This mini-unit for intermediate/senior-level classes helps students to understand and analyze the key ideas and challenges that preceded the creation of Alberta and Saskatchewan. The first section deals with the debates in the provincial and/or federal legislatures, while the second section addresses more specifically founding treaty negotiations with the First Nations. Each section can be taught independently. Sample page of quotations from Frederick W.A.G. Haultain
http://accent-patrimoine.ca/en/home/(Link redirects you, so open it in a new tab to keep the Education Portal open.)
An interactive bilingual platform centered on cultural and historical aspects of Alberta’s Francophone heritage. ACCENT on Heritage banière.PNG 1.21 MB
In this lesson, students will: • learn all about the design of Canadian bank notes, using the Canada 150 bank note—aspecial $10 note issued to celebrate 150 years of Confederation—as a guide; • brainstorm which symbols they think should represent Canada; • design their own bank note to illustrate what they feel best represents Canada at 150 yearssince Confederation; • compare their design with the Canada 150 bank note and think critically about the ways ourcountry can be represented.
Students will read a Canadian novel to determine whether it provides an accurate picture of a Canadian event, experience, or character. In order to complete the assignment, students are expected to note the political, social, and economic circumstances outlined in the novel. Using primary and secondary sources the students will then write a report outlining the value of the novel as a historical source.
Aims
Students will:
make judgements about the significance of people and events...
In April 2001 and again in February 2007 a storm of controversy erupted in the press of the province British Columbia. This lesson reflects on that controversy and encourages students to engage with the information in different ways.
"By studying historic artifacts of all people, the important and the unimportant alike citizens have a stronger foundation for understanding how and why the past tells us a great deal about the present and the future. All history is selective and...
Students will be given the opportunity to either complete the research project on their own, or in groups of up to five people. They will be assigned a single research topic, and will have to look at the changes which occurred in that topic area in the time from 1867 to 1918 (with the exception of the First World War specific topics). They will present their findings to the class at the end of the four week work period. Their presentation will have an oral, visual, and written...
An exploration of the events that have shaped Canada and Canadians.
Aims
In this three-part lesson, students will understand the concept of "defining moments" by identifying these moments in their own lives. Then, they will use this understanding to identify key moments in the history and development of Canada.
This lesson is based on viewing the Heritage Minute, "Valour Road." By coincidence, 3 of the 69 Canadian men who were awarded the Victoria Cross in the First World War had grown up on the same street in Winnipeg. This street was renamed Valour Road in their honour.
Aims
The "Valour Road" Heritage Minute is a good starting place for students to learn about the horrors of war and consider the great personal sacrifices that soldiers made.
By coming up with their own film treatments and...
This lesson is based on viewing the Heritage Minute: "Lucille Teasdale." Teasdale was one of Canada's first female surgeons. For thirty-five years she operated a medical clinic in Uganda, where she personally treated over 13,000 patients.
Aims
Students will focus on the life and work of Lucille Teasdale as they create a timeline of important Canadian women in the twentieth Century.
Students will build upon their understanding of Lucille Teasdale's life and work to produce a series of...