SECONDARY 3 LEARNING & EVALUATION SITUATION (NOTE: This is an old-program LES republished for its ideas and resources!) Google doc version at https://goo.gl/Y1Bubh

An Environmental Perspective ON Industrialization & the Formation of

the Canadian Confederation

Source: McCord Museum under CC by-nc-nd/2.5/ca. at http://www.mccord-museum.qc.ca/en/collection/artifacts/VIEW-3261

Guiding question: How did economic, social and political transformations during the time of Confederation affect the environment?

Overview Description of LES (Goals, tasks, etc.): Students begin by reflecting on the way economic transformations and political changes can affect the environment. In this way students are introduced to the suggested "lens" through which students might view the time of Confederation in this LES, namely through the Broad Area of Learning "Environmental Awareness and Consumer Rights and Responsibilities." After reviewing short summary documents and films on early Industrialization in Canada and on basic changes at the time of Confederation, students form hypotheses around the problem posed in the guiding question: How might transformations during the time of Confederation have affected the environment? Students then begin to gather and examine specific document collections on first the economic changes of the times. Then they examine political changes that eventually resulted in Confederation and various associated territorial changes. Students could also consider the way Canadian society evolved during this process, and throughout include an environmentalist's perspective on "The relationship between industrialization and social, territorial and political change," the designated focus of this learning situation.

Complex Tasks: - Image analysis using online or computer-based tools - Timeline and presentation of events - Writing press release warning of environmental risks and problems surrounding Industrialization. - Compiling a scrapbook illustrating political and territorial changes before and after Confederation. Culminating Complex Task: - To respond to the guiding question and to explore the designated focus on Industrialization and its effects on Canada, students are asked to research and then interpret selected economic, social and territorial changes after confederation and up to 1929. To demonstrate their interpretation of these changes (Competency 2), and to strengthen their role as active citizens (Competency 3), they will produce a campaign ad for an imaginary or real political party running in Canadian elections about 10 years after Confederation. (i.e. the ad campaign can look on the years surrounding Confederation but also make environmental predictions about the turn of century!).

Process Overview: Phase 1: Engage Focus on the present day economy of Quebec/Canada, environmental impacts, political connections Phase 2: Become Aware of Problem Confederation Basics Confederation of Canada in a nutshell. Territorial change, fathers of confederation. Phase 3: Become aware of the problem. Social Phenomena Focus on industrialization Phase 4: Formulating an Hypothesis, Formulating Questions Phase 5: Gather and Process information about changes (Complex Task research) Economic, Political and Territorial, Social and Environment Phase 6: Organizing and Integrating Knowledge (Complex Task production) Phase 7: Communicate, share, reflect

Resources (Docs and links)

The printable tools used in this LES now on LEARN at http://www.learnquebec.ca/en/content/les/history/les5_industrial_confederation/les5_industrial_confederation.zip Other online tools, information documents and videos are available as links throughout the LES document itself.

QEP Connections: Broad Area of Learning Environmental Awareness and Consumer Rights and Responsibilities. Including but not limited to "Focuses of Development" such as Knowledge of the environment:

● making connections among the various elements of an environment ● awareness of the interdependence between the environment and human activity ● knowledge of renewable and nonrenewable resources ● respect for our natural and built heritage

Responsible use of goods and services:

● knowledge of the relationship between production and consumption ● recognition of the difference between individual and collective needs ● critical stance toward advertising and other forms of propaganda or manipulation ● concern about the impact of science and technology

Subject Competencies Competency 1 Examines social phenomena from a historical perspective Competency 2 Interprets social phenomena using the historical method Competency 3 Strengthens his/her exercise of citizenship through the study of history Evaluation Criteria Proficiency of subject-specific knowledge targeted in the Progression of Learning Appropriate use of Knowledge: Execution of various intellectual operations. (See each activitiy) Rigour of his/her historical reasoning: Explanations highlighting social, political, economic, cultural and territorial changes Expression of a well-founded opinion: Argument defending a position on a social issue Other Competencies Use of Information and Communication Technologies

Program Information: For Quebec Education Program (QEP) connections & associated evaluation criteria based on the new frameworks, see QEP Program main page at LEARN http://www.learnquebec.ca/en/content/curriculum/social_sciences/program_secondary/ Techniques overview section at LEARN http://www.learnquebec.ca/en/content/curriculum/social_sciences/techniques Intellectual Operations overview section at LEARN http://www.learnquebec.ca/en/content/curriculum/social_sciences/program_secondary/intellect_operations.html

Credit and Contacts

Concept and Author: Paul Rombough, prombough@learnquebec.ca

Other Contributors and Reviewers: Jamie Gore, Paul Lagopoulos, David Rossi, Maria Soumela, Matt Russell

Phase 1: Engage students Focus on the present day economy, environmental impacts, political connections

Activity 1.1 - How can individual economic activity affect the environment? Time frame (30 minutes)

Documents (websites, documents, tools)

Role of Teacher Show selected pictures of popular consumer items. (see Flickr image searches at right) Ask students to consider how the consumer choices implied in the photos affect the environment. Ask students to consider choices they make everyday in terms of the following categories, and how do those types of choices affect the environment, how it was different in the past, similar, etc.... Types of choices related to: • transportation (car, bus, train) ; • communication (phone, computer) • leisure and lifestyle

Student tasks: Analyze images of consumer items using the following: What does the image represent? In what context was the picture taken? How does this represent my life? What choices does this image represent? (What choices were made by those in the images?) How do these choices affect the environment?

