Curriculum Analysis

Analysing Articles

Examining Opposing Viewpoints

Interpreting Folk Songs in History

Interpreting Cartoons

Responding Personally to Historical Information

Preparing to Conduct an Interview

Listening with Discrimination

Generalizing from Historical Data

Analysing Cause and Effect

The Confederation Debate: A Community Perspective

Interpreting Folk Songs in History

Individuals who live when key historical events are unfolding often describe them on paper in the form of folk poetry, particularly songs. Although some of the folk songs may be simple, they provide a rich source of information for the historian since they form a record of how people felt and illustrate how they communicated their feelings and positions.

The "Hero of '48" appeared in The Independent on April 5, 1948. Its message is an anti-confederate one, appealing to the listener's sense of history, geography, and nationalistic pride.

The "Battle Song of Newfoundland" was carried in The Confederate on May 12, 1948. Its message centers on the idea that Confederation will build on a brighter tomorrow. It also makes geographic and historic appeals but also adds the religious. These songs provide an opportunity for students to sample approaches taken by those on both sides of the issue to convince others of the merit of their respective positions.

Outcomes

By engaging in these processes, students will achieve the following outcomes:

Canadian History 1201

  • Know reasons used by confederates.
  • Know reasons used by anti-confederates.
  • Examine methods used by confederate and anti-confederate groups.
  • Retrieve and categorize information from a variety of sources.
  • Engage in critical thinking, decision-making, and problem-solving.
  • Appreciate history as a product of the interplay among aspirations, personalities, ideals, and cultures.

Language Arts

  • Respond critically to a range of texts, applying their understanding of language, form, and genre.
  • Communicate information and ideas effectively and clearly, and to respond personally and critically.

Social Studies Skills

This lesson also promotes the following social studies skills:

Gathering Information

  • Read information sources with discrimination, particularly differences in purpose and coverage.

Evaluating Information

  • Recognize agreement or contradiction among sources and reasons for them.
  • Consider the reliability of information sources in terms of consistency, reasonableness, and objectivity.

Instructional Approach

  1. These tasks may be assigned as an independent task in the form of an in-class or take-home assignment.


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