TURN THEM OOT - Toronto

TTOHUOERTMN!

Rebels and Redcoats of the Upper Canada Rebellion

A Unit Written for
the City of Toronto

2013

Contents 2 Introduction
2 C ontributors and Acknowledgments
2 A bout this Curriculum Unit
3 Fundamental Guiding Questions
4 Instructional Strategies
5 Description of Culminating Activity
6 Assessment and Evaluation
7 Accommodations and Modifications
7 Curriculum Connections
10 Museum Connections and Resources
12 Conflict and Change Unit - Lessons
13 Lesson 1: The Causes/Reasons for the Upper Canada Rebellion
18 Lesson 2: The Power of Persuasion
23 Lesson 3: The Choice and Use of Media
28 Lesson 4: Assuming Perspectives of Change
33 Lesson 5: The Results/Consequences of the Rebellion
37 Culminating Task
40 Black Line Masters
81 Appendix - Additional resources

Introduction

Contributors and Acknowledgements

James Steeves is an intermediate teacher with the Peel District School Board. He has served on a variety
of committees and curriculum writing teams through the Peel District School Board and the Ministry of
Education. His research on local aboriginal history has been presented to the Ontario History and Social
Science Teachers’ Association. He is currently an executive member of the Ontario Elementary Social
Studies Teachers’ Association. Steeves lives with his wife and three elementary-aged children beneath the
Niagara Escarpment in Hamilton, Ontario.

Jennifer Farrell-Cordon is an intermediate teacher with the Toronto District School Board. She is currently
an Education Officer, in the Curriculum and Assessment Policy Branch working on the revision of the
Social Studies Grades 1 – 6, History and Geography Grades 7 and 8 curriculum policy document. She
has co-authored two Geography textbooks and has served on a variety of writing teams concerning the
elementary curriculum through the Toronto District School Board and The Critical Thinking Consortium.
She has also presented workshops through the Ontario Association of Geography and Environmental
Educators and the Toronto District School Board.

Contributors: Work was supported by a committee that included Rob Mewhinney (Program Coordinator,
Toronto District School Board, Social and World Studies and the Humanities), Byron Stephenson
(Instructional Leader, Toronto District School Board West Region, Social Studies, History and Geography),
Elizabeth Nelson-Raffaele (Curator, Gibson House and Historic Zion Schoolhouse), Elaine Savva (Museum
Coordinator, Scarborough Museum), Janet Schwartz (Museum Coordinator, Mackenzie House), and Danielle
Urquhart (Program Officer, Mackenzie House).

About this Curriculum Unit

In a world of change and conflict, it has become increasingly important to acquire the skills and strategies
for analyzing and evaluating solutions to conflict, and for identifying their causes before they develop.
Students today require the skills and knowledge to make use of a variety of resources to analyze and
evaluate change. Since any change and its resulting conflict takes place within a historical context, an
understanding of that context is crucial for determining solutions. Furthermore, since the analysis and
evaluation of conflict and change is highly interpretive, the development of solutions for current and future
conflicts relies on a familiarity and understanding of major conflicts in the past.

One of the most significant conflicts in Canada’s history was the Upper Canada Rebellion of 1837. Fraught
with convictions and contradictions, heroes and villains, accidents and fatalities, the rebellion determined
the course of Canadian political and social history, and paved the way for the responsible government that
Canadians enjoy today. Through the study of this rebellion, students will be able to develop the skills and
knowledge required to identify, interpret, analyze and evaluate conflicts and their solutions in the past, the
present, and in years to come.

The development of historical thinking can be further enriched through the experience of real sites of
historical conflict. Many of the events concerning the Upper Canada Rebellion can be found in their
original state at various sites under the direction of the City of Toronto Museums. Rather than reading
from secondary sources about the perspectives and actions of those involved in the conflict, students
can experience for themselves what it was like to be involved in the conflict: they can see the uniforms,

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 2

barracks, and weaponry used by the militia at Fort York; they can pull the lever on an 1850’s printing press
like that used by Mackenzie to publish his famous call to action; they can taste the bread and butter that
Mrs.Gibson would have made before fleeing her home as it was set aflame by the troops. Each of the ten
sites of the City of Toronto Museums offers a variety of experiences that will enrich any unit on the Upper
Canada rebellion.

The following document has been created as a guide for teachers of the “Conflict and Change” strand of
the Grade 7 History curriculum. The purpose of the unit is to make explicit connections between the
various expectations of the “Conflict and Change” strand and the resources made available to teachers
through the different sites of the City of Toronto Museums. In addition to connecting student learning to
hands-on experiences offered by the museum sites, the unit also incorporates current research on
instructional strategies and follows the directives outlined in the Ministry of Education’s new assessment
strategy, as outlined in the Growing Success document.

The first part of this document outlines the general structure of the unit, the instructional strategies
involved, and the assessment strategies incorporated throughout the unit. The unit itself consists of five
separate lessons, each with its own set of instructional and assessment strategies and resources, as well
as a culminating task that incorporates the skills and knowledge developed throughout the unit. A list of
additional resources for students and teachers is provided at the end of this document.

Fundamental Guiding Questions

The unit is based on an inquiry-based model, in which students are invited to explore important questions
that apply both to the historical context of the rebellions and to their own current situation. This way
students approach the topic in the same manner as real historians and archivists: namely, by exploring
the historical actions and events of history with a respect for the historical context in which they occurred,
while maintaining a critical distance from the perspectives and contextual limitations of the actors who
performed them.

