Upcoming due dates

Black Islanders Test: Wednesday, Dec. 4th
Historical Significance Proposal: Dec. 10th

Radio Interview Folder Assignment

Please get the folder assignment sheet from Ms. Flick and listen to the following Island Morning interview to complete the questions.

http://www.cbc.ca/islandmorning/artistperformer/2013/11/26/black-islanders-and-pei-2014/

In class assignment -- Nov. 26th

Read the article: "Slave Life and Slave Law in Colonial Prince Edward Island, 1769-1825"

By: Harvey Amani Whitfield and Barry Cahill

http://journals.hil.unb.ca/index.php/acadiensis/article/view/12734/13665

ANSWERS MUST BE HANDWRITTEN   Please copy and answer the following questions:

1.       What Act was passed in 1781 by the colonial government of St. John's Island? Explain.

2.       When was this act repealed? What societal change did the repeal signify?

3.       Identify and discuss the two main problems encountered by historians studying Prince Edward Island slavery.

4.       List reasons why slaves and people of African descent are typically absent from historiography.

5.       Discuss slavery and African American influence during the French regime on the Island.

6.       Why did many ex-slaves migrate to the Maritimes after the American Revolution?

7.       How did the migration of Loyalists with slaves to Prince Edward Island differ from that of the slaves into New Brunswick and Nova Scotia?

8.       How did slaveholding differ on St. John's Island as opposed to in Nova Scotia and New Brunswick?

9.       Explain the notion that slaves were considered a "renewable resource".

10.   Explain "family slavery". What was the exception to this rule?

11.   Was Island slavery a kinder institution than the free labor market faced by poor white workers? Explain.

12.   Make a list of tasks, jobs, and duties often performed by Prince Edward Island slaves.

13.   Explain the statement "the slave act repeal was cosmetic".

14.   What did the repeal of the slave act signify?

Exam Update!

I have made the decision that Friday you will no longer be writing the essay component of your exam. You will still be responsible for the same material tomorrow, and you must also complete an essay outline (worth marks, like the one I passed out in class) which details your proposed essay. Tomorrow's portion of the exam, in conjunction with your essay outline, will comprise your midterm assessment mark.

Please pass along the word to your classmates!

See you tomorrow! Exam will begin at 8:50am sharp!

Chinese and Lebanese Immigration Notes (on midterm exam)

—  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

Three 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)

1st Folder Assignment of the "second" term:  Globalization and the Future of Island Culture

—  Present-day Island culture is heavily influenced by people and events of the past.

—  How can this rich culture survive in the face of globalization?

¡  As future leaders of society, what ideas, traditions and physical remains would you preserve from the past and how would you do so? (half page – ¾ of a page)

Folder Assignments: Due at Midterm Exam

History 621B Folder Assignments 2013 Midterm

Sept. 10^th:                            Reflection on being an Islander

Sept. 11^th:                            “I am a Spud Islander” reflection

September 18^th:               Pre-performance: The Great Upheaval in Maritime Canada (Part I)

Sept. 18^th:                            Pre-performance -- Anticipation Guide (Part II)

Sept. 18^th:                            Pre-performance (Part III)

Sept 18^th:                             “Expulsion: The Story of Acadia movie worksheet

Sept. 24^th:                            “The Battle of the Northeast River” Questions

Sept  25^th:                            The Acadian Expulsion – History Frame

Sept. 27^th:                            The Gloomy Forest Questions

Oct. 1^st:                                 Site and Situation

Oct. 24^th:                              Town Hall Meeting Debriefing Questions (sheet)

Oct.  24^th:                             People & Culture Unit #2 : Introductory Questions

Oct. 29^th:                              The Cross and the Eagle Feather Questions (sheet)        

Nov. 5^th:                               Primary Source Evidence

Major Research Project (due: mid-Jan.)

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. Expectations include: depth in your interview;  your historical understanding and ability to explain terms, events, etc. that come up; background research and context; strong presentation method; involvement/interest gained from class; correct identification of the subject, location, date, relations, region, etc.

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; explaination 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 will be asked to complete a proposal as the first step in this process. Your proposal will identify the following information:

1.       Type of project

2.       Identification of yourself and your partner (if you have one). Explain why this project merits more than one presenter.

3.       Person or persons’ name(s) (full name, relationship to you, location) you will either interview or learn your skill from

4.       Age of person(s) you will be meeting with

5.       Presentation method (powerpoint, audio/video assistance, oral, pictures, etc.)

6.       Methods of engagement (how you will interest and hook your audience. Ie: interactive methods, images, artifacts, etc.)

7.       Preliminary information (what you already know, what you want to learn more about, why you have chosen to do this project, etc.)

8.       You must formulate twenty (20) thoughtful questions to be used during your interview. Be sure that your questions are open-ended, rather than close-ended in nature.

Format:

·         Your proposal must be typed, have a properly formatted cover page, and headings for each category.

Presentations:

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

·         Proposal Due date: December 19, 2013

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

ü  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.