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For all class information, please go to our Google Classroom "Flick PEI History".

Leisure notes (responsible for final exam)

As a rural population, Islanders had little time for leisure, but took advantage of the leisure time available to them.

Skating, picnics, riding horses
Cribbage, whist, backgammon, checkers
Sports were informal and rules differed from place to place; boxing and wrestling popular
Dancing, ice skating

People living on the Island did not have a lot of money; therefore, they engaged in leisure activities that were not costly.

Kitchen parties, dancing, music, and outdoor sporting activities provided lots of entertainment for little cost.

What can leisure activities tell us about a society?

Climate (ex: ice hockey is a popular leisure activity in Canada)
Geography (ex: surfing is not a popular sport in PEI)
Cultures/ethnicities (music, food)
Social/economic status (ex: yachting, golfing, polo)
Religion (art, etc.)

Changes in Leisure Activities
Many historians and sociologists believe leisure activities have changed in the following ways. Agree or disagree?
(1) organized pastimes replaced informal and spontaneous recreation
(2) commercial entertainment, especially spectacles such as movies and professional sports, replaced self-generated and active leisure
(3) private diversions replaced collective recreation

Concepts of Historical Thinking

Concepts of Historical Thinking

1.            Historical Significance – why an event, person, or fact fro our past is important, and why we care              (eg: Who was William Cooper, and what is significant about his involvement in PEI ‘s land issues in the 19^th century?)

2.            Evidence – primary and secondary sources of info. and the bias and point of view expressed      within. (eg: Whatt do the letters home or the diaries of those delegates who met at teh 1864              Charlottetown Conference really say about the idea of union?)

3.            Continuity and Change – that which has changed with time and that which has remained the      same (eg: How does the current movement to revive small rural halls reflect a link to past social     trends in PEI?)

4.            Cause and Consequence – the factors or reasons that created an impact in some way, or led to a  decision (eg: If France had not capitulated to the British in the mid 1700s how might life have      been different for the Island’s Acadian population?)

5.            Historical Perspective – being able to put oneself into the shoes of an individual or group from the past in order to understand and empathize, understanding that there may be several different perspectives (eg: What are the different reactions of marginalized Islanders, such as              the Mi’kmaq, Acadians, and women to the decision to join Confederation?”

6.            Moral Judgement – ethical conclusions about historical actions and people, or present-day          assigning of blame for past actions (Ex: in 1870, a private British organization, Aborigines        Protection Society, purchased Lennox Island for the exclusive use and benefit of Island Mi’kmaq           who had been displaced with colonial development. Was the Island government of the day    neglectful in its duty to address the needs of these Islanders?)

Final Exam Review

History 621B Final Exam Review January 2017 K. Flick
You are responsible for all notes, hand-outs and questions. Please place particular focus on the following themes/concepts/topics:
Unit 2: People and Culture
 Please be aware that you are responsible for understanding all notes/handouts
 Understand how elements of material and non-material culture contribute to a culture over time.
 Demonstrate an understanding of how various cultures have contributed to the Island cultural mosaic (Mi’kmaq, Scottish, Irish, Chinese, Lebanese).

 People and Culture Intro slideshow notes (study and understand all notes)
o Be able to define “culture”
o Be able to elaborate on whether or not immigrants should assimilate to fit the Canadian/Island norm.

 Material Culture and History slideshow notes
o Be able to define material culture (use examples)
o Benefits of studying material culture
o What can material culture tell us about a group of people? (list)
o Understand how material culture can reflect physical environment
o You must be able to look at an example of material culture and explain what we can learn about a particular culture (I will give you a picture and a brief explanation).

