Social Studies Unit Topic: Confederation Grade 10 Rationale: Students will understand the various aspects of Confederation through a geographical lens. Students will evaluate each of British colonies and understand the factors that pushed them towards confederation. Many of these push factors were geographic including the fears of American influence, as well as transportation, economic factors, and trade between colonies. Students throughout the unit will explore all of these geographical factors, as they were a major part of the founding of Canada in 1867. Unit Goals Prescribed Learning Outcomes 1. Understand how Canada became a nation during confederation 2. Gain an understanding for the vastness of Canada s geography & how it impacted settlement from Europe 3. Develop an understanding of the different colonial perspectives during the confederation period [looking at the geographical differences between the colonies] A1 apply critical thinking skills, including questioning comparing summarizing drawing conclusions defending a position A2 demonstrate effective research skills, including accessing information assessing information collecting data evaluating data organizing information presenting information citing sources A3 demonstrate effective written, oral and graphic communication skills, individually and collaboratively B1 analyse Canadian society from 1815 to 1914 in terms of gender roles, ethnicity, daily life, and the arts B2 evaluate the impact of interactions between Aboriginal peoples and European explorers and settlers in Canada from 1815 to 1914 1
B3 evaluate the influence of immigration on Canadian society from 1815 to 1914 B4 describe the factors that contributed to a changing national identity from 1815 to 1914 C1 describe the evolution of responsible government in Canada in terms of government structure and key contributing events C2 analyse political, economic, social, and geographical factors that led to Confederation and to the development of Canada s provinces and territories D2 analyse the influence of the following on Canada s economy from 1815 to 1914: resource development and decline technological innovation E1 describe the physiographic regions of Canada and the geological processes that formed these regions E2 analyse how geography influenced the economic development and settlement patterns in regions of Canada from 1815 to 191 LESSON PLAN 1. The colonies in 1850 - Place SPECIFIC OBJECTIVES SWBAT locate the colonies on various maps SWBAT understand the geographical implications of each colony and why immigrants migrated METHODS / ACTIVITIES RESOURCES ASSESSMENT STRATEGIES AND CRITERIA What makes a student sense of place? Writing Activity - Discuss Mapping Activity 5 groups. Give set list of instructions from various immigrants perspective. Students must come to a conclusion on where they must settle in this new land. What are the reasons for it? What sense of place does this give the new immigrants? How is this reflected in their surrounding area? -Immigrant Criteria -Large map of Colonies -Items associated with colonies -Observational, mapping activity 2
towards certain areas over others Discussion on why groups sent certain immigrant groups to their destinations. Does the class agree? Disagree? Why? What would they change? Students stay in groups and are assigned a Colony. Look at immigration patters of colony, lifestyle in colony, what was attractive to those immigrants regarding the colony? Why did they settle there? What issues came up for the groups of settlers? Present to class 2. Trade and the economies of the colonies ** Lesson Plan in detail below 3. Charlottetown Conference SWBAT understand the different perspectives that each colony came to the Conferences with What made Charlottetown & Quebec such a desirable attraction to have a conference at? Look at geographic power, regional power, proximity to other colonies N.S, N.B, PEI, Province of Canada (UC, LC) Divide students into groups. Students will look at what each colony had discussed at conference Students will make presentation on each colony Presentation Handouts Colony sheets Presentation Rubric Presentations 4. Quebec Conference Same as above What made Charlottetown & Quebec such a desirable attraction to have a conference at? Look at geographic power, regional power, proximity to other colonies Same as above Presentations 3
N.S, N.B, PEI, Province of Canada (UC, LC) Divide students into groups. Students will look at what each colony had discussed at conference Students will make a presentation on each colony 5. American Influence/Manifest Destiny *** Lesson Plan in detail below 6. Fenian Raids SWBAT connect European issues with the Canadian Confederation discussions; identify the who the Fenians were and how the Fenian raids propelled the Maritimes to join Confederation Fenians Expeditions (Map Activity) - Read Information from Resources/Textbook - Mark on the map where Fenians actually attacked? How many attacked? - What conclusions can be drawn from the map? - How did the Fenian raids affect the Confederation debates for the Maritimes? (Attacks were along the Maritime-US border) Global issues: Ireland vs. Britain What was happening in Ireland? What was happening in Britain? How did issues in Europe affect Canada? Map Website Textbook Completion of Map Activity Paragraph Explaining how Raids affected Confederation & how issues in Europe affected issues in Canada 7. Transportation SWBAT identify how land contiguousness affected The Railroad Trilogy Geographical Focus: Where to build the Railway? Cooperative Learning (Round robin + Roundtable) Map Website Textbook Completed map Class discussion of Compare/Contrast 4
Confederation; analyze the railway as a tool for Confederation - Different regions of Canada: 4 groups to decide where the railway line will be built (Economic, Geography, Political, Military, Social) - Who will fund it? Conclusion: map of actual railway line (compare & contrast) 8. The Major Players 9. Government / Representation 10.Confederation Achieved! Confederation debate SWBAT identify major players (Father s of Confederation) SWBAT empathize with the political needs of the colonies; analyze the geographical importance of political borders SWBAT argue for/against Confederation; analyze Canada in terms of Human Geography; identify the importance of the BNA Act Profile of Major Players What they are bringing to the debate? What they are wanting from the debate? Why? Pro s & Con s of Representative Democracy, Confederacy & Constitutional Monarchy - Profile of colonies - How many seats should your colony have? - How will you draw the borders? - Why? What do borders mean? CONFEDERATION DEBATE! Conclusion: The British North America Act What Canada looked like as a country? Where to place Canada s Capital? Canada Human Geography - How many men, women - Challenges & population in 20 years? 50 years? Textbook Map Website Textbook Website Textbook Class discussions Completed Map Completed Colony Profile Class discussions Debate participation Completed Human Geography Profile of Canada and Stats Predictions 5
