Dec. 15-19: Wrap-up NF's econ, start economic development under British rule; information mid-year EXAM

Mon., Tues:
(1) finish/correct review booklet (mind map...)
(2) correct go over last week's quiz about NF's economy
(3) new booklet (pink): British period... continuity and change in Quebec's economy (fur trade, agri.)

Reminder:
I stay after school for homework & study hall. This is the last one before the x-mas break.

Wed., Thurs: To be continued:
-economic development during the first part of British rule

MID-YEAR EXAM: JANUARY 28, 9:00 a.m.

FORMAT: 
-fifteen short answer questions
-one 250-word essay
-based on documents
-two units: 
(1) Population & Settlement (1500-present)
(2) Economic Development (1500-present)

-Aboriginal, French, British, Canadian periods
-30% of term II
-BLUE textbook

Dec. 8-12: New France's economic development, 1608-1760

Monday-Group 04 (Red):
-start NF's economy - new booklet:
-notes about the organisation of NF's economy. Aim is to understand:
(1) mercantilism and how it impacted NF's economy;
(2) the goal of Talon's triangular trade.
-homework: read textbook, p. 158-160; complete #1, 2 on back page of booklet.

Tues-Fri:
NF's economy:
-Blue booklet, #1:
-correct homework: #1 & 2
-notes from class presentation
Aim is to understand:

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

-the importance of the fur trade to NF's economy & how this affected NF's society, territory...

-know how the intendants attempted to diversify & develop NF's economy

-the key aspects of NF's local economy: agriculture & crafts

-Blue booklet, #2:
-review of NF's economy

Short quiz.

Dec.1-5: Test & Finish Abor. Economy

As per last week's post: Dec. 1 & 2
Monday: day 7, per. 4: Blue group
Tuesday, day 8, per. 3: Purple group

Your test is made up of two sections: the first consists of one three-paragraph essay. I handed out the documents last week so that you could analyse them ahead of time; the second has five short-answer questions, based on its own set of documents.

Due next class:
-four sections of the yellow booklet about Aboriginal economy.

Nov. 24-26: New unit - Economy and Development (Day 2, 3, and 4)

Next week: Dec. 1:
Monday: day 7, per. 4: Blue group
Tuesday, day 8, per. 3: Purple group

There will be a short test about Quebec's population and settlement in the period since WWII (1945-2014). It will consist of a three-paragraph essay and about five short-answer questions, each section based on its own documents.

This week: Economy and Development of Quebec, since 1500

Your aim, over the next two classes, is to understand:
(1) the characteristics of Aboriginal "economy" before Europeans arrived;
(2) how Aboriginal subsistence activities affected their social and territorial organization;
(3) the effects of contact with Europeans on Aboriginal economy and trade networks...

We will:
-discuss the term economy and understand certain key economic terms (photos, pp. 138-139);

-take short notes about nomadic and sedentary "economic activities" and their division of labour (p. 148-149);
-complete a four-page booklet about the aboriginal economy, which include two exam-style  questions;
-you are responsible for reading & examining corresponding pgs. 145-154

Bonus questions could come from this article or this one...

Nov. 17-21: Finish contemporary period

We are finishing population and settlement. If you were absent on Thurs or Fri., get the notes. Next Tuesday, the Blue (02) and Purple (05) groups owe me the two short paragraph summaries. This is an extension of five days. There will be a test about the contemporary period during the week of Dec. 1.

Watch this video about Montreal in the 1950's; it is WILD:

Les Habitations Jeanne-Mance by Eugene Boyko, National Film Board of Canada

Read about Montreal cleaning up its slums...

This week:
-finish the contemporary period of Quebec's population & settlement
-notes
-assignment: two short summaries (handout)
-short test next week

Remember: Thursday is day 5; Friday is day 6.

Finish P&S: Canada, 1945-197

In the next couple of classes, we will finish Population & Settlement chapter. Our focus is on the 1945 period to the present.

Next class (blue, purple)
-go over the term exam (essay and short answer)
-I wrote an essay to show you how it sounds...

