by using a student number and password (year/month/day, eg: 19951225). The link then authenticates the student; they will then have access to SOS tutorials, to Discovery Canada, etc. The history stuff is not great for secondary 4, but it is something...

MID-YEAR EXAM, FEBRUARY 1, 2013

REMINDER:

STUDENTS HAVE BEEN INFORMED THAT THERE WILL BE BOARD-WIDE MID-YEAR EXAM ON FEBRUARY 1, 2013. 

IT COVERS POPULATION & SETTLEMENT, AS WELL AS TWO TOPICS IN ECONOMY & DEVELOPMENT. THERE ARE ABOUT 20 SHORT-ANSWER QUESTIONS AND ONE ESSAY. ALL OF THE QUESTIONS ARE BASED ON DOCUMENTS, WHICH HELP TO DEVELOP ANSWERS. THE FORMAT IS LIKE THE EXAM IN JUNE.

A KNOWLEDGE OF THE HISTORY IS CRUCIAL, THUS STUDYING IS IMPORTANT. THIS EVALUATION WILL BE AN IMPORTANT TERM 2 MARK.  IT'S NOT A BAD IDEA TO START GETTING ORGANISED...

Pop. & Settlement, Canada, 1867-1929

Admittedly, I've been remiss. Three weeks have gone by since my last post. I apologise - but that's the reality. It's been busy.

Read about the emergency at Kashechewan native reserve in Northern Ontario. Sounds familiar? Last year, neighbour Attiwapiskat faced its own similar crisis. Attiwapiskat's traditional land is leased by De Beer's for its diamond reserves... Interview with De Beer's Canada.

CONTEMPORARY CANADA: 1867-1929

- TEXTBOOK, pp. 62-79 (Confederation to WWI)
 
Last week:
We started the Canadian period in the sixty years after Confederation. Thus far, you have been responsible for the following:
- reading the textbook, pp. 62-67
- completing a handout that corresponds to the textbook reading (5 qsts; 1 map; 2 documents).
- studying the notes we've taken in class about the time period.

This week: 
The purpose of this week's classes is to understand why three million immigrants came to Canada in a short period of time (35 years: 1880-1914, World War I), from which countries they came, where they settled in Canada and why. Immigration was now a Canadian power under Canada's new constitution (B.N.A. Act); the federal and provincial governments directly controlled who was admitted into Canada. At the turn of the century, the federal government had more power over immigration. Today, it is equally shared.

Along with the reasons for the huge increase in immigration to Canada, it is imperative to understand the social and territorial impact of the rapid population growth. Students have two handouts: one about the new wave of immigration (6 questions for homework); two, an interesting booklet of primary documents about government measures enacted to increase immigration and policies about who was "admissible" and who was "undesirable."

Complex task:
You will write a 300-word essay based on documents about how Canada's immigration policies affected the development of Canadian society. It is due at the end of this week (Blue-02-will have class time) or next week (Wed-Red 01; Mon-Orange 06). Blue and Red: You have your booklets already. It is your homework to read those documents for your next class. Orange: you are receiving them next class. Repeaters: Read the document booklet; complete the diagram to organise your essay.

This essay is an important evaluation for Term 2.

There will also be a short-answer test about Population & Settlement, 1500-2000, on December 18 and 19 (Day 1 and 2). It will cover the Aboriginal, French, English and Canadian time periods.

Also, a board-wide, mid-year secondary IV history exam is scheduled for the morning of February 1, 2013.

Pop & Settlement During British rule, pt. 2 (1815-1867)

We are examining the period of the Great Migration from the British Isles to Lower and Upper Canada, 1815-1850. This was a period of tremendous social transformation because of the influx of thousands of immigrants. In particular, the population of Lower Canada became increasingly diverse. Owing to a high birth rate and large numbers of immigrants, the population tripled between 1800 and 1850.

