Wednesday, April 27, 2011

From Jaques Cartier to Louis Riel...or How Did We Get Here?

Before restarting the essay writing process that you embarked on before Mr. Goto's arrival, we are taking some time to examine the context of what was happening in the West at the time of the Red River and Northwest rebellions. To understand what was happening in the world of Louis Riel, we must examine the forces that were changing literally what people believed to be true and real. Sometimes this kind of change is referred to as a "paradigm shift." This is a term that has been popularly used since the 1960's to describe a profound change in a fundamental model or perception of events. Another term that might apply would be a changing of the Zeitgeist.

See paradigm defined - http://www.merriam-webster.com/dictionary/paradigm

See Zeitgeist defined - http://www.merriam-webster.com/dictionary/zeitgeist

Having written an essay about Louis Riel and his impact on western settlement, the following can be agreed upon:

Riel used political, social and military means to advocate on behalf of his constituency - the Metis. He did what he thought was fair and just based on his interpretation of who had right to the land and what would best protect the language and culture of his constituency going forward.

Riel personified the inherent conflict brewing between natives and non-natives based on the fallout resulting from the paradigm shifts which had taken place in "first contact" between Europeans and natives, the emerging fur trade and New France, The Conquest and British North America.

What were those paradigms and how did they clash and merge to transform the world of native peoples, and, on a larger scale, the world of what becomes Canada?

French Colonialism

The conventionally agreed upon beginnings of a French presence in what becomes Canada, and indeed the name Canada itself begins with Jacques Cartier. The explorer claimed part of present day Canada for France in 1534. Cartier's voyages and his reports were critical in terms of convincing France to move forward and make New France, as it was eventually called a colonial priority.

Below is a story detailing a recent archaeological find documenting one of Cartier's settlements.



http://www.canada.com/story_print.html?id=edd7eac6-f566-4011-87d7-82becfc883a2&sponsor=




What could motivate European powers like France, Britain and Spain to pursue colonial property around the world?





To understand this, we need to examine the colonial paradigm...





The mother country (i.e. one of the three European powers) would find some useful good (i.e. the beaver in New France, spices in the Far East) that was otherwise unavailable or could be manufactured into a finished good that was in demand back home.





In this arrangement, the colony was a storehouse of sorts or supply line. The focus was entirely on the needs of the mother country, which created the demand and dictated the terms of all development. In this way, the mother country served as the center and the colony as the hinterland. We refer to this as metropolitanism.

The Metropolitan Thesis, also known as the Laurentian thesis, is one of the dominant schools in Canadian historical thought. The basic argument of the school states that the driving force in Canadian History has been the nation's metropolitan areas. These originally included Paris, London (after 1763), and finally Montreal and Toronto in the modern era. These metropolitan centers determined how Canada would be developed, how it would be governed, and how it would be settled.


http://en.wikipedia.org/wiki/Metropolitan_Thesis

In metropolitanism, cities cast huge shadows of influence over other areas. We see concrete examples of this in many aspects of Canadian society. The means by which representation by population is exclusively used to fill the federal parliament centralizes power by giving the most populated areas the greatest influence.



See the chart in the link below. A careful examination of the chart shows that out of 308 seats in the House of Commons, Ontario gets 106 members and Quebec gets 75. In other words, 58% of the seats available in the federal parliament come from these two powerful provinces. This gives Ontario and Quebec what amounts to perpetual control of the national agenda.



http://en.wikipedia.org/wiki/House_of_Commons_of_Canada

The railway is also a symbol of metropolitan control, creating an east-west trade axis instead of a north-south one. In part, this occurs as a result of the split between the Thirteen Colonies and Britain. However, the net effect of the railway is to act as the backbone of metropolitan control of the west, as finished goods are produced in Ontario and shipped out to the frontier.


Cultural exchanges between peoples are also a part of colonization and native peoples soon found the "Black Robes" or Jesuits amongst them. These were representatives of the Catholic Church whose aim was to spread the word of God and compel religious conversion throughout the world. The Jesuits were extremely well educated and made relations with native peoples a priority based on their mission. However, other French influences made such relations a priority for other purposes.