This week, for homework:
-handout: reading and questions about the baby boom (1945-1960) and immigration increase
-textbook, p. 82-90: read over the pages, examine documents; complete the task below (especially if you're missing class Friday afternoon):

Nov. 3-7: Canadian period and term 1 exam

Tuesday, Nov. 4:
-study and tutorial after school in my classroom

This week:
-continue to learn about the changes to our society, territory after confederation, owing to massive immigration
-review for the test

Homework:
-study
-read purple handout (Canada, 1867-1930)
-answer the 7 corresponding questions

For exam information, scroll down to the October 29 blog entry.

Oct. 27-31: finish Brit. period 1815-1867 & exam information

Finish FIB notes:
1-social & territorial effects of Br. immigration to Lower Canada
2-Fr-Canadian emigration to the USA (explanation and impact)
3-Natives in Lower Canada (population stagnation)
homework: read textbook pp. 51-56; complete back page of notes (FIB, 3 questions)

Review questions to help you study your notes about the period 1815-1867:
1. What was the population of Quebec (Lower Can/Can. West) in: 1760? 1791? 1842? 1861?
2. What is B.N.A.? What colonies made up B.N.A.?
3. After 1815, from where did immigrants to B.N.A. arrive in great numbers?
4. What explains why these people immigrated to B.N.A. (push-pull factors)?
5. Why did most of these immigrants migrate from Lower to Upper Canada?
6. Compare population growth in Lower and Upper Canada by the mid-19th century.
7. What impact did the Great Migration (from British Isles) have on Quebec’s (a) society; and (b) territory?
8. What impact did population growth have on rural areas and on the St. Lawrence Valley?
9. Explain the reasons for the French-canadiens’ emigration from Quebec. Where did the go?
10. What measures did the Quebec gov’t implement to solve the Fr-can emigration? Did they work?
11. Explain the impact of population growth on urban areas. How did cities change during the nineteenth century?

Term test:
-Nov. 6 & 7
-short answer based on documents
-essay, based on documents

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

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

-French regime (problems of population growth before RG, changes after Royal Government, measures taken by the government, results of government measures, pop. of NF in 1760; occupied vs claimed territory...);

-British rule (continuity and change after the change of empire in 1763, changes in population owing to "migration flows," (immigration: Br. merchants, Loyalists, from the British Isles; emigration: French-Canadian to USA)  the changing territory of Quebec (boundaries, inhabited territory...)

-early Canada, 1867-1930

To study:
-class notes & handouts
-don't read the textbook; find various pages (summary, timelines,...)
-examine documents in the textbook, in your handouts.

How?
First: organise all your notes and handouts; make sure you have everything in order... Then:
1. make yourself cue cards, with a question on the front, answer on the back... (eg. What were government measures meant to keep French-Canadians from emigrating to the United States?)
2. use the SQ3R method...
3. study about 20 minutes every night, only

Oct. 20-23: British rule, part 2

Next two classes: finishing the British period
Upcoming term exam: November 6 & 7

Oct. 14-18: Finish British rule, pt. 1 (1760-1815)

Due this week: Illustrated "Continuity and Change, 1760-1775" (scroll down to last week's blog post)

 This week's aim:
-understand the Loyalists' arrival in Quebec and the effect they had (social, territorial, political);
-go over notes (pink handout) and read textbook, p. 48, bottom of p. 50;
-three class activities (mind map, cause-effect, and identification of Loyalists...) that will prepare you for the quiz.

You will receive a quick review sheet about Quebec's population & territory during the first years of British rule. Complete the F-I-B, T or F, and the timeline (we'll complete the three maps in class together); this is in anticipation of the short quiz you have next class (Friday 17th, Monday (blue) & Tues)

Quiz: 10 questions, 1 causal connection question using documents.

Next topic: Great Migration from Britain, after 1815...

Oct. 6-Oct. 10: Population under British rule, 1760-1815

Complete timeline about the first 30 years of British rule
Notes: Change and continuity after the British takeover
Assignment: Creative
-illustrate the information from the notes (#2 and #3)
-use textbook p. 43-47

You must show:
1-continuity after 1760 in the population of Quebec
2-changes after 1760 in the population of Quebec
3-the new boundaries and the territory of Quebec
4-the two different cultures of Quebec after 1760 (language, religion...)