Because of the uniqueness of historical thinking with its respect for the past and the critical distance
from which it studies the past, it was essential to consider two different but parallel fundamental
guiding questions:

1. Was the rebellion successful in bringing about change?

This question can be broken down into the following:
• What were the causes of the rebellion?
• What methods of persuasion, what medium, and what conflict resolution strategies were

used by the rebels?
• How effective were the rebels’ use of persuasion, the media, and conflict resolution strategies in

bringing about change?

This question encourages students to explore the causes, perspectives, and significance of various aspects
of the rebellion with a respect for the historical context of the evidence provided and of the historical
actors involved in the rebellion. Students are encouraged to explore various sources (both provided in the
unit and available on the internet) and to draw conclusions about the events and actors involved in the
rebellion and the significance of them within a broader historical context. These historical questions are
asked within the context of a second, more general, question:

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 3

2. How do we bring about change in society?

This question can be broken down into the following:
• How can we persuade others to change?
• How do we choose the appropriate medium for communicating our ideas?
• How can we choose the appropriate strategy for resolving conflict?

Here students go beyond history as a mere transmission of information about the past to an opportunity
to assess historical choices critically and with a view to how it applies to their current social and political
context. Each of these questions promotes students to engage in inquiry-based activities, exploring various
options to arrive at a suitable conclusion. In order to weigh the various options in each, students are also
invited to consider the appropriate criteria by which to choose between them: the criteria for choosing
one argument over another, for example, or for choosing which strategy or medium would work better for
bringing about a particular change.

A summary of how the unit engages with these questions is provided below:

1. Was the rebellion successful in bringing about change?
• What were the causes of the rebellion? (lesson 1)
• What methods of persuasion, what medium, and what conflict resolution strategies were
used by the rebels? (lessons 1, 2, 3, 4)
• How effective were the rebels’ uses of persuasion, the media, and conflict resolution
strategies in bringing about change? (lesson 2, 3, 4, 5)

2. How do we bring about change in society?
• How can we persuade others to change? (lesson 2)
• How do we choose the appropriate medium for communicating our ideas? (lesson 3)
• How can we choose the appropriate strategy for resolving conflict? (lesson 4)

Instructional Strategies

Every student is unique with respect to their strengths and challenges in how they perceive, manipulate,
and interpret new skills and knowledge. Hugh Gardner’s concept of Multiple Intelligences suggests that
there is a multiplicity of different ways that students learn, including visual/spatial, verbal/linguistic, logical/
mathematical, interpersonal, intra-personal, kinaesthetic, and naturalist. To best meet the needs of each
student, it is important for teachers to structure the learning so that different types of intelligence are met
throughout the process. This approach to teaching is commonly known as Differentiated Instruction.

Throughout this unit, every effort has been made to meet the needs of different students. Through the use
of student-directed inquiry-based learning, interactive debates, dramatic activities and music, students are
offered a variety of experiences so that they may all experience success as they proceed through the unit.
Once they reach the culminating task, students are also given the opportunity to choose the format of their
response so that the assessment of their learning is based on student strengths and interests.

The implementation of Differentiated Instruction requires flexibility on the part of the teacher, as well as
an understanding of the needs of each student. Teachers should add or develop any part of the suggested
instructional strategies, or focus on certain aspects of the unit more than others, depending on their
background knowledge of the students and the particularities of the learning environment.

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 4

Description of Culminating Activity

Students will demonstrate their understanding of conflict and change as reflected in the Upper Canada
Rebellion by selecting one of nine possible options from a choice board. Each option is based on a different
Multiple Intelligence so that students can demonstrate their knowledge through a familiar medium and
work to their strengths. Students are also given the option of creating their own culminating task according
to the specific criteria.

The options are listed in the chart below:

Culminating Task Choice Board

Verbal/Linguistic Interpersonal Visual/Spatial

Write an editorial for a Work with a partner and use Create a 3D model that shows
newspaper in role as someone your persuasive writing skills the location of the events of
who was affected by the to create a debate on one of the Upper Canada Rebellion.
rebellion. Use the 4 C’s to argue the issues that caused the Use labels and create a script
either that the rebellion helped Rebellion. You will need to take explaining the order and
or did not help to resolve opposing sides and present causes of each event, and how
one of the challenges/ issues your debate to the class. each event led to the other.
discussed in class.

Logical/Mathematical Your Choice Naturalist

Using some of the data Make sure to clear it with Students are to present a
provided in lesson #1, create a your teacher first. report (written or oral) on
budget for a typical farmer in how land uses, land patterns
1837. Explain how a farmer’s and climate played a role in
situation might lead him to the rebellion and the escape
join the rebellion and in what afterwards. Students will need
ways the life of a farmer was to explain to what extent these
changed after the rebellion. factors caused the rebellion
and to what extent they were
changed after the rebellion.

Bodily/Kinesthetic Intrapersonal Musical/Rhythmic

Write and perform a short Create at least 3 journal Create a poem or a song about
dramatic presentation of entries written by one of one or more of the five issues
either a rebel’s escape after the David Gibson’s children about that led to the Rebellion and
rebellion or of what happens your new life immediately after the results. Your poem or song
to a rebel’s family after the the Rebellion. You will need to should have at least 2 verses
rebellion. You will need to consider the new challenges and a chorus, or 3 verses.
refer to at least one of the faced by the family, and refer
challenges/issues and the to at least one of the
effects/results. challenges/issues.