Students brainstorm problems and solution using organizer HUMAN_ACTIONS_BRAINSTORM_environment.pdf They consider both negative and positive ways that HUMAN ACTION CAN AFFECT SOCIAL CHANGE. (Competency 3, KF 2). Keep same chart handy for activity for 1.2. As a class, consider related questions such as: Are our individual choices as consumers what affects the environment the most? Who else is involved other than the consumers? How is politics and power involved? How are businesses and trade involved?

------------------------- QEP Connections: Techniques: Examine images Competency 3, KF 2.: Bases of social participation: "human action can affect social change" Intellectual Operation: Examine Phenomenon

(Flickr Creative Commons Search for Cellphone) (Flickr Creative Commons Search for Bicycle ) (Flickr Creative Commons Search for Coke ) (Flickr Creative Commons Search for Skater shoes ) The teacher could also refer to this Digital vs film article and this iWaste article here for additional perspectives HUMAN ACTION CAN AFFECT SOCIAL CHANGE brainstorm organizer “HUMAN_ACTIONS_BRAINSTORM_environment.pdf” in Tools folder.

Activity 1.2 - How can large-scale economic development affect the environment? Time frame (30 minutes).

Role of Teacher Ask students to describe the biggest business or factory or industry they know of in Quebec. Have they visited it? How many people are involved? Did it change the community? Arrange students in small groups with Internet or appropriate magazine or textbook access. Have students brainstorm, find and consider examples of local and Quebec-based economic development that happens on a large scale. Suggest we do this by "type" of economic development and that we also consider possible impacts on politics, election campaign promises, laws, etc. Use tool ASPECTS_economic_environment_political.pdf. Guide student research and help them consider the question: “In general terms, how could large scale economic developments become environmental and political issues? Student Tasks Consider prior knowledge. i.e. Companies local to the community or known recent economic development Perform quick Google searches using phrases and key words such as: Quebec Company "Environmental Impact" "Manufacturing Industry" Quebec Company "Environmental Impact" "Communications Industry" Use tool ASPECTS_economic_environment_political.pdf to consider at least two different examples of local, large-scale economic development. Share examples and discuss possible or known environmental impacts.

Searches on Google like: Quebec Company "Environmental Impact" "Manufacturing Industry" Quebec Company "Environmental Impact" "Communications Industry" Graphic organizer: ASPECTS_economic_environment_political.pdf

Optional Student Focus discussion: Politics impacting on the environment What about political change and environmental awareness itself? Can political arrangements themselves impact directly on the economy and thus on the environment?

Time frame (30 minutes) Read and discuss a news clipping of a recent political initiative that impacts on a particular industry. For example, see excerpt select by Michael Geist in his blog post entitled E-Waste on the NAFTA Political Agenda on NAFTA and electronic waste. Bold text indicates suggested points to consider, emphasized and explain.

"Government representatives of Canada, the U.S, and Mexico state: Rapid and dramatic technological advances over the years have created a huge global markets for consumer electronics. These advances have also led to increased, low-cost competition and a shortened product lifespan that finds older products ending up in landfills more rapidly. NAFTA Ministers agreed to work together to lower trade barriers to ensure that this industry has the tools and market access it needs to succeed in all three countries. Ministers a lso agreed to work with the trilateral Commission of Environmental Co-operation to explore ways to address the environmental impacts of the lifespan and disposal of consumer electronics."

----------------------------------- QEP Connections: Competency 1 Examines social phenomena from a historical perspective. Key Feature 3: Looks at social phenomena in their complexity. "Finds out about the various aspects of social phenomena" Intellectual Operation: Examine Phenomenon, Establish connections between facts

Sample Quote

from E-Waste on the NAFTA Political Agenda Powerpoint of this available in ! Docs and Tools entitled QuoteonInitiative_NaftaWaste.ppt

Phase 2: Become aware of Problem 1: Confederation Basics Confederation of Canada in a nutshell. Territorial changes, Fathers of confederation.

Learning Activities & Task Suggestions Documents (websites, documents, tools)

2.1 Basic Territorial Changes Situate in space and time. How did the map change, before Confederation, after, and compared to now? Teacher Role Flip the class first, by viewing content as homework in form of films, sites and documents to read! Qwiki animation on Confederation http://www.qwiki.com/q/#!/Canadian_Confederation McCord Museum’s “Confederation: The Creation of Canada” http://www.mccord-museum.qc.ca/en/keys/webtours/tourID/GE_P1_2_EN Guide class discussion of the above, ask: What did you know already and what was surprising? Show and discuss map of Province of Canada and colonies prior to Confederation: http://www.collectionscanada.gc.ca/confederation/023001-5004-e.html or http://www.canadiana.ca/citm/themes/constitution/constitution11_e.html#actofunion Review Act of Union in 1840 “The new, merged colony was named the Province of Canada and the seat of government was moved to Kingston by Lord Sydenham. Upper Canada became known unofficially as Canada West and Lower Canada as Canada East.” See http://en.wikipedia.org/wiki/Act_of_Union_1840 for map. Compare details of changes found in map of Canada after Confederation http://www.collectionscanada.gc.ca/confederation/023001-5005-e.html Read and relate the following summary text to the above maps: “So Canada became a separate country in 1867. It was a confederation of four provinces: the two older ones, Nova Scotia and New Brunswick , and the new ones, Ontario and Quebec . They all kept the boundaries they had before Confederation, except that what used to be the province of Canada was divided into the new provinces of Ontario and Quebec. The boundary between these two new provinces followed the one which had existed between Upper and Lower Canada” Source: http://atlas.nrcan.gc.ca/auth/english/maps/historical/territorialevolution/1867/1