Remember:
-first, make a ROUGH copy for next class (Friday and Tuesday)
-be creative;
-be neat;
-use colour;
-you do NOT have to be an artist; I'm marking your creativity and your understanding of the information.

Why illustration?
-to help your brain process and make sense of the information
-to differently show me that you understand the topic

Sept. 29-Oct. 3: Complete Population & Settlement in New France, 1663-1760

This week:
(1) finish examining the demography of New France after Royal Government, 1663-1760;
discuss the government's measures to improve population in NF
(2) review the territorial organization of the occupied territory in New France's St. Lawrence Valley (land division: seigneurial system)
(3) understand how French claimed territory in North America changed throughout the French regime.

Monday, Tuesday:
-notes
-read textbook, p. 30-37
-complete p. 1 of new booklet (4 questions) for the following class

Wednesday, Thursday:
-examine documents reflecting NF's population growth throughout its history (p. 2 booklet)
-read textbook p. 26-27
-complete maps about France's OCCUPIED territory versus its CLAIMED territory over the course of its history (see below)

Click on links below to see the changes in French territory over 100 years; use these to complete your maps (p. 4, booklet):
-1645
-after 1713

Sept. 22-25: Quiz and French colonisation, continued

Quiz: 
Tues (red group)
Thurs (blue/purple group)

Topics:
3 questions about Quebec today
Aboriginals in Quebec: origins, location (know that map!), short answer questions
Map: St. Lawrence river, Gulf of St. Lawrence, Hochelaga, Stadacona
3-5 questions about the arrival of Europeans in the St. Lawrence Valley

What to study?
Textbook, p. 16 (map), p. 16-19 (details about Iroq & Alg in Quebec)
Notes about sedentary and nomadic groups & yellow map
Europeans arrive: p. 20-22, class notes, blue handout

Bonus questions will come from current event in the news this week!

Continue working on French colonisation in NF

This week: European arrival and Population in New France, 1608-1760

Class work on Monday and Tuesday:
- first, we'll complete formative assessment about Quebec's First Occupants, circa 1500 (yellow sheet)
- this will indicate to me and to you who requires tutorials (morning or lunch) before next week's quiz

- discuss the arrival of Europeans in the Gulf of St. Lawrence
- examine French explorers and the beginning of French history in North America: Cartier & Champlain
- short notes (timeline & two slides)
- read blue textbook, pp. 20-22 - complete handout: 6 questions, map, timeline

Wednesday-Thurs:
Colonisation issues efforts in New France, 1608-1663
document analysis

Quiz: next week (Tues/Thurs)
Aboriginals
study: notes, map, handout reading, textbook p. 16-19

This week: Aboriginals in Quebec, circa 1500

If you had trouble with Quebec's population today, please come see me.

Two classes about:
- origins of Quebec's First occupants (migrations from Asia)
- three language groups: location and tribes belonging to each group
- organization of territory: nomadic vs sedentary groups (wigwam camps vs longhouse village)

1-notes
2-map & reading
3-formative assessment

Next week: arrival of Europeans and the French regime, 1608-1760

Population and Settlement: An Introduction to Quebec in 2014

For class two:
Read blue text, p. 4-7
Complete booklet #A definitions.
Try to read the ten documents provided in the booklet. Highlight key information.

Assignment 1:
8 questions due (on loose-leaf, in complete sentences... with a title, date and name):
Red group (04): Monday, Sept. 8, per. 3
Blue group (02): Tues., Sept. 9, per. 4
Purple group (05): Wed., Sept. 10, per. 3

Culture: New France & British

Official Power Test

Several of you missed the test owing to the Toronto trip. Just as we said last week, I will stay after school to provide for you an opportunity to write it without disrupting other classes. Bring food and water. It'll be relaxing. Starts at 4:00.