Each of the options provides students with an opportunity to demonstrate their ability to meet the overall
expectations for the “Conflict and Change” strand of the Grade 7 History Curriculum, namely:

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 5

By the end of Grade 7, students will be able to:

• describe the causes, personalities and results of the rebellions of 1837-38 in Upper Canada in relation
to themes of conflict and change;

• use a variety of resources and tools to gather, process and communicate information about issues and
conflicts in Upper Canada, and the attempts to resolve them;

• compare methods of conflict resolution in both historical and contemporary contexts;

Completion of each option also allows students to answer the two fundamental guiding questions:

1. Was the rebellion successful in bringing about change?
2. How do we bring about change in society?

The necessary skills for each option have been developed during one of the five lessons throughout the
unit. Students have also experienced several examples of assessment for and as learning in each lesson so
that they have received much feedback and involvement in the assessment process to prepare for the final
assessment of learning. Assessment thus becomes an intricate component of the entire unit, providing a
meaningful and continuous flow between what students do during the unit and what they are able to do
by the end of the unit.

The chart below shows which lessons cover the required skills for each option in the choice board. A more
detailed explanation of the criteria for completion of each option is provided later in this document in the
unit plan.

CULMINATING TASK OPTION RELATED LESSONS
Verbal/Linguistic 1, 2, 5
Interpersonal 1, 2, 5
Visual/Spatial 1, 4, 5
Logical/Mathematical 1, 5
Your Choice 1, 4, 5
Naturalist 1, 4, 5
Bodily/Kinaesthetic 4, 5
Intrapersonal 4, 5
Musical/Rhythmic 1, 2, 5

Assessment

The recent publication, Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools
(2010), by the Ministry of Education, outlines three different types of assessment: assessment for learning,
assessment as learning, and assessment of learning.

• Assessment for learning is assessment that is generally done at the beginning of a unit of study, such as
diagnostic assessment. Assessment for learning also occurs during a unit when the teacher checks for
understanding and determines the effectiveness of the instructional strategies used throughout the unit.

• Assessment as learning occurs when students are given the opportunity to reflect on their own
learning and to develop their own criteria for success. Assessment as learning refers to the graduated

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 6

release of responsibility from the teacher to the student concerning the student’s own learning
through assessment.
• Assessment of learning is when the teacher is judging or evaluating the extent that students have
acquired the skills, knowledge and understanding required to meet the overall expectations identified
by the unit. It usually occurs at the end of a task or unit, and is what has formerly been called
summative assessment.

This unit of study was created with all three types of assessment in mind. Starting with the fundamental
questions outlined above, the series of lessons were created using a backwards-design approach so that
all three forms of assessment guide the inquiry and the process of learning. As each question is addressed,
students are encouraged to participate in the choice of resources to explore, the critical interpretation
of their findings, and the development and application of criteria for each subtask. Once students have
completed each subtask, they are then invited to choose a culminating task that best meets their learning
strengths. Each option leads students to reconsider the two fundamental questions, but in a format that
they are comfortable with, and with the skills and knowledge that they have acquired during the subtasks.
Thus the culminating assessment of learning is intricately linked to, and a true summation of, the learning
that has occurred throughout the unit.

Accommodations and Modifications

The unit has been written from an inquiry-based perspective in which students generally begin with a
fundamental question and conduct independent research on an assigned topic. Inquiry-based learning
allows students to experience history authentically—that is, like historians who conduct their own research
based on questions about past events and personalities. Students are given the responsibility to guide their
own research according to their own strengths and interests, thus increasing the motivation and personal
interest in their own learning success.

Students who require accommodations or modifications often benefit from learning that is focused
and based on general, fundamental questions and concepts. These students benefit from an inquiry-
based learning approach, which is centered around key questions that students are invited to explore.
Inquiry-based learning is also hands-on and authentic. Each lesson has been provided with graphic
organizers and planners that are intended to guide and support students who might otherwise find
research planning difficult.

The unit incorporates a variety of small and large group activities which can often help students who
struggle to learn independently. A variety of instructional formats have also been included, such as music,
debate, media analysis, and drama. These formats are included in the culminating task so that students
have the opportunity to demonstrate their learning in a format in which they experience the most success.

Curriculum Connections

This unit is designed to cover most of the expectations found within the “Conflict and Change” strand of the
Grade 7 History curriculum, as found in The Ontario Curriculum: Social Studies, Grades 1 to 6; History and
Geography, Grades 7 and 8 (2004). The three overall expectations are as follows:

• describe the causes, personalities and results of the rebellions of 1837–38 in Upper and Lower Canada
in relation to themes of conflict and change;

• use a variety of resources and tools to gather, process and communicate information about issues and
conflicts in Upper and Lower Canada, and about the attempts to resolve them;

• compare methods of conflict resolution in both historical and contemporary situations.

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 7

The two fundamental questions listed earlier are derived from the three overall expectations. The first
question, “Was the rebellion successful in bringing about change?” requires students to consider aspects
of the first two overall expectations, in a format that encourages inquiry and student-guided learning. The
second question, “How do we bring about change in society?” addresses the third overall expectation by
making use of the skills and knowledge developed throughout the study of the rebellion and applying
them to current, local conflicts. Thus through the use of the two fundamental questions for the unit, the
overall expectations of the “Conflict and Change” strand are met.

Most of the specific expectations from the “Conflict and Change” strand are also met. The one exception
would be that the events and personalities of the Lower Canada Rebellion or of the Maritimes are not
included, nor a comparison of the Upper Canada Rebellion to the rebellion in Lower Canada. Since the ten
sites of the City of Toronto Museums provide resources primarily concerning the Upper Canada Rebellion,
the unit focus is mainly on the Upper Canada Rebellion. Teachers are invited to cover the Lower Canada
Rebellion either prior to commencing this unit, or throughout the unit (especially during lessons 1, 4 and 5).
Teachers may also consider having students research the use of persuasive argument, the use of the media,
and the use of conflict resolution strategies in the Lower Canada Rebellion and comparing them to those
used in the Upper Canada Rebellion. A detailed list of specific expectations is included in the chart below.

