Town Hall Debate: Wednesday, Nov.3rd (must have research sheet or you will get a zero on the written component!)

History 621B                                                                                                                           Town Hall Meeting

Agenda: Pesticide Use on Prince Edward Island                                                    Date:

Pesticide use on Prince Edward Island, more specifically, pesticide use by potato farmers , has been a highly controversial topic in recent years.  We will be conducting a "town hall" meeting to discuss the issue of pesticide use on Prince Edward Island and its impact on the economy, environment, and  residents.

You will be given a side to argue in favor of (regardless of your own personal opinions). You must set aside your personal values, beliefs, and biases, and try to present your argument effectively and persuasively.

Not only should you develop a strong argument (that is backed by facts, statistics, and research), but you must anticipate any possible counter-arguments that might come your way and have a rebuttal prepared to defend your argument.

That being said, some members of your group should be in charge of identifying possible counter-arguments and coming up with solid rebuttals.

Remember, good debaters often use persuasive techniques to bolster their argument (emotional, logical  and ethical appeals, rhetorical questions, calls to action, etc.)

Roles:  Mayor, concerned citizens (elders, youth -- consider their different perspectives on the issue at hand), MLA's from the area, concerned groups (farmers, Mi'kmaq) etc.

Each group member MUST pass in the research sheet (arguments/counter-arguments) and each group member must participate (speak) during the town hall meeting. You will be researching this on your own (I will be evaluating your research sheets prior to the town hall meeting) and you will later share your findings with the larger group. I will give you time to collaborate with your group members before the debate.

You will be evaluated on your research, the strength of your argument (how well it is supported), your use of persuasive devices, and your handling of counter-arguments. Please use these websites as a starting point, but I encourage further research to enhance your position in this debate.

http://www.theguardian.pe.ca/Opinion/Letter-to-editor/2014-06-12/article-3760132/Potato-growers-diligent-with-responsible-pesticide-use-on-P.E.I./1

http://www.peipotato.org/media-centre/responsible-pesticide-use-prince-edward-island-potato-farms

http://www.agrirecup.ca/sites/default/files/news/cm_PEI_obsolete_colleciton_totals_20120208.pdf

http://www.gov.pe.ca/photos/original/ee_pesticides04.pdf

http://www.watershedsentinel.ca/content/potato-paradise-lost-harmful-pesticides-pei

http://www.atlanticfarmfocus.ca/Opinion/2014-08-13/article-3833672/PEI-residents-using-social-media-to-challenge-farm-activity/1

http://www.gov.pe.ca/photos/original/PesticideFree1.pdf

http://www.gov.pe.ca/agriculture/index.php3?number=1053698&lang=E

Persuasive Writing

A persuasive essay always contains a thesis statement, or statement of position.  This statement provides a clear, concise explanation of the topic/issue, and the writer's thoughts/opinions.  The thesis is usually found at the beginning of an essay; however, it may also appear at the end.

Emotional appeals stir readers feelings with descriptive details, connotative language, and anecdotes that evoke emotions.  Analogies (comparisons between two things), and rhetorical devices (such as repetition), can also be used to appeal to the reader’s emotions. 

Ethical appeals establish that the writer is fair and knowledgeable, or call upon the readers= sense of right and wrong.  Ethical appeals include discussion of the reader’s authority to speak on the subject, concessions to opposing points of view(accommodations made in light of a special circumstance), reasonable language, and statements about values.

Logical appeals speak to the reader’s ability to think by presenting reasons backed by facts, factual anecdotes (an entertaining account of a real or fictitious event or occurrence), and expert testimony.

A good persuasive essay must have strong supporting information and evidence.  It is important to look for the following information when analyzing a persuasive essay:

ü  Details  are used to prove a point, clarify or illustrate, create interest, or add humour.  Details provide readers with extra information on the topic/subject.

ü  Facts are statements that can be proven through testing, personal experience, or verification from reliable sources. (They include examples and statistics).

ü  Statistics are also used as supporting evidence.  Statistics deal with numbers and provide concrete evidence.