Exam and Tutorial and Mind map

Sec. IV's: Official Power Exam:
- French regime: (mother country, colony, aboriginal groups, the Catholic church, fur merchants); British Rule: (Governor(s), British merchants, aboriginals (eg. Pontiac), Catholic church, les Patriote, L.J. Papineau, Baldwin-Lafontaine, responsible government...); Contemporary Canada: federal-prov. gov'ts, aboriginals, the Catholic church, feminist groups, linguistic groups, etc.,...
- 21 questions, based on documents
- check the June exam "bible" to see what the general topics are...

Tutorial:
- Tuesday, after school (4:00-5:45) in D417

Mind maps:
- All group mind maps on the four interest groups should be handed in no later than Tuesday. Should you need time to finish, add pictures, etc., my classroom will be open at lunch, as always.

Official Power: Contemporary Canada, 1867-2014 - May 5-9

Monday, Tuesday, Wednesday:
Everyone should arrive to class having completed the readings that were assigned last week (textbook, booklet); in this way, you can contribute to your group. These are readings about the following interest groups:
-labour unions
-feminist groups (here's a link: Extending the vote to Women in Canada)
-linguistic groups
-environmental groups

Your group will:
- discuss the most pertinent information (purpose of the group, demands, means of influence, results of their actions on laws and policy in Quebec & Canada;
- consider how to present the information (mind map) effectively and creatively (illustration);
- present it to the class.

EXAM ON OFFICIAL POWER:
Wednesday & Thursday, May 14 (Blue) and 15 (Orange, Red)

Official Power: Contemporary Canada, Apr. 28-May 2

This week will see several positive events which will interrupt our class schedule. Nonetheless, the show must go on... Blue group: If you were absent last Friday, this is what we did:

Monday: Orange, Red, Repeaters:
We will be missing Wednesday, thus we have lots to cover:
(1) HOMEWORK: purple sheet completed (Metis): 4 questions and a timeline (p. 144-146; p. 160)
-having completed this will HELP you with tomorrow's assessment task...

(2) TASK: In-class summary
Discuss how the power relations between Aboriginal groups and the Canadian government has changed since Confederation. Your notes and the reading in the textbook are all you need as sources of information...

(3) NOTES: Aim: Understand influence that the Church had in Quebec society & politics and their relations since Confederation (1867)...
-Make sure you have the booklet that includes aboriginal and church relations with the British authorities. The third page has a reading I included that is very valuable about the decline of the Catholic Church since the end of WWII, especially as of the Quiet Revolution. It discusses the secularization of Quebec society!

Church homework:
Homework:
-read the textbook: p. 152 (bottom); p. 154; 155-156, (doc. 74, 77-education, social affairs)
-bklt, p. 3 - Church and state... answer task 3

Read about the history of Earth Day.

Contemporary Canada: 1867-2014, part 1: Apr. 23-25

Read textbook, pp. 144-146 and p. 160. Answer the four questions on loose-leaf:
1. Who were the Metis? How did they react to the threat to their territory?
2. How did the government respond to the Metis rebellions?
3. What happened to Riel as a result of the second rebellion?
4. Prove that Aboriginal groups today exercise more power than they did at the end of the 19th century. Use evidence.
5. Make a timeline along your loose-leaf, 1867-2012. Place the following in chronological order:
-Signing of the James Bay-Northern Quebec Agreement
-Saskatchewan and Alberta are established as new provinces
-Adoption of the Indian Act
-Metis’ publish demands in their Bill of Rights
-Aboriginals gain the right to vote
-Canadian courts upheld Aboriginal peoples ancestral rights stemming from treaties signed
-Hanging of Louis Riel

Official Pwr: Apr. 8-11

See bottom for election coverage.

All groups should have completed the pink booklet about official power during the period, 1791-1840. Only the sec. 5's are without the corresponding notes, their binders and their texts, as they were in D417 during the evacuation. We will pick up where we left off on Tuesday, day 8. I will post the notes by Monday. Come collect your books around 8:45, Tuesday morning.

Sec. 4's: If you have your texts, please read pp. 123-130. This will help you to understand what we'll do with lightning speed. It corresponds to p. 3 & 4 of your homework AND it will help you with your essay. Pages 131-133 are also important, if you want to move ahead. Pay specific attention to the picture on page 131. How are the people expressing their demands to the colonial authority? This was illegal at the time!