While the focus of the unit is the “Conflict and Change” strand, the unit also offers the opportunity for
cross-curricular instruction in the areas of Language Arts, Drama, and Media Literacy. Teachers can feel free
to extend the unit into these areas depending on their strengths and expertise. The chart below suggests
additional cross-curricular expectations that could be explored as part of the overall unit.

Overall Expectations: Grade 7 “Conflict and Change”

• describe the causes, personalities, and results of the rebellions of 1837–38 in Upper and
Lower Canada in relation to themes of conflict and change;

• use a variety of resources and tools to gather, process, and communicate information about issues
and conflicts in Upper and Lower Canada, and about the attempts to resolve them;

• compare methods of conflict resolution in both historical and contemporary situations.

Specific Expectations (Grade 7 History) Lessons when covered:

Knowledge and Understanding 4, 5
By the end of Grade 7, students will: 1, 4, 5
– identify types of conflict and describe strategies for conflict resolution; 1, 2, 3, 4, 5

– identify key issues and events of the rebellions of 1837–38 in Upper Canada; 5

– describe the role of key personalities involved in the rebellions, and 1, 2, 3, 4, 5
the methods they used to bring about change;

– explain the major social, economic, political, and legal changes that
resulted from the rebellions and their impact on the Canadas.

Inquiry/Research and Communication Skills
By the end of Grade 7, students will:
– formulate questions to guide research on issues and problems;

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion continued...
8

– use a variety of primary and secondary sources to locate relevant 1, 4, 5
information about key personalities involved in the rebellions; 1, 3, 4, 5
2, 4, 5
– analyze, synthesize, and evaluate historical information; 1, 3, 5

– describe and analyze conflicting points of view about a series of 4
historical events; 2, 3, 4, 5
1, 2, 3, 4, 5
– construct and use a wide variety of graphs, charts, diagrams, maps, and
models to organize and interpret information; 4

– investigate and report on methods of conflict resolution employed in 2
everyday life at home, at school, and in the community;
3
– communicate the results of inquiries for specific purposes and audiences,
using media works, oral presentations, written notes and descriptions, 4
drawings, tables, charts, and graphs; 9

– use appropriate vocabulary to describe their inquiries and observations.

Application

By the end of Grade 7, students will:

– compare and contrast historical conflict resolution strategies with those used
today to resolve disputes at home, at school, and in the community.

Specific Expectations (Grade 7: Language Arts)

Writing

By the end of Grade 7, students will:
1.1 identify the topic, purpose, and audience for more complex writing forms

1.3 gather information to support ideas for writing, using a variety of
strategies and a wide range of print and electronic sources

1.4 sort and classify ideas and information for their writing in a variety of ways
that allow them to manipulate information and see different combinations
and relationships in their data

2.2 establish a distinctive voice in their writing appropriate to the subject
and audience

Specific Expectations (Grade 7: Media Literacy)

By the end of Grade 7, students will:
- identify some media forms and explain how the conventions and techniques

associated with them are used to create meaning

Specific Expectations (Grade 7: Drama)

By the end of Grade 7, students will:
- engage actively in drama exploration and role play, with a focus on

examining multiple perspectives related to current issues, themes, and
relationships from a wide variety of sources and diverse communities
- plan and shape the direction of the drama by working with others, both in
and out of role, to generate ideas and explore multiple perspectives

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion

Museum Connections

The City of Toronto Museums offer students a wide variety of hands-on learning experiences. Each site
offers a variety of programs to allow for hands-on learning experiences at original sites linked to the Upper
Canada Rebellion. Although the unit was written so that a visit to one or more of these sites would not
be required for the achievement of the curriculum expectations, the unit is designed so that museum
visits would provide a natural extension and enrichment of student learning. Teachers are invited to take
advantage of some or all of the experiences available through the City of Toronto Museums. Teachers
are encouraged to discuss their classroom program with museum staff prior to a visit - programs can be
customized to meet the individual needs and interests of their students.

Three sites of particular interest to teachers of the “Conflict and Change” strand of the Grade 7 History
curriculum are Fort York, the Gibson House Museum, and the Mackenzie House. The appropriate programs
offered by each museum are shown below.

Fort York

Radicals and Redcoats
Explore the reaction to the Rebellion from the government perspective, its effects on the officers, soldiers
and Toronto civilians. Activities include:
• Militia Muster and Musket drill – how the government prepared to defend its communities
• Hands-on examination of 1830s weapons technology.
• Exploration of the 1837 Officers’ Barracks and our subterranean Rebellion money vaults

Gibson House

In Arms Against the Government; The Gibson Family and the Rebellion of 1837
Engage in the events and ideas of the Rebellion through the stories and experiences of Rebel leader
David Gibson and his family.
• Identify the issues that lead David Gibson and his neighbours to join the Rebellion.
• Prepare and enjoy a mid-day - and learn about the impact of the Rebellion on Eliza Gibson and

her children.
• Explore Rebellion events and personalities through a re-enactment game or use primary

source documents
to explore the ideas that motivated David Gibson’s choices to seek reform, and rebellion.

Mackenzie House

Rebellion!
Learn what led some ordinary citizens to take drastic measures against the government.
• Re-enact an Assembly debate as Tory and Reform members of government.
• Identify social and political issues in the colony and complete a petition using primary documents
• Learn how and why Mackenzie printed his newspapers and create a souvenir rebel poster printed on

the 1845 hand press.

