Block B Bonus Question

Block B: Bonus question --> Who is the current Governor General of Canada?

Final History Folder Assignments

Murder In the Bog Questions

Racism Today Response

Factors that contribute to change (education)

Leisure Activities double-sided sheet

Patronage and Partisanship Response

Belfast Riot History Frame

Belfast Riot Text Reformulation

The Colonial Era Questions

"The Machine in the Garden" Questions and Text Reformulation

Canadian Confederation Mind Map

PEI Joins Confederation Mind Map
Confederation Notes Review Questions

The Island and Alcohol Today Response (to be done during Wed. class)

Final Exam Review

History 621B Final Exam Review                                 January 2013                                                     K. Flick

You are responsible for all notes, hand-outs and questions. Please place particular focus on the following themes/concepts/topics:

Notes and Questions: Loyalist and Black Immigration; Black Islanders; Black Island History: Methods of Historical Thinking; Questions 1-7 Jim Hornby's Black Islanders

ü  Understand who the Loyalists were and why they came to the Island (effects?)

ü  Connection between the Loyalists and the establishment of a Black community on the Island.

ü  The Bog, Bog School (Sarah Harvie). Be able to discuss the positives/negatives associated with living in The Bog. Know location of the Bog.  What did The Bog school represent to the Black Island community? What connection might the closing of The Bog school have with the dissolution of The Bog?

ü  Be able to discuss why Dembo Suckle's story is historically significant in the broader story of Black settlement on PEI and beyond (triangular trade, American Revolution)

ü  Understand why there are challenges in finding and interpreting historical data of the Black experience on PEI and beyond.

ü  Be able to discuss how immigration and emigration patterns are similar or different between present day and the 18th and 19th century on PEI.

ü  Be able to discuss what the predominant factor was that led to the establishment of an African-Island community on PEI. Know the factors which caused the community to become demographically invisible over time.

Notes: People and Culture --  Built Heritage: Island Architecture

ü  What is built heritage? What can we learn from it?

ü  Be able to fully describe one architectural style (ex: Gothic Revival)

ü  What is the Historic Places Initiative? Why is this initiative important to PEI (historically and economically)?

ü  What is the Holland College Retrofit Carpentry Program? Why is there a need for such a program on PEI?

ü  Why is built heritage preservation important?

Notes: People and Culture: Leisure Activities

ü  What can leisure activities tell us about a society?

ü  Be able to identify leisure activities of Islanders "back in the day"

ü  What connection do leisure activities and social status have? Examples?

ü  Be able to explain the three ways historians/sociologists say that leisure activities have changed over the years. Do you agree or disagree? Support your position with examples.

Notes: Education on PEI, 1800s

ü  Be able to describe a typical school during the 1800s

ü  How were children viewed during this time period? How did the types of punishment used reflect this perspective? Use examples to support your answer.

ü  Rules for teachers

ü  Post-Secondary Education on PEI

ü  How does the current view of education differ from that of the past? How can we explain these differences?

ü  Be able to explain the correlation between school vacation and the farming community.

ü  Does the closure of small community schools lead to a loss of cultural identity, or to an enriched larger community? Support your answer.

Notes: People and Culture -- Island Transportation

ü  The Railway (Pre-Confederation)

ü  Explain the transition of the PEIR to the CNR

ü  Ice Boats

ü  Cars and Trucks on the Island --> how did they affect life on the Island

ü  Reasons for the end of the railway on PEI

Notes: Power and Government Introduction; Party Politics

ü  Why do we need government?

ü  Power of Disallowance

ü  Three types of government

ü  Division of responsibilities (provincial and federal)

ü  Two types of democracy (be able to give one example of when direct democracy was used on the Island)

ü  Be able to identify different groups that hold power in Canada

ü  Political terminology (definitions)

ü  Multi-party system (definition)

ü  Know that Canada has 18 registered political parties with varying platforms

ü  PEI Party Politics (what parties have held power? Who holds power today? Who is our premier? Opposition?)

ü  Why is party membership important?