Recent classes:
- corrected review of British rule, 1760-1815 (F-I-B, T-or-F, timeline, maps 1763-1791);
- timeline review of the entire British period, 1760-1867 (on the board);

Next three classes: 
1) using titles and headings, skim pp. 51-60 to get an overview of population growth, migrations and changes in Quebec's territory between 1815-1867;
2) document booklet: finding information pertaining to changes in population and changes in territory

• with a partner analyse the documents, classify them, make observations about the topic and answer questions based on them (white sheet)...
• correct and discuss in class

Homework for next week: November 19-21 (Blue & Red, Tues) (Orange, Wed)
- to complete:
- short, simple handout which summarises the results of immigration on Lower Canada; on the back, a map of seigneurial and township areas of Quebec; 3 questions to answer;
- map of B.N.A, Act of Union, 1840; use textbook, p. 309;
- to study: maps, textbook p. 51-60, handout and documents:
- short quiz: 15 questions - 2 about Loyalists & Constitutional Act, 13 about new info (1815-1860);

Wrap-up:
- Short class notes that summarise the British period.


From the Canadian Encyclopedia, about the Townships:

The first of the 95 townships conceded was Dunham (1796). In 1792, the region (then an electoral county) was called Buckinghamshire. Later it became known as the "Eastern Townships of Lower Canada" (as opposed to the "Western Townships of Upper Canada" ) and "Eastern Townships" by 1806. The name was translated to "Townships de l'Est" towards 1833 and "Cantons de l'Est" in 1858, but the region officially became "Estrie" in 1981; this last name is still debated.

Early settlers were American, English and Irish. After 1840 a wave of French colonization swept into the region... Anglophones now account for less than 10% of the region's population.

http://www.thecanadianencyclopedia.com/articles/eastern-townships

Pop. & Settlement During British rule, pt. 1: Links and maps

The following summary that I've written for you complements the project that you are handing in tomorrow and/or Tuesday. There are links and maps provided; feel free to use them or to find your own. This is project ends the section on the first fifty years after the change of empire.

This week we are beginning the next period of British rule - after 1815 - in which Quebec underwent tremendous social change.

First 50 years of British rule: 1763-1815:

British control of New France officially began in 1763, with the signing of the Treaty of Paris. New British laws were introduced to the colony with the Royal Proclamation and the boundaries of Quebec were reduced considerably (see below, map 1). The first British governor of "Quebec," James Murray, was faced with a difficult situation; he was expected to implement laws and policies that would ultimately assimilate an overwhelmingly French-canadien society. 99% of the population was French-Catholic; 75% were rural and were farmers. Very few English subjects arrived in Quebec; they numbered about 500 in the mid-1760's. The English merchants in Quebec were interested in controlling the economy, as well as the government, passing laws from which they would benefit. Governor Murray, however, was sympathetic to canadiens farmers and seigneurs, even to the Catholic church; he found himself in direct opposition to the English merchants, owing to his conciliatory attitude toward the French majority.

In 1775, the American War of Independence began in the Thirteen Colonies. It had a major impact on Quebec's territory (before and after American independence), as well as on its society. Prior to the revolution, the British government expanded Quebec's boundaries (Quebec Act, 1774) to include the Ohio Valley (see map 2). This move by the British further enraged the governments and citizens of the Thirteen Colonies. During the American revolution, not everyone fought for independence; there were many who wanted continued ties with the British. Many of them suffered terrible things in America because of their support for the British King. These people came to be known as the "Loyalists." Thousands of them left the American colonies seeking safety; approximately 6000 arrived in Quebec in the late 1770's, early-1780's because Quebec was under British rule. Lastly, in 1783, Quebec lost the territory south of the Great Lakes to the newly created USA.

The Loyalist arrival had a tremendous social effect on Quebec; it was the true beginning of dualism in Quebec. By 1784, the English-speaking population made up 15% of Quebec's population. The Loyalists who arrived in Quebec expected to find British institutions: laws, Protestant churches, out-right ownership of land, and the right to vote. Instead they found French-language institutions which were unfamiliar - and no representative body in government. The British solved the problem by settling the Loyalists in the western part of Quebec (the Great Lakes region) and then dividing Quebec into two separate colonies, Lower and Upper Canada (see map below). This was enacted in the Constitutional Act, of 1791.  In 1791, Upper Canada numbered 12 000; by 1800, there were 50 000 people.

TEST INFO

For anyone who wants extra time, you can come early. Tomorrow and Friday, period 1 groups - my doors will be open between 8:30 and 8:40. I have a meeting first thing, Thursday morning. If I'm not there at 8:30:27 seconds, cool your heels and wait... you can sit in the hall and read your notes over...