The Radical Press
Visiting the retired rebel’s home, students examine the personal side of the Rebellion of 1837.
• In the role of reporters or rebels, interview key personalities from the Upper Canadian Rebellion.
• Hero or traitor? Using steel-nib pen and ink, present your verdict on Mackenzie’s legacy.
• Explore the rebel leader’s writings and print your own newspaper.

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 10

Mackenzie’s Toronto, A Walking Tour

On a walk through William Lyon Mackenzie’s Toronto:
• Investigate the social and political issues facing Toronto’s residents from the 1820s to the 1860s and

discover how Muddy York became the provincial capital
• Visit original buildings and locations such as St Lawrence Hall and Hangman’s Square.
• Hear original accounts of how Mackenzie and his contemporaries felt about the issues facing

19th-century Toronto.

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 11

Conflict and Change Unit - Lessons

13 Lesson 1 The Causes/Reasons for the Upper Canada Rebellion
18 Lesson 2 The Power of Persuasion
23 Lesson 3 The Choice and Use of Media
28 Lesson 4 Historical Perspectives on Conflict
33 Lesson 5 The Results and Consequences of the Rebellion
37 Culminating Task

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 12

lesson #1

The Causes/Reasons for the Upper Canada Rebellion

Lesson Summary
In this lesson, students will explore the causes/issues that lay the foundation for
the Upper Canada Rebellion. They will do this by listening to a song about the
rebellion, and by participating in classroom discussions and a group presentation
about the rebellion.

Prior Knowledge

• knowledge of the causes and issues that lead to the Rebellion in Lower Canada and the
events and outcomes of the actual Rebellion

• experience with reading song lyrics or poetry

Curriculum Expectations

Grade 7: Conflict and Change

Overall Expectations

• describe the causes, personalities, and results of the rebellions of 1837-38 in Upper Canada in
relation to themes of conflict and change

• use a variety of resources and tools to gather, process, and communicate information about
issues and conflicts in Upper Canada

Specific Expectations

• identify key issues and events of the rebellions of 1837–38 in Upper Canada
• describe the role of key personalities involved in the rebellions, and the methods they

used to bring about change
• analyse, synthesize, and evaluate historical information
• communicate the results of inquiries for specific purposes and audiences, using media

works, oral presentations, written notes and descriptions, drawings, tables, charts, and graphs
• use appropriate vocabulary

Grade 7: Language

Oral Communication

Listening

1.1 identify a range of purposes for listening in a variety of situations, formal and informal, and
set goals appropriate for specific listening tasks

1.3 identify a variety of listening comprehension strategies and use them appropriately before, during,
and after listening in order to understand and clarify the meaning of increasingly complex or
challenging oral texts

1.4 demonstrate an understanding of the information and ideas in increasingly complex oral texts in
a variety of ways

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 13

1.5 develop and explain interpretations of oral texts using stated and implied ideas from the texts
1.6 extend understanding of oral texts, including increasingly complex texts, by connecting,

comparing, and contrasting the ideas and information in them to their own knowledge,
experience, and insights; to other texts, including print and visual texts; and to the world
around them

Speaking

2.1 identify a range of purposes for speaking and explain how the purpose and intended audience
might influence the choice of speaking strategies

2.3 communicate orally in a clear, coherent manner, using a structure and style appropriate to
both the topic and the intended audience

Fundamental Guiding Questions

1. Was the rebellion successful in bringing about change?
• What were the causes of the rebellion?
• What methods or persuasion, what medium, and what conflict resolution strategies were

used by the rebels?

Materials and Resources

Student BLM’s
BLM 1.1 Lyrics for “Turn Them Ooot”
BLM 1.2 Four Resources Cards
BLM 1.3 Inquiry Sheet
BLM 1.4 Background Information – Issues Leading to Rebellion
BLM 1.5 Exit Pass – Star, Wish and Light bulb

Required Resources
• Mike Ford’s CD Canada Needs You, Volume 1,or a copy of the song “Turn Them Ooot”, which

can be downloaded from iTunes.

Additional Resources
• School textbooks
• Farming budget information provided by Museums (found in Appendix 1, Additional Resources)
• Letter written by Susanna Moodie about the living conditions in Upper Canada, found at:

http://www.collectionscanada.gc.ca/moodie-traill/027013-119.01-e.php?rec_id_nbr=51&
anchor=027013-3100-e.html
• “The Upper Canada Rebellion Song”, found on youtube
• The History of Canada Online, “Conflict and Change”, found at: http://canadachannel.ca/
HCO/index.php/E._Conflict_and_Change:_The_Rebellion_Years
• “Rebellions of 1837”, The Canadian Encyclopaedia online
• “Reform/Revolt”, http://www.canadahistory.com/sections/Eras/eras.htm
• Scholastic Flip Perspectives – 1837 – 1838 Rebellions ISBN - 9780779167753

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 14

Museum Connections

Mackenzie House - Rebellion! Program
Students are able to further investigate and explore the issues that lead to the Upper Canada Rebellion.
Students will participate in role playing as members of the Legislative Assembly, or Executive Council.
They will also play a board game that shows them the hardships of travel, and why proper roads were
so important. They will identify social and political issues in the colony and complete a petition using
primary documents.

Mackenzie House – Mackenzie’s Toronto, A Walking Tour
On this walk around old Toronto students will investigate the social and political issues facing Toronto’s
residents between 1820 and 1860. They will also listen to original accounts of how Mackenzie and his
peers felt about the issues facing 19th century Toronto.