Qwiki animation on Confederation http://www.qwiki.com/q/#!/Canadian_Confederation McCord Museum’s “Confederation: The Creation of Canada” http://www.mccord-museum.qc.ca/en/keys/webtours/tourID/GE_P1_2_EN Same on Youtube at http://www.youtube.com/watch?v=hph52hbhYZQ Canada before and after Maps

http://www.collectionscanada.gc.ca/confederation/023001-5004-e.html or http://www.canadiana.ca/citm/themes/constitution/constitution11_e.html#actofunion Also http://www.collectionscanada.gc.ca/confederation/023001-5005-e.html

Discuss and demonstrate progression of territorial changes. Have one or two students narrate over the animation on Wikipedia Commons, to check for knowledge and understanding.

Large version http://upload.wikimedia.org/wikipedia/commons/7/72/Canada_provinces_evolution.gif This whole animation sequence is available as a PDF file called CanadaProvEvolutionAnimated Gif.pdf in included resources. It has also been used as a Qwiki entry here: http://www.qwiki.com/q/#!/Territorial_evolution_of_Canada A film version (that can be paused!) is on Youtube at: http://www.youtube.com/watch?v=RU3cYwWWM2E Related Student Tasks Task 1. Students could “situate territories in time” by pasting printed versions of maps on a timeline document and adding “relevant facts” about the reshaping of the political map.

Use provided Word document entitled MapsonTimeline.doc to copy and paste map images. Task 2. Student can then also “identify what remains unchanged over time”, by identifying the provinces that still have the same borders. Use same MapsonTimeline.doc tool. ----------------------------------- QEP Connections: Techniques: Reading maps Competency 1: Examining phenomena Intellectual Operations: Establish Facts; Situate in Time & Space; Determine elements of continuity & change

Animated gif for progression of changes

http://en.wikipedia.org/wiki/File:Canada_provinces_evolution.gif PDF of same available in file CanadaProvEvolutionAnimated Gif.pdf On Youtube at: http://www.youtube.com/watch?v=RU3cYwWWM2E See also Territorial evolution from 1867: http://atlas.nrcan.gc.ca/auth/english/maps/historical/territorialevolution/1867/1 For above, use MapsonTimeline.doc

2.2 The Conferences: How did the process of Confederation all get started? What did they propose? Where did it happen? Teacher Role: Show class summary films to review some of the reasons for the Conferences, highlights, etc. -Above tours and film suggestions could be used. -Options for rent or purchase include NFB film currently not online: http://onf-nfb.gc.ca/eng/collection/film/images-gallery.php?id=10926 and of course Canada Peoples History at http://www.cbc.ca/history/ Check Teacher resources section for availability and current copyright restrictions. Other online options: -Discovery Streaming has several available (Search Confederation Canada) for videos like “Festival of Fathers” from History Lands: Province House, PEI https://app.discoveryeducation.ca/player/view/assetGuid/ed5d87d4-a94d-400e-9602-4e1924cb05d0 “Confederation Achieved” from Canadian Confederation https://app.discoveryeducation.ca/player/view/assetGuid/69b8252d-e420-46b6-b5e7-9de3cba90c8e Log in first through LEARN homepage and Vodzone button, then follow the links or perform a search. -Alternatively just search “Charlottetown Conference” on Youtube and Google -Refer to reference articles such as Quebec Conference and Charlotteown Conference at Canadian Encyclopedia. Student Task: Compare the conferences Use a Comparing This and that Organizer from “LEARN Focus tools” to compare the two conferences in terms of things like

● Initial Reason for them. ● What was proposed/discussed? ● Results (Political agreements, etc.)

----------------------------------- QEP Connections: Techniques: Reading documents, analyzing videos Other competencies: Using Information

Source for information and pictures:

http://epe.lac-bac.gc.ca/100/200/301/ic/can_digital_collections/charlottetown/index.html http://en.wikipedia.org/wiki/Canadian_Confederation Quebec Conference and Charlotown Conference at Canadian Encyclopedia Comparing This and that Organizer from “LEARN Focus tools”

Example of altered Focus tool included. See document entitled CCC1_7_comparingconferences.pdf

Competency 1 Examining Phenomena Intellectual Operations: Making Comparisons

2.3 Who were the players? Who was involved in the Confederate process? Actors? Witnesses? Businessman!? What were their interests? Teacher Roles Present John A. Macdonald and George-Etienne Cartier photos and brainstorm what we know of the two already. Anything of their personal or professional lives outside of politics?

Sources: http://www.collectionscanada.gc.ca/confederation/kids/023002-4020-e.html Refer to the Delegate lists on sites such the above Charlottetown Conference site, and others such as Wikipedia for Quebec conference and Wikipedia for Charlottown and the Canadian Encyclopedia Read through with class and summarize information about John A. Macdonald as an example of recording key points from a larger text. Use in class or assign game for homework from Mccord site at http://www.mccord-museum.qc.ca/en/keys/games/jeu5/ As a class summarize differences in information on Conference site and Game.