Test: Population & Settlement in NF

Some more details. This week's exam consists of:

- analysing documents, French regime - colonisation, (8 marks);

- an essay, answering a question, French regime,(12 marks);

- 8 multiple choice questions (population/territory during French regime), (8 marks);

- 2 short answer questions using documents, British rule, (5 marks)

- As stated in class, the evaluation focuses on New France between 1608-1760. You must understand the role of the chartered fur companies, the Catholic church, the seigneurial system and the Royal Government in New France. 

- There are only TWO short answer questions about the evolution of population and changes in territory under the British, during the period 1760-91.

- Although you don't have to study dates, it helps to understand sequence of events. Here are some important population in NF dates: 1608, 1663, 1665, 1760. Here are some important dates in Quebec, under British rule: 1763, 1774, 1780's, 1783, 1791...

Thus far, only ONE student has sent me questions for clarification via email. Lastly, the bonus question will be about a socio-cultural event...

This will account for approximately 40-50% of the term. Term ends Friday!

Test dates: 

Group 02: Blue (Wednesday, October 31, period 3)

Group 08: Purple (Thursday, November 1, period 1)

Group 01: Red (Thursday, November 1, period 2)

Group 06: Orange (Friday, November 2, period 1)

Absences require a medical note.

Project: Change and Continuity after the Conquest

Population and settlement in Quebec during the time of British rule. Project handed out in class today and tomorrow. Work with one partner OR alone. Include all the elements, be historically accurate and creative. Throw in some effort = great mark.  Due either November 2 or November 5.

See post below about the exam this week!

Evaluation: Population & Settlement in NF

There will be an essay exam based on documents, along with several short answer questions between October 31-November 2; the evaluation focuses on New France between 1608-1760; there are two short answer questions about the evolution of population in Quebec as well as changes to its territory under the British, during the period 1760-91.

This will account for approximately 40-50% of the term. Term ends soon!

Changes to test dates: 

Group 02: Blue (Wednesday, October 31, period 3)
Group 08: Purple (Thursday, November 1, period 1)
Group 01: Red (Thursday, November 1, period 2)
Group 06: Orange (Friday, November 2, period 1)

Absences require a medical note.

Conclusion: NF's population & settlement

Next class:
Blue group (02): Wednesday, October 17, per. 3
Red group (01): Thursday, per. 2 (many of you did not do any of the homework)
Orange group (06): Friday, per. 1

We will:
-Correct yellow homework booklet: three documents, answers to questions...
-Complete map of occupied area of NF (textbook, p. 26)
-work on 6 multiple choice questions regarding the seigneurial system

Quiz: Just the facts!
17 short answer questions re. population and settlement
-Champlain, NF under chartered company rule, NF under rule of Royal Government, seigneurial system, Talon's efforts, population numbers, NF's claimed vs. occupied territory, territorial expansion...

Remember to continue to develop vocabulary and understand concepts:
-colony
-government
-monopoly
-chartered company
-settlement
-territory
-natural increase
-seigneurial system
-evangelisation
-religious orders
-French regime

*UPDATED: Evolution of NF's population, 1608-1760

October 13:

Warning: A quiz is coming, as is an evaluation about New France and its population and settlement...

Last week, we reviewed the European voyages of exploration and the claiming of land for France in North America by Jacques Cartier. This class bridged the "gap" between our examination of Aboriginal populations (territory, characteristics, culture and spirituality)  and what we will now start - the establishment of a French colony.

 In 1608, Champlain established a permanent settlement - a fur trading post - at Quebec City. The population grew very slowly, throughout the French regime; in particular, it had a slow start in the first 50 years of its existence. After 1663, France took direct control of the colony and implemented measures that would increase the population.

The population of New France inhabited a geographically small area - that of the St. Lawrence Valley. However, the boundaries of New France extended well beyond the occupied territory; by the 1720's, it stretched as far west as Saskatchewan, as far south as New Orleans, and as far east as Labrador (see maps below for evolution of territory). This territory had been claimed by explorers, missionaries and coureurs des bois.