Gibson House Museum
In Arms Against the Government: The Gibson Family and the Rebellion of 1837
Explore the issues of the Rebellion through the experiences of the one family. The re-enactment
game option is an effective way to introduce your students to the causes, events & personalities of the
Rebellion through role-play, hands-on activities and conversational inquiry. The document exploration
option provides students with well developed reading and analysis skills the opportunity to explore
the issues of the Rebellion through the diaries, letters and speeches of members of the Gibson family.

Literacy Connections

• Four-Resources Model will introduce strategies for reading new text types.

• Research and use of an inquiry organizer

Minds On

Time: 30 minutes

Whole Class Activity – Mike Ford’s “Turn them Ooot!”
The teacher will play the song for students once before distributing the lyrics. This allows students to
really listen to the song and the music.

The teacher should distribute the lyrics and play the song again so students can read along.

The teacher will introduce the four roles in the Four-Resources model, if they have not used this
strategy before.

Small Groups ( preferable of 4) Four – Resources Model ( from Inquiring Minds)
In groups students are given a collection of four role cards. Each group member is to take on one of
the four roles. They are to read the song lyrics with the intent to answer the guiding questions.

Allow students time to come up with their responses. As a group share your responses.

Teacher led class discussion – What do you think this text is about?
Go over any of the vocabulary that students had difficulty with and then discuss the problems/issues
that are raised in the song. Write a list of the issues raised in the song on the board.

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 15

Assessment for Learning: students can hand in their role cards for the teacher to read over and assess
for understanding of the text and role.

Look fors: The key issues in the song that students should address are: that the Family Compact
is mistreating most of the people in Upper Canada, there is corruption, lack of freedom, threat of
American takeover, the want for Responsible Government.

Action

Time: 60 to 90 minutes

Group Inquiry on Causes of the Rebellion
If possible students will need time on computers for this activity. If computers are unavailable make
sure to have enough resources and images printed for groups to use.

Small Groups—Creating Inquiry Questions
Students are to work in their small table groups to come up with a list of inquiry questions that are
based on the topics/ideas that the whole class brainstormed.

Have the groups share their inquiry questions with the class and the teacher should write these on
the board. The teacher may want to work on the wording of the questions and group some of them
together. Sample questions may include:
• How was the Family Compact mistreating the people of Upper Canada?
• Why might United States want to take over?
• If people want responsible government, how is the Family Compact irresponsible?
• Why are farmers upset with the Family Compact?
• Why are people complaining about the roads?

Answering the Inquiry Questions
The teacher may choose to model how to answer an inquiry question if this is the first time the class is
being introduced to this approach. The teacher may choose one of the inquiry questions suggested by
the students or choose one of their own. The teacher should model how to locate information from a
variety of sources and how to fill out BLM 1.3 “Inquiry Sheet”.

Either in the existing table groups or by area of interest the teacher then assigns an inquiry question to
each group. Each student should receive a copy of BLM 1.3. Students will spend the time finding
information that will help them answer their question(s).

Each member of the group is responsible for finding information, then the group can pull all of their
information together to come up with an answer.

The teacher should distribute BLM 1.4 “Background Information” and have a list of possible other
sources displayed for students to use.

Look fors: Students should come up with questions that are open-ended: questions that do not have
short answers but allow for inquiry.

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 16

Assessment for Learning: teacher anecdotal comments

Look fors: Students actively involved in researching with their groups. Students using the organizer to
jot down their ideas. Accuracy and detail in the students gathered information.

Consolidation and Connection

Time: 50 minutes

Small Groups – Presenting Information
As a class create criteria, if not already established, for an effective presentation. Students will then use
these criteria as a checklist for creating their presentations. The criteria may include:
• engaging
• accurate and relevant information
• clear and concise
• strong voice

Groups are to share the information they have learned with the class.
The groups need to not only give the information, but answer the last question on BLM 1.3 - “Why we
think this is an important issue leading to the Upper Canada Rebellion?”

Whole Class – Presentations
Hand out BLM 1.5 “Exit Pass—Star, Wish and Light bulb”. Review how to fill these exit passes out:
• Star = something you liked about the presentation
• Wish = something you wish the group would improve on for next time
• Light bulb = something new you learned from the presentation

Students will fill out the exit pass for each of the three groups they are listening to. As groups are
presenting the rest of the class will listen and then fill in one section of the exit pass.

Students hand in completed exit pass.

Look fors: active listening, students using the success criteria as they prepare for their presentation

Assessment as Learning: students make comments on each other’s work.

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 17

lesson #2

The Power of Persuasion

Lesson Summary
In this lesson students will learn how to make a persuasive argument using a
current example as well as Mackenzie’s writing in The Colonial Advocate. Students
will learn the format for a persuasive paragraph as well as the criteria for a strong
persuasive piece.

