Curriculum Links

Curriculum Links: Mackenzie and the Reformers

By participating in Mackenzie and the Reformers, students have an opportunity to (specific examples from the program are shown in bold):


History


Canada, 1800-1850: Conflict and Challenges

  • B1.1 analyse social and political values and significant aspects of life for some different groups in Canada between 1800 and 1850...(Common vs Elite, Mock Debate, Facebook Mackenzie/Bond Head, Government Systems, Mackenzie’s Print Shop, Assembly Debate, Petition)
  • B1.2 analyse some of the challenges facing individuals and/or groups in Canada between 1800 and 1850 and ways in which people responded to those challenges (Background, Mock Debate, Rebellion and Aftermath, Government Systems, Mackenzie’s Print Shop, Get the Farmer to Market, Petition)
  • B2.2 gather and organize information and evidence about perspectives of different groups on some significant events, developments, and/or issues that affected Canada and/or Canadians during this period, using a variety of primary sources and secondary sources (Mock Debate, Government Systems, Get the Farmer to Market, Petition)
  • B2.5 evaluate evidence and draw conclusions about perspectives of different groups on significant events, developments, or issues that affected Canada and/or Canadians during this period (Facebook Mackenzie/Bond Head, Government Systems)
  • B3.1 identify factors leading to some key events and/or trends that occurred in and/or affected Canada between 1800 and 1850, and describe the significance of some of these events/trends for different individuals, groups, and/or communities (Mock Debate, Government Systems, Get the Farmer to Market, Petition)
  • B3.2 identify key political and legal changes that occurred in and/or affected Canada during this period (Background, Government Systems)
  • B3.4 describe interactions between different groups and communities in Canada during this period (Elite vs Common, Mock Debate)
  • B3.5 identify some significant individuals and groups in Canada during this period, and explain their contribution (Elite vs Common, Facebook Mackenzie/Bond Head)


Language


Reading

  • use their knowledge of elements of grammar and oral and the structure of words and sentences to understand what they read (all activities)
  • use a variety of strategies to determine the meaning of unfamiliar words (during morning activities)


Oral and Visual Communication

  • listen and respond constructively to alternative ideas or viewpoints (all activities throughout the day)