Rest up!

Dec. 16-20: Christmas is almost here...

Homework: (Blue group, Mon.; Red group, Tues.)
Blue booklet, pg. 1-2: Questions mercantilism and fur trade in NF
Read textbook, p. 159; 162-164; p. 166-167

Orange group: #1 and 2, page 1.

Potential for some kind of "quiz" about NF's economy, either Wed. or Thurs., depending on the group. Get yourself ready for writing, using certain vocab,  and explaining - not just a question-answer quiz... Consider yourself warned.

Dec. 9-Dec. 13: New France's economic development

This week:

Quiz (Mon, Tues):

-Aboriginal "economy" and "organisation" of territory and society

-arrival of Europeans (fishing, trade, beginning of fur trade)

NF's economy:

-understand the organization of NF's economy (mercantilism, triangular trade)

-understand what it means that NF had a fur-based economy

-understand the effects of mercantilism and a fur-based economy on NF

-examine attempts to diversify NF's economy

-examine NF's local economy: agriculture & crafts

Blue booklet: 

-mercantilism, actors in the fur trade, territory of NF by the mid-1700's

-attempts by intendants to develop, improve NF's economy

Careers...

These are the kind of high-end jobs that are available for you (well, in 5-6 years, after you've studied a little): Instagram jobs.

Dec. 2-6: Aboriginal economy

Aim: Understand natives' groups subsistence activies; understand the impact of subsistence activities on territorial use and social organization

-go over notes
-examine textbook, p. 145-154

-complete review sheet with partner

-sample test question

For the Repeater group (in case you're studying for tomorrow's quiz):

 

New unit: Economy and Development

First task:
As per instructions in class, make a basic mind map about Quebec's economy today. Use the example below as a guide. The information that you need for your mind map is on p. 140-142. Focus on Quebec's:
- main exports
- main imports
- 3 economic sectors
- developing specializations
- important natural resources

http://alearnersdiary.blogspot.ca/2011/06/how-to-learn-and-draw-mind-map.html#.UpagpHNQPgm

If you want to get mildly fancy, examine this one to inspire you:

http://www.art-is-fun.com/create-a-mind-map.html

Nov. 25-29: Unit Test (Population) - Short answer and essay

Term II:

Time for a goal? Increase your mark by 10%? Pass term II? What can you do or what can you change that will help you to: (a) better understand the material; (b) increase your success? Can you schedule more remed or tutorial?

All groups, including repeaters, are writing their unit exam this week (Monday, Day 3 - Orange, Red, Purple and Tuesday, Day 4 - Blue).  Hopefully, you took advantage of an extra week and a four-day weekend. Perhaps some of you used the SQ3R (Survey, Question, Read, Recite, Review) method? See below.

Remember to keep the big picture in mind. Scan over your notes. Examine each time period. Who came to Quebec? Why did they come? From where? How did migration flows in any of the periods affect Quebec's society and territory? How did various groups of people change Quebec? Think about cause-effect. Think about Quebec's evolution or about continuity from 1500-2000. Make yourself a timeline of population & settlement, 1500-2000. Place migration flows and their effects on the timeline so that you can see things chronologically... Don't re-read the textbook. Examine (in your text and in your notes) graphs, charts, timelines, maps.

The exam consist of two parts:

Part 1: Three sections with 20 short answer questions based on documents. It is out of 37 marks. The questions cover all four periods: Aboriginal, French, British and Canadian. Half of your studying should be spent on the Canadian period. 10/20 questions cover this period (1867-2010); your essay is also about the Canadian period (part II). The ten other short questions are divided equally in number between the Abor, Fr., and British periods. Two of them cover all the periods (chronological order, for example).

Part II: A 250-word essay about demographic changes in Quebec over the course of the 20th century (1900-1999. It is also based on documents. It is out of 12 marks.

SQ3R Method:

Survey: Get an overall picture of what you're going to study BEFORE you study. It's like looking at a road map before going on a trip. If you don't know the territory, studying a map is the best way to begin.

Question: Ask questions for learning. The important things to learn are usually answers to questions. Questions should lead to emphasis on the what, why, how, when, who and where of study content. Ask yourself questions as you read or study. As you answer them, you will help to make sense of the material and remember it more easily because the process will make an impression on you. Those things that make impressions are more meaningful, and therefore more easily remembered. 

Read: Reading is NOT running your eyes over a page of notes or a textbook. When you read, read actively. Read to answer questions you have asked yourself. Pay special attention to bold or italicized print. This material should receive special emphasis. When you read, be sure to read everything, including tables, graphs and illustrations. Often tables, graphs and illustrations can convey an idea more powerfully than written text.