Prior Knowledge

• knowledge of the causes/issues that lead to the Upper Canada Rebellion (Lesson 1)
• an understanding of how to prove a point and listen attentively to other people (Lesson 1)

Curriculum Expectations

Grade 7: Conflict and Change

Overall Expectations

• describe the causes, personalities, and results of the rebellions of 1837-38 in Upper Canada in
relation to themes of conflict and change

• use a variety of resources and tools to gather, process, and communicate information about issues
and conflicts in Upper Canada

Specific Expectations

• identify key issues and events of the rebellions of 1837–38 in Upper Canada
• describe the role of key personalities involved in the rebellions, and the methods they used to

bring about change
• use a variety of primary and secondary sources to locate relevant information about key

personalities involved in the rebellions
• analyse, synthesize, and evaluate historical information
• communicate the results of inquiries for specific purposes and audiences, using media works, oral

presentations, written notes and descriptions, drawings, tables, charts, and graphs
• use appropriate vocabulary

Grade 7: Language

Writing

1.1 identify the topic, purpose, and audience for more complex writing forms
1.3 gather information to support ideas for writing, using a variety of strategies and a wide range of

print and electronic resources
1.4 sort and classify ideas and information for their writing in a variety of ways that allow them to

manipulate information and see different combinations and relationships in their data
2.2 establish a distinctive voice in their writing appropriate to the subject and audience

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 18

Fundamental Guiding Questions

1. Was the rebellion successful in bringing about change?
• What methods or persuasion, what medium, and what conflict resolution strategies were

used by the rebels?
• How effective were the rebels’ uses of persuasion, the media, and conflict resolution strategies

in bringing about change?

2. How do we bring about change in society?
• How can we persuade others to change?

Materials and Resources

Student BLM’s
BLM 2.1 T-Chart on Uniforms
BLM 2.2 Mackenzie’s Call to Action
BLM 2.3 The 4C’s for a Persuasive Paragraph
BLM 2.4 Criteria for a Persuasive Argument

Teacher BLM’s
BLM 2.5 Rubric for a Persuasive Argument

Additional Resources
• A public health poster about stopping the spread of cold and flu germs can be found at:

http://www.toucaned.com/Products/PublicHealth/ToolKitImages/adult/posters/english/02.jpg
• A poster about the benefits of walking can be found at: http://brightsparkcreative.files.wordpress.

com/2008/09/living-streets-poster.jpg

Museum Connections

Mackenzie House: The Radical Press
Students will explore more about the writings of Mackenzie. They will take on the role of reporters or
rebels, and conduct interviews with key personalities from the Upper Canada Rebellion. Students print
their own newspaper using the printing press.

Literacy Connections

• Using a T-Chart to organize ideas and perspectives on an issue
• Using guiding questions in order to read with a purpose
• Introduction and then use of the 4C’s of writing a persuasive argument

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 19

Minds On

Time: 30 minutes

Think/Pair/Share
The teacher writes an open question on the board about Uniforms – Eg: Should “school name” move
to having students wear uniforms to school?

(Note – if school already has uniforms frame the question around no longer wearing uniforms.)

Have students create a T-Chart – Pros and Cons. Then students work independently. Students are
to write down as many reasons for and against switching to uniforms. The teacher may want to ask
students to think about how different people will have different views about uniforms and to consider
the issue from different perspectives, such as parents, principals and uniform manufacturers.

In pairs, students share their T-Chart with an elbow partner or a table group. Then have partners
or table groups share with the whole class. The teacher should remind students to have each pair
or group share one idea at a time so that all groups get a chance to share. While the ideas are being
shared the teacher should write them down on chart paper so that students can return to them
later on.

Whole Class – Teacher-led Brainstorming
The teacher asks the class a question – “ How might you go about sharing your ideas on uniforms to
the rest of the school and school community?”

Students then share ideas with the class. The teacher should write these down on the board. Sample
ideas could include:
• Persuasive speeches
• Posters
• Songs
• Newspaper editorials

The teacher explains to the students that they will need to find a way to persuade people.

Assessment for Learning: observation and conferencing.

Look fors: students filling out their T-Chart with individual ideas and views of different people, when
in pairs active listening and sharing of ideas. During the brainstorming, a variety of examples, such as
those mentioned above.

Action

Time: 100 minutes
Power of Persuasion

Small Groups/Whole Class – Reading A Primary Document
Distribute BLM 2.2 “Mackenzie’s Call to Action.” Read the section to the students. Have students read it

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 20

themselves. With a partner, have students write down their ideas of what Mackenzie is saying beside
the appropriate section.

Allow students time to work on the document – circulate, reminding groups that the language may
be confusing, but you are looking for the big ideas not a direct translation.

The teacher may choose to have a copy of BLM 2.2 on an overhead or downloaded onto an interactive
whiteboard. Have groups share their ideas about sections of the BLM. Jot down their ideas beside the
appropriate section.

Teacher questions to class :
“What was Mackenzie trying to do with this piece of writing?”
Possible responses – get people angry, get people to fight with him, have people understand his ideas.

“How did he do it?” “What specific things did Mackenzie do in his writing?”
Possible responses – used emotion, used religion, asked questions in a way that ensured responses that
supported his ideas.

Introduction of the 4C’s of a Persuasive Paragraph
1. Catch – to grab the reader’s or listener’s attention. May take the form of a question or a statement.
2. Commit – this is where you state your opinion – you commit to your ideas.
3. Convince – this is the section the writer proves their point, convinces the reader/listener that their

opinion is the correct one.
4. Close – this is where you tie up your paragraph, in many cases it is where you have a call to action.

Individual/Whole Class – Use the 4C’s
Students are to find the 4C’s in Mackenzie editorial. They are to write down parts of the editorial that fit
the 4C’s. Students then share their responses with the whole class.

Whole Class - Criteria for a Persuasive Argument ( written or verbal)
The teacher can decide to have students generate criteria for a persuasive argument through a teacher
led discussion, or if time is limited hand out BLM 2.4 and read it over with the students.
The main criteria for a persuasive argument may include:
1. clear
2. supported
3. information is accurate and relevant
4. involves a call to action
5. strong clear voice (if presenting orally)
6. powerful language

Possible Persuasive Poster/Placard option
The teacher may also suggest that some students choose to do a persuasive poster/placard. If this is
chosen as an option then it is important to also generate criteria for an effective persuasive poster/
placard. Criteria may include:
1. strong visual images connected to the text
2. information is accurate

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 21

3. concise – not too wordy
4. involves a call to action
5. powerful language

Assessment for Learning: conferencing and teacher feedback on student notes on what Mackenzie
is saying.

