Grade 10 Academic History – Prologue
Historical Thinking Concepts (HTC) Assignment
Introduction to Canadian History and the Development of Identity
Pages 5-11 Creating Canada
Why this work?
Grade 10 History of Canada is an exploration of the social, economic and political events that shaped (…and
continue to shape) the Canadian identity. In the course, you learn about the evolution of Canadian values, examine
the stories…good or bad…of individuals and groups, and evaluate our changing political and social structures. To
do so successfully, you must understand cause-and-effect relationships, formulate appropriate questions, develop
informed opinions and present information in a variety of forms.
Investigation of historical inquiry (…and many other disciplines) has many important facets:
 Different forms or types of questions to guide an investigation including (1) factual questions (e.g., What
were the root causes of WWI?) or (2) comparative questions (e.g., How is the French experience in Canada
different from the English experience?)
 Different forms of evidence such as (1) primary (e.g., letters, diaries) and (2) secondary (e.g., journal
articles, documentary files, textbooks)
 As assessment of the credibility of the evidence (e.g., Wikipedia, personal blog, peer-reviewed
publications)
 An analysis and interpretation of the evidence using various strategies and approaches (e.g., criteria for
ranking and evaluating the impact of free trade on the Canadian economy and society, conceptual or “mind
map” of the impacts of residential schools for Aboriginal people).
 An exploration of cause-and-effect (e.g., historical significance, consequences and relationships to other
events) to develop conclusions regarding change
 Predictions of future change and developments
 The communication of your ideas, arguments and conclusions using various forms, styles and subjectappropriate terminology
 Correct and accepted documentation (e.g., bibliography, citations, referencing).
Moreover, Canadian history is a rich, fascinating and often complex subject. Contrary to a preconceived notion,
Canadian history is not boring or lacking in adventure. It is about self-exploration (e.g., discovering the roots of
your values, exploring the events that shape you, and building of the past strengths and miscues to create and form a
“better society”.
Your exploration is guided by Historical Thinking Concepts (HTC).
Historical thinking has with six distinct and closely interrelated
concepts:
1. Establish historical significance
2. Use primary source evidence
3. Identify continuity and change
4. Analyze cause and consequence
5. Take historical perspectives, and
6. Understand the ethical dimension of historical interpretations.
For you and me, two of the concepts can be somewhat difficult to
access and/or grasp: primary evidence and ethical dimensions. We
will examine the two concepts, but throughout this course, we will
focus on the four other HTCs.
HTCs
Historical Significance

There is too much history to remember and link. We must choose the events that are, perhaps, “more
important”.

To choose we need selection criteria. Significant events may include those that result in great change over
long periods of time for large numbers of people. NOTE: Significance depends upon one’s perspective and
purpose.

Does the event acquire significance if you and I are able to link it to a larger trend? For example, the story
of Anne Frank may be small relative to the Holocaust; yet, the story becomes significant if it is recounted in a way
that makes it part of a larger struggle.
Continuity and Change

History as a complex mix of continuity and change. Some things change rapidly and dynamically, while
others remain relatively continuous and somewhat static. Moreover, change is a linked process (i.e., historical
events do not occur in isolation), may be negative (…when it is interpreted) and can be organized into groups (e.g.,
your high school experience).
Cause and Consequence

Generally, we want to answer two questions: “how and why”. Starting at the cause(s): “What were the
actions, beliefs and circumstances that led to the consequences?” Certainly, people are the agents of change, and
people have motivations and reasons for taking action (…or for sitting it out). However, cause goes beyond people.
For example, the 1887 anti-Chinese riot in Vancouver involved the racial attitudes of the rampaging white workers,
but did the worker attitude solely cause the riot? In one sense, it did, but at the same time, employers paid Chinese
workers a fraction of the regular wage rate and the desperate situation of Chinese Canadian workers after the
completion of the Canadian Pacific Railroad created friction between groups.
Historical Perspective