Recite: When you recite, you stop reading periodically to recall what you have read. Try to recall main headings, important ideas of concepts presented in bold or italicized type, and what graphs, charts or illustrations indicate. Try to develop an overall concept of what you have read. Put it into your own words and thoughts. Try to connect things you have just read to things you already know. When you do this periodically, the chances are you will remember much more and be able to recall material for papers, essays and tests.

Review: A review is a survey of what you have covered. Rereading is an important part of the review process. Reread with the idea that you are measuring what you have gained from the process. During review, it's a good time to go over notes you have taken to help clarify points you may have missed or don't understand. The best time to review is when you have just finished studying something. Don't wait until just before an examination to begin the review process. Before an examination, do a final review. If you manage your time, the final review can be thought of as a "fine-tuning" of your knowledge of the material. Thousands of high school and college students have followed the SQ3R steps to achieve higher grades with less stress.

Ali & Takeshi: You might find this article interesting...  And this one. You know why.

Here's a visual of SQ3R:

Short week: Nov. 17-19

Term II:
Time for some reassessment? What can you do or what can you change that will help you to: (a) better understand the material; (b) increase your success?

We are finished (almost) the contemporary Canadian period of the "population & settlement" unit. A final unit exam was scheduled for this week, but given a shortened week, that would be both unfair and impossible.

The unit exam (20 short answer, 1 essay) will be next week for all groups (Monday, Day 3 and Tuesday, Day 4). The exam covers all four periods: Aboriginal, French, British and Canadian.

In class:
Read p. 81-90 (complete booklet pages 3 & 4)
Correct booklet (post-war boom, 1930-1980)
Review activities
Study methods (SQ3R)
Review of the essay

Last page of notes in this section:

Next week we begin examining the economic development of Quebec over 500 years. Attachez-vos tuques, mes ami(e)s.

Nov. 4-8: Contemporary Canada, continued

This week in class:

- notes, 1867-1930;

- handout - reading with 7 questions;

- 1/2 hour to work on essay;
- textbook, p. 61-80.

A pop-quiz might be in your future...

Term essay (20%):
This week, you are handing in an essay about the changes that occurred in Quebec society between 1850 and 1900. Using the ten documents provided to you, your essay must focus on how "migration flows" affected the (1) ethnic composition, (2) the rural-urban distribution, and (3) the size of settled territory of Quebec. The important aspect of this essay is to show CHANGE; thus, you must indicate what existed in the 1850's, then discuss what the change was by 1900 and WHY the change occurred.

Essay writing:

1-Remember to start with an intro that answers the question. Keep it short, but make sure you include the three points you will discuss.
2- Make sure each paragraph starts with a topic sentence. It should sound something like this: "Over the course of fifty years, migration flows transformed the ethnic composition of Quebec..."
3-You must include a conclusion which recalls the topic and summarises the three main points of the essay. These two marks are critical!

Oct. 28-Nov. 1: Canada, part 1 - 1867-1930 + Essay

Tests:
Monday, period 2 (01-Orange); Tuesday, period 4 (02-Blue): Test (Abor, Fr., Brit... see Oct. 21 post).

Contemporary Canada: Confederation to the Great Depression
textbook, p. 61-80
- the first 60 years of the Contemporary Canadian period (1867-1930)
- timeline of events that affect population and territory in Canada
- document analysis (emigration, immigration, urbanisation...) - handouts & textbook pages

Essay:
- short essay, based on documents
- how migration affected Quebec & Canada
- will be handed out next class (Thursday & Friday)
- due next week...

Oct. 21-24: Evaluation

This week, we are finishing the second part of population and settlement during British rule (1815-1867). Be sure to read over the notes on the period as well as the corresponding pages in your textbook, pp. 51-60.

Your test is either Wed. or Thurs. this week and consists of:

- 8 short answers based on documents (MELS-type) (17 marks... including two 3-mark causal questions!)
- 7 multiple choice questions (13 marks)
= /30 marks

- the evaluation covers content about the development of population and its impact on Quebec's society and territory; this includes the period of:

-the Aboriginals (origins, three linguistic groups, their ways of life, and characteristics of each);

-New France (problems of population growth, changes after Royal Government, measures taken by the government, results of government measures);

-British rule (continuity and change after the change of empire in 1760, changes in population owing to "migration flows," the changing map of Quebec from NF to the Constitutional Act, the impact of migration from the British Isles and French-Canadian emigration).

