WELCOME
CANADIAN HISTORY 30F
Canadian History 30F
Instructor Info
Period 6
Room 120
Mr. C. Pfahl, B.A., B.Ed
Office Hours:
Wednesday 3:30 – 4:30
Contact:
carl.pfahl@gvsd.ca
Notes / Powerpoints:
www.mrpfahl.weebly.com
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Instructions
Course Policies
• Academic Dishonesty: Be honest. Do your
own work. Don’t cheat.
• Late Assignments: Assignments will be
deducted 2% a day up to a maximum of
20%, or until the unit cut off date.
• Unit Cut-Off Date: The date following a
unit test.
• Alternative Assignments: Let’s chat!
• Testing: Unit tests will follow each unit.
Expect plenty of notice. Legitimate
reasons for missing a test will be
permitted to write an alternative test. An
unverified absence on a test day is a zero.
• Test Rewrites: Do you think you can do
better? Rewrite.
• Notes: It is your responsibility to keep an
up-to-date set of notes in this course.
Course Policies
• Attendance: Class starts at the bell. Topics
covered in this course are connected,
missing class will affect your grade. If you
know you will be away, it is your
responsibility to get any handouts, or
assignments that will be missed before
your absence.
• Food / Drink:
Cell Phone Policy
Our Class Rule:
Respect
Earn it. Show it. Receive it.
Assessment Strategies
• Assignments – 10%
• Projects – 20%
• Major Essay – 20%
• Tests & Quizzes – 20%
• Final Exam – 30%
Five Themes in Canadian History
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First Nations, Metis, and Inuit Peoples
French-English Duality
Identity, Diversity, and Citizenship
Governance & Economics
Canada and the world
Units
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Unit 1 – First Nations & New France (to 1763)
Unit 2 – British North America (1763 – 1867)
Unit 3– Becoming a Sovereign Nation (1867 – 1931)
Unit 4 – Defining Contemporary Canada (1931 – Present)
Each Unit will have a set of “Essential Questions” or questions that
will guide our historical inquiry.
Unit #1: Essential Question (s):
• What is History, and why do we study it?
• How should we study History?
• Who were the First Peoples, and how did they structure their
world?
• Why did the French and other Europeans come to North
America, and how did they interact with First Peoples?
• How did the First Peoples and Europeans interact in the
Northwest, and what were the results?
Essential Question:
What is history, and
why do we study it?
• Here are just a few reasons why we
study history:
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We study history in order to:
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Learn what it means to be a citizen of Canada.
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Develop awareness of Canada’s global
interconnectedness.
•
Understand the diversity and range of human
experience.
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Enrich our cultural literacy.
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Help deal with complex social and political
problems that impact the world today.
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Refine general competences and skills in reading
and writing.
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Encourage and enhance our ability to think for
ourselves.
Essential Question:
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How should we study
history?
Historians rebuild the past on a basis of
evidence, just like a detective!
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Often the evidence they use is incomplete,
sometimes contradictory, and always needs
explaining.
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Historians must first uncover facts, and then
explain what they mean.
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The way they do this is by; testing the accuracy
of facts, judging their significance, and arranging
them into a story.
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Historians try to be as objective as possible.
•
Historians also use six models when they
investigate the past, known as ‘historical
thinking concepts.”
Historical Thinking Concepts #1:
ESTABLISHING HISTORICAL SIGNIFICANCE
Is this event/person/development
historically significant, and if so why?
Historical Thinking Concepts #2:
USING PRIMARY SOURCE EVIDENCE
ARE THESE SOURCES PRIMARY OR
SECONDARY SOURCES? WHAT TYPES OF
SOURCES ARE THEY? (ORAL, ARTIFACTS,
IMAGES, WRITTEN DOCUMENTS, ART ETC…)
Historical Thinking Concepts #3
IDENTIFYING CONTINUITY AND CHANGE
COMPARING ONE TIME PERIOD TO ANOTHER
PERIOD, WHAT CHANGED AND WHAT STAYED
THE SAME?
Historical Thinking Concepts #4
ANALYZING CAUSE AND CONSEQUENCE
WHAT SPECIFICALLY TRIGGERED THIS EVENT?
(IMMEDIATE CAUSES OR CATALYST?)
HOW DID THIS EVENT INFLUENCE
SUBSEQUENT DECSIONS AND ACTIONS OF THE
PEOPLE OR GROUPS INVOLVED?
Historical Thinking Concepts #5
CONSIDERING THE ETHICAL DIMENSIONS OF HISTORY
DOES THE EVENT/ACTION/DEVELOPMENT RAISE MORAL OR ETHICAL
QUESTIONS? HOW HAVE OTHER HISTORIANS EVALUATED THIS
EVENT/PERSON?
Historical Thinking Concepts #6
TAKING HISTORICAL PERSPECTIVES
WHY DID THIS PERSON/THESE PEOPLE ACT THE WAY SHE/HE/THEY
DID? WHAT WAS THE HISTORICAL CONTEXT IN WHICH THIS
DECISION WAS MADE?
The Six (6) Historical Thinking Concepts:
• Establish historical significance
• Use primary source evidence
• Identify continuity and change
• Analyze cause and consequence
• Take historical perspective
• Understand the ethical dimensions of history