Next week: We will finish notes about how the Constitutional Act, 1791, established a government structure that created the "illusion" of democracy. In fact, it created tensions and power struggles between the legislative assembly and the Governor and his councils. In the assembly, a party developed that wanted to reform government and make it "responsible" to the electorate. The growing problems in power relations was ONE of the causes of the rebellion in Lower Canada, 1837.

Read about Thursday's (Apr. 3) student protests in Montreal, here. Also, read this "look back" at the Quebec election campaign, which was mostly painful and acrimonious.

Some stats about this election from this CBC website: Could show up as bonus questions!
- Quebec's chief electoral office reported a voter turnout of almost 53 per cent as of 5:30 p.m.
- More than a million Quebecers cast votes in the advance polls (about 20%)
- Across Quebec, a total of 814 candidates are running for election
- 6,012,440 people are registered to vote
- This is the second time Quebecers have gone to the polls in the past 19 months.

Charter of Values

An ex-student of mine, Supriya D., who is now a lawyer, is featured on this news program in its exploration of the Charter:

Official Power: British Rule (Mar. 31-Apr. 4)

Blue group: Homework for Tuesday
- read textbook, pp. 123-124
- complete pink booklet, p. 1 & 2 (question, map, government structure)

Orange, Red and Repeater groups (Monday, Mar. 31):
-We will examine relations between the British governor (official power) and the new British merchants (interest group) in "Quebec" in the 1760's (textbook pp. 121-122). After we've completed the slide of notes, you will summarise what you learned about their relations in 2-3 lines.

-You will read a booklet in class entitled, "A Period of Change." The questions below accompany this reading (if you want to print them and bring them to class, you may do so!).

These questions call upon certain "intellectual operations." They require you to: establish facts, make comparisons, determine explanatory factors and establish connections between facts.

"A Period of Change"
1-Explain why the British government passed the "Constitutional Act"?
2-What changes were made to Quebec in 1791?
3-How were Lower Canada and Upper Canada different? How were the two colonies similar?
4- Explain the power of the Governor in B.N.A between 1791 and 1848.
5-What problems developed in Lower Canada as a result of the new structure of government?

The provincial election is fast approaching; how would you vote, if you were eligible? Try CBC's.

Theme 3: Official Power and Countervailing Powers (Mar 23-27)

We have started our THIRD theme. We are examining the evolution of "official power" and its relationship with "countervailing powers" in Quebec over 400 years.

Our first two classes (last week) examined the relationship between government and interest groups (groups who, through various means, seek to influence government policy) in our contemporary democratic society.  We also learned why and how to structure notes in a "Cornell" fashion - with the intent of helping you be better equipped to study.

CLASS 3: POWER RELATIONS IN NEW FRANCE:

All groups began examining the relationship between the official power in New France and the few "interest groups" that existed in the colony. We looked at power relations between the mother country and the colony; then we looked at the relationship between NF's government and aboriginal groups, as well as the Catholic church in NF.

Classwork and homework: Power relation in N.F.:
Panoramas, pp. 103-115

Orange (01): Finished the notes.
Homework: Textbook, pp. 104-111
Qst. 1-5 handout (to be corrected on Tuesday, Mar. 24)
- start power relations during the British period
- quiz on Thurs.

Red (03): Notes are half done
Homework: Textbook, pp. 104-107
Handout: questions, #1-3; you will finish 4 and 5 in class.

Blue (02): Notes are half done
Monday, period 1: Complete notes
Read pp. 104-111
Handout, Qst. 1-5

Repeater (08): Notes are half done
Homework: Textbook, pp. 104-111
Handout: questions, #1-3; you will finish 4 and 5 in class.

