pa r t3 blackline masters - ednet.ns.cahistory11.ednet.ns.ca/nshtr-blm_1.pdfgreat depression 1932...

P A R T 3

Blackline Masters

Globalization Timeline

140 CANADA’S HISTORY: Voices and Visions © 2003 Gage Learning Corporation

B L A C K L I N E M A S T E R 1

U N I T 1

13500 BP First Peoples have migrated across the Bering Strait land bridge

11500 BP First Peoples living all across the Americas

1000 Earliest known European (Norse) contact with Aboriginal peoplesat L’Anse aux Meadows, Newfoundland

1497 John Cabot arrives somewhere along the Atlantic Canadian coast

1518 First enslaved Africans forced into ships that land in theWest Indies

1550 Atlantic cod fish is now a regular commodity on European tables

1608 Samuel de Champlain sets up a fur trading post for France atpresent day Québec city

1760 New France falls to England

1776 United States declares itself a nation separate from British rule

1783 50 000 British Loyalists leave the United States to settle inBritish North America

1867 Nova Scotia, New Brunswick, Canada East, and Canada Westbecome the Dominion of Canada on July 1

1914–1918 First World War

1919 Canada signs the peace accord that ends WWI

1939–1945 Second World War

1944 The Invasion of Normandy begins

1945 The US drops two atomic bombs on Japan

1945 The United Nations is established

1949 Canada joins the United States, Great Britain, and WesternEuropean countries in forming NATO

1990 Canada becomes a member of the Organization of American States

2001 Attack on the World Trade Center in New York and the UnitedStates Pentagon

Development Timeline

CANADA’S HISTORY: Voices and Visions © 2003 Gage Learning Corporation 141

B L A C K L I N E M A S T E R 2U N I T 2

Pre-contact

Aboriginal cultures build successful economies in diverse regionsacross North America

Post-contact

1497 Cabot reaches the Grand Banks off Newfoundland, marking thebeginning of the cod fishery

1543 Contact between east coast Aboriginal peoples and Cartier marksthe beginning of the fur trade

1670 Royal charter creates the Hudson’s Bay Company, establishingcommercial control over one-third of present-day Canada

1811 Timber trade in British North America flourishes under preferen-tial trade status in Britain

1854 Reciprocity Treaty between British North America and the UnitedStates marks first North American free trade agreement