ü  Be able to identify significant premiers in Island history

ü  Be able to differentiate between FPTP and PR electoral models. Know which model we currently use on PEI. Which model do you feel should be used? Support your answer

ü  Know plebiscite results of Nov. 2005 vote

ü  Be able to define partisanship and patronage

ü  Can patronage be avoided in a place as small as PEI? Support your answer

ü  Is partisanship an ideal method for choosing who you vote for? Support your answer

Notes: Mi'kmaq and French;  Mi'kmaq Political Organization (hand-out)

ü  Understand Mi'kmaq government and political organization

ü  Who was Nicolas Denys? Was he successful in his establishment of a settlement?

ü  Explain the proposed use for Compte St. Pierre's land grant. Was he successful?

ü  Significance of Michel dit Hache Gallant

ü  Relationship between French and Mi'kmaq; Intermarriage (how was it different than the Metis?)

ü  Explain how the Island was governed under the French (Divine Right, Intendants). What were some of the downfalls?

Notes: British Government; The Belfast Riot (questions and history frame); The Colonial Era Questions; William Cooper and Escheat Questions; The Road to Responsible Government

ü  Government structure

ü  Limits to the new democracy

ü  Elections (how was voting done? what did this set the stage for?)

ü  Belfast Riot (who, why, what , when, where) What legislative changes did the riot bring about?

ü  Significance of the quotation "this is a damned queer parliament"

ü  How did PEI get its name?

ü  Land Questions/Issue. What was the problem with the ownership of land on the Island in the mid 1800s?

ü  Who was William Cooper? What connection did he have to the land issue?

ü  Be able to define "escheat"

ü  Who was George Coles?

ü  Problems with government structure

ü  Who were the "Family Compact"?

ü  What is "responsible government"? When was PEI granted responsible government? What did this mean for the Island?

 Notes: Canadian Confederation and PEI; PEI and Confederation -- The Road to 1873

ü  Why was the Charlottetown Conference called?  How did the "Canadas" change the agenda of this conference?

ü  Why did the "Canadas" see a union with the Maritime provinces as being favorable?

ü  What was the agenda for the Quebec Conference? What was PEI's reaction

ü  Why did PEI reject Confederation?

ü  What was the London Conference? When did Canada become a nation?

ü  Be able to identify and elaborate on the three main reasons PEI stayed out of Confederation (political autonomy, trade/economy, taxation).

ü  Why did the British want PEI to join Confederation? Canada? The U.S?

ü  What promises ("better terms") did Canada send to PEI to entice it to join its nation?

ü  What  "crisis" forced the Island to join Confederation?

ü  When did PEI join Confederation? What did it gain from joining?

Notes: 1901-1948 -- Prohibition on PEI

ü  Background info -- Why?

ü  Who supported prohibition and why?

ü  Temperance Society

ü  Results of prohibition

ü  Temperance Act

Your exam will consist of multiple choice, fill in the blanks, matching, short answer and an essay question (potentially a sight reading and critical response).

Essay question: Please prepare in advance.  Please choose one of the following options and prepare a minimum five (5) paragraph essay. You will be required to hand in an outline with your essay (worth marks).  I will give you a template in advance to help you organize your information. You will not be permitted to take this outline into the exam.

1.       In a well-developed essay, discuss the history of the Black Islanders (journey, treatment, community, education,treatment in the justice system, professions,  racism, involvement in greater community, and causes for the dissolution of their distinct community).

2.       In a well-developed essay, discuss the differences and similarities (if any) of the three types of rule/government on the Island under the Mi’kmaq, French, and British. You may wish to present an opinion in your essay, but be sure to use historical facts to support your position.

3.       Discuss the process by which PEI eventually entered into Confederation.  Be sure to include all background information relating to Confederation. You may wish to present an opinion in your essay, but be sure to use historical facts to support your position.

