Final Folder Assignment List

(Date?)_Globalization and the Future of Island Culture

Nov. 18^th Anticipation Guide (Black Islanders)

Nov. 20^th: Murder in the Bog Questions

Nov. 25^th: Charlottetown’s Bog District Questions

Nov. 25^th Black Jack Byers article and questions

Nov. 26^th: Radio Interview (Block A only)

Dec. 9^th: Old School

Dec. 9^th: Factors that Contribute to Change

Dec. 11^th: Changes in Leisure Activities

Dec. 11^th: Leisure Activities (sheet)

Dec. 12^th: Current Events Study (sheet)

Jan. 8^th: “Machine in the Garden” Questions

Jan. 8^th: Text Reformulation (Machine in the Garden)

Jan. 17^th: Mind Map (Confederation)

Jan. 17^th: Mind Map (PEI and Confederation)

Final Exam Review and Advance Essay Question (hard copy passed out in class)

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

Upcoming Due dates

Monday, Jan. 20: Last day of new material before the exam

Tuesday Jan. 21: Unit 3 Quiz (objective only); I will give you an index card that you can fill with information as a "legal" cheat sheet to take into your quiz.

Wednesday, Jan. 22: Researched Interview Project ( presentations may run into Thursday's review class)

Heritage Homes Powerpoint Presentation (to be submitted via www.turnitin.com)

Prince Edward Island Built Heritage Presentation

PEI History

Go to http://www.historicplaces.ca/en/home-accueil.aspx. Select search, change province to Prince Edward Island and enter any town or village you want in the location box. Choose a property from your results list and create a Powerpoint presentation to explain the property to the class.

You must sign up for your property -- I do not want duplicate presentations.

Your presentation should include at least five (5) slides (not including the introduction slide). Your presentation should elaborate on as many of the following topics as possible (it may be necessary to search elsewhere for some of the information).

Image of building exterior

Image of interior (if possible)

Location

Alternative names

Date of construction

Architectural style with defining elements

Architect

Original purpose (and significance if applicable)

Present usage

Any other information (or image) of interest

·         Be sure you are able to explain any terms that appear in your presentation (you may include the definitions in your presentation if you would like)

The following websites may be helpful;

http://www.city.charlottetown.pe.ca/searchaproperty.php

http://www.gov.pe.ca/hpo/app.php

IMPORTANT: ALL POWERPOINT PRESENTATIONS ARE TO BE SUBMITTED VIA TURNITIN.COM

i WILL NOT ACCEPT A HARD COPY OF THIS ASSIGNMENT.

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.