1870 Hudson’s Bay Company transfers its possessions to newDominion of Canada

1878 National Policy shapes the course of the Canadian economy

1911 Canadians vote in favour of protectionism in federal election

1929 Stock market crash on October 29 marks the beginning of theGreat Depression

1932 Co-operative Commonwealth Federation (CCF) proclaims theRegina Manifesto

1935 R. B. Bennett and Canada’s New Deal defeated in election;Social Credit Party sweeps to power in Alberta

1940 Second World War creates a booming wartime economy and endsthe Depression

1965 Auto Pact launches reciprocal trade between Canada and theUnited States

1987 Canada and the United States sign Free Trade Agreement

1992 Canadian government declares a moratorium on the cod fishery

1994 North American Free Trade Agreement extends free trade zone toCanada, the United States, and Mexico

2001 Globalization of the world’s economy continues; protestersdemonstrate at economic summits around the world

Governance Timeline



1142 The Iroquois Confederacy is established

1215 The Magna Carta establishes the rule of law

1689 John Locke’s Two Treaties on Government establishes the con-cept of liberal democracy

1776 The first Loyalists migrate to British North America following theAmerican Revolution

1837 Political rebellions in Upper and Lower Canada lead to politicalreforms

1867 The British North America Act creates the Dominion of Canadaand becomes Canada’s first Constitution

1876 The Indian Act is established

1920 The Progressive Party becomes the first party of political protest

1931 The Statute of Westminster gives Canada independence over allforeign and domestic affairs

1932 The Co-operative Commonwealth Federation (CCF) is formed

1935 The Social Credit Party is formed in Alberta

1936 The Union Nationale is formed in Québec

1976 The Parti Québecois is formed in Québec

1980 The first sovereignty-association referendum is held in Québec

1982 Canada’s Constitution is patriated as the Constitution Act of 1982

1985 Bill C-61 repeals the section of the Indian Act that discriminatesagainst women

1987 The Reform Party is formed

1990 The provinces fail to ratify the Meech Lake Accord

1992 The provinces fail to ratify the Charlottetown Accord

1995 The second sovereignty-association referendum is held in Québec

Sovereignty Timeline



1763 The Royal Proclamation preserves land west of the Appalachiansas Aboriginal territory

1869 Louis Riel leads the Métis in the Red River Rebellion

1876 The Indian Act is established

1878 The National Policy establishes Canadian economic sovereignty

1885 Louis Riel leads the Métis in the North-West Rebellion

1936 The Canadian Broadcasting Corporation (CBC) is established

1960 The right to vote in federal elections is extended to Aboriginalpeoples

1960 La Revolution Tranquille begins in Québec

1969 The federal government issues the White Paper on Aboriginal policy

1969 The Official Languages Act makes Canada officially bilingual

1973 The Supreme Court of Canada recognizes the existence ofAboriginal land claims

1974 Bill 22 establishes French as the sole official language of Québec

1975 The James Bay and Northern Québec Agreement provides finan-cial settlement over the James Bay Power Project

1976 The Parti Québecois becomes the government in Québec andpasses controversial language legislation in Bill 101

1980 The first sovereignty-association referendum is held in Québec

1985 Bill C-61 repeals the section of the Indian Act that discriminatesagainst women

1995 The second sovereignty-association referendum is held in Québec

1996 The Royal Commission on Aboriginal Peoples issues recommen-dations regarding self-government

1998 An historic land settlement between the Nisga’a and the fed-eral and British Columbia governments sets a precedent forfuture negotiations

1999 Nunavut becomes Canada’s third territory

Justice Timeline



1215 The Magna Carta establishes the rule of law

1664 Louis XIV makes the Custom of Paris the law of New France

1755 Deportation of Acadians from mainland Nova Scotia

1801 Nova Scotia Assembly recommends the creation of reserves forthe Mi’kmaq

1875 Supreme Court of Canada is established

1876 Indian Act introduced

1885 Louis Riel is hanged for treason

1914 War Measures Act first introduced

1914 The Komagatu Maru, with 376 Sikhs on board, turned away inVancouver

1942 Japanese-Canadian internment begins

1945 Nuremberg Trials begin

1946 African-Nova Scotian Viola Desmond sits in the White section ofthe Roseland Theatre in New Glasgow

1949 Mi’kmaq Centralization finally abandoned in Nova Scotia

1960 Canadian Bill of Rights passed

1970 War Measures Act used in response to the FLQ crisis in Québec

1970 Last Africville home—that of Aaron “Pa” Carvery—bulldozed

1976 United Nations’ International Bill of Rights is passed

1982 Canadian Charter of Rights and Freedoms enacted

1994 South Africa holds first all-race elections

Factors That Allow Bias to “Creep in” to Media Texts


B L A C K L I N E M A S T E R 6P R O L O G U E

• Bias through selection. An editor can express a bias by choosing whether or not touse a specific news item, and by deciding what details can be ignored or shouldbe included. By comparing news reports from a wide variety of outlets this typeof bias can be observed.

• Bias through omission. A writer tells each story through a particular perspective,which sometimes means deliberately or inadvertently ignoring other perspectives.For example, history is often told from the male point of view, while ignoring thefemale perspective. Similarly, First Nations voices are sometimes ignored inmedia texts.

• Bias through placement. Where a story is placed influences what a reader or viewerthinks about its importance.

• Bias by headline. Headlines can convey excitement or drama where little exists.They can express condemnation or approval. They can present carefully hiddenbias and prejudices.

• Bias by photographs, captions, and camera angles. Which photos a newspaperchooses to run can influence the public’s perception of a person or an event.Similarly, the choice of which visual images to broadcast on a TV news report is acritical influence on the audience’s perceptions of an event or a person. The cap-tions and the narration of a TV anchor or reporter are also potential sources of bias.

• Bias through the use of names and titles. For example, in many places around theworld, one person’s “terrorist” is another person’s “freedom fighter.” Audiences’perceptions can be influenced by the choice of terms.

• Bias by choice of words. The use of words with particular connotations can stronglyinfluence the reader’s or viewer’s perceptions and reveal the writer’s perspective.

Concept Frame



Key Word or Concept Write an explanation or definition in your own words. You will be paraphrasing.

Draw a figurative representation. List facts (at least five).

Create your own questions about the concept. Create an analogy.

What relevance does this concept have today?

Source: Lynda Matchullis and Bette Mueller, Nellie McClung Collegiate, Pembina Valley S.D. No. 27, Manitoba. Reprinted inSecondary Science: A Teaching Resource. Nova Scotia Department of Education and Culture, 1999, p. 4.37.

Name: Date:

Three-Point Approach for Words and Concepts



Word or Concept

1. Definition 2. Diagram

3. Synonyms and Examples

Source: Adapted from Simons, Sandra M. Strategies for Reading Nonfiction. Copyright © 1991 by Spring Street Press. Reprinted inSecondary Science: A Teaching Resource. Nova Scotia Department of Education and Culture, 1999, p. 3.22.

Name: Date:

KWL OrganizerKnow—Want to Know—Learned


B L A C K L I N E M A S T E R 9C H A P T E R 1

“How did Aboriginal peoples come to live in the land we now call Canada?”

What I know.

What I want to know in order to solve the puzzle of the archaeological site map.

What I learned from the archaeological site map.