Grading criteria:

➢Content:  good data, original ideas, relevant material effectively presented, good coverage of subject with no obvious gaps or omissions

➢Organization: clear thesis, good organization and flow of ideas supporting thesis, strong conclusion, evidence the essay has been 'thought out' and planned

➢Style, Viewpoint:  good sentence construction, good paragraphing, good vocabulary choice, clear and concise expression of ideas, clear and well defined viewpoint/opinion

➢Grammar/Format:  spelling, grammar, proofreading, neatness/legibility, title, numbering, double-spacing

Each of these categories will be marked out of five possible points as follows:

1= unsatisfactory attempt to meet criteria given;

2= meets criteria but poorly and/or incompletely;

3= meets criteria at satisfactory level but below average for grade;

4= good work, meets most criteria to grade standard;

5= excellent work, meets and exceeds expectations, original ideas                    Essay:      20 marks                                                                                                                                                                                 Outline: 5 marks

Quiz

History 621B Quiz

Unit 3: Power and Government

·         Introduction to Politics (notes)

·         Political Parties (notes and definitions)

·         French and Mi’kmaq (notes)

·         British Rule (notes)

·         Responsible Government (notes)

List of Mini-Projects

PEI History 621B Projects

Each student will be expected to complete and present projects to a value of 30pts throughout the semester. Projects are listed with a number of options. Project # 14 is mandatory for all students and will be presented towards the end of the first term.  Read and follow all directions completely to achieve a full mark.

#1 Describe your favourite place on PEI, including when you first went there and why it is important to you.   Include a photograph or sketch of the place. Using the text, PEI Place Names, identify where the  name came from, any other names it has had, who named it, what it was named for and any other relevant information. Present your findings to the class and hand in a neat copy with your information and sources. Value 5pts.

#2 Find out about a cure or treatment for illness from the past.  Explain how the treatment was used, what materials were used to make it, what ailments it was used for and, if possible, how commonly it was used.  Provide your source, whether from a text or by word of mouth.  Present it to the class and hand in your findings in a neat copy with your source information. Value 5pts.

#3 Pick  an interesting  custom or bit of folklore(consists of legends, music, oral history, proverbs, jokes, popular beliefs, fairy tales, stories, tall tales, and customs that are the traditions of a culture, subculture, or group) from the Island and explain it to the class.  Make sure you indicate where you learned it or who you learned it from and any information you can find out about its origins.  Hand in a written description with the source indicated. Value 5pts.

#4 Find the oldest photograph you can and create a short presentation describing the scene, date, people, place, why the photo was taken and any interesting things about the photo or subject.   You must show the photo to the class and pass in your notes with sourcing.    Value 5pts

#5  Find an historic location (place, building, etc.) on PEI and create a visual presentation explaining the historic importance of the location.  You must have a picture, photo or sketch.  Indicate the source(s) for your picture and information. Your presentation will be mounted on the wall in minimum 8.5 by 11 inch size with source(s) clearly indicated. No duplicate topics. Value 5pts

#6 Research an important event that took place on the Island and create a visual project with write-up, picture(s) and citations.  This should be minimum 8 2 by 11" size and be neat, attract attention and be well-presented.  It should clearly explain the event and establish the historical significance of the event. 

Value 5pts          

#7  Bring in an artifact for a  show and tell  activity.  You must be able to identify the artifact, its approximate age, how it was made and of what materials.  You should be able to explain clearly what it was used for.  Where you got the artifact and who you got the information from are also required.  If we have enough of such artifacts, we may make a lobby display of them. Value 5pts  An additional 5pts is available if we have enough artifacts for display and you prepare your item for display according to directions I will give.

#8  Research a famous Islander , now deceased, and create a one page visual feature study on this person.  Your feature study will be an attractive display in minimum 8.5 by 11 inch size and include a picture or pictures, write-up and sources.  It should draw attention, be attractive and command interest.  It will be posted on the classroom wall.  No duplicate topics. Value 5pts          

#9 Read an article from The Island  Magazine.  Present to the class a short description of the article, including a comment on what you learned and how interesting it was.  You must include the magazine issue and year as well as title and author of the article.  Hand in your notes with sourcing.  No duplicates. Value 5pts

#10 Choose  a year between 1860 and 1910.  Look through an old newspaper for your birth date (may take a  search through a number of issues).  Identify items like the following for that date:

-- title of newspaper and date

-- the main news items (may not be on front page)