ü  Direct quotations are statements by people who are known as an authority on the subject/topic. 

ü  Case/incidents are examples of an event or an actual case or incidence.

ü  Rhetorical questions are questions which do not need an answer.  They are used to make the reader think or ponder something.  They are usually used to assert of deny something.

ü  Counter arguments are used to present a possible argument against the thesis of the essay.

ü  Rebuttals/Refutations are the author’s response to the counter argument. 

Unit 1 Jeopardy Review slideshow

Unit 1 Jeopardy slideshow

Economic Initiative Slideshow

Unit 1: Land and Resources

Slideshow Assignment

Choose one economic initiative or policy involving an Island natural resource and analyze its history and current state to create an overall view of the initiative’s contribution to the Island economy over time and its impact on the natural resource(s).

You must investigate the reasons for the initiative, the factors that contributed to its success or failure, and the impact that the initiative had on the resource involved.

Specifics:

¨  You must have at least five (5) slides *not including your bibliography slide

¨  You must include at least (3) images

¨  You must include a citation/footnote at the bottom of each slide

¨  You must include a Works Cited/Bibliography slide which identifies all sources used.

¨  You must submit via www.turnitin.com (no exceptions). This will not be presented orally.

Possible topics:

·         Shipbuilding

·         Fox Farming

·         Reciprocity Treaty 1854

·         Lobster Canneries

·         Irish Moss Harvesting

·         Early Tourism Efforts

·         Development Plan of the 1960s

·         Other initiative/policy linked to a natural resource

Please use a variety of resources to research your topic.  Please navigate the UPEI Institute of Island Studies website www.upei.ca/iis (please click on "Online Library" under the "Main Navigation" menu on the left side of the web page. There are many articles listed here that would be of help in your research). I have listed a few of interest below (use my blog www.flickpeihistory.blogspot.ca to copy and paste links)

"Forests and Forestry in Prince Edward Island"  http://www.upei.ca/iis/art_wm_4

"The Island Landscape: A Non-renewable Resource" http://www.upei.ca/iis (scroll report menu on right side of page).

"Primary Resource Industry Waste on Prince Edward Island" http://www.upei.ca/iis/rep_jac_3

"Aquaculture and the Export of Knowledge Based Services" http://www.upei.ca/iis/rep_cag_1

"The Importance of Positive Government-Governance Relations for Land Use Planning and Management on Prince Edward Island"

http://www.upei.ca/iis/files/iis/IIS%20Submission%20august%20final%20print.pdf

"The Fixed Crossing and the Island: Bonanza or Boondoggle?" http://www.upei.ca/iis/rep_fc_1

"The Economic, Social, and Environmental Implications of Genetically Modified Crops on Islands"

http://www.upei.ca/iis/rep_gmo_1

Unit 1 Test Review (Test is Monday, Oct.24th)

History 621B                                         Unit 1: Land and Resources Test

Your upcoming test with be a mix of fill-in-the-blanks, multiple choice, and short answer questions.

You must be able to demonstrate your understanding on the following topics:

ü  Land and Resources : Prehistory and Mi’kmaq settlement

o    Please review all notes (slideshow)

o    PEI Dinosaur (questions)

o    First Peoples

o    Mi’kmaq relationship with the land

o    Can Ban (cause and consequence graphic organizer)

ü  Settlement Patterns on PEI (slideshow notes)

o    Define “site” and “settlement” à be able to give examples

o    Understand how site and settlement factors affect settlement patterns

ü  French Regime on Ile St. Jean ( slideshow notes)

o    Understand how the ownership of the Acadian colonies being thrown “back and forth” contributed to their identity as Acadians and their general attitude.

o    Understand the significance of the Fortress Louisbourg and identify the connection it had to Ile St. Jean (Granary of New France).

o    Jean Pierre Roma and his estate at Trois Rivieres

o    Acadian Expulsion (know History Frame Story Mapping, notes)

o    Be able to build an argument around the question “Was the Acadian Deportation a crime against humanity, or was it fair in the context of time?”