Name: Date:

Key Techniques to Gather Evidence on the Origins of First Peoples



Choose one technique to gather evidence, and complete this worksheet.

Name: Date:

Assigned Group:

Technique to gather evidence:

Give a brief explanation of procedure and outcome.

Which aspects of the technique of gathering evidence are controversial?

Are there any alternative methods of gathering evidence that would obtain the same results?

Aspects of Technique Positive or Negative Reasons

Which aspects do you consider to be positive and which negative? Explain why.

First Contact



Name: Date:

What are your ideas about “first contact”?

What are your ideas about “first contact”?

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

1.

2.

3.

4.

5.

6.

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Instructions for Inspiration Concept Map



1. Find Inspiration (5 or 6) on the desktop, or within the “Start” button, under“Programs,” over to “Productivity Tools,” and over to “Inspiration.”

2. Open Inspiration and you will see “Main Idea” highlighted. Type in the words“Impact of Contact.”

3. Put your cursor on the “Rapid Fire” icon (looks like a lightning bolt) and clickonce. You will see a red lightning bolt appear after the words you typed.

4. Type in one example of the impact that contact made on Aboriginal peoples,such as “Diseases killed many people.” Click “enter” and wait until the head-ing appears. Note that the red lightning bolt is still active.

5. Type in a second impact of contact and click “enter.” Continue doing this untilyou have listed all of the impacts. You will have created a concept map withyour ideas linked to the main theme.

6. Go up to the icon “Arrange” and switch the “Diagram Type” from “Top DownTree” to “Right Tree,” and click OK. You will see that your ideas have beenarranged in a hierarchical line.

7. Think about which impacts caused the greatest change to Aboriginal societies.Put your cursor on the impact that should go at the top of the list and drag itup to the top and release. Make sure you release it slightly above the one thatis at the top. Then put your cursor on that one and drag it to the empty posi-tion. Find the second-greatest impact, put your cursor on it and drag it to thesecond position. Continue doing this until you have ranked your ideas fromgreatest impact at the top to least impact at the bottom.

Optional — On the side there is an icon menu labeled “Basic.” Click onthe downward (middle) arrow at the top of this menu and scroll down to“Numbers.” Click on your top impact to activate it (you will see four red boxessurrounding it), then click on the “number 1” icon. You will see that theimage has changed to the numbered label. Continue to activate each impactidea and change it to the appropriate number in the ranking order.

8. Print your concept map by going to “File” and the “Print” option.

9. Repeat this procedure and make a second hierarchical concept map for the“Impact of Contact upon European Societies” (textbook page 32). Print it, andbring both concept maps to the next class. Be prepared to justify your ranking.

ADVANCED COMPUTER SKILLS — Enhance your concept map with images fromthe History 11 Web site. Minimize “Inspiration” while you open and search the sitefor images that suit your ideas. Cut and paste the images onto activated concepts.

Historic Figure From 1663–1867Know—Want to Know—Learned



Name: Date:

Name a famous person from this period in history:

What do you know about this person?

What do you want to know about this person?

What do you need to know about this person so that you can explain why they should be mentioned inChapter 3, Global Influences and the Development of Canada?

HOMEWORK: Conduct research to find out more information about your historic person. If you were asked to write a summary of influential characters in this time frame, would your character be included in that summary?

Based on what you have learned, explain why or why not.

B L A C K L I N E M A S T E R 14C H A P T E R 3History Board Game


Name: Date:

1. 2. 3. 5. 6. 7. Lose a turn.4. Move ahead4 spaces.

8. 9. Fall back 2spaces.

10. 12. 13. 14.11.

15. 16. 17. 19. 20. 21. Roll again.18.

22. Moveahead 3spaces.

23. 24. 26. 27. 28.25. Fall back5 spaces.

29. 30. 31. 33. Moveahead 4spaces.

34. 35.32.

36. 37. 38. Move ahead6 spaces.

40. 41. Fall back1 space.

42.39.

43. 44. 45. 47. 48. 49.46. Roll again.

50. Move ahead 3spaces.

51. 52. 54. 55. Lose aturn.

56. End.53. Fall back1 space.

Visual Images of the First World War



Name: Date:

What images come to mind when you think about the First World War? Sketch images about this war.What makes it different from the Second World War?

List key words or phrases that you associate with this war.

Layout for Web-page Essay



Design the layout for your web-page essay and follow the template below for eachpage. Put a title on your home page, and title the other pages according to howthey are linked to the home page (either on a sidebar or as a highlighted link inyour text). Sketch the layout for the main body of each page, showing where text,images, cartoons, maps, etc. will go.

Contents of this page, including Web links.