Oct. 15-18: British Rule, part II (1815-1867)

This week:
- review British rule, part I (correct homework, correct review sheet... FIB, T-or-F, timeline and 4 maps);
- analyse documents pertaining to British rule, part II

TEST:
- next week
- everything, thus far: ABOR-NF-BRIT
- short answer, based on document analysis

Oct. 7-11: British rule, part 1 (1760-1815)

This week we start the period of British rule! I know! Exciting...  

This week, we will examine changes and continuity to the population of Quebec, after the Conquest (1760). In terms of the population, little changed at first, despite the  new rulers. There was one notable change: no further immigration from France. From that point on, immigrants to Quebec were, for the most part, from the Thirteen colonies or from England.

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 (SIGNED 250 YEARS AGO, TODAY) and the boundaries of Quebec were reduced considerably. 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 farmers in rural areas. They had very few dealings with any English types.

Very few English migrants arrived in Quebec; by 1766, they numbered about 500. The English merchants who arrived in  Quebec were interested in controlling the economy, especially the fur trade. This small minority also wanted to pass laws that were beneficial to them. Governor Murray, however, was sympathetic to the 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, EVERYTHING changed. 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. This 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 migrated to Quebec in the late 1770's-early-1780's because Quebec was under British rule. With the creation of the United States of America, in 1783, Quebec lost the territory south of the Great Lakes that it had gained in the Quebec Act.

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, as well as the right to vote. They were sorely disappointed. Instead they found French-language institutions which were unfamiliar to them - and a system of government that was not democratic. The Loyalists petitioned the British government for changes. The British solved the problem first by settling the Loyalists in the western part of Quebec (now 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.  

Effects of contact with the French on Aboriginals

Read this link to help you to summarise the topic.

Sept. 30-Oct. 4: New France's demography and territory (2)

Read this for a quick overview of NF: "Canada in the Making"

This week:
- we will finish examining the demography of New France, 1608-1663 and 1663-1760;
- learn about the territorial organization of the occupied territory in New France (land division: seigneurial system)
- understand how French territory in North America changed throughout the French regime.

Learning tasks:
- handout to complete:
(1) analysis of 3 documents, six questions about population in New France, a map of the inhabited territory in NF
(2) complete two maps comparing French territory before 1663 and after 1713 (- posted map below; use p. 27 in your textbook... click on this link to see maps of NF).
(3) small assignment: causal connections, re. NF (in class)

Quiz: Thursday (repeaters)/Friday(blue)/Monday(red/orange)

Here's the map that you can use for your first map:

Sept. 23-26: Aboriginal spirituality and First contact with Europeans

It's a short week students; assignments are due!

Complex task: Aboriginal spirituality
All classes have a short assignment that is due this week. You have to write about 150 words answering the question (Part F) from last week's assignment about how aboriginal belief in animism affected their culture. Starting any piece of writing is difficult, thus, I've provided for you a starting point; you may use it, alter it, or write something that is entirely your own:

"In aboriginal culture, animism is the belief that all things have a spirit, thus humans need to live in harmony with the natural and spiritual world. This belief had an effect on their culture and on their daily behaviour."

Your task is to illustrate this with clear and specific examples. You can write about aboriginal:
- hunting rituals
- artwork, clothing, etc.
- importance of ceremonies (burial, trade, seasons...)
- relationship with nature
- role/importance of the shaman

In class, we will be:
- discussing the arrival of Europeans in North America, particularly the Gulf and St. Lawrence region;
- begin examining the settlement and population growth of New France over the course of 150 years

work on two handouts
short notes
textbook reading

Studying, summer school and the August Supplemental Exam

We DO NOT yet know your final mark. Here is some pertinent information for those of you who think you might not have been successful:

The final mark will arrive AFTER the school report card for term III. Your term III report card only accounts for 50% of your year's mark. Your "releve des notes" (statement of marks) will come from the MELS (Ministry of Education) and it includes your final marks in science, English, French, Math and history. It usually arrives the second week of July.

1- Do not throw away your class notes!
2- Study, using aforementioned notes, for about 20 minutes, 5/7 nights throughout July
3- use the guide that I gave to in preparation for the exam; for those of you who didn't bother to prepare, it's the yellow paper that we nicknamed, the "bible"...
4- Continue to use the LEARN website

With regard to summer school and the supplemental exam; you will need to call the school to make arrangements. At this point, Ms. Bardon is responsible for summer school... This is what I can tell you:
1- Summer school at MV will run between July 23-July 28, as well as the morning of July 29
2- Classes will run from 9-1:00 p.m. with two short breaks
3- The August exam will be on the afternoon of July 29 (1:00-4:00 p.m.); anyone can register for the exam, REGARDLESS of whether you attended summer school.

