A3. Understanding Historical Context: Events and Their Consequences
Specific Expectations
A3.1
identify factors leading to some key events that occurred in and/or affected Canada between 1713 and 1800 (e.g., the expulsion of the Acadians, the Seven Years’ War, the Battle of the Plains of Abraham, the American Revolution, Pontiac’s Resistance, Loyalist migrations), and describe the historical significance of some of these events for different individuals, groups, and/or communities, including Indigenous individuals and/or communities
- Why did the British government expel the Acadians? Where did they go? Who took over their lands? Who are the Cajuns? What is their connection to the Acadians?
- What were the underlying causes of the Seven Years’ War? Why is that war seen as a turning point in North American history?
- What factors led to Pontiac’s Resistance? How successful was this resistance? Why is it significant for First Nations?
A3.2
identify a few key treaties of relevance to Indigenous people during this period, including wampum belts exchanged, and explain the significance of some of these agreements for different people and communities in Canada (e.g., with reference to the Covenant Chain, 1677–1755; the Treaty of Portsmouth, 1713; the Peace and Friendship Treaties, 1713–60; the Treaty of Niagara and the Covenant Chain Wampum, 1764; the British-Inuit Peace Treaty, 1765; the Treaty of Fort Stanwix, 1784; the Haldimand Proclamation, 1784; the Jay Treaty, 1794; the Treaty of Greenville, 1795)
- Who were the parties to the Treaty of Niagara or the 1760 Treaty of Peace and Friendship? What were the key short-term and long-term consequences of the selected treaty for the different parties?
- Who were treaty people in eighteenth-century Canada? What did it mean to be a treaty person at that time?
- What treaty brought the Seven Years’ War to an end? What were the main stipulations in this treaty? How did the treaty affect Indigenous individuals and communities?
A3.3
identify key political and legal changes that occurred in and/or affected Canada during this period (e.g., the Royal Proclamation, 1763; the Treaty of Utrecht, 1713; the Quebec Act, 1774; the Constitutional Act, 1791), and explain the impact of some of these changes on various individuals, groups, and/or communities, including First Nations, Métis, and Inuit individuals and/or communities
- In what ways was the Quebec Act a departure from earlier policy? What impact did it have?
- Why was the Constitutional Act of 1791 implemented? What impact did this act have on French and English Canada? What impact did it have on Indigenous people?
- What key provisions from the Royal Proclamation of 1763 addressed the issue of title to Indigenous land?
A3.4
identify key social and economic changes that occurred in and/or affected Canada during this period (e.g., fur trade competition between the North West Company and the Hudson’s Bay Company, Loyalist settlement, growth in agriculture and in the timber industry, the ethnogenesis of the Métis), and explain the impact of some of these changes on various individuals, groups, and/or communities, including First Nations, Métis, and/or Inuit individuals and communities
- What were some factors during this time that had an impact on the ethnogenesis of the Métis?
- What was the North West Company? How did its establishment change the fur trade? What impact did these changes have on First Nations and Métis people and on French and British traders?
- To whom does the term “country wives” refer? What impact did the policies of different fur trade companies have on the role of “country wives”?
- What were some of the challenges facing Loyalists on their arrival in Canada? Did all Loyalists face the same challenges?
A3.5
describe some significant aspects of daily life in various First Nations, Métis, and Inuit communities in Canada during this period (e.g., with reference to housing, clothing, transportation, size of families, gender roles, kinship ties, beliefs and values, celebrations, ceremonies and rituals, spiritual life)
- How did Indigenous peoples’ traditional knowledge of and their relationship with the land and water affect aspects of daily life in their communities?
- What were some differences in the ways of life in two Indigenous communities in your local area?
- How did Métis marriage customs acknowledge both First Nations and European ancestors?
A3.6
describe some significant aspects of daily life of different newcomer/settler groups living in Canada during this period (e.g., with reference to seigneurs and habitants in New France; migrant fishers in Newfoundland; European traders in less populated regions; Black Loyalists in Nova Scotia; militia, priests, nuns, artisans, and/or labourers in Louisbourg or Quebec City; Acadian or Planter farm families in the Annapolis Valley)
- What would life have been like for young people your age living in an artisan’s family in New France? Would they be in school? Would they be working? What might they have done in their spare time?
- What were the day-to-day responsibilities of men, women, and children in a rural family in early Upper Canada?
A3.7
describe significant interactions between various individuals, groups, and institutions in Canada during this period (e.g., with reference to interactions affecting First Nations, Métis, Inuit, French and English colonists, Acadians, Planters, Loyalists, slaves; the functions of, and interactions of people with, the Catholic Church, Protestant churches, and/or the French and British colonial administrations)
- What role did the Catholic Church play in the lives of colonists in New France? What roles did the Catholic and Protestant churches play in the lives of First Nations and Métis people?
- What impact did rivalries among European powers have on the relations between French and English colonists in Canada?
- What rivalries and alliances existed among Indigenous nations? Why were they significant?
- How would you describe relations between First Nations, Métis, and Loyalists in Upper Canada? Between French settlers and Loyalists in Lower Canada? What role did pressures for land and resources play in these relationships?
- What types of interactions did Inuit and First Nations in Newfoundland and Labrador have with Europeans who worked in the commercial fishery and/or seal hunt?
A3.8
identify some significant individuals and groups in Canada during this period (e.g., Marie-Josèphe Angélique, Michel Bégon, Esther Brandeau, Joseph Brant, Molly Brant, Cadotte, Alexander Mackenzie, Pontiac, Elizabeth Simcoe, John Graves Simcoe, Thanadelthur; trappers and fur traders, Métis “country wives”, missionaries, explorers, Loyalists, habitants), and explain their contribution to Canadian heritage and/or identities
- What role did Métis people play in the fur trade?
- Who was Marie-Josèphe Angélique? What does her story tell us about Canada in this period?
- Why do we have a holiday named after John Graves Simcoe?
- Who was Thanadelthur? What were her contributions to Canada?