Name: Date:

Two World Wars Puzzle



The following terms are arranged in pairs. For each term, identify which world warit relates to, and write the term in the correct box.• Ukrainian internment camps — Japanese internment camps• Pearl Harbor — Vimy Ridge• Prime Minister King — Prime Minister Borden• U-boats — Corvettes• African-Canadian construction soldiers — African-Canadian combat soldiers• Conscription — The War Measures Act• 19 August 1914 — 10 September 1939• Women parachute riggers — Women ambulance drivers• Wage and price controls — Income tax• Passchendaele — Juno Beach

Name: Date:

First World War

Second World War

Analysing War Speeches



Read the speeches that Prime Ministers Borden and King made on the eves of thetwo world wars. Look for similarities and differences, and complete this chart bywriting quotations from each leader that answers the questions.

Was there unity in Parliament about entering this war?

What were the reasons given for why Canada should enter this world war?

What were the feelings of each leader?

Which speech was the most effective, and why?

Name: Date:

Prime Minister Borden — First World War Prime Minister King — Second World War



Political Spectrum of Governments around the World



Refer to a dictionary and write the definition of the three types of governments inthe boxes below. State a country as an example of each type.

Draw a line on the bar (below) to indicate where you think Canada’s government is on the spectrum.

Where is Canada?

COMMUNISM SOCIALISM CAPITALISM

Where are you?

Study the Political Spectrum within Canada chart on page 176 in the student text. Are there any correlationsbetween that spectrum of political ideology and the one above?

Name: Date:

Communism Socialism Capitalism

Example country: Example country: Example country:

Analysing Rhetoric of Today



Conduct a search of Internet sites using the terms capitalist and communist.Assess the bias either for or against each system of government in the site. Try to find sites from Canada, Cuba, and the United States.

Name: Date:

Country that created the For or Against For or Against Name of Web site Web site Capitalism? Communism?

List phrases or terms of bias that appear in this Web site.





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Analysis of an Aboriginal Group



Name: Date:

Name of geographic group

General description of physical environment

Available resources

Technologies created and used

Labour required

Matching Concepts and Categories



Concepts Categories

Biodiversity

Pharmacology

Wampum

Kayak

Sun Goggles

Potlatch

Corn

Longhouse

Cure for Scurvy

Obsidian

Travois

Dog Sled

Name: Date:

Transportation Trading/Wealth

Technology Agriculture/Food Production

The Northern Cod Fishery



Name: Date:

Historic factors that led to the industry in Importance of the industry to Atlantic Canada Atlantic Canada since its beginning

Factors that contributed to the moratorium of 1992 Effects of the moratorium (positive and negative)

Analysis of Staple Product or Industry



Name: Date:

Name of staple product:

How and why did the industry begin?

What effect did the industry have on existing industries and other economic structures?

How might this industry have affected Canada’s natural environment?

What was the long-term viability of the industry and its effects on the Canadian economy?

Fact-Based Article Analysis



Name: Date:

Key concept (written in a sentence). Write an article summary or definition in yourown words. Do not list facts. Give an overview.

What are the facts? List at least five.

List your questions (at least two).

What arguments are being made, and do the facts support them?

Relevance to today; this is important or not important because…

List at least five key words.

Draw a figurative representation.

Source: Lynda Matchullis and Bette Mueller, Nellie McClung Collegiate, Pembina Valley S.D. No. 27, Manitoba. Reprinted inSecondary Science: A Teaching Resource. Nova Scotia Department of Education and Culture, 1999, p. 4.41.

Advantages and Disadvantages of Tariff-Protected and Tariff-Free Trade



Name: Date:

Tariff-Protected Trade Tariff-Free Trade

Advantages

Disadvantages

Issue-Based Article Analysis


B L A C K L I N E M A S T E R 28C H A P T E R 1 0

Name: Date:

What is the issue?(written as a question)

Write a summary of the article in your own words. (Paraphrase.)

Draw a figurative representationof the issue.

What seems to be the author’s opinion? Give one piece of evidence.

List your questions. (List at least two.) What is your opinion on this issue?

Relevance to today: This is important or not important because…

Three-Point Approach for UnderstandingKey Words and Concepts



Name: Date:

Definition Key Word or Concept Diagram

Synonym or example

Source: Adapted from Simons, Sandra M. Strategies for Reading Nonfiction. Copyright © 1991 by Spring Street Press. Reprinted inSecondary Science: A Teaching Resource. Nova Scotia Department of Education and Culture, 1999, p. 3.22.


Synonym or example


Synonym or example


Synonym or example

Statistics Analysis



Name: Date:

What type of statistics are these? (What information is being offered?)

How are the statistics represented? (Chart? Graph? List of numbers?)

Is the source(s) of the statistics provided? If so, what is it?

What conclusions are drawn from the statistics? Do they seem valid?

Does there seem to be any possibility that the statistics could be interpreted inaccurately? Explain.

Do the statistics lead you to any conclusions not offered in the text book?

Analysis of Economic Globalization



Actions an individual could take in reaction to The likely results of each action:these issues:

Name: Date:

Definition of economic globalization

Potential benefits of globalization

Potential dangers of globalization

What seems like the best course of action to take? Why?