ü  British Rule (slideshow notes)

o    The Earl of Egmont’s vision for the Island (understand the feudal system)

o    Samuel Holland (survey, lot system, lottery à questions from “Lotto 1767” article)

o    Conditions and obstacles to the landlord system

o    Walter Patterson

o    Pioneer Life à obstacles à how did they view the environment? Impact on the future?

o    “Gloomy Forest” – questions

Pioneer Journal Assignment (due: Sunday, Oct.16)

—Step 1: Please create an account on www.turnitin.com (if you have an account already, pleases login). I have instructions if you need them.

To join my class you will need the following info: 

Class ID: 13483539
Password: raiders
  

Step 2: Please submit a test paper (just write me a short message as your "test paper" :)

Step 3: Pioneer Journal Assignment

Imagine you are a pioneer on St. John’s Island. Write a 1 page journal entry describing the obstacles you faced. You must include at least five (5) obstacles (***underline and bold them in your entry***) and explain how you conquered them. (*please use the “Gloomy Forest” for reference).

Gloomy Forest article: http://vre2.upei.ca/islandmagazine/fedora/repository/vre%3Aislemag-batch2-173/OBJ

Mini-Projects

PEI History 621B Projects                                                                                          Ms. Flick

Each student will be expected to complete and present projects to a value of 30pts for this semester. Projects are listed with a number of options.  Each student must complete one (1) project from each thematic area as indicated in the project description. Please focus on one of the “Six Concepts of Historical Thinking” (Historical Significance, Change and Continuity, Cause and Consequence, Moral Judgment, Evidence, and Historical Perspective) when completing each project. Your presentation should include all information detailed in the project description AND you must identify and explain how your project relates to your chosen “Concept of Historical Thinking”.

v  Project # 13 is worth 10 marks and will be presented towards the end of the first term.  This project stands alone, but you can choose the second “thematic area” you wish for it to count towards (it’s worth the value of two mini-projects). Read and follow all directions completely to achieve a full mark.

#1 (Theme: Land and Resources) Describe your favorite place on PEI, including when you first went there and why it is important to you. Include a photograph or sketch of the place. Using the text, PEI Place Names, or another suitable source, identify where the name came from, any other names it has had, who named it, what it was named for and any other relevant information. Present your findings to the class and post a neat copy on the wall with your name, information and sources. Value 5pts. 

#2 (Theme: Economies and Technologies) Find out about a cure or treatment for illness from the past on PEI or in the Maritime Region (not just a random pick from the Internet!).  Explain how the treatment was used, what materials were used to make it, what ailments it was used for and, if possible, how commonly it was used. Provide your sources, whether from a text or by word of mouth.  Present it to the class and hand in your findings in a neat copy with your source information. Value 5pts.

#3 (Theme: People and Culture) Pick an interesting custom or bit of folklore from the Island and explain it to the class.  This could be a superstitious practice, a tradition people observed, something done by a particular culture, etc.  Make sure you indicate where you learned it or who you learned it from and any information you can find out about its origins.  Hand in a neat written description with the source indicated. Value 5pts.

#4 (Theme: People and Culture) Find the oldest photograph you can and create a short presentation describing the scene, date, people, place, why the photo was taken and any interesting things about the photo or subject. If you cannot identify the people or location, you will have to treat the photo as an artifact and interpret the clues it provides.  You must show the photo to the class and pass in your neat writeup with sourcing.   Value 5pts

#5 (Theme: Land and Resources) Find a historic location (place, building, etc.) on PEI and create a visual presentation explaining the historic importance of the location.  You must have a picture, photo or sketch.  Indicate the source(s) for your picture and information. Your presentation will be briefly presented to the class and then mounted on the wall in minimum 8.5 by 11 inch (letter) size, neat and with name and source(s) clearly indicated. No duplicate topics. Value 5pts

#6 (Theme: Power and Government) Research an important event, (political, military, government or similar) that took place on the Island and create a visual project with write up, picture(s) and citations. This should be minimum 8 2 by 11" size and be neat, attract attention and be well-presented. It should clearly and completely explain the event and establish the historical significance of the event.  Value 5pts       

#7 (Theme: Economies and Technologies) Bring in an artifact for a show and tell activity. You must be able to identify the artifact, its approximate age, how it was made and of what materials.  You should be able to explain clearly what it was used for.  Where you got the artifact and who you got the information from are also required. Hand in a neat writeup including your name, sources, etc. Value 5pts. 