The Exam

Well, it was really fair! We covered everything that was on that exam! And many of you have really done well - your hard work will have paid off with a fabulous mark. Some of you plugged away, never gave up - I'm really proud of some of many of your exam marks.

Study for that exam! Use the links in the blog post below.

Read the Gazette article about the Brossard coach who had his team don turbans for their soccer game against Granby last week.


Tutorials Friday, June 14.


OFFICIAL POWER NOTES: CHECK THE MAY 23 BLOG ENTRY.



Match each of the ten statements with one "culture" vocab. Use the exam "bible."You can use part 4 of the "got it-forgot-it" paper and fill in the first 10...

1. An entrepreneur is willing to invest capital to create a new business, hoping to make a good profit.
2. A belief that emphasizes individual freedom, equality and more rapid social change.
3. Leaders who urge support for the ruling administration in order to keep their rights and privileges.
4. The reduction of the influence of clergy in politics and social affairs.
5. People who want to conserve the language, religion, history, customs and laws of their cultural group.
6. Trade between nations with no import tariffs or subsidies for exports.
7. Roman Catholics who believed that divine right is more important that the state's rights.
8. A belief that idealises the benefits of the agricultural way of life.
9. People who are reluctant to change and value traditional and moral values of the past.
10. Economic policies that are designed to foster growth of home industries and exports to preferred markets.
____________________________________________________________________________

Some official power "got it - forgot it" questions, 1500-2012 (some we've done):

1. Define "absolutism" with regard to power relations in New France?
2. In matters of the law, what kind of rights did the people have in New France?
3. Was criticizing the governor or were public demonstrations permitted in New France? How were people intimidated in New France?
4. Other than government, what other institution in NF had power over people's daily lives?
5. What was the first British constitution for "Quebec"? Which social group opposed Governor Murray in the 1760's?
6. What new rights did colonists gain during the first 30 years of British rule?
7. In general, why were the canadiens (seigneurs, church) favourable to the Quebec Act, 1774?
8+9. The Loyalists arrived in Quebec in the 1780's. How did their arrival impact Quebec? (2 facts)
10. Which political group developed in Lower Canada in the 1820's & 1830's? Who was its leader?
11. What do we call a system of government in which the party leader chooses the executive council from the Assembly and the governor no longer exercises the power of veto? When achieved in United Canada?
12. Why was the union of Upper & Lower Canada proposed? By whom?
13. What is the importance of sections Section 91 & 92 of the B.N.A. Act, 1867?
14. Which groups lost influence in Quebec society during the Quiet Revolution?
15. When did Canada gain its full legal independence from Britain?
16. What particular event empowered Aboriginal groups in Canada and led to an increase in their influence?
17. What methods has the PQ used to try to reach their goal of sovereignty-association?
18. What is the purpose of the Charter of the French Language?
19. How have environmental groups raised awareness about environmental concerns in Quebec and Canada?
20. What kinds of “advantages” do business and financial circles lobby for from government?

This week & preparation for the final exam

Final exam is coming! June 17 is on the horizon. Here is the LEARN website which provides study questions ("Success checker") to help you prepare for the secondary 4 history exam. It's not perfect, but every bit helps!

Red & Orange: Tues, June 4:
- Got it-Forgot it: Economy and development
- Finish the practice questions: Official Power

Blue: Wed, June 5:
- Got it-Forgot it: Finish Econ & Dev
- review ideas of Official power (government) vs Countervailing powers (influence groups)
- Discuss the rise and demands of nationalist groups in Quebec since 1960... (timeline or a mind map to break down the topic)

- Read about "joual" from "Frere Unctel"

Read Henri Bourassa's comments about what was "French-Canadian nationalism," in 1904:

For next class:

Homework: Nationalist groups of Quebec (purple)
Read. Highlight. Answer the questions.

Chronology of Quebec Nationalism, here.

History Minute: Nellie McClung & Women's right to vote

Nellie McClung and the Female Vote (1 minute)


Jenny Trout: First woman to practice medicine in Canada (1 minute)


Women's History: A People's History (8 mins)


All the Heritage Minutes at this link.

Quiet Revolution & Patriation...

There are many good link on this website: "Canada: A Country by Consent." 

Some of you are still concerned about the Quiet Revolution. Read this short page OR watch the three-minute video at the bottom, which might further help in your comprehension.

