New Location

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

Upcoming Deadlines

Below is a list of upcoming deadlines for History 621 B:

Black Islanders Test - Friday, Jan.13
Loyalist and Black Immigration notes
Triangular Trade booklet of notes
Questions: Murder in the Bog, Black Jack Byers, Jim Hornby's Black Islanders
Interview Presentation - Monday, Jan.23
Mini-projects - must be handed in by the final exam
Final folder - must be handed in at the final exam

Final Exam: Friday, Jan.27

Please let me know if you have any questions or concerns.

Kate Flick

Chicago Style Footnotes

I have copied and pasted Footnoting/Bibliographical formatting for several types of sources below (From: https://owl.english.purdue.edu/owl/resource/717/4/)

Below are examples for websites, books, and magazines (Island magazine).

F=Footnote format

B= Bibliography format

General Model for Citing Web Sources in Chicago Style

Footnote or Endnote (N):

      1. Firstname Lastname, “Title of Web Page,” Publishing Organization or Name of Website in Italics, publication date and/or access date if available, URL.

Corresponding Bibliographical Entry (B):

Lastname, Firstname. “Title of Web Page.” Publishing Organization or Name of Website in Italics. Publication date and/or access date if available. URL.

General Model for Citing Books in the Chicago Notes and Bibliography System

Footnote or endnote (N):

   1. Firstname Lastname, Title of Book (Place of  publication: Publisher, Year of publication), page number.

Corresponding bibliographical entry (B):

Lastname, Firstname. Title of Book. Place of publication: Publisher, Year of publication.

Book by One Author

N:

   1. William Faulkner, Absalom, Absalom! (New York: Vintage Books, 1990), 271.

B:

Faulkner, William. Absalom, Absalom!. New York: Vintage Books, 1990.

Book by Multiple Authors

N:

    2. Scott Lash and John Urry, Economies of Signs & Space (London: Sage Publications, 1994), 241-51.

B:

Lash, Scott, and John Urry. Economies of Signs & Space. London: Sage Publications, 1994.

Magazines

Notes and bibliographic entries for magazines include the following information: author’s name, article title, magazine title, date.

N:

      1. Emily Macel, “Beijing’s Modern Movement,” Dance Magazine, February 2009, 35.

B:

Macel, Emily. “Beijing’s Modern Movement.” Dance Magazine, February 2009.

List of Folder Assignments due Thursday, Dec. 23

Sept. 12: Six Concepts of Historical Thinking Anchor Chart
Sept. 13: PEI Can Ban
Sept. 19: Mi'maq Map
Sept. 20: Site and Situation sheet
Sept. 21: The Cross and the Eagle Feather -- video sheet
Oct.4: Expulsion: The Story of Acadia
Oct. 4: History Frame -- Acadian Expulsion
Oct.     Town Hall Meeting Debriefing
Oct.26: Guest Speaker sheet: Jordan Brown
??? : Conditons and Mistreatment article
Nov.21: Current Events Study
Nov.25: 8th Fire film sheet

*You can be missing one and still get full marks

Lebanese and Chinese Immigration notes (for quiz Tuesday)

People and Culture: New Islanders and the Retention of Unique Culture

—  In 1901, PEI was the most ethnically homogenous Canadian province

—  Ethnic- pertaining to or characteristic of a people sharing a common and distinctive culture, religion, language, or the like.

—  Homogenous- composed of parts or elements that are all of the same kind

Small non-European Ethnic Groups:

—  141 Black settlers in 1901 (fell to 81 in 1911)

—  Lebanese settlers began to arrive in the 1880s

—  The first Chinese settlers arrived in July, 1891

Lebanese Settlers:

—  The Syrian/Lebanese immigrants found their way to Prince Edward Island in the 1880s.

—  This was a result of border changes in Lebanon due to numerous military occupations (leading to persecution and overcrowding).

—  The family is the central force for Lebanese people and extended families and entire villages came to Canada between the 1880s and World War One.

Challenges and Adjustments:

—  Those who found their way to Prince Edward Island faced numerous adjustments.

¡  The climate of the Island was very different from their homeland

¡  The language and culture were different. French was often the second language of the Lebanese, so many of them were comfortable in French areas of the province. Many of the Lebanese who settled on the Island adopted an English spelling of their name or took an English name.

Working Life

—  The Lebanese who came to Prince Edward Island were very hard working people and were especially successful in the field of business.

—  Many of the young men and some women became packmen or pack peddlers. They travelled the rural parts of the Island selling goods from their packs.

