Noémie St-Onge

FE2: Summer 2021

BACKGROUND/CONTEXT
Change of Empires Cycle & Cycle 2, Grade 9
Title of unit
Grade level
Subject area
History - Royal Proclamation 1763/Quebec Act 1774
For students to put his/her interpretation of the Royal Proclamation and the
Quebec Act in perspective and establish the factual basis of a social
phenomenon. Students will be given a specific point of view/perspective (either
French catholic or British merchant) that they will have to keep in mind when
Goal for Activity
analysing both constitutions. This shift in perspective will let students be more
engaged with the content; they will gain a greater understanding of the impact
of both constitutions on society back then.

This activity serves to reinforce student understanding in regard to both the

Royal Proclamation and the Quebec Act, where they are given the opportunity
to reflect upon how it affected the lives of people back then. I chose this activity
Rationale for Activity
to make students interpret what they learn in the lecture and put both
phenomena into perspective.

Through this learning opportunity, students will interpret social phenomena

using the historical method (competency 2). More precisely, they will establish
the factual basis of a social phenomenon; they will identify circumstances and
QEP Subject Area actions, they will identify actors and determine their interests and examine
Competencies different points of views. Moreover, they will also explain a social phenomenon,
by seeking explanatory factors, establishing connections among these factors
and identifying consequences. Lastly, students will also put his/her interpretation
of both constitutions into perspective.
The activity promotes differentiation in the different ways students are learning
and expressing what they are learning. Students are given the opportunity to
work in small groups, where they can share thoughts and ideas but still produce
individual work on the worksheet. Students are also given the opportunity to
show their understanding in both a written and oral form. The activity is both
Differentiation teacher-led and student-led; the teacher begins by explaining the activity,
students are then placed into small groups to share their ideas and fill out their
worksheet and lastly the class comes back together for a class discussion where
the teacher leads the discussion with questions for each group. Even though
students need to recall facts, the activity promotes creativity through creative
writing, which helps stimulate student interest.
ACTIVITY PLAN
- Students will know key factual information about the Royal Proclamation
and Quebec; precisely what changes it brought to society in regard to
Student will religion, language and the justice system and how it affected different
know/understand/do as a groups of people in different ways. Students should be able to explain
result of this activity these changes and interpret how these changes impacted the lives of
people. Students will demonstrate their understanding of the historical
method through the connections they will make between factual
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 information (changes and continuities in both constitutions) and the
relationship it has with different perspectives of important historical
groups (French Catholic or British merchants). As a result of their learning,
students will be able to understand how important it is to consider
different points of views in history and historical phenomenons; they will
be able to reflect upon how certain phenomenons may have affected
people differently and how important it is to recognize that history is
subjective despite factual evidence.
Total time: 35-40min
Step 1: Distribute the worksheet; go over the instructions with students and ask
if students have any questions/concerns. (5min) (WORKSHEET APPENDIX A)
Step 2: Create groups of 3-4 students and give each group a fictional identity
(either French Canadians or British merchants) (2 min)
Procedures Step 3: Students work in small teams to fill out the worksheet (each student fills
out an individual worksheet for participation marks); encourage discussion and
ask students to prepare for class discussion. (20min)
Step 4: Classroom discussion; ensure that each group participates (ask precise
questions to each group based on the worksheet and overall understanding of
the content) (10-15min)
Students are formatively assessed on their participation in small group
discussion, the quality of answers on the worksheet and on participation in the
Assessment classroom discussion. Students are given instant feedback during the discussion
and more precise feedback on their worksheet later on.

Broad Areas of Learning

☐ Health & Well ☐ Career Planning & ☐ Environmental ☐ Media Literacy ☐ Citizenship &
being Entrepreneurship Awareness & Consumer Community Life
Rights & Responsibilities
Explanation:

The intended learning promotes Citizenship and Community Life; students have the opportunity to reflect on how
governmental decisions affect the lives of citizens in different ways. Students are able to learn and appreciate two
different perspectives at once in regard to crucial milestones in the history of Canada and Quebec. Students will be
able to recognize the diversity within society and characteristics of a democratic society through time and place.
Students will also be able to form their own perspectives and opinions in regard to society and politics, which is a
crucial factor when becoming an engaged and informed citizen.

Cross Curricular Competencies

☐ Uses Information ☐ Solves Problems ☐ Exercises critical ☐ Uses Creativity ☐ Adopts effective work
judgement methods
☐ Uses information & ☐ Achieves their potential ☐ Cooperates with others ☐ Communicates
communications appropriately
technologies
Explanation:
With this activity, the student develops the CCC; uses information, exercises critical judgement, cooperates with
others, uses creativity and communicates appropriately. The student uses information and examines how to use that
information appropriately; they filter factual evidence and connect information together to form a critical analysis. The
student forms, expresses and develops their own critical judgments in regard to the effects of both constitutions on
different people in society. Students also exercise critical judgement when articulating their opinion to the class and

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re-assessing their understanding based on what is shared in the discussion. The student cooperates with others in
small group discussions; the student takes part in the discussion with an open mind and contributes to team efforts.
Students also use creativity when taking the perspective of an 18th century French or British person; they express
their ideas in new ways. Lastly, students work on communicating appropriately by sharing orally their ideas in both
small group discussion and classroom discussion; students share their ideas in a coherent, clear, appropriate, and
precise manner. Students also respond to their peers in a critical and respectful way that contributes meaningfully to
the discussion.

Appendix A: Worksheet

Name: _______________________ Date: ______________________

Time Travel
Mission: You and your friends are given the secret task to time travel back to the year 1763 and 1774 to

experience firsthand the Royal Proclamation and the Quebec Act. Upon arrival in 1763, you are given a

new identity:

- Canadiens (French Catholic)

OR

- British merchants (English Protestant)

You need to place yourself in the shoes of this person and think/reflect as if you were this person back

in 1763 and 1774; think about their personal beliefs and values. When reporting back to the present and

sharing your findings, you need to remember to take the perspective of your chosen identity into

account (Canadiens or British merchants).

Fill out this template with your time travel peers and bring it back to the present. (ask yourself:
How would I have felt as a Canadiens or British at that time?)

Royal Proclamation 1763

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What changes did the Royal Proclamation bring to religion and language?
1.

2.

3.

How do you feel about these changes and why? (In your fictional mindset)

Quebec Act 1774

What changes did the Quebec Act bring to religion and to the justice system?

1.

2.

3.

How do you feel about these changes and why? (In your fictional mindset)

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