Resources and Links http://www.collectionscanada.gc.ca/confederation/023001-4000-e.html http://www.collectionscanada.gc.ca/confederation/023001-6050-e.html http://www.collectionscanada.gc.ca/confederation/kids/023002-3000-e.html Also: http://en.wikipedia.org/wiki/Quebec_Conference,_1864#Delegates http://en.wikipedia.org/wiki/Charlottetown_Conference#Delegates Mccord site at http://www.mccord-museum.qc.ca/en/keys/games/jeu5/

Prepare class for task: Present students with two images of the founding fathers. Suggest use drawing program such as OpenOfficeDrawing or inserting Drawing into a Google Documents to annotate the photo for three key players. Refer to Photos and Image Analysis section on LEARN

1885 photo of Robert Harris's 1884 painting, Conference at Quebec in 1864, to settle the basics of a union of the British North American Provinces , also known as The Fathers of Confederation . The original painting was destroyed in the 1916 Parliament Buildings Centre Block fire. The scene is an amalgamation of the Charlottetown and Quebec City conference sites and attendees. Source: http://en.wikipedia.org/wiki/Canadian_Confederation

Delegates of the Charlottetown Conference on the steps of Government House, September 1864. Source: http://en.wikipedia.org/wiki/Canadian_Confederation#Charlottetown_Conference Student Task: Analyze and annotate pictures Each student chooses one or two delegates and labels them in the conference photos, researching their delegate on sites such the above Charlottetown Conference site, and others such as Wikipedia for Quebec conference and Wikipedia for Charlottown and the Canadian Encyclopedia In a description next to the image of the delegate each student can include a short biography. Include that person’s political, economic and social interests if known. Include a statement as to how satisfied that person was likely to be with the outcome of the conferences (i.e. Confederation). Create questions that inquire about that delegate’s possible role or interests after Confederation! ----------------------------------- QEP Connections: Techniques: Reading documents, images Other Competencies: Using ICT Intellectual Operations: Examine phenomena; Establish facts

Phase 3: Become aware of the problem … Industrialization Note: This is the main Social Phenomena Focus that must be covered according to the QEP, namely industrialization and effects on Canadian society from 1850 to 1929.

Learning Activities & Task Suggestions

Documents (websites, documents, tools)

Activity 3.1 - Overview/review of early industrialization Time frame (20 minutes) Role of Teacher Present the McCord Museum's Brand New and Wonderful: The Rise of Technology and Montreal 1850-1896: The Industrial City Optional: Clips from the Discovery Video "Living History: Living During the Industrial Revolution" could also be used here. Login and access through LEARN Vodzone is required. Download them now, since Discovery shuffles their collections and they may be taken off in future! Clips include: The Industrial Revolution Comes to America [01:45] The Cotton Gin [01:29] The Impact of Interchangeable Parts [01:48] New England's Industrial Revolution [00:57] Factory Work [01:56] D Steam Power [01:19] Conclusion: Living During the Industrial Revolution [00:59] Video Quiz: Living During the Industrial Revolution [00:58]

McCord Museum film tours to use Brand New and Wonderful: The Rise of Technology

and Montreal 1850-1896: The Industrial City

Student task: Write summary notes on what they learn from the videos. Use NotesonFilms_CommonThreads.pdf

Questions to consider could include:

● In what ways were the means of production changing? ● What environmental problems do you see already forming in this new industrial world of the 1800s? ● What sort of legislation might be needed? (To restrict industrialization.) ● What sort of legislation might be needed? (To promote industrialization.) ● How might political unity (Confederation) help or hinder industrialization? ● How might political unity (Confederation) help or hurt the natural environment?

----------------------------------- QEP Connections: Techniques: Examining images. Interpreting documents. Intellectual Operations: Examine social phenomena; Establish causal connections; Characterize phenomena

Graphic organizer students can use to write ideas about common threads:

NotesonFilms_CommonThreads.pdf

Phase 4: Formulating a hypothesis. Formulating questions

Learning Activities & Task Suggestions

Documents (websites, documents, tools)

Activity 4.1 - Hypothesis and questions for research Time frame (30 minutes) Role of Teacher Introduce and explain a guiding question based on a Broad Area of Learning (see BAL), like: How might transformations during the time of Confederation have affected the environment? Re-explain to students the general concept of the Confederation, as being a political union. Emphasize that the question states “during the time of Confederation”, which implies before but especially after Canada became a country.

Help students to formulate a hypothesis in response to the guiding question. Suggest they first reflect on the types of changes they witnessed in the videos in the last classroom, and the interests of the players involved. Encourage them to include their own perceptions of local industries in the different provinces now.

Suggest that it makes it easier to find specific historical evidence to confirm or reject their hypotheses, if they first formulate specific questions in preparation for future research . Have them create a couple questions for each of the following aspects, while considering related phenomena listed in parentheses:

● Economic changes Industrialization (technology, transportation, etc.) Urbanization and Consumerism Concentration of wealth (Capitalism) Political-economic changes (Tariffs, Free trade and the Reciprocity Treaty))

● Political changes. New territorial unions, Forms of government, Territorial jurisdiction, International relations, Military)

● Social and environmental changes (i.e. Native Peoples, Women, Rich and Poor, Labour unions, Working conditions, Polution)

Use provided graphic organizer hypothesis_questions confedchangeandenviroment.pdf

Hypothesis and Questions graphic organizer hypothesis_questions confedchangeandenviroment.pdf

Phase 5: Gather & Process Info: Economic, Political & Social Changes Learning Activities & Task Suggestions Documents

(websites, documents, tools)

Section 5.1 - Economic changes that to Confederation Time frame (2 to 3 classes) Role of Teacher Engage class by analyzing an old editorial cartoons related specifically to Industrial development and trade.