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TOTA

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/80

What I Already Know


B L A C K L I N E M A S T E R 33U N I T I I I

Fill in the main topic of each chapter in the bubble. List the things you alreadyknow about that topic along the lines above the bubble. When you have completedthe chapter, list what new concepts you learned about the topic along the linesbelow the bubble.

Name: Date:

Chapter 12 Chapter 13 Chapter 14

Chapter 15 Chapter 16 Chapter 17

Treaty Analysis



Analysis

Name: Date:

Name of Treaty:

Original Land Final Land Financial GuaranteedDate Signed Signatories Claim Settlement Compensation Rights

Why was the treaty signed?

What were the pros and cons of the treaty for the federal government? For Aboriginal peoples?

Who do you think benefited more from the treaty? Why?

In what ways are the terms of the treaty meaningful, or not meaningful, today?

Rubr

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r Ass

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tera

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TOTA

L SC

ORE

Comparing Political Philosophers



Name: Date:

Philosopher Type of Government Advocated Reasons Why

Thomas Hobbes

John Locke

Baron de Montesquieu

Jean-Jacques Rousseau

Voltaire

Comparing Governance and Society inNew France and the Thirteen Colonies



Name: Date:

New France The Thirteen Colonies

Political Structures

Landholding Systems

Religious Authority

Social Structures

Canada’s Territorial Evolution



For each of the years in the chart below, describe Canada’s national andprovincial borders.

Name: Date:

1867

1873

1882

1895

1905

1912

1927

1949

1999

Historical Analysis Outline



Name: Date:

Thesis statement

Body Paragraph 1

Main idea

Supporting evidence

Body Paragraph 2

Main idea

Supporting evidence

Body Paragraph 3

Main idea

Supporting evidence

Conclusion

The Division of Powers



In the graphic organizer below, indicate whether each of the following powers/areasof responsibility is federal, provincial, or a shared power.

Immigration Criminal law and penitentiariesDirect taxation EducationPostal service AgricultureCitizenship TaxationMunicipalities National defenceBanks and the monetary system Civil lawProperty and civil rights Road constructionLocal public works Health careAboriginal peoples Coastal and inland fisheriesTrade and commerce

Name: Date:

Section 91: Section 92: Section 93: Federal Powers/Areas of Provincial Powers/Areas of Shared Powers/Areas of Responsibility Responsibility Responsibility

Information Organizer



What is the question you are attempting to answer?

Name: Date:

Source Answer (in your own words)

Political Party Positions



Name: Date:

The Economy Defence Health Care Social Welfare

Liberal Party

Progressive Conservatives

New Democratic Party

Canadian Alliance

Editorial Analysis



Name: Date:

Editorial Position Facts to Support It My Opinion

International

National

Provincial

Local

Word Definition Graphic Organizer



Name: Date:

I Do Not Know I Know the Term the Meaning Meaning Pre-reading Post-reading

patriate

amending formula

special status

referendum

sovereignty-association

distinct society

Reasons for the Failure of the Meech Lake Accord



Name: Date:

Position on Accord

Federal Government

Québec Government

Provincial Government

Reform Party

Aboriginal Peoples

Pierre Elliot Trudeau

Newfoundland Premier Clyde Wells


Rubr

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TOTA

L SC

ORE

Organizer for the Permanent Forum on Indigenous Peoples



Name: Date:

Goals

Activities

Special Features

Sovereignty Research



Name: Date:

Sovereignty Issue:

Internet sources

Main facts about the issue

Opposing points of view about the issue

My opinion

Comparing Issues of Economic Sovereignty



Name: Date:

Post-Confederation THE ISSUE Current

Contract for a Visual Presentation



Date:

Group Members:

Our Topic:

Our main sources of information

Our product

Criteria for assessing our product

Teacher’s comments

Media Analysis



Name: Date:

Title of program/movie

Type of program/movie

Setting and time period

How Aboriginal people are presented

Evidence of stereotyping

Evidence of bias

Recording Information



Name: Date:

Name of Aboriginal leader or cultural figure:

Field of leadership (political or cultural):

Source of information

Research notes

A Costs and Benefits Analysis



Name: Date:

Costs to Canada Costs to Québec

Benefits for Canada Benefits for Québec

The Economy



Trade



Military and Defence



Language

A Costs and Benefits Analysis (Continued)





National Debt



Resources



Other:

Name: Date:

Positive and Negative Consequences of Separation



Name: Date:

Positive Consequences Negative Consequences

Alternative 1


Alternative 2


Alternative 3


Alternative 4


Alternative 5

A News Report Summary Sheet



Name: Date:

Topic:

Headline:

FACTS

1. What happened?

2. Where did it happen?

3. How did it happen?

4. Who was involved?

5. When did it happen?

6. Why is it important?

OPINIONS

7. What opinions, if any, are given in the article?

8. What evidence is there of bias?

Evaluating Web Sites



Name: Date:

Title of site:

Web site address:

Subject:

Purpose of the site:

Author:

Last update:

Advertising on the site:

Description of the site:

Useful links to other sites:

Most helpful part of the site:

Problems with the site:

Important information gathered from the site:


Rubr

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Cul

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TOTA

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Name: Date:

Case:

Supreme Courtof Canada

Provincial Courtof Appeal

Provincial SupremeCourt

ProvincialCourt

Step #4

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Result:

Result:

Result:


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Comparison of Displaced Groups Studied


Name: Date:

Name of Group

Who?

