Grade 11 Canadian History 2013-2014

"History teaches us that men and nations behave wisely once they have exhausted all other alternatives" Abba Eban

It is very important to keep up with your assignments and ensure your work in handed in on time. Regardless of how busy you are, it is your responsibility to keep up to date with your courses!

IPods, Cell Phones and Blackberries, Oh My!

Class Outlines:

The quest for truth is the noblest occupation of man, but there are dragons lurking in the dark forests of ignorance. The names of these dragons are: Incompetence, Political Bias, Deliberate Distortion and Sheer, Wrongheaded Stupidity". When reading historical texts, be sure to filter the information carefully, lest the dragons get you!



Course Learning Ojectives/Organization:
The following five clusters show the lay-out of the Learning Experiences in Canadian History. There will also be: notes, videos, handouts, supplementary readings, assignments, discussions. etc. that you will need to keep up with. Additional clusters will appear as time goes on, completed clusters will be "removed" to a separate link. Nothing essential will be deleted from this wiki page until the end of June.

First Peoples and Nouvelle-France (to 1763)

Cluster One: First Peoples and Nouvelle-France (to 1763)
Time Allotment - approx 17 classes
Textbook: Shaping Canada (pages 3-103)
Learning Objective 1.0 (pages 3-13)
The Purpose of Teaching and Learning History
Learning Objective 1.1 (pages 18-47)
Who were the First Peoples and how did they structure their world?
  • Diversity and Origins of First Peoples (p.20-30)
  • World Views and Societies of First Peoples (p.30-47)
Learning Objective 1.2 (pages 48-75)
Why did the French and other Europeans come to North America, and how did they interact with the First Peoples?
  • European Exploration and Colonization (p.50-54)
  • Nouvelle-France (p.55-69)
  • Relations with First Peoples (70-75)
Learning Objective 1.3 (pages 76-103)
How did the First Peoples and Europeans interact in the Northwest, and what were the results?
  • Hudson's Bay Company (p. 78-82)
  • The Western Fur Trade (p.83-103)

British North America (1763-1867)

Cluster Two: British North America (1763-1867)
Time allotment: approx 13 classes
Textbook: Shaping Canada (pages 104-193)
Learning Objective 2.1 (pages 104-141)
How did British colonial rule change during this period, and what was its impact on life in North America?
  • Governing the Peoples of British North America (p.110-116)
  • The United States of America (p.116-130)
  • Towards Responsible Government (p.130-141)
Learning Objective 2.2 (pages 142-169)
How did the fur trade, European settlement, and the rise of the Metis nation transform life for the peoples of the Northwest?
  • Fur Trade and Settlement Rivalries (p.142-147)
  • The Metis Nation (p.148-157)
  • Towards the Pacific Coast (p.158-169)
Learning Objective 2.3 (pages 170-193)
Why and how was the Dominion of Canada established as a confederation of British colonies in 1867?
  • Challenges Facing British North America (p. 172-179)
  • Seeking Political Solutions (p.180-184)
  • Making Confederation a Reality (p.185-193)

Becoming a Sovereign Nation (1867-1931)

Exam 2013-2014:
The history exam will take place on June ___ and will run from 9:00 until 12:00 in rooms 1 and 3. More details will be found on the history exam page as time progresses.