Here's a summary that also might help:

The Quiet revolution was a period of intense social change, of modernisation of Quebec and of a profound redefinition of the role of Quebec and French Canadians within Confederation. The background to the Quiet Revolution years was the Duplessis regime which had been characterised by isolation, social conservatism and generally negative autonomist stands. The energies and hopes unleashed during the Quiet Revolution years shook the very foundations of Canada and are still being felt today. The slogan which best represents the Lesage years was "Maîtres chez nous" [Masters in our own house]. The underlying belief in Quebec, during this period, was that French Canadians should not be content to play a second class role in socio-politico-economic matters and that the key to a full, ‘normal’ development of the community rested in the utilisation of the only tool which collectively French Canadians controlled: the state of Quebec, and thus in the rejection of the anti-statism of the past. So, the government of Jean Lesage became the symbol and the tool of a whole people on the road to self-assertion.

The government embarked on a series of reforms that altered substantially conditions in Quebec: creation of a provincial hospitalisation scheme (1961), creation of departments of Cultural Affairs and of Federal-provincial relations (both firsts in Canada ), nationalisation of all private hydro electric facilities in Quebec (1963) and their incorporation into the existing network of Hydro-Quebec, wholesale reforms in the field of education (the Parent Report and Bill 60) and creation of a Department of education (1964), creation of the Société Générale de Financement- SGF (1962), creation of the Quebec Pension Plan (1965), and of the Caisse de Dépot et de Placement (1965), creation of the Société Québécoise d'Exploration Minière- SOQUEM, electoral and social reforms, in particular by the introduction of a provincial family allowance scheme (though only implemented in 1967), etc.. For a while, there seemed no limits to the reforms that the government would bring about.

http://faculty.marianopolis.edu/c.belanger/quebechistory/readings/lesage.htm

Patriation of the B.N.A. Act in 1982...

Countervailing powers in Contemporary Canada: Essay, Notes and Homework

Tutorials after school Tues (28) and Thurs (30).

- The essay about the relationship between the Catholic Church and the government of Quebec is DUE by Wednesday, May 29, depending on which group you are in...
- homework: see below (textbook readings & various interest groups in Quebec society)

Examine the relationship between labour unions, women, linguistic groups and environmental groups with the government of Quebec:

A. Read the pages that correspond to the following interest groups in Canadian society; with your partners, discuss the questions provided in class:
-labour unions, pp. 147-148
-women, p. 149-150; 157-158
-linguistic groups, p. 158-159 + booklet
-environmental groups, p. 165-166

Use these to guide your reading:
What were the demands made by each group? Why?
What methods did each group use to press for their demands?
Did these groups have an influence on the official power? Have they influenced laws? policies?
What gains did they achieve?
How does the media play a role in the gains made by these groups - especially more recently?
_______________________________________________________________________________
Class notes:

Upcoming: Tuesday & Wednesday, May 21 & 22

Red (01) and Orange (06):
- Got it! Forgot it! 5 questions
- review responsible government & correct pink homework sheet comparing government systems before and after 1848
- begin power relations during the contemporary period
- two handouts:
1. reading about various groups and their relationship with official power, questions
2. essay based on docs-relationship between the church and the state, 1760-2010

Blue (02):
- Got it! Forgot it! 5 review questions about facts from P&S
- correct homework about power relations during Canadian period (purple question sheet)
- check in about that essay (Church & state relations) (due Fri, May 24)
- continue power relations in Canadian period (finish Aboriginal)...

Purple (08): SEC 5:
- we have a trip to the arena tomorrow morning
- I will check homework before going... 

Blue, Purple, Red groups: Tuesday, 14 May; Orange, Wednesday, 15 May
Quiz: Short answer
Official power and opposition groups during the British period
Study your notes, handouts, textbook (pp. 123-133)

Topics:
-structure of government (RP, QA, CA)
-changes/continuity after the arrival of the British
-impact of the Loyalists
-opposing groups in Lower Canada leading up to the rebellion of 1837
-characteristics, goals of these groups
-growth of tensions in Lower Canada (social, political, economic problems, 1820's-1830's)
-Durham's recommendations..

Class:
Time period after the Act of Union, 1840
-notes (2 slides)
-handout
-textbook, p. 134-138

Thurs:
Start Official Power during the Contemporary Canadian period, 1867-present...

Official Power, British rule...

Blue group (02): Tuesday, 7 May-Thursday, 9 May:

British era, pt 2: Constitutional Act notes

Rebellion era in Lower Canada
Problems caused by the system of government
Two opposing groups
Demands of the two groups
__________________________________________________________
All classes:
Two readings:
Textbook, pp. 126-133 (read ahead); Booklet: Lower Canada's rebellion (in class)
Handout: answer questions about opposing groups in LC (with a partner)
__________________________________________________________
Purple, Sec. 5 (08), Red (01) Wednesday, 8 May
correct pink booklet (Brit. period, pt. 1 - continuity & change in power after 1760...)
Constitutional Act (notes)

Friday, 10 May
discuss readings
work on questions in class
finish notes

Purple:
Tuesday, May 14: 6 questions about opposing political groups and the rebellion
Remember to bring to me the booklet on Monday morning!