 Mi’kmaq slideshow notes
o Responsible for all notes and understand how their material culture reflects their semi-nomadic lifestyle.

o European Pioneers slideshow notes (you are responsible for all notes)
o Reasons for Scottish and Irish immigration
o "Waves" of immigration

 New Islanders and the Retention of Unique Culture (slideshow notes -- handout)
o Reasons for Lebanese immigration (challenges) Lebanese Peddler questions
o Chinese settlers (discrimination) -- questions
o Recent immigration

Notes and Questions: Loyalist and Black Immigration; Black Islanders; Black Island History: Methods of Historical Thinking; Questions 1-7 Jim Hornby's Black Islanders
 Understand who the Loyalists were and why they came to the Island (effects?)
 Connection between the Loyalists and the establishment of a Black community on the Island.
 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?
 Understand why there are challenges in finding and interpreting historical data of the Black experience on PEI and beyond.
 Be able to discuss how immigration and emigration patterns are similar or different between present day and the 18th and 19th century on PEI.
 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: Education on PEI, 1800s
 Be able to describe a typical school during the 1800s
 How were children viewed during this time period? How did the types of punishment used reflect this perspective? Use examples to support your answer.
 Rules for teachers
 Post-Secondary Education on PEI
 How does the current view of education differ from that of the past? How can we explain these differences?
 Be able to explain the correlation between school vacation and the farming community.
 Does the closure of small community schools lead to a loss of cultural identity, or to an enriched larger community? Support your answer.

Notes: Power and Government Introduction; Party Politics
 Why do we need government?
 Power of Disallowance
 Three types of government
 Division of responsibilities (provincial and federal)
 Two types of democracy (be able to give one example of when direct democracy was used on the Island)
 Be able to identify different groups that hold power in Canada
 Political terminology (definitions)
 Multi-party system (definition)
 Know that Canada has 18 registered political parties with varying platforms
 PEI Party Politics (what parties have held power? Who holds power today? Who is our premier? Opposition?)
 Why is party membership important?
 Be able to identify significant premiers in Island history
 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
 Know plebiscite results of Nov. 2005 vote
 Be able to define partisanship and patronage
 Can patronage be avoided in a place as small as PEI? Support your answer
 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)
 Understand Mi'kmaq government and political organization
 Who was Nicolas Denys? Was he successful in his establishment of a settlement?
 Explain the proposed use for Compte St. Pierre's land grant. Was he successful?
 Significance of Michel dit Hache Gallant
 Relationship between French and Mi'kmaq; Intermarriage (how was it different than the Metis?)
 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
 Government structure
 Limits to the new democracy
 Elections (how was voting done? what did this set the stage for?)
 Belfast Riot (who, why, what , when, where) What legislative changes did the riot bring about?
 Significance of the quotation "this is a damned queer parliament"
 How did PEI get its name?
 Land Questions/Issue. What was the problem with the ownership of land on the Island in the mid 1800s?
 Who was William Cooper? What connection did he have to the land issue?
 Be able to define "escheat"
 Who was George Coles?
 Problems with government structure
 Who were the "Family Compact"?
 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 (and questions)
 Why was the Charlottetown Conference called?  How did the "Canadas" change the agenda of this conference?
 Why did the "Canadas" see a union with the Maritime provinces as being favorable?
 What was the agenda for the Quebec Conference? What was PEI's reaction
 Why did PEI reject Confederation?
 What was the London Conference? When did Canada become a nation?
 Be able to identify and elaborate on the three main reasons PEI stayed out of Confederation (political autonomy, trade/economy, taxation).
 Why did the British want PEI to join Confederation? Canada? The U.S?
 What promises ("better terms") did Canada send to PEI to entice it to join its nation?
 What  "crisis" forced the Island to join Confederation?
 When did PEI join Confederation? What did it gain from joining?

Notes: 1901-1948 -- Prohibition on PEI
 Background info -- Why?
 Who supported prohibition and why?
 Temperance Society
 Results of prohibition
 Temperance Act
Notes: People and Culture: Leisure Activities
 What can leisure activities tell us about a society?
 Be able to identify leisure activities of Islanders "back in the day"
 What connection do leisure activities and social status have? Examples?
 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.
Your exam will consist of multiple choice, fill in the blanks, matching, short answer and an essay question
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.
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 here, their treatment on the Island, their community, education, their treatment in the justice system, professions,  racism, involvement in greater community, and causes for the dissolution of their distinct community). Be sure to use specific examples to support your claims.

2. Discuss how various cultures have contributed to our cultural mosaic. You will need to be able to explain the reasons these groups of people came to the Island and discuss any challenges they may have encountered during their journey and/or upon arrival.

