1800-1850
Conflict + Challenges
Grade 7 History - Unit 2
Grade 7 History - Unit 2
Identify social and political values and significant aspects of life in the first half of the 19th century for one of the topics below...
ways of life in British and French forts, in new settlements in the bush, on First Nations reserves
living conditions for different classes in industrializing cities
attitudes towards Irish immigrants, African Canadians, Métis, Inuit
attitudes of political elites and groups seeking political reform
gender roles in First Nations, Métis, and Inuit communities
...and assess similarities and differences with those from the 18th century. For example:
improvements in access to education
changes in attitudes towards slavery or political elites
changes resulting from political reform
changes in ways of life of First Nations on reserves
Describe one of the challenges people faced during the first half of the 19th century...
war with the United States
industrialization
poor wages and working conditions
rigid class structure
limited political rights
discrimination and segregation
religious conflict
limited access to education
influx of new immigrants
epidemics
transportation challenges
harshness of life in new settlements in the West
continuing appropriation of First Nations, Métis, and Inuit land and resources by European settler communities
...and identify ways in which people responded to that challenge. For example:
strikes
rebellion
resistance
legislation to expand access to education
treaties
construction of canals
mutual aid societies
work bees
quarantining immigrants
Displacement Responses - pick one of the situations below and explain how those people dealt with their displacement:
displacements resulting from damage to property during the War of 1812 or the Rebellions of 1837–38
from the loss of First Nations and Métis territory due to increasing encroachment and settlement by colonists
from immigration of Europeans seeking land, religious freedom, and/or work
Pick a situation from the list below, and devise high-level inquiry questions (using the bottom right hand corner of the Question Matrix) that would guide investigations into your situation:
the War of 1812
increased immigration from Europe
heightened class divisions in Upper and Lower Canada
the rise of the Patriotes in Lower Canada
education reform
Continuing with the same situation you picked in the task above, gather and organize information about the differing perspectives on your situation using primary sources...
diaries
Indigenous oral histories
traditional songs
excerpts from books that were popular at the time
newspaper editorials
paintings or drawings from that period, petitions
speeches
... and secondary sources:
poetry, songs, paintings, or drawings from after this historical period
museum exhibits
documentaries
online videos
historical fiction
web resources and/or books on Canadian history
Critically analyze the sources you used in the task above to determine if they are credible and relevant to your investigation (by considering the perspective, bias, accuracy, authenticity, purpose, and/or context of the source AND the values and/or expertise of its author).
Continuing with the same situation you have been working with for the last several tasks, create a map showing the spatial boundaries of your situation (consider using Google My Maps). For example:
location of major battles of the War of 1812 or of the Rebellions of 1837–38
flow map to show where famine Irish were displaced from and where they settled in Canada
demographic map to determine settlement patterns in Upper Canada and how they affected First Nations and Métis people in the colony
Continuing with the same situation you have been working with for the last several tasks, interpret and analyze information and evidence relevant to your investigation. For example:
use a graphic organizer to compare the perspectives of English and French Canadians on the Durham Report
analyse the content of selected paintings to determine the perspectives that are presented and the perspectives that are missing
use a graphic organizer to determine similarities and differences in the perspective of various groups, communities, and/or individuals, including Indigenous communities and individuals, on life outside colonial towns/cities
use graphs to determine the increase in immigrants to the various colonies in British North America
Continuing with the same situation you have been working with for the last several tasks, evaluate evidence and draw conclusions about the differing perspectives on your situation.
Continuing with the same situation you have been working with for the last several tasks, communicate the results of your inquiry using appropriate vocabulary (immigrant, rebels, famine, Loyalist, Reformer, Patriote, British North America, Upper Canada, Lower Canada, Family Compact, Château Clique, responsible government) in an appropriate format. For example:
a dual perspective poem or story on western settlement written from the points of view of settlers and First Nations and/or Métis people;
a dramatic presentation on the lives of immigrants from different regions or classes
an annotated map explaining the impact of the Rebellions of 1837 on various groups (consider using Google My Maps)
a work of art depicting the various groups involved in an event along with a write-up explaining their viewpoints
Pick one of the events below, and identify factors that led to the event AND describe the historical significance of that event to various individuals, groups, and/or communities:
the War of 1812
establishment of the Underground Railroad
exploration by Sir John Franklin or David Thompson
Pick one of the treaties below and explain its significance to different people and communities in Canada:
Selkirk Treaty, 1817
the Huron Tract Treaty, 1827
the Saugeen Treaty, 1836
the Manitoulin Island Treaties, 1836 and 1862
the Robinson-Superior and Robinson-Huron Treaties, 1850
Pick one of the legal changes below and explain its impact on various individuals, groups, and/or communities:
alliances between First Nations and British forces during the War of 1812
the Treaty of Ghent, 1814
the Abolition of Slavery Act, 1833
the Durham Report, 1839
the Act of Union, 1840
the Common School Act, 1846
the Rebellion Losses Bill, 1849
the Sayer Trial, 1849
Pick one of the social and/or economic changes below and explain its impact on various individuals, groups, and/or communities:
increasing immigration
the global recession of the 1830s
growing markets for lumber and wheat
political reform movements in Upper and Lower Canada
the construction of canals and railway lines
education reform
mining in Canada West
cholera and smallpox epidemics
the genocide of the Beothuk in Newfoundland
Pick one of the significant interactions between various individuals, groups, and institutions in Canada during the 18th century. For example: French, English, First Nations, Métis, Inuit, Loyalists, African Canadians, Irish and Scottish immigrants, different religious denominations, the Family Compact, the Château Clique, landowners, servants.
Create your own Heritage Moment - pick one of the following individuals or groups and explain their contribution to Canadian heritage and/or identity:
Peter Jones (missionary)
John Norton (Teyoninhokarawen)
Peggy Pompadour
Shawnadithit (Nancy April)
groups advocating responsible government or public education
immigrant aid and other charitable organizations
the Family Compact and Château Clique
groups such as Mennonites in Waterloo or the Six Nations of the Grand River