Class 1: NF under company rule
In groups, you will brainstorm what you remember from last year; then, we will discuss and organise the information along a timeline. We will take 1-2 slides of notes (short!) about the period 1608-1663; and you will have four documents to examine that correspond to this period. They will allow you to "diagnose" what was the major problem in New France, with regard to its population. Your homework is to break down the documents and find the vital information. Luckily, they're easy!

Class 2: NF under Royal Government
I will show you how to break down documents and take from them the most vital information. The documents will focus on Talon's census and his findings; you will look at other documents and see the results of the measures taken by the government to increase NF's population (encouraging immigration and increasing the birth rate - see this about the filles du roi...). You will take one slide of notes that summarise the 1663-1760 period.

Homework: Booklet
Summarise three documents in one line; answer six questions (separate loose-leaf, full sentences), and complete a map outlining the occupied territory of NF during the French Regime. I've included a concise and basic reading about Talon, as well as statistics (back page) regarding NF's population (age groups, immigrants...) over 150 years.

Class 3: French territory in North America
-organization of territory: seigneurial system (elements & location)
-read about the social groups in New France, in particular about the seigneur

Observe the maps below. Pay attention to:
-possessed territory vs. claimed vs. occupied territory
-the territorial growth btween 1645, to 1673, to 1712;
-location of NF's four towns (map 4)

http://www.edmaps.com/html/canada.html

Aboriginal culture and spirituality

You must understand aboriginal spirituality and elements of their cultural expression. It is important to remember their relationship with nature and the concept of the circle of life. Lastly, you should understand the importance of "reciprocal relations" and "gift-giving" within groups and between groups.

Read RED textbook, pp. 13-15.  Complete the handout: 7 questions, fill-in-the-blank, and categorise the statements on the back. Summarise how their spirituality (animism) impacted their culture and cultural expression.

Following this morning's discussion about what are elements of culture and the "irrelevance" of Shakespeare (blue group):

Aboriginals: Summary and Quiz

SUMMARY:
On the back of your first worksheet, you will write a short summary (paragraph) about the stages of the arrival of the first occupants to the territory of Quebec. This does not include the theories about the arrival to the Americas over 30 000 years ago.

The information is found in the textbook: bottom, p.12-15. The information that you are summarising is their stages of arrival - not a detailed account of climatic changes or the available vegetation. Each stage - Paleoindian, Archaic, Woodland, etc. - requires only a couple of lines with the most appropriate information.

QUIZ: NEXT CLASS
Your quiz will be a short-answer quiz, of about 20 questions. To be successful, go over and study the following:
- textbook, p. 10-11; pp. 16-1;
- class notes (migration theories, Iroquoian, Algonkian, Inuit);
- understand the various characteristics of each group; know which physical regions that they inhabited and how each group adapted to their environments.

If there is something with which you are have difficulty, please see me. It doesn't take long to make information clear!

Sec 5: REPEATER HISTORY

Some information that is pertinent:

As you know, HCE 4 credits are necessary in achieving a Quebec high school diploma. An enormous number of students across the provinces were unsuccessful both last June and in the supplemental August exam. There are about 55 students who could be enrolled in this class at MVHS; this, however, is unreasonable in a high school setting. Therefore, some decisions have to be made.

We are not obliged to offer a repeater history class to secondary 5 students; it is a privilege that the school offers you the opportunity to gain these necessary credits. Thus, there are criteria for being enrolled in the class, which will be discussed further in one-on-one meetings with students.

There are three possible supplemental exam dates for you in 2013: January, June and August. No one has to remain in the repeater class; there are options available to you to help you be successful, should you not be enrolled in the course:

1) An intensive after-school tutorial will be held in November, December and early January in preparation for the supplemental;

2) Ms. Long has resource periods in her schedule. Tutorial can be booked with her, especially in anticipation of January;

3) Distance-education, available through the board;

4) Private tutoring;

5) Do-it-yourself.

Quebec's upcoming election

If you want to understand what the different parties in Quebec are promising, here is a helpful CBC website: political platform navigator.

You may also want to see how you'd vote. Try CBC's Vote Compass!

Some light reading

La Presse, Autochtones: Les Grands Oublies

CBC, The Northern Gateway

Got it-Forgot it!