For example, consider the railroads in images such as: http://www.musee-mccord.qc.ca/en/collection/artifacts/M993X.5.794 http://www.musee-mccord.qc.ca/en/collection/artifacts/M994X.5.273.63 http://www.musee-mccord.qc.ca/en/collection/artifacts/M982.530.5325 http://www.musee-mccord.qc.ca/en/collection/artifacts/M994X.5.273.53 Arrange for group work: Teacher could create and distribute various summary descriptions of key economic changes, arranged in groups of associate documents or websites. These summary descriptions should contain only key elements and possibly external links, just enough to allow for additional research opportunities by the students later. These event summaries could exist instead on a timeline at the site "La ligne du temps" , which could be structured using different “thematic layers” such as :

● Industrialization (technology, transportation, etc.) ● Urbanization and Consumerism ● Concentration of wealth (Capitalism) ● Political-economic change (Tariffs, Free trade and the Reciprocity Treaty)

Images from McCord to use as starters: http://www.musee-mccord.qc.ca/en/collection/artifacts/M994X.5.273.63 http://www.musee-mccord.qc.ca/en/collection/artifacts/M982.530.5325 http://www.musee-mccord.qc.ca/en/collection/artifacts/M994X.5.273.53 http://www.musee-mccord.qc.ca/en/collection/artifacts/M993X.5.794 Resources organized at http://www.lignedutemps.qc.ca/t36665/ in the form of links inside event descriptions Other sources: McCord Museum history notes http://www.mccord-museum.qc.ca/en/eduweb/texts/summary/1840-1867/#_Toc36373715 Building a Nation http://www.slideshare.net/brhughes/reasons-for-confederation Reasons for Confederation http://www.edu.gov.mb.ca/k12/cur/socstud/foundation_gr5/blms/5-4-4h.pdf

Use a timeline!: Note that a timeline with these type of events has been started here at http://www.lignedutemps.qc.ca/t36665/industry , with an English translations in progress. If you create an account on the Lignedutemps site it can be copied at any time using the access code “t36665” and the password “ottawa”. If you want to help me translate and built it, contact prombough@learnquebec.ca

Events considered should include those prescribed in the QEP program page 54, highlighted below and in larger version QEP-economic_events.pdf available in resources package.

Student Task 1: Assign each group the task of reading selected events and then summarizing the economic situation in general. See provided document and resource suggestions. Have each group quickly share their event research with the rest of the class. (Oral presentation, sharing of notes or timelines, etc.)

Environmental focus: Before the group on Urbanization and Consumerism events reports, read article here from Elgin newspaper entitles “Environment Expert sees Family Limits” from the 1970s just as Environmentalism began to take hold in Canada: http://tinyurl.com/45m97dw Briefly compare these concerns to the industrialization and possible environmental concerns portrayed in the photos analyzed earlier. Determine Elements of Continuity and Change IO: After all groups report, ask students to imagine the job of a fictional environment minister of the time... Show sections from the Financial Post article “What Environment minister plans” at http://tinyurl.com/4e8z6xa and as a class make comparisons with the

Program page 54 with highlights for Economic events provided in resource package. QEP-economic_events.pdf

“Environment Expert sees Family Limits” from the 1970s just as Environmentalism began to take hold in Canada: http://tinyurl.com/45m97dw “What Environment minister plans” and make comparisons with the challenges of today and of the late 1800s: http://tinyurl.com/4e8z6xa See also LEARN Resource collection on the Formation of the Canadian Confederation.

challenges of today and of the late 1800s: Student Task 2: Group reading for origins and contexts for economic changes (C1-KF1) Ask students to return to their small groups and read through the different events and following any suggested links to consider more closely the environmental, political and social impact of each. They should consider questions like:

● How would any of these events have impacted on the Environment? ● Who was involved? Who was affected? ● Who held power and thus environmental responsibility? ● How might these economic transformations link to politic, social and cultural changes?

Suggest students re-consider their own hypotheses and any questions from last class as well. Ask some students to share this process.

Student Production Task 3: Produce a press release that interprets change Each student chooses 5 events from all timeline layers (events related to Industrialization, Urbanization,Consumerism and Wealth, Political-economic change, etc. ) which they feel are related and which they also feel impact on the environment. Ask them to imagine they are part of an environmental watchdog organization like Greenpeace. Their task is to produce a small press release describing these key events and warning of potential environmental problems due to industrialization and a changing economy.

The press release should also explain: what exactly changed (facts), when it changed (space-time framework), make note of any trends and make connections as to how economic changes drove Canada towards Confederation. (establish connections, identify consequences). A certain amount of explaining will be required of the student if historical reasoning is considered as an evaluation criteria for competency 2.

