Grade 7: Conflict and Change

Planning: Term #

Tracking: Ach. Level

Overall Expectations





* describe the causes, personalities, and results of the rebellions of 1837-38 in Upper and Lower Canada in relation to themes of conflict and change;





* use a variety of resources and tools to gather, process, and communicate information about issues and conflicts in Upper and Lower Canada, and about the attempts to resolve them;





* compare methods of conflict resolution in both historical and contemporary situations.





Specific Expectations





Knowledge and Understanding





* identify types of conflict (e.g., war, rebellion, strike, protest), and describe strategies for conflict resolution;





* identify key issues and events of the rebellions of 1837-38 in Upper and Lower Canada (e.g., issues related to land, transportation, government; events such as Mackenzie's march down Yonge Street);





* describe the role of key personalities (e.g., Mackenzie, Papineau, Bond Head) involved in the rebellions, and the methods they used to bring about change;





* explain the major social, economic, political, and legal changes that resulted from the rebellions and their impact on the Canadas (e.g., the Durham Report, the union of the Canadas, the Rebellion Losses Bill).





Inquiry/Research and Communication Skills





* formulate questions to guide research on issues and problems (e.g., Why is Mackenzie a hero to some Canadians and a traitor to others?);





* use a variety of primary and secondary sources to locate relevant information about key personalities involved in the rebellions (e.g., primary sources: artefacts, journals, letters, statistics, field trips, period documents and maps; secondary sources: maps, illustrations, print materials, videos, CD-ROMs, Internet sites);





* analyse, synthesize, and evaluate historical information (e.g., Papineau's Ninety-two Resolutions);





* describe and analyse conflicting points of view about a series of historical events (e.g., Should rebels be given amnesty? Should women have a role in governing councils?);





* construct and use a wide variety of graphs, charts, diagrams, maps, and models to organize and interpret information (e.g., label the transportation routes and location of skirmishes on a map of Upper and Lower Canada);





* investigate and report on methods of conflict resolution employed in everyday life at home, at school, and in the community;





* communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and descriptions, drawings, tables, charts, and graphs (e.g., label the original political divisions on a map of Upper and Lower Canada);





* use appropriate vocabulary (e.g., rebellion, moderate, radical, conflict, responsible government, Family Compact, Château Clique, Patriote, Fils de la Liberté, Doric Club) to describe their inquiries and observations.










* compare the impact of political unrest and change in the Maritimes and in Upper and Lower Canada in the 1820s and 1830s;





* compare and contrast historical conflict-resolution strategies with those used today to resolve disputes at home, at school, and in the community.





Student Name:





 Expectations: Copyright The Queen's Printer for Ontario, 2004.  Format: Copyright B.Phillips, 1998.