Joseph Ghiz

—  Joseph Ghiz was born in Charlottetown, Prince Edward Island, to Atallah Joseph Ghiz, a Lebanese corner store owner, and Marguerite F. (McKarris)

—  He studied law and went on to become PEI’s Premier (the first Canadian Premier to be of non-European descent)

Robert Ghiz

—  Son of Joseph

—  Grew up in a political environment

—  Earned a Bachelor of Political Studies from Bishop’s University.

—   Robert, was sworn in as the 31st Premier of Prince Edward Island on June 12, 2007

Chinese Immigrants

—  “Without the Chinese labourers, there would be no railroad”

—  John A. MacDonald – Canada’s first Prime Minister

Chinese Settlers on PEI

—  The Chinese who came to Canada in the early days were discriminated against in a manner that no other ethnic group experienced.

—  From 1858 to 1885 they were allowed free entry into the country because they provided cheap, disposable labour for the building of the national railway.

—  From 1885 to 1923 the Federal government imposed a heavy head tax (see p. 32) on the Chinese that greatly reduced the numbers.

—  The first Chinese arrived in 1891 and by 20 years later the Chinese population grew to six young, single men.

—  Due to the head tax, most could not afford to bring their families

—  Chinese settlers all tended to work in the laundry business (encountering much prejudice)

Recent Immigration

—  In recent years, immigrants from various ethnic backgrounds have found their way to PEI, bringing diverse languages, customs and skills

—  The aging Island population is being offset by the new immigrants (many of whom are young families)

Historical Significance Proposal

Historical Significance Research Assignment

Historical Significance Research Assignment

The writings of Lucy Maud Montgomery have been significant for the Island’s identity and economy. Think of other contributions to Island culture such as other people, buildings, artifacts, or events.

Select one cultural contribution that you feel has been particularly significant to Island life and present a case for it to be recognized in a special ceremony, festival, or holiday.  Think about how you would recognize this person(s), building, artifact, event, etc.  (activities, events, music, food, etc.)

Please research your topic  and organize your findings before writing your proposal (note-taking is a must).

ü  All proposals must use Chicago Style documentation.

ü  Please refer to:

https://owl.english.purdue.edu/owl/resource/717/01/  

ü  I expect a footnote after EVERY thought or idea that is not your own (you will definitely have footnotes when you are writing your background information on your topic).

ü  You must include a properly formatted bibliography or notes page with your proposal.

ü  Please write your thoughts/findings in a proposal which will be submitted on www.turnitin.com 

 

Project Proposal Format

All proposals have two communicative objectives: they must describe what you are planning to do, and they must convey why this is a reasonable, important, and interesting plan.  In proposing your project, your overall goal should be to provide a persuasive argument for the project’s implementation. Please provide enough details to allow your audience to understand the importance of your proposed plan.

Working Title of Project: _________________________________

Proposal Type: Idea to be explored

Primary Contact:                     Name:_________________

                                                Phone: ________________

                                                Email:_________________

Executive Summary:

Please provide a summary of the information detailed throughout this project proposal

Background:

Please discuss the background for this project. Please start by answering the following questions:

·         Why is your person, building, event, artifact, etc. important? Please include a brief history and points of interest.

·         What is the most interesting thing you learned through your research for this project? 

·         Why does this person, building, event, artifact, etc. deserve to be recognized?

·         Does your topic deserve recognition on a national or world-wide level? Explain.

Statement of Need:

Discuss the needs or opportunities to be addressed by this project. 

·         Why is this topic important? Why should this work be done?

·         Who will this project appeal to? (age group). How will you tailor this project to meet the needs of all age ranges ? *use specific examples

·         Who will care about the results?

·         What supplies, materials, venues, etc. will be needed to implement this project? 

·         When will this project be implemented (time of year (dates), duration (days, hours, weeks?)

·         How much will this project cost?

Project Goals:

Identify the goals of this project. Discuss what is to be achieved and the expected/desired outcomes of this project.

·         What are the overall goals of this project?

·         What are my personal goals for this project?

·         What do I want other to learn/achieve in the completion of this project?

·         How will the Island benefit economically from this project? Elaborate and give specific examples.

Interview Research Presentation

PEI History 621B Research Presentation

Option 1: Interview

You will be required to interview a senior(s) and prepare a presentation based upon your interview, additional research, and strong presentation methods. Presentations will be assessed on the following:

ü  depth in your interview (content)

ü  historical understanding and ability to explain terms, events, etc. that arise

ü  background research and context

ü  strong presentation method; involvement/interest gained from class

ü  correct identification of the subject, location, date, relations, region, etc.