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

Belfast Riot Questions/Answers

1. There were two incidents of violence in Belfast of election violence, so the events have been mingled.
2. Irish Catholics and Protestant Scottish. Many of the newcomers were Irish (but they still remained a minority). Prots and Catholics were enemies.
3. Open voting (done verbally) in front of representatives of the candidates. A running count of results was available.
Voting done on two days to allow election officials to travel to various polls across the Island. The benefit to the candidate is that at the end of the first day, if they were down, they could put a concerted effort into drumming up support.

4. Election brawl of 1846: Little and MacDougall were declared winners  John Roach Bourke was charged instigating disturbances at the election and he failed to do his duty of prevented breaches of the peace and intimidation. Bourke had his denial published in the Royal Gazette. 

In Jan. 1847  Grand Jury brought a presentment (written notice) against Bourke and others for riot and assault at the polls.

Little and MacDougall were sworn in as members  2 days later Douse and MacLean asked that the election be declared void (matter was considered for 10 days). 

Feb. 13th, committee brought forth its report declaring the election void b/c violence and intimidation were used to influence the vote, but found Little and MacDougall not to be guilty of influencing the happenings.

Suspicious activity: a returning officer allowed 76 votes to be cast for someone who was not a running candidate.

Outcome: election was voided  by-election was called for March 1, 1847

5. It usually took weeks-months for government related events to appear in the newspaper b/c political reporting consisted mainly of verbatim debates  all speeches had to be typed (took a long time).

6. Election riot of 1847: see History Frame

7. The events may be biased, as the eyewitness accounts are primarily from the Scots’ point of view and there are no known Irish documents (which would give a more balanced view). 

Questions on test

History 621B                                                      People an Culture                                           Black Islanders

Part I:

Read the assigned article "Murder in the Bog" and please answer the following questions:

1.       Write a one paragraph summary of this article.

2.       What is the broader historical significance of this article relating to Black Island History?

3.       What primary sources were used to compile this story? Are they reliable? Why or why not? Did the author of the article agree with the information presented in the primary sources? Explain.

4.       What reactions did this account cause for you?

Part II:

Read the assigned article "Blackjack Byers" and please answer the following questions:

1.            Who was “Blackjack Byers”? List three facts about him/his family.

2.            Use examples to illustrate the tremendous manipulative powers slave-owners had        over their slaves.

3.            What was Blackjack’s crime? How was his punishment different than the “standard”                                        punishment? What was the philosophy of punishment in the early 1800s? How has our                 justice system changed? Stayed the same?

4.            How does Blackjack’s story differ significantly from “Murder in the Bog”?

5.            What was the most significant consequence of the crime for this family?

6.            What could the inconsistencies of administration of the                law at this time be attributed     to? Use an example to          support your answer.

Jim Hornby Questions/Answers (responsible for the test)

1. What percentage of Black Islanders lived in rural areas? What types of jobs did they occupy?
More than 50% of African Islanders (78 people) lived in rural PEI  worked as farmers, fishermen, stone-cutters, and labourers.
2. Explain what John Prevost represents to the Island’s black community.
Prevost represents the impact one person can have on an entire community/population.
Evidence: his family constituted 6% of the Island’s black population in 1881.
3. Outside of Charlottetown, name the community that had the highest black population. What three black families were most prominent?
Kings County
Three most prominent Black families: Sheppard , Suckles, Henry
4. Explain the evolution of the “Suckles/Sickles” family name.
The family name was believed to first be “Suckles”, but had been pronounced “Sickles” and thus the spelling changed accordingly. Anglicization of the name could also be attributed to the change in spelling.
5. What can be attributed to the high proportion of mixed marriages in rural areas in the late 1800s?
Black Islanders were more isolated in rural communities  creates more opportunity to mix with non-blacks.
Rural white Islanders seemed to accept the African Islanders to a high degree “in practice”.
6. Explain the quote “Rural white Islanders also appear to have accepted blacks to a high degree in practice.” What does “in practice” mean? Explain.
Island Blacks were both accepted and whispered about by their white counterparts. They were integrated into the rural society, but there was still an underlying racism present.
7. What was a positive for those living in The Bog? A negative? If you were a Black Islander living during this time, where do you think you would have preferred to live? Explain and support your answer.
Positive: Closer family and community ties
Negative: more visible and conspicuously lower-class suffered victimization