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React to introductory documentary videos

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Texts & videos and 5-w’s on Durham

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Responsible Government:

Inquiry Learning Phase Example Activities

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Click images above for available activity suggestion details. Note that original texts, activities and documents available at http://secondaryhistory.learnquebec.ca /

Organize causes and consequences.

Write a speech

Take the position of one of the “players” at the time, of one social group you know existed in the two Canadas.

Write and deliver a speech about the merits of Responsible Government in general, and how it affects the people in your chosen group.

Make final suggestions as to how to make the political system function better, for everyone!

Check knowledge/Make Connections

View available concept circles on responsible government to check knowledge and “make connections between facts.

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Intellectual Operations�Establish Facts; �Make connections between Facts �Program Content Responsible government c. Ministerial instability Competency 1�Characterize a Period	�PHASE IN INQUIRY PROCESS � GUIDING QUESTIONS Is historical change caused more by individuals or the conditions of society at the time? ACTIVITY DESCRIPTION� View sections of Boniface EN film describing the Rebellions of 1837 from 2 minutes to 6 minutes, and consider the nature of the political system they fought against. Ask students to explain the grievances of the Patriotes, in terms of the way the government didn’t represent the people. Alternatively, ask the question: Did the government represent the people in 1837? Review the Act of Union video available at LEARN’s Secondary History - Act of Union site. What other problems exist with the way the government was structured in the new United Canada of 1840? TOOLS�Boniface EN new at https://youtu.be/qctAllboU6Y?t=120 to six minutes.

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React to introductory videos�Responsible Government

Step One:�Look deeply at the picture, titles, any text… for a good long time. �Observe shapes, colors, textures, the position of people and/or objects in the frame�Observe the foreground, middleground and background too.

Step Two:�Write down what you see without making any interpretation about what the picture is trying to say. �Note elements of the time period and location.

Step Three:�What questions do you have about this picture that you would need to have answered before you can begin to interpret it?

Step Four:�Discuss your questions with two other students in the class to try to find some answers.

Step Five:�Think about the historical contexts and subject of the piece, perhaps as compared to things you already know, or other similar events. What do you think the artist is trying to say (what does the piece mean), and who was the intended audience? What people, facts, ideas are being represented in this picture?

Step Six:�Discuss your interpretation with the class, and be prepared to support your view by referring to specific elements of the image and what you know about the history of the time.

Finally, discuss the Process:�Take a few moments to discuss with students how you experienced this process of analyzing visual media.

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� Intellectual Operations�Establish Facts; �Make connections between Facts �Program Content Responsible government b. Functioning of responsible government c. Ministerial instability Competency 1�Characterize a Period	�PHASE IN INQUIRY PROCESS � GUIDING QUESTIONS Is historical change caused more by individuals or the conditions of society at the time? ACTIVITY DESCRIPTION�Read texts on Responsible Government on LEARN’s Secondary History - Responsible Government student site. View any available videos on Responsible Government. Use the Responsible Government Primary Source Analysis - (and the 5 W's!) tool to explore different views on Durham's proposed changes and solutions. Research definitions for “Responsible Government” in general and develop further questions using What, Who, Why, When and Where. After questions have been formed, compare your questions to general questions available in “Historica Canada’s Activity three: What is Responsible Government?” What were Durham's motives for writing his report? How did different players react? Consider critically the 1961 NFB video Lord Durham ➦ TOOLS and Resources Secondary History - Responsible Government student site. Responsible Government Primary Source Analysis - (and the 5 W's!) tool LaFontaine, Baldwin and Responsible Government Education Guide website 1961 NFB video Lord Durham

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Texts & videos and 5-w’s on Durham�Responsible Government

Step One:�Look deeply at the picture, titles, any text… for a good long time. �Observe shapes, colors, textures, the position of people and/or objects in the frame�Observe the foreground, middleground and background too.

Step Two:�Write down what you see without making any interpretation about what the picture is trying to say. �Note elements of the time period and location.

Step Three:�What questions do you have about this picture that you would need to have answered before you can begin to interpret it?

Step Four:�Discuss your questions with two other students in the class to try to find some answers.

Step Five:�Think about the historical contexts and subject of the piece, perhaps as compared to things you already know, or other similar events. What do you think the artist is trying to say (what does the piece mean), and who was the intended audience? What people, facts, ideas are being represented in this picture?

Step Six:�Discuss your interpretation with the class, and be prepared to support your view by referring to specific elements of the image and what you know about the history of the time.

Finally, discuss the Process:�Take a few moments to discuss with students how you experienced this process of analyzing visual media.