Background of the Society of Jesus

http://www.newadvent.org/cathen/14081a.htm


The Jesuit Order today in English Canada

http://www.jesuits.ca/About_us/index.php



Intermarriage between French and natives led to the Metis. This led to a blending of native culture with the addition of the French language and the Catholic faith. The reason that French Canadians identified with Louis Riel was because they saw Riel as a defender of French language rights and French education, which invariably took place in the Catholic church. Also, the French found themselves conquered by the English after 1760, and as such could identify with the Metis who felt conquered as well. By and large, the frustration French and native peoples felt was based on a changing economy and the move away from the fur trade and the staple culture.

http://www.thecanadianencyclopedia.com/index.cfm?Params=A1ARTA0005259&PgNm=TCE

British Colonialism

The 1759 Conquest, which culminates in the Battle of the Plains of Abraham results in the fall of New France and the first of many transformational changes in North America.

See the link below and read about the Plains of Abraham and the context of this struggle during the French and Indian War.
















To understand why things were changing so much in North America, we need to consider several factors:












  • Britain's complete dominance of North America after 1760




  • The decline of the fur trade as a viable economic activity




  • The changing nature of European settlement after 1760


Given the fact that Britain had outlasted France and Spain in the rush to colonize the New World, and the fur trade was declining due to the fall in the demand for fashionable products made from fur, "Quebec" as New France was now known, would move to a settlement culture. In the interests of growing the colony profitably, the British relied on the template of the Thirteen Colonies to the south, expecting that Montreal and Quebec would become centers of commerce and manufacturing. However, the capacity to do this was woefully weak given the fact that the French population that remained had no interest or skills in becoming merchants like the ones in Boston. They preferred to keep to themselves and continue farming along the banks of the St. Lawrence. British immigration to Quebec in the 1760's was limited and so the development Britain hoped for would not materialize. Ultimately, the real catalyst for economic change would depend on an influx of enterprising, industrious, and business-minded people -- namely, the United Empire Loyalists. But that would take until the time of the American Revolution; a long way off.

In the meantime, the majority French population were frustrated by having a significant part of their livelihood (i.e. the fur trade) legislated away from them by the British in the interests of "modernization". As a consequence there was no enthusiasm for enterprise and the merchant trade. Combined with the relatively small numbers coming in from Britain, Quebec stumbled economically. The growing difficulties with the Thirteen Colonies and the unmistakable dominance of the French Catholic population, convinced those charged with administering Quebec on behalf of
Britain that something would have to be done to keep the French happy, otherwise they might join the American Revolution.

The solution to this problem was the Quebec Act. See the link below. It served to secure French Canadian support, but it also greatly offended the American colonists and is widely viewed as being one of the Intolerable Acts which pushed the colonists over the edge and started the War of Independence.

http://en.wikipedia.org/wiki/Quebec_Act

Wednesday, March 9, 2011

Mr. G Takes Over

For the next number of weeks, Mr. G will be looking after class. Please see his blog, linked below in order to keep up with the course.

http://whynotcanadianhistory.blogspot.com/

Friday, March 4, 2011

The Essay

Over the last number of days, we have been looking at the objectives for each part of the essay to prepare you for the essay writing process. Below is a summary of the class notes for this section:

The essay assignment typically comes in two forms -- a question or a directive.

for example:

What is the most important characteristic required to be successful in school? (question)


Discuss the most important characteristic required to be successful in school. (directive)



The most important thing to remember when writing the essay is to make sure you understand the question and answer the question directly.