End of unit exam: Economic development, 1500-present day

Exam:
Tuesday, Wednesday (Feb. 25, 26)
21 short answer questions, based on documents
20% term III

To study: Booklet review (green)
textbook, pp. 146-225
textbook, pp. 264-265
maps, p. 305-308
notes (eg. pink booklets with list of topics to understand during the British period)

How?
-make a timeline for each period
-write questions and answers on cue cards
-use SQ3R with class notes
-mind map different topics (eg. "economic changes during the 1960's)
-analyse documents in the text
-send questions to Ms. V about things you don't understand

Quiet Revolution:

This is the third slide, referring to the effects of economic development on Quebec during the 1960's-1980:

Finish Economy & Development

WWII, Mind map due next class: Tuesday & Wednesday

Next class:
- post-war economic development
- handout
- p. 212-215

Quiz and the War-time Economy (Feb. 10-14)

Monday: Day 1
Correct 2nd phase chart, three questions from textbook, p. 204-205

Quiz: 60 years of industrialisation in Quebec (it ain't easy...)
Tuesday (Blue), Wednesday (Orange, Red groups)

-15 short answer questions; study from the following:
-textbook, p. 190-193; 197; 200-205; purple handouts (readings, chart); notes (see below: copy or print)
-characteristics, facts of both phases
-effects of industrialisation on society and territory (notes below)
Bonus (2): National Policy, p. 197; Agriculture, p. 204

Put these notes into your binder:

Next topic:
Understand the effects of a war-time and post-war economy:
-read pp. 210-212 and examine document booklet about the war-time economy
-for a quick overview, read this link (Atlas of Canada)
-task: create a mind map that expresses the effects of WWII on our industry, our economy, and our society
-read about the post-war economy: p. 212-215
-complete handout about the post-war boom

Feb. 3-6: Contemporary period, 1867-1930

Finish early industrial development in the period after Confederation
-understand the factors that encouraged industrialisation
-identify characteristics of each period
-understand social and territorial effects of industrial development in Quebec
-examine this link; scroll down to 2.2: The workings of cities

Work:
-complete chart comparing the two phases of industrial development
-read handouts and textbook, p. 190-193 (1st); p. 200-203 (2nd)
-complete charts & questions

Mid-year exams: Go over them in class.

Lachine Canal pics:

Jan. 27-31: Start the Contemporary period...

Start economic development in the period of Confederation:
-first and second phase of industrialisation (effects of industrialisation on society & territory)

Study: Mid-year exam (Jan. 30, 9:00 a.m.)
After school tutorial - Tuesday, 4:00-6:00
bring food and water

Jan. 20-24: Continue Economic development under the British

This week:
If you have not yet handed in your fur trade essay, today is the day.

- complete the booklet (p. 4) that you have about the British period (timber) before you come to your next class; we will discuss this topic
- work with documents about the timber trade (organise them into three themes with partner; find important info)
- complete changes and crisis in agriculture; understand transportation developments...
- understand British economic policy
- STUDY FOR YOUR MID-YEAR EXAM... (30 marks, short answer; 10 marks, essay).

You may be interested that Marois' PQ have risen in the polls; read this.

Could be a quiz...

Bill 60: That charter business...

This is one of the briefs presented by one couple at the parliamentary commission regarding Bill 60. It describes their trip to Turkey and Morocco. (I quote: "Comment ca, enlevez nos chaussures? Ca tu d'l'allure?! Des hommes qui prient a quatre pattes su' des tapis!) Be afraid: these people walk among us. What does a mosque in Morocco have to do with us in Quebec?



The Gazette: Quebec's human rights commission voices 'serious reservations' about Bill 60

If you have the time and/or the inclination, you may want to read the proposed bill ("secular charter"), as it was tabled in November. It's a page turner.

Brome Lake water advisory (this is my tax money at work?): Will it ever end?

Jan. 14-17: Economic development under British Rule

This week:

Fur trade: (first period of British rule, 1760-1800)
-finish this topic:
-complete pages 2 & 3 in the new pink booklet... 
-read pages 176-178 in the textbook
-write a short "essay" about the elements of continuity and the elements of change in the fur trade after the Conquest, 1760 - we will start in class...
-essay due on Thursday (Orange, Red groups); Friday (blue) 

Timber trade:
-examine the development and results of timber trade in Lower Canada
-early 19th century
-third page of booklet for next Monday, Tuesday

REMINDER: mid-year exam on January 30! 

FORMAT: 
-15 short answer questions; 1 essay
-based on documents
-questions based on two units: 
(1) Population & Settlement (1500-2013)
(2) Economic Development (1500-today)