History
621B Final Exam Review January 2014 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
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 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 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 prior to responsible government
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 (their journey , treatment on the
Island, 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