Below you will find the objectives we discussed for the introductory paragraph (in order of importance - NOT appearance):



1. Answer the question (thesis statement)



2. List of supporting ideas (evidence which will serve to prove your thesis)



3. Introductory statement (this is the first sentence in your essay)






Next, you will find the objectives for the body paragraphs (in order of appearance):



1. Topic sentence (from your list of supporting ideas and relates to thesis)



2. Supporting details (logically prove why the thesis is true... between 5-7 sentences)

3. Transition sentence (make the connection from the present supporting idea/topic to the next supporting idea/topic)

Finally, your conclusion has only one objective:

Expand on the thesis. Like a lawyer's summation, you may not present new evidence. Instead, you are to write a few sentences that take your thesis and explain in greater detail what you were trying to argue.

You have all written an introductory paragraph, and the first paragraph of the body of the in class essay you were assigned. All students were checked to ensure that each paper fulfilled the objectives above.

After successfully completing this task, you were assigned another in class essay. This particular assignment made use of the material in the textbook from pages 279-285. You may pick up the reading entitled "Manitoba Reading" from the drop box anytime.

The essay question for this assignment was as follows:

What impact did Louis Riel have on the settlement of the West?
This essay is due --- Wednesday, March 16,2011.

Make sure you can identify which specific sentences accomplish each of the objectives outlined above for both the introductory paragraph, the body paragraph, and the .

Thursday, February 10, 2011

In Search of a Canadian Identity

Through the use of a PowerPoint slideshow, you are to prepare a presentation that will use events and personalities from Canada's history to define a distinctly Canadian identity.

The presentation should last no less than three minutes and no more than five minutes.

Below you will find some general parameters for the assignment. More details will come in the days to follow.

General Parameters:

examples must include political, social, economic, military history

examples must also be chronologically presented with a timeline of sorts -- this timeline should tell an evolving story

examples must be organized into a set of themes -- don't have too many or too few (probably somewhere between three and five)

present day results or impact of each item chosen must be clearly explained

DO NOT READ SLIDES FOR THE ENTIRE PRESENTATION. Be prepared to show you have a command of the material you have chosen.
prepare a list of references using APA style



Presentations will begin Tuesday, February 22, 2011







Canadian History Links
Links to help you get started:


http://canadahistory.com/index.htm

http://www.cyber-north.com/canada/history.html

http://www.canadashistory.ca/

http://www.linksnorth.com/canada-history/

http://www.histori.ca/default.do?page=.index

http://www1.canadiana.org/citm/themes/constitution1_e.html

http://canadaonline.about.com/od/history/History_of_Canada.htm

http://www.international.gc.ca/history-histoire/world-monde/1984-1993.aspx?lang=eng

Tuesday, February 8, 2011

Family History Assignment

The following outlines the requirements for the personal history assignment you will begin now. The purpose of this study is to get you to immerse yourself in the process of writing history and experience firsthand the challenges faced by the historian. In doing so, you will be a better reader of history - as you will be able to examine historical writing with a more critical eye. Hopefully, you will also learn something more personal about the history of Canada through your family experience. Lastly, you will be introduced to some of the practical methods of historical research; another important aspect to being a discerning reader of history.


There are some general parameters to remember when doing this assignment:







  • use standard margins (don't change the page margins in Word)


  • use 12 point Times New Roman


  • text pages are typed, single spaced


  • use standard paper 8 1/2 x 11


  • the project is to be submitted in a duo tang folder (no three ring binders)


  • pictures and other items may be included by will NOT count as part of the page requirement as outlined below



The Assignment...





  • Overview


  • Family Tree


  • Personal History


  • Family Spotlight


  • Your Family History and Canada


Overview


This section should be about half a page long and should offer a synopsis of your family history. In this portion of the assignment you will discuss how many generations you were able to track, what you will be focusing on in your personal history, and who you will be spotlighting in your family and why.