This week: Power and countervailing powers

We've started a new unit: Official power and countervailing powers. According to the QEP, the "focus for this unit of study is the relationship between interest groups and official power, from the French régime to the present." Today in Quebec, both the federal and provincial governments exercise power through the National Assembly and through Parliament in Ottawa. Since the time of New France to the present, interest groups have increasingly influenced the decisions of the state and have helped to transform society. These groups defend both public and private interests.

Monday & Tues:
Orange, Red, Purple:
Review and finish power relations in NF.
Go over the ECON exam.
Blue:
Begin the British period (notes, booklet).

Several of you still owe me the essay that was due last week (culture in NF).

Exam: Tuesday & Wednesday

Everyone should have a yellow review booklet (Orange group = you will receive yours on Monday, period 1. You have all period to work on it... quietly.. ); it covers the "high points" of Quebec's economic development over 500 years. If you were absent on Thursday or Friday, come collect it in D-417 on Monday before noon.

Use your notes and textbook to go through it effectively. This review does not cover EVERY aspect - thus, it is important to read over your notes or the chapter summary... See posts below for study tips.

Good luck. Email if you need any questions asked. Will do my best to answer.

EXAM: ECONOMY & DEVELOPMENT, 1500-2013

(1) After-school tutorial:
-this Thursday, April 11, D417, 4:00-5:30 (remember there's a dance!)

(2) Exam: 
Day 1, Tuesday, April 16:
-period 1: Blue-02
-period 3: Repeaters
-period 4: Red-01

Day 2, Wednesday, April 17:
-period 3, Orange-06

(3) Format and topics:
There are 21 short answer questions, all based on documents. There are many documents to read through. Make sure you arrive in class as early as possible so that you can work without stress. The exam covers 500 years of economic development in Quebec:

• Aboriginal Economy, circa 1500 (Iroq, Alg, Inuit... subsistence...)

• New France, 1608-1760 (mercantilism, fur-based economy, agriculture, weak development)

• Under the British, 1760-1867 (continuity after 1760... furs, agriculture... timber... early industrialisation)

• Contemporary Canada, Confederation to NAFTA, 1867-2013

Remember the formula for success:
-Start studying TODAY!
-ORGANISE your notes from 1500 to present
-read over your notes, ask yourself questions
-focus on vocab and difficult concepts... think BIG picture, understand time periods (eg. characteristics of the Quiet Revolution)
-take a look at the summary of the ECON chapter
-make a timeline (ABOR--NEW FRANCE--BRITISH--CANADA)
-add information to timeline
-sleep well and eat a healthy breakfast

During the exam:
-bring water; pencil, highlighters
-make a timeline
-manipulate documents and categorise; highlight important words, dates, concepts
-make sure you know what the question is asking
-do not rush
-go over your answers; leave NOTHING blank

Notes from today: 1970-1980

Blue (02):
-Essay due next class (modernisation, role of government after Quiet Revolution)
-Recession and reduction of government intervention since the '80's (copy notes)
-read textbook, pp. 220-225 to complete p. 3 & 4 in booklet

Repeaters, and Red (01):
-arrive tomorrow morning with an outline or rough draft of Quiet Revolution essay; you will have class time to work on it
-make sure you have read pp. 216-219

Orange (06):
-Quiet Revolution essay due first period, Thursday morning (this is extra time as it was due Monday)
-chart: before and after the Quiet Revolution
-complete booklet, 1970-1980 (p. 2)

Page 1 of 2, notes for next class:

1960's to present: Quiet Revolution, Recessions and Neo-liberalism

Short essay: Changes of the Quiet Revolution
- read textbook carefully, p. 216-219
- examine the provided documents
- How was Quebec modernised? How did the government's role change with the Quiet Revolution?
- right an outline or rough copy

You will have a little extra time...
- short reading in class to contextualise the Quiet Revolution
- complete a chart with parnters (mind map?)
- complete notes, 1970-1980 (recession and debt/deficit reduction)
- handout will be due following class

End of this week:

Thursday, Apr. 4: Orange group (06)
- review Great Dep., WWII, correct homework
- return work, pre-Easter
- post-WWII economic boom and the economic changes of the Quiet Revolution, 1960-1970

Friday, Apr. 5: Blue group (02)
- Quiz: 15 questions (1st phase, 2nd phase, Great Dep, WWII)
- post-WWII economic boom and the economic changes of the Quiet Revolution, 1960-1970