Press release templates for Microsoft Word at http://office.microsoft.com/en-gb/templates/results.aspx?qu=press+release&ex=1 and for OpenOffice at http://templates.openoffice.org/en/search/node/press%20release

For a more involved production task (i.e. full page ad styles)..... Newsletter templates for Word are available from Microsoft at http://office.microsoft.com/en-gb/templates/CT010104328.aspx

Evaluation A simple formative evaluation tool could be constructed to ensure that knowledge is used appropriately and to communicate to the student where he can improve. The tool should refer to competencies and intellectual operations being performed. It might look something like...

Competency Intellectual Operation Rating (1-5) Teacher Comment

Examining social phenomena when....

Establishes Facts

Examining social phenomena when....

Situates in Time

Interpreting social phenomena when..

Characterizes a Phenomenon Student uses rigourous reasoning when...

Interpreting social phenomena when..

Determine explanatory factors and consequences

Student uses rigourous reasoning when...

Alternative Student Production Task: Voice comment over an interactive resource! Several powerful interactive resources exist that charge the evolution of Canadian expansion. An alternative production project could have students interpret one of these presentations by adding voice over to the interactive display using a screen capture utility like Jing or Screenr (See http://www.techsmith.com/jing/ and http://www.screenr.com/) Here are a few examples worth looking at: http://www.learnalberta.ca/content/ssric/index.html?launch=true http://atlas.nrcan.gc.ca/site/english/maps/historical/territorialevolution/1867-1999 or http://atlas.nrcan.gc.ca/auth/english/maps/historical/territorialevolution/territorial_animation.gif/image_view http://upload.wikimedia.org/wikipedia/commons/9/9d/Canada_provinces_evolution_2.gif ----------------------------------- QEP Connections : Competencies: 1 Examines Social phenomena; 2 Interprets Social Phenomena Intellectual operations: Establishes Facts; Situates in Time; Characterizes a Phenomenon; Determine explanatory factors and consequences Other evaluation criteria considered: Using rigourous reasoning while explaining and while interpreting certain economic, political and social changes.

And for OpenOffice visit http://templates.openoffice.org/en/search/node/newsletter

Section 5.2 - Political changes before and after Confederation Subquestions: What specific political changes occurred in response to economic and other factors? What and who caused that political change? Why Confederation? Time frame (2 to 3 classes)

Role of Teacher Hook discussion: Use interactive evolutionary maps in previous section’s alternative production task to review environmental expansion changing boundaries and who is affected. (Ex. railways, immigration, aboriginals here) Discuss the likelihood or contexts of "environmentalist movements" or environmental parties during the time of Confederation? Why probably not? Review factors that caused change and why environment was probably a concern. Introduce shift back to political changes to see what developed before, during and after Confederation.

Show short overview film such as Confederation: The Creation of Canada on the McCord Museum site. Read along and circle important points using provided text. (See included pdf version McCord-ConfederationCreationCanada.pdf) Discuss the catalysts of change mentioned in the film. Review any new points made as well. View Canada a People’s History Episode 8 if possible, and identify other causes and events. Teacher should refer to Essential knowledge, Concepts, and Chronological reference points on Page 53 and 54 of the QEP program here Refer also to the Progressions of Learning... when available.

Film Confederation: The Creation of Canada on the McCord Museum site.

Pdf version of script in provided resources: McCord-ConfederationCreationCanada.pdf

Program page 54 with highlights for Political events provided in resource package. QEP-political_events.pdf

Student Research Task: Find and examine related documents: maps, images and even original documents written during the times in question, that describe and expand on the list of essential reference points and historical knowledge provided. Use resources in this LES or LEARN resource collections at http://learnquebec.ca/en/content/curriculum/social_sciences/sec_history/resources/cycle2/confederation/ ) For each reference point indicate different actors and facts surrounding the different causes for the political changes leading up to Confederation. For events after Confederation note down why they occurred, who benefited, and whether or not this change might have affected the environment. (i.e. consider economic development, legislative control that helped regulate production, urbanization, expansion, etc.) Student Production Task: Create a poster or other a graphical display that illustrates at least two key political changes during and then after confederation. In small groups, students could combine their findings to produce a graphical display (maps, texts, tables) noting and illustrating territorial and political changes before and after confederation. An online poster could be created using Glogster http://www.glogster.com/ . Use the search function to find examples to show students. (Here is one example that uses images, texts, and adds audio explanations!) Another excellent choice is to use a Prezi. Prezis can be shared and students can work simultaneously on the same surface! Share graphical displays and, during class presentations, discuss potential environmental impact of all these changes, make connections between political and other dimensions... like social change.

Optional Section 5.3 - Social Changes Subquestions: Were social problems solved or exacerbated by Confederation? Can we connect changes to society with potential or eventual effects on the environment? Time frame (1 class plus homework reading time)

Role of Teacher The connection between rights and freedoms, social participation and the environment is not an obvious connection to make, but it is possible to argue that certain forms of oppression - labour exploitation or lack of representation - could contribute to uncontrolled pollution or a less (environmentally) responsible government. Conversely, one could argue that political change that regulates the country, as well as the recognition of rights for natives, women, and workers might affect the environment positively on a number of levels.

Ask students in small groups to survey various articles on the social changes taking place in society during the late 1800’s. Ask them to consider these themes and notable events in light of the guiding question, or more specifically “How could these social factors have impacted on the environment?” A possible strategy here would be to imagine how the Green Party of today might view social phenomena of the times. (A look at the Green Party “values” here might offer a new perspective on these phenomena.)