#8 (Theme: Power and Government) Research a famous Islander, now deceased, and create a one page visual feature study on this person. Your feature study will be an attractive display in minimum 8.5 by 11 inch size and include a picture or pictures, write-up and sources.  It should draw attention, be attractive and command interest.  It will be presented briefly and then posted on the classroom wall.  No duplicate topics. Value 5pts     

#9 (Theme: Power and Government) Read an article from The Island Magazine that deals with some aspect of government, public life, crime or social issues. Present to the class a short description and summary of the article, including a comment on what you learned and how interesting it was.  You must provide proper citation of the Magazine article. Hand in your notes with name and sourcing. No duplicates please. Value 5pts

#10 (Theme: Economies and Technologies)

#10 Choose a year between 1860 and 1910 on the website http://islandnewspapers.ca/

Look for articles or advertisements for anything to do with either

 a) tools, technologies, ways of doing things or

b) the economy of the Island at the time which would include how people made a living, what the major economic concerns might have been at the time, the ‘new’ occupations of the time period, etc.

Prepare a short presentation on your findings and use images or other evidence to support your presentation. Hand in a writeup with the citations for your source(s). Value5 pts

#11 (Theme: People and Culture) Find out an Island or Maritime ghost story, supernatural event or freaky tale from an unpublished source or from the book PEI Ghost Stories (available in the library). Ghost stories from the internet will not be accepted. Write out the story and identify your source.  Present it to the class (dramatically!) on Halloween and hand in a neat, written copy with source(s).  Value 5pts

#12 (Theme: Land and Resources) Find your area, or an area you know, of the Island in the 1880 Meacham atlas.   Make a drawing, tracing or photocopy of the area.  Identify clearly any features of the area like churches, schools, mills and the like.  Compare the area then and now, noting changes in roads, key buildings and any other changes you notice.  Hand in your completed project after presenting it to the class. Show sources. Value 5 pts

#13 (Theme: People and Culture) Using a pedigree chart which I will provide, fill it in as far back as you can on both sides of your family (based upon interviews or any sources available, including archives if needed).   I will explain the use of this chart in class.  Once completed, gather stories from family members about your family.  Collect pictures of family members and homes or places they have lived.  You might include maps to show where they immigrated from if you can go that far back. Compile your materials in a neat album or book with an index and clear labeling.  For all materials, you must provide your sources, whether word of mouth or text/map sources.  Present an interesting summary of your findings to the class, then hand in your project.

Note:  If your family is not from PEI, complete the project based upon their origins.  If you can trace only one side, or if you are adopted, see me about options to deal with the project. Value 10pts

Scheduling of Presentations

In order to make it possible for all students to present their projects during the semester and not all at once, I will create a class presentation schedule with you.  Wherever possible, I will respect the dates you choose.  You MUST present three (3) mini-projects by November 6^th, 2015. You will receive a mark of zero for the for the projects (first three) not completed by this date.

Normally, due to research time needed, the Pedigree Project is done last, but that is up to you.  Please write down your presentation dates; failure to meet your presentation date without a valid excuse supported by contact from home will result in a mark of zero on that presentation. 

No project will be marked without correct and complete sourcing.  If you are unsure how to cite something, please come see me.

Presentation Schedule

Students must complete three (3) mini-projects prior to Nov. 7^th, 2016

Name _____________________________

Project Name and #                                                   Desired Presentation Date

Land and Resources:
People and Culture:
Economy and Technology:
Power and Government:
Thematic Area of Choice:
Pedigree Project:

ü  Students must complete projects to a value of 30 pts.

ü  Pedigree project is worth 10 points (all other projects are worth 5 points).

Final Exam Review

History 621B Final Exam Review                                 January 2016                                                     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: 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: 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.

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.

4.       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.

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