Grade 7- Political and Military Conflicts
Suggested Activities
In this challenge, students consider the effects of major political and military conflicts by rating their impact
on Aboriginal, Canadian and British peoples. Note: French people living in Canada were referred to as
French prior to 1600 and as Canadians from 1660 to 1917. The conflicts are the Battle on the Plains of
Abraham (i.e., Seven Years' War), the American Revolution, the War of 1812 and the two rebellions of 1837.
Students speculate on how the course of British North American history might have changed if a selected
conflict had ended differently.
Activity 1
Explain that, in making the recipe for Canada, many ingredients, such as people, legislation, resources,
cultural, social and economic factors, influenced the creation or development of the nation. Conflicts are
another important factor in nation building. Explain that the class will research the impact of a number of
major political and military conflicts on the well-being of Aboriginal, Canadian and British peoples. Offer four
criteria for students to consider when assessing impact on well-being:




identity; e.g., allowed expression of individual culture
sovereignty; e.g., offered control over one's affairs
cooperation; e.g., enhanced the ability to co-exist and work together
fairness; e.g., considered the unique needs of each group.
Technology Infusion using online rubric generators. Students could use an online
rubric generator to assist them in developing an understanding of values
connected to the four terms given in activity 1 and 2. Rubrics can be created
easily using the Tables and Borders in Microsoft Word.
7.S.4
Assign students to work individually or with others to assess the impact of one of the following conflicts on
the three identified groups:




Battle on the Plains of Abraham, i.e., Seven Years' War
American Revolution
War of 1812
two rebellions of 1837.
Provide print, online or video resources, such as Canadian Encyclopedia or Canada: A People's History, as
references. Consider adapting one of the charts in Collecting Information (Support Material) to structure
and assess student research.
Activity 2
Direct students to rate the lasting impact on each group for each of the criteria, using the following rating
scale:
+2 = very positive impact
+1 = somewhat positive impact
0 = no or minimal impact
-1 = somewhat negative impact
-2 = very negative impact.
Consider adapting one of the charts in Rating Options (Support Material) to structure and assess this part
of the activity.
Ask students to explain the ratings for each criterion. Invite groups to share their assessments with the
class. Record a sampling of responses on a poster-size version of the chart for reference.
Activity 3
Invite students to imagine how history might have changed if these conflicts had turned out differently. Ask
students to return to their group to change the recipe for making Canada and develop alternative, but
possible, outcomes. Direct groups to summarize, in point form, the documented outcomes for each conflict,
brainstorm several alternative outcomes for each event and consider the resulting possible effects for all
three groups. Ask students to limit their considerations up to Confederation; i.e., 1867. You may wish to
work through one of the events together as a class and/or provide students with a chart to help them think
through possibilities (see the example below).
Possible Effects
Conflict
Actual
Outcome
Possible
Alternative
Outcome
Seven
Years'
War
Wolfe
defeated
Montcalm
on the
Plains of
Abraham in
Québec City
Montcalm
defeats Wolfe
Aboriginal
Peoples
Historically, the
French/First
Nations
relationship was
better than the
British/First
Nations
relationship so
First Nations
rights to territory
may have been
recognized
British
French
British may have
lost control of
North America
French may have
gained control of
North America
and could have
created a
French-speaking
country called
Canada
Students might be given a choice of which of the conflicts they will research
using the internet. The main body of students could do the research project,
focusing on the Activity 3. This could be done using either Exploratree
(http://exploratree.org.uk) or with a flowchart program such as Gliffy
(http://www.gliffy.com ) or Flowchart.com (http://www.flowchart.com). Students
can make a visual diagram of possible outcomes if one or another of the main
parties involved in the conflict had prevailed.
ICT Outcome 7.S.2 – sixth point – identify patterns ...
Enrichment with technology infusion
Students might choose one of the important acts of legislation passed by the
British House of Parliament as a result of one of the four conflicts identified in
Activity 1 and create a flowchart showing the changes in territory controlled and
authority structure. This would give an opportunity to demonstrate understanding
of the changes and effects of legislation which solved some inequalities and
contributed to other conflicts in British North America and ultimately led to the
creation of the United States of America. Suggested utilities for student use
would include; Exploratree (http://exploratree.org.uk), Giffy
(http://www.gliffy.com), Flowchart.com (http://www.flowchart.com) and Inspiration
(http://www.inspiration.com).
Differentiated Learning – Reduced Materials using technology
Students could be given the project of creating a web of their understanding of
the main groups involved and relationships between the parties. A separate
visual organizer could be created from this understanding where students would
work backwards from a Hypothesis developed for alternative outcomes for
historical conflicts. Exploratree (http://exploratree.org.uk ) or Gliffy
(http://www.gliffy.com) would be good online starting points to accomplish this.
ICT Outcome 7.S.2 – sixth point – identify patterns & 7.S.4 – sixth point –
evaluate choices…
Activity 4
Invite students to individually select one of the conflicts, review the list of alternative outcomes and the
resulting impact on the three groups, choose the most plausible of these alternatives and provide reasons
for their conclusions. Consider adapting one of the response forms in Justifying My Choice (Support
Material) to structure and assess this activity.
Extension
Invite students to consider which alternative outcome would be preferable, e.g., most beneficial, greatest
immediate impact, greatest lasting effect, for an assigned group. Discuss ideas as a class.