Sites and article for expert groups to read and consider on these themes:

Environmentalism Before World War I - Montreal Gazette (Oct. 25, 1906) - Smoke pollution in Montreal at the turn of the 20th century. - Montreal Gazette (Dec. 11, 1913) - Water pollution in the United States & Canada in 1913, and government monitoring

Evolving Urbanization after Confederation. - http://www.mccord-museum.qc.ca/en/eduweb/texts/textbooks/urbanization/ - The Drummondville Spokesman (Aug. 22, 1933) - Article on urbanization, affecton French Canadians. - Saskatoon Star-Phoenix (June 20, 1939) - An article looking at the expansion of urbanization in the Prairies

Unionism, the labour movement pre and post Confederation - The Canadian Encyclopedia - Working-Class History - Calgary Herald (May 15, 1919) - An article talking about the Winnipeg General Strike Sites like http://www.pc.gc.ca/culture/proj/tch-cwh/index.aspx

Natives and Metis (and Riel!) post Confederation - Red River Rebellion at http://www.collectionscanada.gc.ca/premierescommunautes/jeunesse/021013-2081.4-e.html

- The National - Television broadcast looking at the anniversary of the Northwest Rebellion - New York Times (Apr. 2, 1885) - A New York Times article looking at the Northwest Rebellion - http://en.wikipedia.org/wiki/Grey_Owl early environmentalist Women’s rights and women’s participation in government Search sites like http://www.chrc-ccdp.ca/en/browseSubjects/womenRights.asp Black rights and social and political participation Search events like http://blackhistorycanada.ca/timeline.php?id=1900 Immigrants experiences: - Consider the Chinese experiences using sites like http://www.collectionscanada.gc.ca/chinese-canadians/ and http://mhso.ca/tiesthatbind/ articles like http://news.google.com/newspapers?id=AndDAAAAIBAJ&sjid=V6YMAAAAIBAJ&dq=chinese%20rights%20canada&pg=4246%2C904169 Under development: The teacher could produce a graphic organizer for noting key points and for tracking Competency 1, 2 or 3 related processes depending on what competency the teacher wishes to evaluate. This organizer could be created in such a way as to allow students to list environmental connections. Consider adapting Focus Tools for CCC “Uses information” at http://www.learnquebec.ca/en/content/ccc_sec/ccc_1/

Sample Student Production Task: Scrapbooking articles and photos To share their findings and connections, students could copy and paste and screen capture sections from the various articles and insert them into a scrapbook format that could be used while reporting back to class on things they discovered and possible connections to environmental problems or solutions. Online scrapbooking sites like http://www.cropmom.com could be used. However given the ease in which screenshots could be used to collect information rapidly (See http://take-a-screenshot.org/) a better solution might be to use a local word processor program like Word or Pages or Open Office which allows for easy pasting of collected information. Google Chrome and Firefox can also handle copying and pasting screen shots into Google Docs.

Phase 6: Organizing and Integrating Knowledge Learning Activities & Task Suggestions Documents

(websites, documents, tools)

Interpreting relevant information and expressing an opinion. Time frame (2 classes plus homework project time) Teacher Role: Teacher goes over complex task outline and requirements. Teacher goes over any expectations for evaluation, and any evaluation rubrics being used (sample evaluation tools below). In general terms, the student should interpret the state of social phenomena after confederation from an Environmental perspective. Then the student must take a position on the guiding question, How might (economic, social and political) transformations during the time of Confederation have affected the environment? ICT Component: Teacher (or lead students) will also need to go over how to make a Campaign Ad pamphlet. For tools & inspiration see: 1) The ELA LES on Posters, especially the Complex Task section called Produce an Ad Campaign 2) The Making Media Manageable section on LEARN, especially the section on Making a Pamphlet Student Production Tasks:

● Produce a campaign ad for a political party running in Canadian elections some time after Confederation. The pamphlet should have two sections:

● Demonstrate Competency 2 skills showing one’s Rigour of historical reasoning in an introductory section of the Pamphlet (ex. “What has been happening since Confederation!”).

● Demonstrate Competency 3 skills based on a concluding section of the pamphlet, by Expressing a well-founded opinion while taking a position on the political, social and environmental issues of the times, and at the same time addressing the guiding question (ex. “The XXX act and resulting social consequences: a disaster for the environment?”)

Process: In project groups or individually, students take time to ask additional questions and plan research, assign each other tasks to find any missing details, etc. (Various LEARN Focus tools could be used to help students organize for this research, including those associated with the CCCs "Cooperates with Others" and " Uses ICT".... and also "Adopts effective work methods".) Students write drafts and design an ad campaign. While working cooperatively students could self evaluate their ability to work together using a tool such as Cooperative Learning Peer Evaluation . ----------------------------------- QEP Connections: Competency 2: Interpreting Social Phenomena Competency 3: Strengthens his/her exercise of citizenship through the study of history Other competencies: Cooperation, ICT, Communication

Produce an Ad Campaign at http://www.learnquebec.ca/en/content/les/visual_arts/les4/complex1.html

The Making Media Manageable section on LEARN, especially the section on Making a Pamphlet at http://www.learnquebec.ca/en/content/mmm/pamphlet.html

Intellectual Operations: Determine explanatory factors and consequences; Determine elements of continuity and change; Characterize a phenomenon.