-- cost of  grocery or household items

--  medical products or remedies advertised and what they were for

--  items concerning ships, ship travel or shipping of goods

--  businesses and what they sold or what service they provided

--  other items of interest to you about the paper or published in the paper

You may find an old newspaper or use the microfilms in the classroom by arrangement with me (or at UPEI library) Present your findings to the class and hand in your notes and sourcing. Value 5pts

#11 Find out a ghost story, supernatural event or freaky tale from an unpublished source (not from a book).  Write out the story and identify who you heard it from.  Present it to the class (dramatically!) and hand in your good copy with the source.  Value 5pts

#12  Find your area, or an area you know, of the Island in the 1880 Meacham atlas.   Make a drawing, tracing or photocopy of the area.  Identify clearly any features of the area like churches, schools, mills and the like.  Compare the area then and now, noting changes in roads, key buildings and any other changes you notice.  Hand in your completed project after presenting it to the class. Show sources. Value 5 pts

#13 Speak to older members in your family and/or community. Compile a list of Island “sayings” or expressions that are unique to our province. You must explain the significance of each saying (these are not just slang terms). You must identify the source (who told you the expression), their age, community they live in, and fully explain the meaning and significance of each expression.  Ex: “When times were lean you still knew you’d get your Christmas goose”.

#14 Using a pedigree chart which I will provide, fill it in as far back as you can on both sides of your family (based upon interviews or any sources available, including archives if needed).   I will explain the use of this chart in class.  Once completed, gather stories from family members about your family.  Collect pictures of family members and homes or places they have lived.  You might include maps to show where they immigrated from if you can go that far back. Compile your materials in a neat album or book with an index and clear labeling.  For all materials, you must provide your sources, whether word of mouth or text/map sources.  Present an interesting summary of your findings to the class, then hand in your project.

Note:  If your family is not from PEI, complete the project based upon their origins.  If you can trace only one side, or if you are adopted, see me about options to deal with the project. Value 10pts

Scheduling of Presentations

In order to make it possible for all students to present their projects during the term and not all at once, I will create a class presentation schedule after you submit the attached form.  Wherever possible, I will respect the dates you choose.  Normally, due to research time needed, the Pedigree Project is done last, but that is up to you.  Use your agenda to plan and record your presentation dates.  Failure to meet your presentation date without a valid excuse supported by a note from home will result in a mark of zero on that presentation. 

See the directions attached for correct sourcing.  No project will be marked without correct sourcing.

List of Mini-Projects

PEI History 621B Projects

Each student will be expected to complete and present projects to a value of 30pts throughout the semester. Projects are listed with a number of options. Project # 14 is mandatory for all students and will be presented towards the end of the first term.  Read and follow all directions completely to achieve a full mark.

#1 Describe your favourite place on PEI, including when you first went there and why it is important to you.   Include a photograph or sketch of the place. Using the text, PEI Place Names, identify where the  name came from, any other names it has had, who named it, what it was named for and any other relevant information. Present your findings to the class and hand in a neat copy with your information and sources. Value 5pts.

#2 Find out about a cure or treatment for illness from the past.  Explain how the treatment was used, what materials were used to make it, what ailments it was used for and, if possible, how commonly it was used.  Provide your source, whether from a text or by word of mouth.  Present it to the class and hand in your findings in a neat copy with your source information. Value 5pts.

#3 Pick  an interesting  custom or bit of folklore(consists of legends, music, oral history, proverbs, jokes, popular beliefs, fairy tales, stories, tall tales, and customs that are the traditions of a culture, subculture, or group) from the Island and explain it to the class.  Make sure you indicate where you learned it or who you learned it from and any information you can find out about its origins.  Hand in a written description with the source indicated. Value 5pts.