Section Value - 10 marks (7 marks for the written work, 3 for a relevant picture or family artifact such as a coat of arms)


Family History


This section should cover at least a page. You may choose to use a fold out page if 8 1/2 x 11 paper provides you insufficient space. This is your family tree. Have the most recent generation at the bottom of the page and work up from there. You will want to include everyone. Find an organizationally efficient and consistent manner for doing this. I have provided you with a few examples below to get you started. There are others available online.


http://genealogy.about.com/od/free_charts/ig/genealogy_charts/


http://labnol.blogspot.com/2006/09/create-family-tree-charts-inside.html


Section Value - 25 marks (5 marks for neatness; 10 marks for effective and clear presentation of information; 10 marks for depth and breadth of research)




Personal History


This section will include your personal history. This is the first place where you are going to have to make some tough decisions about what you will include and what you will not have the space to write about. You should begin either at birth or over the nine months of your mother's pregnancy, whichever you prefer. You should end at present day - our entry into your current grade. This section may not exceed two pages and may not be less than one and a half pages.


Section Value - 35 marks (5 marks for spelling; 5 marks for organization; 20 marks for content; 5 marks for grammar)




Family Spotlight


This section features a selected member of your family whose story you are going to tell. You may want to focus on a particular momentous event that they were involved in or you may deem their full life story worthy of coverage. Although you have already stated why you have chosen to spotlight the individual selected in the overview, you are required to do it here again. However, this time your explanation should be in greater detail. Devote a short introductory paragraph at the outset to this task.


This section may not exceed two pages and may not be less than one and a half pages.


Section Value - 35 marks (5 marks for spelling; 5 marks for organization; 20 marks for content; 5 marks for grammar)




Your Family History and Canada


This section represents the closing of your project. It is not a summary, as the overview already provides a place for that. It is part reflection and part application. You are to reflect on what you have learned about your family history and apply it to help you make some sense of Canada's history. Think about how your family history fits into the Canadian experience and what you think Canada is about and what it stands for. What are the values that are inherent in our national thinking and how does your family experience fit into that? This section may be no longer than a page and no shorter than three quarters of a page.




Section Value - 20 marks (5 marks for spelling and grammar; 15 marks for content)


Total Value - 125 marks


Due Date - Tuesday, March 1, 2011 at the beginning of class


You will have two work periods in class in which you will have additional support from me. The dates are as follows - Friday, February 18 and Friday, February 25.





You will be graded on the following on those dates:


General Progress 10 marks



Work Ethic 10 marks



I am available to discuss this project outside of class if you make an appointment. Otherwise, the remainder of class time will be used for progressing with the course

What is History, Dammit?!?!


Our first activity was for you to consider the following:

What do you think is the most important event in Canadian history?

Who do you think is the most significant individual in Candian history?


You were also asked two follow-up questions:

What is history?

How do you define "significant" or "important"?


We briefly discussed some of the answers that students had written and why they had chosen the person and event that they did. We discussed the difference between history being considered as all the events of the past versus the events and people who had a major influence on the majority of people.

As an example, we considered the relative importance of the diary of a Canadian soldier who had landed and survived Vimy Ridge and the importance of the diary of his mother.

Through this, we uncovered that there was some merit to studying the history of the ordinary person, often referred to as social history. See the link below:

http://en.wikipedia.org/wiki/Social_history

Conversely, the history of "significant" people or events may be described as political history. For more information, see the link below:

http://en.wikipedia.org/wiki/Political_history


There is an age old battle between political history advocates and social history advocates in terms of which interpretation is the more correct or accurate one. In essence, this is the constant battle that goes on in the mind of the historian as he goes about his work - What is and what is not worthy of study?

To begin with, you are going to embark on a social history study -- one that looks at the history of you and your family. The details of this will be presented to you shortly. For now, start thinking about it and talking about it at home so that you will be ready to work on the assignment when we begin.

As well, we talked about the difference between primary and secondary sources. A primary source may be defined as an eyewitness account or direct, first person version of events. A secondary source is an account (like a textbook) that makes use of many different versions of events. They may be both primary and secondary in nature. Your research into your family history is an example of a primary activity.

Welcome to the Start of Semester 2



This blog will be used as a means of keeping track of what we are doing, when we are doing it, and sometimes where we are doing it.

As a result, it will include all relevant course material and timelines. In the event that you are away, the blog will be quite useful to help you keep up to date.

YOU ARE RESPONSIBLE FOR CHECKING THE MATERIAL HERE.