We tend to judge historical actions using our present standards. This creates a difficult paradox. A
historical perspective requires that we understand the differences between our ethics and past ideas to prevent us
from imposing our standards on the past. Can we explain WHY a government, group, or individual did what they
did, even though we may not agree with it? How does the context offer an explanation or reason for the action
taken? Eg. How did the government justify putting Japanese-Canadians in internment camps in WW2? We want to
learn something from the past that helps us to face the issues of today.
Your task
Working with one other person, you must
1. Write a four-page, double-spaced and fully-cited research paper using the HTCs to explore, explain,
interpret and assess an event in Canada history. Your report must include a review / assessment of the
four HTCs (e.g., identify and explain historical significance of your topic, discuss and demonstrate change
arising from your topic, specify causes of your event or the consequences of your event, the reasoning for
the event taking place, and in the conclusion, relate your topic to emergence of social justice and Canada’s
present identity). The report must include a brief synopsis of the event (introduction), as well as separate
sections on each HTC. The conclusion should reflect you and your partner’s ethical viewpoint on your
topic and how it has altered or shaped our present identity.
2. Prepare a one-page summary report highlighting the key information (e.g., facts, historical significance,
change / continuity, outcomes) for distribution to your classmates as notes. You must summarize your
analysis of each HTC
3. Prepare and a make a short presentation highlighting key HTC links and information.
Ten Steps to an Effective Presentation
Steps
Step 1. Know your information
Do enough research to be the “class
expert” on your topic
Review your notes before making a
presentation
Step 2. Consider the amount and type of information presented
Carefully select relevant information
Avoid presenting too much
information
Give your audience sufficient
background information so they can
logically follow your presentation
Step 3. Be creative
Remember – creativity impacts all
aspects of your presentation
Make a distinct presentation
Step 4. Prepare an effective introduction and conclusion
Introduce your presentation with a
clear topic statement and a concise
outline
Conclude with the main points of
your presentation
Step 5. Organize
Establish a logical flow of content
and activities
Integrate a variety of ideas, visual
aids and questions….and avoid long
stretches of lecturing
Step 6. Provide notes
Use clear, uncluttered overheads and
handouts
Provide a framework for taking
notes…avoid a summary
Comments
Steps
Step 7. Use visuals
Use a variety of information sources
to support your ideas
Consider a variety of media (e.g.,
video, YouTube, photographs,
music)
Step 8. Involve the class
Link visuals to content
Use POWERFUL QUESTIONS to
promote discussion
Avoid vague ideas and questions
Involve audience (e.g., readings,
discussions, games, simulations)
Ask audience to solve problems
Step 9. Keep a good length
Estimate the time required for each
part and ensure your presentation
uses the allocated time effectively
Step 10. Control your voice and presence
Speak clearly and at a good pace,
pausing to allow for comprehension
Stress important points
Do NOT read from a prepared text
Be confident
Comments
Ten Steps to Preparing Research
Steps
Comments
Step 1. Get ready
Understand the assignment. Read
instructions carefully. Review with
partner. Clarify with teacher
Study this checklist AND review
assessment criteria
Check time and determine steps to
complete according to plan and
deadlines
Step 2. Select a topic…ask these questions
What do I already know about the
topic?
Where would I look for information?
How can I ensure my information is
accurate?
Step 3. Find resources
Begin with your textbook. Use
library resources. Go beyond
Wikipedia. Use journals. Ask about
old newspapers and other news
sources. Seek peer reviewed
information.
Step 4. Take Notes – Researches use different strategies for taking notes
Record sources of information as it is
gathered
Use your own words. Read a
passage, turn away and write the
main idea
Identify direct quotations BUT do
not overuse direct quotations
Summarize the main ideas and
important facts
Steps
Comments
Step 5. Organize your notes
Put information in a logical order and
organize it so it is easy to read. Edit
with your partner(s)
Step 6. Write an outline
Write an outline of your information
based on your notes. Alter the order
Check. Are all important ideas
presented? Is irrelevant information
presented? Are there unanswered
questions?
Check your facts
Step 7. Write a draft
Prepare a draft and let your partner
review your information. Make
changes as required
Step 8. Revise – This is a very important stage as you are making changes to improve clarity, organization
and wording.
Is the draft clear and concise?
Do I clearly state the main idea in the
opening paragraph?
Do the supportive paragraphs link to
the main idea? Are the details
interesting, worthwhile and clear?
Have I used appropriate and effective
words?
Is the story interesting to a reader?
Are my transitions between ideas
clear and effective?
Are all references and sources of
information included and correctly
identified?
Steps
Step 9. Final edit
Prepare for final submission…make
small, corrective changes
Step 10. Final check
Let your partner review your input as
a final step before submission.
Change or correct if required
Comments
List of Topics
 1784 Haldimand Proclamation and subsequent Six Nations land claims (e.g., 2006 Caledonia land dispute)
 1885 Chinese Head Tax and 1923 Chinese Immigration Act
 1876 Indian Act and some amendments (e.g., right to vote, right to hold land title, ban of ceremonial acts)
 1884-1996 Canadian Indian Residential School system
 1911 Last Best West (immigration policies) to 1962 immigration policies (dissolution of the British empire
in the Caribbean)
 1914 Komagata Maru
 1914-1918 Black Cross Nurses
 1928 Sexual Sterilization Act and eugenics
 1933 Christie Pits riots
 1934 Dionne Quintuplets
 1936 Dorothea Palmer
 1939 S.S. St. Louis
 1941 Japanese-Canadian internment
 1944 Ontario Racial Discrimination Act
 1946 Viola Desmond
 1949 Mount Cashal orphanage
 1950 Land sale restrictions in Ontario
 1950-1960 Oscar Peterson and racism
 1954-1975 Newfoundland resettlement
 1956 Relocation of Nutak people (Labrador)
 1956-1967 Machine Gun Molly
 1964 Africville relocation
 1965 Evert Klippert
 1969 White Paper
 1971 Betty Osborne
 1988 Baltej Singh Dhillon
 1989 Canada Day Aryan Fest
 1990 Oka Crisis
 1991 Cole Harbour High School (Nova Scotia) race riots
 1991 Delwin Vriend
 1993 Ipperwash Crisis and Dudley George
 2002 Maher Arar
 2007 Hérouxville, Quebec
 2012 Christopher Karas