Where?

When?

How?

Why?(Officially)

Why?(Underlying Reasons)

Short-term Effects

Long-term Effects

Commonalties


Displacement Biographies



Name: Date:

Displacement Event Studied:

Side of Issue

Name

Place and Year of Birth

Place and Year of Death

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Refugee Family Stories



Name: Date:

Family Name/Family Members

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•

•

•

Responses to Inequities



Name: Date:

Habitants Chinese Canadians Cape Breton Miners

Social Responses

EconomicResponses

Political Responses

Legal Responses

Analysis

1. Highlight the square that represents the most successful response studied.

2. In a clear and logical paragraph below, explain three reasons why you believe that thisgroup/response was more successful than any of the others.

Poverty Cycle



Name: Date:

Infant

PovertyCycle

Teen

Adult Child

Adult – Infant

Teen – Adult

Infant – Child

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Individual and Collective Rights



Name: Date:

Issue Right of the Individual Collective Right ?

Smoking on School Property

Mandatory Seat Belt Use

Scent-FreeBuildings

Use of Cell Phones While Driving

CompulsoryGun Registry

Military Conscription in Wartime

Charter of Rights and Freedoms



Name: Date:

A right is A freedom is

Summary of Rights Summary of Freedoms

Most Important Right or Freedom:

Why?

Least Important Right or Freedom:

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The One Right/Freedom That Should Be Added to the Charter:

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Poster Checklist


B L A C K L I N E M A S T E R 69G E N E R A L R E F E R E N C E

Is the message of my poster specific and aimed at a specific audience?

Is the message of my poster clear and easily understood?

Is the information contained in the poster factual?

Are the symbols and visuals used appropriate and original?

Does the design of the poster have large, clear lettering, and an effective colour scheme?

Is the poster free of spelling and grammatical mistakes?

Am I prepared to explain my poster if asked to?

Name: Date:

Reading Strategies


Before Reading

• Look for captions, photos, headings, charts, and other visuals, to predict what thechapter or unit is about.

• Consider what you already know about the topic.• Make predictions about what you are going to read.• Ask questions about the section you will read.

During Reading

• Vary your rate of reading to fit your purpose and the type of text.• Skim and scan for important information.• Form images in your mind. Try to visualize what is happening.• Think about what you are reading (Does this make sense? Does it fit with what I

already know? Is this confirming my predictions?).• Ask yourself whether you understand what you are reading. If not, try to deter-

mine why you don’t understand.• When you find something you do not understand, reread, read on, slow down,

start again, ask someone, and/or ask more questions.• Consider what are the most important points to remember.

After Reading

• Check to see if your predictions were accurate.• Consider whether you found the information you were looking for.• Consider whether you understand what you read. Are you able to describe in your

own words what the chapter or passage was about? Can you explain to someoneelse what the text was about?

• Try to summarize the chapter or passage in a paragraph. Also, try to state in oneor two sentences what the most important point was.

• Find key words in the text and use those words in sentences of your own.• Ask yourself whether you need to do more research on this topic to under-

stand it fully. • Think about how you will use the information you have learned.


KWL Strategy



The KWL strategy asks students to identify what they

Know — what they already knowWant to know— what they want to knowLearned — what they learned in the lesson or unit

The results for each phase are recorded in a three-column chart (K-W-L).

Procedure

The Know Phase

• The teacher introduces the topic (that is, tells the students what it is, shows ashort video, reads a passage, does a lab demonstration).

• The class brainstorms the topic. • Students individually write down all they know about the topic (trying to expand

on what was said) in the K column. • Students look for natural clusters of terms and write down suggested categories

at the bottom of the K column.

Note: The list of terms in that column can alert teachers to strengths or weaknessesin vocabulary.

The Want-to-Know Phase

• Students share lists of terms and categories with partners and then with the restof the class.

• Students can build a class Concept Map in the W column. This shows what somestudents know and helps others identify what they need to learn.

• Students list questions below the map or list of terms. These questions could bea result of discussing the material or from building their list in the K column.

The Learned Phase

• The teacher proceeds with the lesson or unit. • Students add questions to the W list. • Students begin to write down answers to their questions in the L column.