#4 Find the oldest photograph you can and create a short presentation describing the scene, date, people, place, why the photo was taken and any interesting things about the photo or subject.   You must show the photo to the class and pass in your notes with sourcing.    Value 5pts

#5  Find an historic location (place, building, etc.) on PEI and create a visual presentation explaining the historic importance of the location.  You must have a picture, photo or sketch.  Indicate the source(s) for your picture and information. Your presentation will be mounted on the wall in minimum 8.5 by 11 inch size with source(s) clearly indicated. No duplicate topics. Value 5pts

#6 Research an important event that took place on the Island and create a visual project with write-up, picture(s) and citations.  This should be minimum 8 2 by 11" size and be neat, attract attention and be well-presented.  It should clearly explain the event and establish the historical significance of the event. 

Value 5pts          

#7  Bring in an artifact for a  show and tell  activity.  You must be able to identify the artifact, its approximate age, how it was made and of what materials.  You should be able to explain clearly what it was used for.  Where you got the artifact and who you got the information from are also required.  If we have enough of such artifacts, we may make a lobby display of them. Value 5pts  An additional 5pts is available if we have enough artifacts for display and you prepare your item for display according to directions I will give.

#8  Research a famous Islander , now deceased, and create a one page visual feature study on this person.  Your feature study will be an attractive display in minimum 8.5 by 11 inch size and include a picture or pictures, write-up and sources.  It should draw attention, be attractive and command interest.  It will be posted on the classroom wall.  No duplicate topics. Value 5pts          

#9 Read an article from The Island  Magazine.  Present to the class a short description of the article, including a comment on what you learned and how interesting it was.  You must include the magazine issue and year as well as title and author of the article.  Hand in your notes with sourcing.  No duplicates. Value 5pts

#10 Choose  a year between 1860 and 1910.  Look through an old newspaper for your birth date (may take a  search through a number of issues).  Identify items like the following for that date:

-- title of newspaper and date

-- the main news items (may not be on front page)

-- cost of  grocery or household items

--  medical products or remedies advertised and what they were for

--  items concerning ships, ship travel or shipping of goods

--  businesses and what they sold or what service they provided

--  other items of interest to you about the paper or published in the paper

You may find an old newspaper or use the microfilms in the classroom by arrangement with me (or at UPEI library) Present your findings to the class and hand in your notes and sourcing. Value 5pts

#11 Find out a ghost story, supernatural event or freaky tale from an unpublished source (not from a book).  Write out the story and identify who you heard it from.  Present it to the class (dramatically!) and hand in your good copy with the source.  Value 5pts

#12  Find your area, or an area you know, of the Island in the 1880 Meacham atlas.   Make a drawing, tracing or photocopy of the area.  Identify clearly any features of the area like churches, schools, mills and the like.  Compare the area then and now, noting changes in roads, key buildings and any other changes you notice.  Hand in your completed project after presenting it to the class. Show sources. Value 5 pts

#13 Speak to older members in your family and/or community. Compile a list of Island “sayings” or expressions that are unique to our province. You must explain the significance of each saying (these are not just slang terms). You must identify the source (who told you the expression), their age, community they live in, and fully explain the meaning and significance of each expression.  Ex: “When times were lean you still knew you’d get your Christmas goose”.

#14 Using a pedigree chart which I will provide, fill it in as far back as you can on both sides of your family (based upon interviews or any sources available, including archives if needed).   I will explain the use of this chart in class.  Once completed, gather stories from family members about your family.  Collect pictures of family members and homes or places they have lived.  You might include maps to show where they immigrated from if you can go that far back. Compile your materials in a neat album or book with an index and clear labeling.  For all materials, you must provide your sources, whether word of mouth or text/map sources.  Present an interesting summary of your findings to the class, then hand in your project.

Note:  If your family is not from PEI, complete the project based upon their origins.  If you can trace only one side, or if you are adopted, see me about options to deal with the project. Value 10pts

Scheduling of Presentations

In order to make it possible for all students to present their projects during the term and not all at once, I will create a class presentation schedule after you submit the attached form.  Wherever possible, I will respect the dates you choose.  Normally, due to research time needed, the Pedigree Project is done last, but that is up to you.  Use your agenda to plan and record your presentation dates.  Failure to meet your presentation date without a valid excuse supported by a note from home will result in a mark of zero on that presentation. 

See the directions attached for correct sourcing.  No project will be marked without correct sourcing.