Evaluation for Complex Task: Competency 2: Interpreting Social Phenomena In the first part of the Campaign Ad or Pamphlet, the student must use “historical reasoning” while 1) identifying facts that explain/result from phenomena, and also 2) determine things that are changing and 3) characterizing the changes keeping the guiding question in mind.

Criteria: Observables in first part of Campaign Pamphlet

5 4 3 2 1

Rigour of historical reasoning (1): Identify facts that explain/result from phenomena, keeping the guiding question in mind.

Student more than satisfactorily identifies * at least 3 events since Confederation that (could be seen) to explain or result from explain environmental changes. (ex. Certain government action means more control over certain industry).

Student satisfactorily identifies * at least 2 events since Confederation that (could be seen) to explain or result from explain environmental changes .

Student satisfactorily identifies* 1 event since Confederation that (could be seen) to explain or result from explain environmental changes.

Student identifies* events but does not connect them to the guiding question (i.e. environmental changes).

Student does not identify any events or indicate knowledge of the times.

Rigour of historical reasoning (2): determine things that are changing, keeping the guiding question in mind.

Rigour of historical reasoning (3): characterize the changes keeping the guiding question in mind. (i.e. takes a position)

Student more than satisfactorily explains** and characterizes changes or possible changes before and just after confederation which impact on he issue of environmental change. (ex. Before Confederation trading internationally was...)

Student satisfactorily explains** and characterizes changes or possible changes before and just after confederation which impact on the issue of environmental change.

Student satisfactorily explains** and characterizes one change or possible changes around the time of Confederation which impact ont he issue of environmental change.

Student unsatisfactorily explains** changes around the time of Confederation which impact on the issue of environmental change.

Student does not indicate or explain change or possible changes around the time of Confederation which impact on the issue of environmental change.

* Identification could imply establishing facts by finding information, referring to relevant documents, establishing the space-time framework, identifying circumstances and actions,actors and witnesses

and their interests, and by looking at different points of view. (See Comp 2 KF 1) ** Explains could imply explaining social phenomena by establishes connections among these factors, identifying possible long-term consequences, etc. (See Comp. 2 KF 2)

Evaluation for Complex Task: Competency 3: Strengthens his/her exercise of citizenship through the study of history Observables in the second part of the Campaign Ad or Pamphlet: Student must demonstrate the “expression of a well-founded opinion” that takes a position on the political, social and economic issues of the times, addresses the guiding question, and outlines a political plan for a future Canada in the times just after Confederation. Criteria: Observables in first part of Campaign Pamphlet

5 4 3 2 1

Expression of a well-founded opinion: Development of an argument defending your position on the social issue in the guiding question (i.e. related to the environment).

Student more than satisfactorily takes a position on political, social or economic issues around the time just after confederation. *** Student clearly proposes (real or fictional) political, social and economic changes, based on patterns prior to the fictional election. The form of the suggestions should be argumentative. (i.e. Other parties will say this... but we say this.)

Student satisfactorily takes a position on political, social or economic issues around the time just after confederation. *** Student proposes (real or fictional) political, social and economic changes, based on patterns prior to the fictional election. The form of the suggestions is assertive but not argumentative

Student only partially take a position on political, social or economic issues around the time just after confederation. *** Student does not clearly propose (real or fictional) political, social and economic changes, based on patterns prior to the fictional election.

Student only partially take a position on political, social or economic issues around the time just after confederation. *** Student does propose any political, social and economic changes, based on patterns prior to the fictional election.

Student does not take a position on political, social or economic issues around the time just after confederation. *** Student does not propose any political, social and economic changes, based on patterns prior to the fictional election.

*** For a student to more than satisfactorily state an opinion and to take an effective position, that opinion statement should demonstrate several of the components of Competency 3 Strengthens his/her citizenship should be in use. i.e. seeks foundations of one’s social identity, establishes bases of social participation, discusses social issues, contribution of social phenomena to democratic life, understands public institutions.

Phase 7: Communicate and share Learning Activities & Task Suggestions

Documents (websites, documents, tools)

Communicate and share Time frame (1-2 classes) Role of Teacher Teacher arranges a presentation space and process for delivering campaign ads. Since the campaign ad suggestion for a complex task implies creating visuals (posters, etc). the teacher might consider creating PDF versions of the materials and having students upload them into a Prezi environment. They could present their ad campaign for other students in that way. Student Reflection idea 1: Another alternative for posting the ad campaigns might be in a class blog space such as on Wordpress.com. Students could be required to return to their own post and publish “comments” on their own work, as well as comment on a few other students’ blog postings. Student Reflection idea 2: Obviously these campaign ads are meant to provide the political party (or lobby group) with a resulting win in a fictional election. This could be emphasized in the class, where after the presentations students must write “letters to the editors” of key newspapers of the time, and then in a following class a mock election could be held. A followup discussion to this whole process could also ensue, whereby students could reflect not only on their own work but on the likelihood that events like these would have swayed opinion in the past, and whether, or not, they still sway opinion now!

Prezi as poster display space. See http://prezi.com/ Some good Prezi advice at http://facultynet.matc.edu/tltnewsletter/mar12/page1.htm See also https://prezi.zendesk.com/entries/22428493-Inserting-PDF-and-Excel-files for uploading PDFs Search Google for “mock elections in the classroom”. Many sites with good suggestions abound!