Source: Secondary Science: A Teaching Resource, Nova Scotia Department of Education and Culture,1999, p. 2.9.

Internet Site Evaluation



• What is the name of the site?

• What do the visuals add to the site?

• Is the information provider’s name on the site?

• What is the information provider’s professional and institutional affiliation?

• Is there a date of the last update to the site? If so, is the date current?

• Is the title of the site indicative of the content?

• Is the information useful for your purpose?

• Does the site give you any new information on your topic?

• Does the information provider include a bibliography or cite references to confirmthe accuracy of the information?

• Are you positive that the information found on the site is true?

• How can you verify that it is true?

• Is there any indication of bias in the visual or written material?

• Is the site easy to navigate?

Source: Adapted from: Bolotta et al., Canada: Face of a Nation, Toronto: Gage Learning Corporation,2000, p. 365.

Name: Date:

Mind Map



Name: Date:

Analysing Pictures and Cartoons



Pictures

A historical picture can provide the observer with a wealth of information. You caninfer information about such things as fashion, technology, transportation, andlifestyles. In order to acquire all the information possible from this kind of source,the following steps are suggested:

• Create a chart with two columns, titled Description and Inference. Under theDescription column, use a separate line, or row, to describe each element of thepicture. Be as specific as possible.

• Under the Inference column, list one or two inferences that you can make aboutthe people and time.

• The inferences could be organized under a separate set of titles, such as trans-portation, fashion, technology, lifestyle, etc.

• Express your analysis of the image based on your inferences. • Try to determine whether the picture was posed or a natural shot. What effect

does your answer have on your analysis? For example, a posed picture may try toconvey a certain meaning, whereas a natural pose allows one to provide morethan one interpretation.

Cartoons

Cartoons present a point of view through the use of visuals, symbols, and captions.The creator usually attempts to present a humorous dimension to the visual, butthe message can be both humorous and serious. Virtually the entire cartoon con-tributes to the message. The creator tends to exaggerate physical features of indi-viduals or highlight their faults and/or strengths. The cartoon usually focusses on asignificant issue of the time.

Interpreting cartoons requires the ability to identify symbols and their meaningand relate them to the message of the cartoon. There are a variety of symbols thathave been used to identify the specific characters, such as Napoleon with his handin his jacket, Joseph Stalin’s and Adolf Hitler’s mustaches, Pierre Trudeau’s rose,Franklin Roosevelt’s pince-nez, haloes for saints, etc.

In order to fully and accurately interpret cartoons, the following steps are suggested:

• Describe the cartoon in detail• If the cartoon includes symbols, create a chart with three columns. The first col-

umn is for a description of the object, the second should indicate the usual inter-pretation of the symbol, and the third column should indicate the particularsignificance or interpretation of the symbol.

• Try to determine the time period illustrated in the cartoon.• Relate the message of the cartoon to an event or personality of the time.• Interpret the cartoon as presenting either a positive view or a criticism.

Source: Keirstead, Marc. The West and the World: Contacts, Conflicts, Connections Teacher’sResource Binder, Toronto: Gage Learning Corporation, 2003, pp. 430–431.

Debating



Debates can involve teams or individuals.

Team Good team method involves unity and logic. Unity is created by all mem-bers being aware of the definition, what the other speakers have said, and what theteam line is. Each member of the team needs to reinforce the team line and beconsistent with what has already been said, and with what will be said by the othermembers of their team.

Individual You must structure your own speech well. The first step is to have aclear idea of your own arguments and the examples that you will be using to sup-port those arguments. As you speak, make a clear division between arguments andlet the audience know when you are moving from one argument to the next.

When you are presenting one particular argument, ensure that the argument islogical and that you make clear links between your team line and the argument,and between the argument and the examples that you will use to support it.

Rebuttal should be organized the same way. You should critique each argumentthat the opposition presents in turn. You should spend a little time on each andthen move on to the next argument. This will allow you to provide a well-organizedand effective rebuttal of your opponent’s arguments.

In a debate, speakers must speak spontaneously, even though they have preparedtheir arguments ahead of time. It is essential that debaters listen carefully to eachspeaker and then quickly plan how they will present their own arguments in the moststrategic manner. Ensure that you organize your speech well in terms of time.

Following are some tips on how to present your argument in an effective manner:

Cue Cards Do not write out your debate on cue cards. Debating is an exercise inlively interaction between two teams, and between the teams and the audience —not in reading a speech. Use cue cards the same way you would use a prompt in aplay; they are there for reference if you lose your spot.

Eye Contact If you look at the audience, you will hold their attention.

Voice There are many things you can do with your voice to make it effective. Youmust project so that you can be heard, but four minutes of constant shouting willbecome very annoying very quickly. Use volume, pitch, and pacing to emphasizeimportant points in your speech.

Body Make hand gestures deliberately and with confidence. Move your head andupper body to maintain eye contact with all members of the audience.