ü  application of the Six Concepts of Historical Thinking

Option 2: Skill Mastery

You will learn and work towards mastering a skill that is not prevalent or common in today’s society. Expectations include:  background information and history of the “trainer” and the skill; explanation of the skill; demonstration of the skill to the class; training/involvement of some or all class members in the skill; safety, set-up and planning; hand-in all notes and information gathered.

Option 3: DIY

You have the option of creating a different option for this researched presentation. You must arrange to have a discussion with me, and confirm its relevance prior to beginning your project. Your “idea” must be historical in nature, involve learning something new, and be presented effectively to engage (and possibly involve) the class in a signficant way.

Presentation Duration:  Approximately 5- 10 minutes. If you work in partners, please double this time and be sure that both individuals are equally involved (in both the research and the presentation). You must include a picture of both students and the person you are interviewing, in your presentation.

Format: Presentations should be engaging and have complimentary visuals. Most students will use a slideshow to present their information to the class; however, this is not mandatory. You may bring in any artifacts or pictures to enhance your presentation.

Due date:

·         Presentations will be scheduled for mid-January. I will set a due date shortly after the Christmas break.

Interviewing Techniques – Oral History

Starting out:

ü  Find out about where your interviewee grew up. Read up on the local history of their home (note special events  eg: Airbase in Sherwood 1940 or the 1947 Wood Island Ferry)

ü  Ask a son or daughter for tips on good questions or stories to ask them about

ü  You are recording history à ask the “obvious” questions first (age, parents’ names, siblings, etc.) Just get down all the details à don’t interpret the information now. Make notes now, interpret your findings later.

ü  You may wish to record your interview (definitely helpful when to get all the information). Be sure to ask permission, but keep your phone or recorder off to the side, as it sometimes makes the person being interviewed feel nervous.

ü  Start with non-threatening questions (birth place, age, parents, etc. first)

Some areas to investigate:

o    Childhood (were you born in the hospital? Doctor or midwife? Pets? Bicycle? Fishing hole? Favorite childhood activites/memories?)

o    Their father’s car, his job à Did he play sports? Relationship with parents?

o    Childhood illnesses? (Mumps, Measles, Polio)

o    Ever in the hospital?

o    Their earliest memories at home

o    Description of childhood home

o    Responsibilities around the house à chores?

o    Their mother’s cooking/favorite foods as a child

o    Where was food bought/grown?

o    Did mother work outside of the home? Other mothers?

o    Christmas as a child? Presents? Letter to Santa? Stockings? Christmas foods? Favorite present?

o    Description of area where they grew up à Relationship with neighbors?

o    School – first teachers, favorite subjects, schoolhouse description (differences between now and then)

o    Leisure activities à Go-to games?

o    Sports – where were they played? Outdoor rinks? West Kent vs. Queen Square

o    Summer vacation – work or play? 1^st jobs? Pay?

o    Grandparents – what they did for a living. What did they look like? Where did they live? Memories of interacting with grandparents?

o    Farm life à horses/cows/chickens/making hay

o    Home Remedies à Cod liver oil, mustard plaster, sulpher and molasses, Epsom salts?

o    Myths? Family stories passed down from generation to generation à popular sayings?

o    Entertainment: Prohibition? 1^st drink/tobacco?, dances/ popular music (songs, fiddlers, bands), picnics, circus, Old Home Week, ghost stories, Phantom Ship

o    Religion: Church? Socials, picnics à allowed to play on Sunday?

Please use these questions as a guideline and formulate other relevant questions that might help you uncover interesting information regarding the person and/or PEI’s history.   In your presentation you must interpret and critically analyze your findings. I expect you to synthesize the information, and draw conclusions on what you have learned about the person and the time period he/she grew up in. You must also use the information you gather to compare the similarities and differences between the past and current lifestyle of Islanders. Have relationships changed? Have family responsibilities changed? Have values changed? Have attitudes toward certain things changed?

Please take the time to thoughtfully sift through your information and make connections with past and present. YOU MUST APPLY THE CONCEPTS OF HISTORICAL THINKING AT LEAST FIVE (5) TIMES THROUGHOUT YOUR PRESENTATION, MENTIONING AT LEAST THREE (3) OF THE DIFFERENT CONCEPTS. IN OTHER WORDS, YOU CANNOT USE THE CONCEPT OF HISTORICAL THINKING “CONTINUITY AND CHANGE” FIVE TIMES.

Your presentation should:

ü  Give audience a complete view of the life of the person you interviewed

ü  Highlight similarities and differences between past and current lifestyles of Islanders.

ü  Apply at least five (5) concepts of historical thinking to the information you gathered.