Monday, Apr. 8: Red group (01)
- Quiz: 15 questions (1st phase, 2nd phase, Great Dep, WWII)
- post-WWII economic boom and the economic changes of the Quiet Revolution, 1960-1970

This short week:

You will have history only once this week. Arrive with your homework completed:
- read and complete the table on the back: "Continuing growth," 1914-1929 (2nd phase, WWI, recession, "Roaring Twenties")
- map: identify regions associated with either the 1st or 2nd phase; use the readings to locate the towns and regions in which raw materials were exploited

For the Easter break, you will receive a booklet. I have printed notes that refer to the Great Depression, WWII and the boom period after the war (1945-1960). Read pp. 206-213. Complete the two pages regarding the Depression in the booklet.

Exam on Economy & Develpment: week of April 8.

End of British period, beginning of Canadian

I'm sure many of you are desperately trying to figure out what to do with your snow day. Well, you can tell your parents that you really really can't shovel the drive-way, as you have history to study and work on...

Group 06 (Orange):
-many of you did not do the work I assigned to you for last Thursday, which was then re-assigned to you on Thursday in my absence... Sadly, it still wasn't completed yesterday, when it was due - most of you need to complete the back of the booklet. Read the corresponding textbook pages (186-187) and answer the questions. Using the documents and reading, you are expected to explain the benefits and the results of Reciprocity on United Canada.
-I gave you till today to hand it in; owing to this snow day, you have the time to answer the questions well. I will accept them tomorrow morning, before noon.

Should you want to get a jump on tomorrow's class:
-work on the handouts that pertain to the 1st and 2nd phases of the industrialisation period after Confederation (blue & purple sheets);
-read the textbook: 1st phase (pp. 190-199) and the 2nd phase (pp.200-205)

Group 08 (secondary 5):
-work on the handouts (blue and purple) that I gave to you in class last Friday pertaining to the 1st and 2nd phases of the industrialisation period after Confederation (blue & purple sheet);
-read the textbook: 1st phase (pp. 190-199) and the 2nd phase (pp.200-205)

Group 01 (Red):
-in the unlikely event that you brought home your textbook, read pp. 190-205. This will help you get ahead.
-start working on the handouts (blue, purple, that I gave to you last Friday).

Group 02 (Blue):
-your homework for today was to complete the work about the Reciprocity Treaty on the back of the pink booklet.
-If you come to see me tomorrow, I will give you the handouts that you would have rec'd this morning. If you are interested in "getting ahead" read the textbook, pp. 190-205.

Enjoy your day. Don't watch the soaps.

March break is so over...

This week: Lots o' work. We're got some catching up to do!  All groups: work to be completed for next class--p. 2 and p. 3 in pink booklet, as well as the crossword.

Wednesday:
Red group, Repeaters:
- review NF, British period and protectionism vs. free trade in the 1850's; correct homework (pink booklet, p. 2 and p. 3)

Chateau Versailles: Royal Government!

Two articles about minorities in Quebec...

An article about thousands of aboriginal children who died in residential schools; an article written in "Life in Quebec" about the diminishing number of bilingual communities in the Eastern Townships.

Term 3: Letter to parents, guardians, students

(for this week's work, scroll down to the two blogs below this)

To those students, parents, and guardians who use this blog:

Term III has just begun. It is a long one and it is worth 60% of the year's mark. Despite its length, May and June sneak up on us rather quickly. And then the panic and the reality set in: MELS June exams are around the corner and some students realise that they really should have done more, sooner. That is why I'm writing this on an early Sunday morning in February; I know what awaits you!

The HCE-IV exam is extremely difficult, and it is worth 50% of the final mark. There are no "gimmies" with course, nor with this exam. That being said, it is not impossible; however, this is the time to become implicated in history class. To achieve success, big or small, it will require consistent effort, organisation, completed homework and engagement in class. For some of you, it might even mean going over classwork and notes every night for 20-30 minutes. Doing these things give you a fighting chance in a course this difficult; I say this because it is true. Many students did not take this term seriously last year; they also ignored our pleas to study and to do homework. We had an enormous number of students fail in June, and thus fail to earn credits for history at the end of secondary IV. Not one of you wants to wake up in July with the news that you have failed history. You can't realise too late that the time is NOW to work (using this blog is one way...).

There are about 65 school days left. This means there are probably about 28 classes left, and still a lot to cover. It is important to keep in mind that term III has many disruptions to class time (simply a statement of fact) that interfere with the flow of learning. Starting with Carnival, provincials in basketball, spring-break, Easter (two and a half weeks after spring-break), spring sports, Kaleidoscope... and various other activities. These will impact history classes. It is important to limit the number of absences you have from class,(not just history). Lastly, parental involvement is crucial AND key to the success of a student.

