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It is expected that students will:
B1
Analyse Canadian society from 1815 to 1914 in terms of gender roles, ethnicity, daily life, and the arts*
*(arts includes: dance, music, theatre, writing and publishing, and visual arts) (women' contributions to society)
Resource: Listen to music of the19th century
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Students who have fully met the prescribed learning outcome are able to:
- compare the roles and daily activities of men and women
− in urban society (The West) (Montreal)
− in pioneer life (women) (Alberta) (Manitoba) (famous women)
- relate the status of ethnic minorities in Canada (e.g., Chinese railway workers, Sikh loggers, Eastern European farmers, Irish famine refugees, African-American slavery refugees)( more) (interactive site) to the societal attitudes of the time (status of women) (Canadian Emigrant Housekeeper's Guide) (the "undesirables") (Black community history)
- describe the impact of technological innovations on individuals in society (e.g., radio, railway,(more) bicycle, photography) (19th century horse-drawn vehicle)
- describe the contributions of specific individuals to the arts in Canada (e.g., Emily Carr, Pauline Johnson, Stephen Leacock, Lucy Maud Montgomery, Robert Service) (women) (Tom Thomson)
Resource: CPR Archives, more
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B2 Evaluate the impact of interactions between Aboriginal peoples and European explorers and settlers in Canada from 1815 to 1914
Students who have fully met the prescribed learning outcome are able to:
- describe contributions made by Aboriginal peoples to the development of Canada
- evaluate the interactions between various Aboriginal peoples and stakeholders in the fur trade (e.g., Hudson’s Bay Company, Northwest Company, voyageurs) (brief overview)
- assess the role of Aboriginal women in the fur trade ( a narrative)
- critique the rationale for treaties (e.g., numbered treaties, Vancouver Island treaties (Douglas_treaties_map, (date map)) and the Indian Act (e.g., reserves, residential schools), and evaluate their impact on Aboriginal peoples (modern issues)
- describe how the contributions of and relationships with Aboriginal peoples influenced Canadian identity
Resources:
- Historic Treaty Information Site; Map, Encyclopedia article, Treaty Areas
- Metis History and Culture
- Interior Salish Photographs
- A Sketch Account of Aboriginal Peoples in the Canadian Military
- Model Essay Questions
- Rediscovering Maillardville (historical photographs and audio clips)
- interactive site: We do not Know his Name; Klatassin and the Chilcotin War ( Great Unsolved Mysteries in Canadian History series)
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B3 Evaluate the influence of immigration on Canadian society from 1815 to 1914
Students who have fully met the prescribed learning outcome are able to:
- describe significant events and trends affecting immigration to Canada from 1815 to 1914 (e.g., the Great Migration, (Canadian perspective)the Irish potato famine, ( Grosse Ile), the underground railroad,( <---- lesson plan) Chinese Head Tax)
- describe the contributions of immigrants to Canada’s development (e.g., Chinese railway workers, Sikh loggers, Eastern European farmers, British institutions)
- evaluate changes to Canada’s immigration policy, including:
− Sifton’s open-door policy ( Sifton biography)
− Asiatic Exclusion League (Vancouver chapter)
− Continuous Passage Rule
Resources:
Moving Here, Staying Here. The Canadian Immigrant Experience (virtual exhibition with primary sources - from Library and Archives Canada; educational resources)
Immigration 1900 -1914+ (anti government bias)
The Peopling of Canada Tutorial
Interactive Site: Heaven and Hell on Earth: The Massacre of the Black Donnellys
(Great Unsolved Mysteries in Canadian History series)
NEW! The Shamrock and the Maple Leaf - Irish-Canadian
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B4 Describe the factors that contributed to a changing national identity from 1815
to 1914
Students who have fully met the prescribed learning outcome are able to:
- describe how immigration influenced Canada’s identity in terms of
− ethnic diversity
− land of opportunity
− safe haven from slavery - describe the ways in which Canada’s growing autonomy influenced the development of a national identity separate from Britain and distinct from the United States, with reference to events such as:
− the Boer War
− the Naval Act
− the Alaskan Dispute ( American view) - describe the development of Canada’s identity as a French and English country, including:
− the Durham Report
− Act of Union (text)
− BNA Act (The Constitution Act, 1867)
− Manitoba Schools Question
Resources:
Lesson: Critical Challenge:
Historical Perspectives of National Identity
Historical Statistics: Population and Migration
Exploring Canadian Identity ( interactive) from Our Roots; Canada's Local Histories Online
Ethnic Groups Booklets (now digitized and online)