Assignment 1 Rubric
Name: ______________________________________________
Category
Knowledge and
Understanding
Level
1
Level
2
Level 3
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
Thinking




Communication
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Application

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Effectively understands, employs and discriminates between
the four HTCs
Effectively identifies and interprets the historical significance
of the topic
Provides, at a minimum, three observations or ideas that
defend or effectively illustrate the historical significance of
the topic
Identifies, discusses and presents, with considerable
effectiveness, the changes introduced by the topic
With three supporting ideas, identifies effectively the cause(s)
of the events
Effectively uses the four HTCs to explain the significance of
the emergence and development of social justice in Canada
Effectively plans and prepares written report, student
summary page and presentation
Shows considerable ability to identify, analyze and interpret
key information and issues
Effectively presents relevant information
Asks, at least, three questions to prompt effective audience
engagement
Demonstrates considerable competence in organizing and
expressing points of view
Presents information in a logical and easy-to-follow format
Effectively and clearly states the historical significance,
causes, outcomes and impacts of the topic
Shows considerable competence in using grammar and
spelling conventions, and appropriate vocabulary
Includes, at a minimum, three different, relevant and
appropriate sources of information
With considerable effectiveness, connects the topic to the
emergence of the Canadian identity
Effectively discusses, with a minimum of three supporting
observations or arguments, the moral implications and ethical
dimensions of the topic on present day Canadian society
Effectively completes all parts of the project
Level
4