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� Intellectual Operations�Determine Cause and Consequences�Program Content Responsible government b. Functioning of responsible government c. Ministerial instability Role of women a. Legal and political status Competency 1�Characterize a Period Competency 2�Interpret a social phenomenon	�PHASE IN INQUIRY PROCESS � GUIDING QUESTIONS Is historical change caused more by individuals or the conditions of society at the time? ACTIVITY DESCRIPTION�Read texts on the Corn Laws and Rebellion Losses Bill and Responsible Government on LEARN’s Secondary History - Responsible Government student site. View any available and related images or videos. Research specific events that resulted from the situation(s) of the time. Use LEARN larger Google Document collection of texts and images and curated web sites to delve further. Organize your findings: Identify one or more factors (causes) that led up to what you feel is the key event. Identify one or more results (consequences) that followed from that event. Use this organizer to help you note down causes and consequences for the key event. Prepare your response to the guiding question(s). Consider also whether the historical changes affected everyone equally. (Example: What changed for Women? What changed for Blacks?) TOOLS and Resources Secondary History - Responsible Government student site. �Larger Google Document version, including additional curated web sites, activities and documents�References in that document to women’s experience here. Black experiences here. �CAUSE(S) & CONSEQUENCE(S) OF A KEY EVENT organizer. Other organizers always available here.

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Organize causes and consequences�Responsible Government

Step One:�Look deeply at the picture, titles, any text… for a good long time. �Observe shapes, colors, textures, the position of people and/or objects in the frame�Observe the foreground, middleground and background too.

Step Two:�Write down what you see without making any interpretation about what the picture is trying to say. �Note elements of the time period and location.

Step Three:�What questions do you have about this picture that you would need to have answered before you can begin to interpret it?

Step Four:�Discuss your questions with two other students in the class to try to find some answers.

Step Five:�Think about the historical contexts and subject of the piece, perhaps as compared to things you already know, or other similar events. What do you think the artist is trying to say (what does the piece mean), and who was the intended audience? What people, facts, ideas are being represented in this picture?

Step Six:�Discuss your interpretation with the class, and be prepared to support your view by referring to specific elements of the image and what you know about the history of the time.

Finally, discuss the Process:�Take a few moments to discuss with students how you experienced this process of analyzing visual media.

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� Intellectual Operations�Determine Cause and Consequences�Program Content Responsible government b. Functioning of responsible government c. Ministerial instability Role of women a. Legal and political status Competency 1�Characterize a Period Competency 2�Interpret a social phenomenon	�PHASE IN INQUIRY PROCESS � GUIDING QUESTIONS Is historical change caused more by individuals or the conditions of society at the time? ACTIVITY DESCRIPTION�Write a speech where you take the position of one of the “players” at the time, of one social group you know existed in the two Canadas. Write and deliver a speech about the merits of Responsible Government in general, and how it affects the people in your chosen group. Make final suggestions as to how to make the political system function better, for everyone! TOOLS and Resources Speech advice and outlines: Though from an unrelated speech contest on U.S. History, this guide has some great organizers students could use! Lincoln: Student Speech Writing Competition Teacher Resource Kit Secondary History - Responsible Government student site. �Larger Google Document version, including additional curated web sites, activities and documents�References in that document to women’s experience here. Black experiences here. �CAUSE(S) & CONSEQUENCE(S) OF A KEY EVENT organizer. Other organizers always available here.

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Write a speech �Responsible Government

True reform of Parliament,-i.e.-patriots lighting a revolutionary-bonfire in new Palace Yard. Photo by Ashley Van Haeften under/by/2.0/

Step One:�Look deeply at the picture, titles, any text… for a good long time. �Observe shapes, colors, textures, the position of people and/or objects in the frame�Observe the foreground, middleground and background too.

Step Two:�Write down what you see without making any interpretation about what the picture is trying to say. �Note elements of the time period and location.

Step Three:�What questions do you have about this picture that you would need to have answered before you can begin to interpret it?

Step Four:�Discuss your questions with two other students in the class to try to find some answers.

Step Five:�Think about the historical contexts and subject of the piece, perhaps as compared to things you already know, or other similar events. What do you think the artist is trying to say (what does the piece mean), and who was the intended audience? What people, facts, ideas are being represented in this picture?

Step Six:�Discuss your interpretation with the class, and be prepared to support your view by referring to specific elements of the image and what you know about the history of the time.

Finally, discuss the Process:�Take a few moments to discuss with students how you experienced this process of analyzing visual media.