REVIEW:

First Occupants: Population, settlement, economy, and culture:

- arrived in the Americas approximately 25 000 years ago; crossed "Beringia"; Inuit groups arrived much later;
- first traces of nomadic hunters in the territory of Quebec: 10 000-12 000 years ago
- three linguistic groups, Inuit, Algonquian, and Iroquoian, developed specific characteristics over a few thousand years;
- differing ways of life, social/political organisation, subsistence activities, and trade all directly related to the territories that they occupied;
- shared certain elements (belief in spirits = animism); all hunted, fished, gathered, and traded for items/resources not found on their territory.

*Remember: I-S-M.

Rene Levesque's referendum defeat speech A short, badly edited video from People's History about the referendum of 1980, and subsequent events.

Student opposition & general malaise?

Read this article in the Gazette.

Quebec's Economic Development

Exam: Economic Development - week of May 7


Aboriginals:
Notes (1)
text, pp. 146-152
project

First contact:
text, pp. 153-156

French regime:
Notes (2)
Handouts (4)
Quiz
CT: NF economy - Weak?
text, pp. 158-173

British rule:
Notes (3)
Handouts (3)
Timeline
CT: Essay based on docs
Quiz
text, pp. 174-193

Contemporary Canada:
text, pp. 194-225
First phase and second phase of industrialisation at the McCord website

New France's economy

The life of a "voyageur" in New France.

Population & Settlement: Term and unit evaluation

This exam is worth approximately 65% of Term 2.

Purple 06: Wednesday, January 25
Blue 02 & Orange 05: Thursday, January 26
Red 01: Friday, January 27

If you are absent, you must provide a legal or medical note. Those of you who may miss for sports, please see me to make alternate plans. Snow day, you say? Exam would be moved to the following class.

The exam is based on documents. There will be 20 short answer questions and one essay. Try to study twenty minutes a night, starting with the Aboriginal period, moving toward the contemporary Canadian period.

SOURCES TO STUDY:

- About 13 pages of notes and several handouts per historical period (use the SQ3R study method);
- There are "review" pages at the end of this chapter (pp. 134-137);
- The front of textbook features an overview of 500 years of our history, by first, time period and secondly, chronologically (pp. XII-XIX);
- An atlas at the end of the textbook provides maps that show the evolution of Canada and Quebec's territory, pp. 306-308;
- A specific population and settlement timeline (p. 326-327).


TOPICS OF STUDY: 

- Aboriginals, circa 1500: effect of geographic location on their way of life, especially their social & political organisation; evolution of their population over 500 years; mistreatment by various governments; conditions today.

- French Regime, 1608-1760: New France - Population growth before and after Royal Government, 1663; (control by fur monopolies, reasons for slow growth, government programs) and territorial organisation (system of land division, along with its obligations)

- British Rule, 1760-1867: Conquest to Confederation - (Quebec-Lower Canada-United Canada) - understand how the population evolved after the British takeover; reasons for Loyalists' arrival and their social impact on Quebec; the Great Migration from the British Isles after 1815; understand the impact of rapid population growth (immigration + high birth rate) on the occupied territory; French-canadien exodus, new areas of colonisation in Quebec and urbanisation

- Contemporary Canada, 1867-2000: Confederation to present day - Quebec: settlement and development of western Canada; European immigration and discriminatory government immigration policies; Great Depression & WWII's impact on the population (immigration and birth rate), social conditions; Post-war baby-boom, immigration since 1970, and Quebec's demographic challenges (low birth rate, aging population...)

Canada, 1880-1930: Population & Settlement

Using your notes (Contemporary Canada, pt. 2 (National Policy + Restrictions), handouts (1896-1909 document booklet + Canada, 1880-1930), and textbook, p. 135 (review of the entire theme), write a paragraph using ten words from the list below that demonstrates comprehension of that time period. You may alter the words.

diversity    
Prairies
immigration
"desirable" or "undesirable"
advertising
"push" or "pull" factors
wheat
National Policy
1896
Clifford Sifton
C.P.R.
farmers
Europe(ans)
discrimination
Aboriginals
W.W. I (1914)
urbanisation
Great Depression (1929)