LESSON 2 Lesson Title Objectives: Rationale: The Trade and Economies of the Colonies By the end of this lesson, students will: Identify major industrial and agricultural centres of the different Colonies Analyse the significance of locations on maps of the colonies PLO s Apply critical thinking skills, including questioning, comparing and summarizing Analyse political, economic, social, and geographical factors that led to Confederation and to the development of Canada s provinces and territories Analyse how geography influenced the economic development and settlement patterns in regions of Canada from 1815 to 1914 In this lesson students will analyse the colonies and the resources that the provinces had. Students will understand the economic factors that led colonies to trade with each other. Students will understand how trade relationships between the colonies were a major factor in confederation. Resources: Information sheets about each province [TC 2 Re-enacting confederation p. 16-35] Horizons textbook Maps of Nova Scotia, New Brunswick, Upper Canada and Lower Canada, PEI The Geography of Trade and the Economy in the Colonies Worksheet 6
Activity Resources/Supplies Timing Introduction: 1. Introduction to trade a. Pit Game: Students will each be given cards with different products on them; the cards will represent different values [Wheat 100, Barley 85, Corn 75, Rye 70, Oats 60, Hay 50, Flax 40]. b. The students will be split into groups and will play the game in these groups. c. Everyone plays at once. Players trade commodities among one another by each blindly exchanging one to four cards of the same type. The trading process involves calling out the number of cards one wishes to trade until another player holds out an equal number of cards. The two parties then exchange the cards face down. d. After 5 minutes of trading, students will stop trading and count the number of point they have collected. The student will the most points in each group wins. Pit Game Cards 15 min Body of Lesson: 1. Place and Location: Transportation, Industry, Resources Map Analysis a. Students will be split into groups of 4-5. Each group will be given an information sheet about a certain colony [Nova Scotia, New Brunswick, Upper Canada, Lower Canada, and PEI] before confederation. b. Groups will be asked to read over their information sheet [which identifies major trade, economic centres and geographical factors influencing the colonies economy] and students will identify on a map of the colony the major centres of industry and the economy. Information sheets about each province [TC 2 Reenacting confederation p. 16-35] Maps of Nova Scotia, New Brunswick, Upper Canada and Lower Canada Horizons Textbook 30 minutes 7
2. The Geography of Trade and the Economy in the Colonies a. Once students have completed the map, students will identify major agricultural, industrial and transportation centres in their colony. b. The next task is to identify what the future needs in the area may be. If they were joining other colonies what would you demand to meet their agricultural, industrial and transportation needs. The Geography of Trade and the Economy in the Colonies Worksheet 30 minutes Closure: Assessment: Homework: Finish The Geography of Trade and the Economy between the Colonies Worksheet. [Next class students would share their findings about their specific colony] Mark Map and The Geography of Trade and the Economy in the Colonies Worksheet 2 min Extension: Quebec Conference Worksheet, What did each of the colonies want? 8
Name: Province: Main attributes in 1850 The Geography of Trade and the Economy in the Colonies Industry Transportation Agriculture Future Challenges that may occur Demands they would have during confederation conferences [explain] 9
LESSON 5 Lesson Title Objectives: Rationale: The American Influence on Confederation By the end of this lesson, students will: Demonstrate effective research skills, including assessing information and evaluating data Demonstrate effective oral and graphic communication skills collaboratively Analyze political and geographic factors that led to Confederation Work collaboratively In this lesson students will make connections between the political ideology of American Manifest Destiny and the geographical location of the BNA colonies in relation to Confederation. Students will need to use geographic skills to determine what areas of BNA are most likely to be attacked if the American attempt annexation. Resources: Atlas of Canada http://atlas.nrcan.gc.ca/site/english/maps/historical/ preconfederation/britishnorthamerica1823/95.gif/image_view Political cartoon Activity Resources/Supplies Timing Introduction: 1. Show students a map of North America (circa 1860 with major towns identified) 2. Ask students where the major towns are generally located and why. Map of NA 10 min 10
Body of Lesson: 1. Manifest Destiny. Introduce the concept of Manifest Destiny by asking students to brainstorms whys that the US has taken over Canada (i.e. Culture, political, economical). 2. Explain manifest destiny. Ask students why manifest destiny was a possibility. 3. Fear of Annexation. Give a political cartoon to each group. Ask students what the cartoon shows the response was to possible annexation. 4. US Civil War. On the map (used in intro) divide the US according to Civil War lines. Explain the relationship between Britain and the Southern states. Ask students why the Northern states were suspicious of BNA. 5. Activity. In groups, students are given a map of a colony in BNA. Students must place their allotted military defenses in the positions they think will best defend the colony if the US attacked, based on the geography. 6. Presentations. Students present the locations of their fortresses and why they chose those locations. Political Cartoon Atlas of Canada online Closure: Summarize Manifest Destiny and the role geography played in influencing Confederation. 2 min Assessment: Informal assessment of student s understanding during classroom walk-around and presentations Extension: 1. Show where the Chesapeake Incident and St. Albans Raids occurred on map. Ask students to explain why those locations were likely for attack from the Americans. 11