The fact that only about 37% of the year remains might cheer many of you; but keep your cheering for after the June exam. You are all able to pass this course; some of you have to change bad habits. I've seen some great successes in term two by those students who did as I outlined above.  I'm cheering for all of you: so just do it! After all, what's 65 days?

This week: British economy

Wrap-up, British economy (part 1: fur, timber, agriculture, transportation):
-see blog entry below about the topic and readings;
-group projects due (Tuesday, Wednesday);
-quiz (20 short answer questions... not necessarily easy... Tuesday, Wednesday);
-essay will be assigned - due next week.

End of topic, part 2: England's move to liberalized trade
(Thursday, Friday)
-end of preferential treatment
-impact and results on LC

Economic development, British rule: 1760-1850

This week, you are working in groups, reading about and discussing the economic continuities and the economic changes in Quebec under British rule. I have provided you all with a list of concepts and topics that you need to understand, regardless of your focus topic.

You are all responsible for the readings in your textbook (pp. 175-185; p. 188; p. 190-192) as well as for the readings in the booklet that I have provided to you (5 pages). Lastly, it is your responsibility to answer all the questions within the booklet (fur, timber, agriculture and transport). We will correct them.

Your final group task is to build a creative presentation about the evolution in Quebec's economy at that time.

Finish NF's fur-based economy & attempts at diversification

Monday and Tuesday:
Finish notes: NF's economy
Complete booklet: 5W's of a coureurs, mind-map (impact of fur trade on all aspects of NF), F-I-B, and economic diversification of NF during the 1660's and the 1730's (homework)
Study for mid-year

Wednesday and Thursday:
Start economy during the British period

Friday:
Board wide mid-year exam, 9:00 (25% of term II)
 

This week: NF's economy

Homework for Tues/Wednesday classes: Blue sheet, re. mercantilism, resource exploitation, trading-post colony, allies & rivals, territory of NF by the mid-1700's

Quiz (Wed, Thurs):
-Aboriginal "economy" and "organisation" of territory
-arrival of Europeans (fishing, trade, beginning of fur trade)

NF's economy:
-follow-up on mercantilism, triangular trade (last week)
-examine fur-based economy
-examine attempts to diversify NF's economy
-examine the local economy: agriculture & crafts

Thursday, 24 February:
-tutorial after school (4:00-5:30) in D417 in preparation for the mid-year exam, if enough of you would like
-arrive with questions about topics or concepts that are unclear to you
-buy bus pass or arrange a pick-up

Mid-year exam, February 1:

Content: 
Examining two social phenomena-
1. Population & Settlement: First Occupants, French regime, British rule, Contemporary Canada
2. Economy & Development: First Occupants, French regime, British rule

Format:
2 parts-
1. 15 short answer questions (10 from one social phenomenon; 5 from the other)
2. 1 essay question (on the phenomenon with the fewest questions)
All questions and essay are document-based.

Intellectual operations being evaluated:
-establish facts
-situate in time
-characteristics of an historical phenomenon
-make comparisons
-determine explanatory factors and causes
-determine elements of continuity and change
-establish connections between facts
-establish causal connections

February 1: Mid-year test

Content:

The following two social phenomena and sections will be examined:

A.   Population and Settlement:

First occupants, French regime, British rule, Contemporary period

B.    Economy and Development: 

First occupants, French regime, British rule

Format:

The exam is divided into 2 parts, according to the social phenomena above.   - The exam includes 15 short answer questions, 10 from one social phenomena, and 5 from the other. - There is one essay on the social phenomena with fewer short answer questions - All questions, as well as the essay, are document-based

THEME II: ECONOMY & DEVELOPMENT

PRE-CONTACT: ABORIGINAL "ECONOMY"
To understand:
-the subsistence activities of the First Occupants;
-trade networks, items of trade (corn, meat, etc), importance of trade, pre-contact;
-how subsistence activities affected territorial organisation (villages, camps) and social organisation (division of labour).

CONTACT: EUROPEAN ARRIVAL

To understand:

-contact between European fishermen and Aboriginal groups

-goods exchanged

-impact of contact on Aboriginal society and economy

Class work:
-discussed aboriginal subsistence activities
-textbook, pp. 147-152
-completed handout - notes, reading, questions (added a #4)

*REMINDER: MID-YEAR EXAM IS STILL SCHEDULED FOR FEBRUARY 1, 2013.