Source: Keirstead, Marc. The West and the World: Contacts, Conflicts, Connections Teacher’sResource Binder, Toronto: Gage Learning Corporation, 2003, p. 432.

Debating Checklist



1. Have I clearly defined my terms and presented my ideas?

2. Do I have strong, relevant arguments to support my thesis?

3. Do I have solid, historical facts and interpretations to defend my thesis?

4. Have I anticipated some of the critiques that opponents may use?

5. Do I have effective rebuttals?

6. Have I anticipated some of the arguments that opponents might use?

7. Do I have effective criticisms of my opponent’s arguments?

8. Have I remembered to criticize my opponent’s arguments and not personality?

9. Have I practised my opening statement in order to avoid reading it?

10. Have I practised my delivery so that it is clear and definitive?

11. Do I appear confident both in my arguments and my body language?

12. Am I confident that I can prove my thesis?

13. Have I reviewed the evaluation instrument provided by my teacher to ensure that all components have been addressed?

Source: Keirstead, Marc. The West and the World: Contacts, Conflicts, Connections Teacher’sResource Binder, Toronto: Gage Learning Corporation, 2003, p. 433.

Name: Date:

Group Assessment Checklist



1. Does each group member have a clearly defined responsibility?

2. Are all members self-disciplined and collaborative, and do they produce high-quality work?

3. Are all members valued in the group, and are everyone’s ideas explored?

4. Does the group practise good time management?

5. Are deadlines met?

6. Is the group capable of constructive self-evaluation?

7. Does the final product meet the activity’s goals?

Name: Date:

Strategies for Searching the Internet



Identify Keywords When conducting a search, break down the topic into key con-cepts. For example, in searching for information on the role of Louis Riel in theNorth-West Rebellion, you could focus on:

• Louis Riel• Role• North-West Rebellion

Boolean And Placing “and” between search terms tells the search engine to retrieveWeb pages containing all the keywords.

• Louis Riel and Role and North-West Rebellion

Boolean Or Placing “or” between the search terms tells the search engine to retrieveWeb pages containing any and all keywords.

• Louis Riel (or North-West Rebellion)

“Or” expands the search results because the search engine finds pages with a single keyword, several keywords, and all keywords. You should use “or” when thereare common synonyms for a keyword. Use parentheses around “or” statements forbest results.

Boolean And Not “And not” tells the search engine to retrieve Web pages containingone keyword, but not the other.

• Vietnam and not War• Yalta and not Conference

You should use “and not” when you have a keyword that has more than one mean-ing. The need for “and not” often becomes apparent after you do an initial searchthat results in the retrieval of many different sites.

Implied Boolean: + and - In many search engines, the plus and minus symbols canbe used as alternatives to the Boolean “and” and “and not.” The plus sign (+) isthe equivalent of “and,” and the minus sign (-) is the equivalent of “and not.”There is no space between the plus or minus sign and the keyword.

Phrase Searching Surrounding a group of words with double quotation marks tellsthe search engine to retrieve only those documents in which those words appearside-by-side. Phrase searching is a powerful search technique for significantly nar-rowing your search results, and it should be used as often as possible. For example,

• “Red River Rebellion”• “League of Nations” • “Thirteen Colonies”

Source: Adapted from: Keirstead, The West and the World: Contacts, Conflicts, Connections Teacher’sResource Binder, Toronto: Gage Learning Corporation, 2003, p. 420.

Decision-Making Model



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What is the problem? What are our goal(s)?

What values are at stake?

•

•

•

Possible Alternatives Benefits and Costs

1. Benefits

Costs

2. Benefits

Costs

3. Benefits

Costs

Decision Reasons to Support Decision

•

•

•

Source: Bolotta, Angelo et al., Canada: Face of a Nation Teacher’s Resource Binder, Toronto: Gage Learning Corporation,2001, p. 362.

Role-Play Tips and Checklist



Tips to Think About Before You Begin

• What do you know about the issue or situation you are going to portray?

• Who is directly or indirectly involved in the issue?

• What is your role?

• How does your character feel about the issue or situation, and about the otherindividuals involved?

• Do you share any viewpoints with any of the other individuals involved?

• What might opposing viewpoints and arguments be?

Role-play checklist:

Am I speaking clearly?

Am I speaking with effective expression of the character’semotion and personality?

Am I making effective use of gestures, facial expressions, and posture to communicate the ideas and feelings of the character?

Am I using props and/or costumes effectively?

Am I playing the role convincingly?

Is my portrayal historically accurate and relevant?

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Ranking Criteria



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Rankings

Criteria Item #1 Item #2 Item #3

Total Score

Source: Adapted from: Birchall et al., On the Threshold: Analysing Canadian and World Issues Teacher’s Resource Binder,Toronto: Gage Learning Corporation, 2003, p. 350.

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