Look fors: Active listening and sharing of ideas and interpretations. Also a student’s ability to see the
big ideas and support their ideas with evidence from the text. Lastly, a student’s ability to identify the
four parts of a persuasive paragraph in Mackenzie’s writing.

Assessment as Learning: Students create their own criteria of effective persuasive arguments and/or
poster/placard.

Consolidation

Time: 60 minutes

Individual Activity – Creation of a Persuasive Argument
Students will write a persuasive paragraph about the issues that lead to the Upper Canada Rebellion.
They are to persuade a group of people to join in the rebellion.
Students can use BLM 2.3, the 4C’s, to organize their ideas before they begin to write.
Students may also choose to create a persuasive poster/placard.

The teacher should either distribute BLM 2.4 or have copies made of the student-generated criteria.

Have students give feedback on each other’s work using BLM 2.4. Students should have time in class to
complete their persuasive paragraph.

Assessment as Learning: students use the class-generated criteria to provide feedback on each
other’s work

Assessment of Learning: BLM 2.5 “Rubric for a Persuasive Argument.”

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 22

lesson #3

The Choice and Use of Media

Lesson Summary
In Lesson 1, students were exposed to the causes/reasons for the Upper
Canada Rebellion. Students also considered the role of persuasive argument in
creating change. In this lesson, students will consider the role of the media in
creating change. They will look at how the printing press allowed Mackenzie to
communicate his call to action to a wide audience and promote change. Students
will examine the variety of media forms available today, and develop criteria for
an effective media form. They will then choose a media form to broadcast the
discovery of a new artifact or document concerning the Upper Canada Rebellion.

Prior Knowledge

• the causes/reasons for the Upper Canada Rebellion (lesson 1)
• effective means of persuasive argument (lesson 2)
• a familiarity with various media forms (activated by the Communications Timeline and the Current

Media Forms Graffiti)

Curriculum Expectations:

Grade 7: Conflict and Change

Overall Expectations

• describe the causes, personalities, and results of the rebellions of 1837-38 in Upper Canada in
relation to themes of conflict and change

• use a variety of resources and tools to gather, process, and communicate information about issues
and conflicts in Upper Canada

Specific Expectations

• identify key issues and events of the rebellions
• describe the role of key personalities involved in the rebellions, and the methods they used to

bring about change

Cross-Curricular Expectations

Grade 7: Media Literacy

2.2 Identify the conventions and techniques used in a variety of media forms and explain how
they help convey meaning and influence or engage the audience

Fundamental Guiding Questions

1. Was the rebellion successful in bringing about change?
• What methods or persuasion, what medium, and what conflict resolution strategies
were used by the rebels?

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 23

• How effective were the rebels’ uses of persuasion, the media, and conflict resolution
strategies in bringing about change?

2. How do we bring about change in society?
• How do we choose the appropriate medium for communicating our ideas?

Materials and Resources

Student BLM’s
BLM 3.1 - Tea Party Card
BLM 3.2 - Communications Technology Timeline Activity
BLM 3.4 - Communications Technology Timeline
BLM 3.5 - Newspapers, Then and Now
BLM 3.7 - Media Forms Criteria
BLM 3.8 - Media Rubric

Teacher BLM’s
BLM 3.3 - Communications Technology Timeline Activity Answers
BLM 3.6 - The Printing Press in the 1830s
BLM 3.8 - Media Rubric

Required Resources
• several large post-it notes
• copies or images of Mackenzie’s newspapers or newspapers from the 1800s, such as Mackenzie’s

Toronto Weekly Message (reproduced in Chris Raible, W.L. Mackenzie, Printer; His Newspapers and
Presses, City of Toronto Museums, 1992)
Note: copies of a few of Mackenzie’s newspapers are available at Mackenzie House.

Additional Resources
• copies or images of current newspapers
• online images of period newspapers, such as:

http://xooxleanswers.com/newspaperarchives.aspx
http://www.collectionscanada.gc.ca/newspapers-at-lac/035005-8000-e.html#ch

Museum Connections

Mackenzie House Museum: in addition to being the residence of Mackenzie and his family after 1859,
this museum has a reconstructed print shop with a Washington Press like the one that Mackenzie
would have used. Students will be given hands-on experience in printing, and hear stories about how
Mackenzie’s print shop was raided by government supporters, and how Mackenzie was able to earn
the support of thousands through his weekly attacks on the Family Compact.

Literacy Connections

• analyzing a variety of media
• creating a broadcast

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 24

Accommodations and Extensions

Students requiring accommodations would benefit from working in groups. Several graphic organizers
and planners have already been provided for students who benefit from visual learning resources. For
some students (or classes) it might be better for the teacher to provide criteria for media forms rather
than create them as a class, and to have several examples already available.

For enhanced students, the lesson could include creating a newscast using the media form presented
by the student as the best one for the new division. The newscast could be a modern form of
Mackenzie’s call to action, or a current news story.

Minds On

Duration: 25 minutes

Whole Class Activity: Communications Tea Party (15 minutes)
The teacher asks students to consider the following question (the teacher may want to write down the
question on the board or chart paper):
• What role do the media play in creating change?

Explain that to discover an answer to this question, they must first consider the following questions:
• What is the media?
• What media forms were available in 1837?
• What media forms are available now?

Distribute one BLM 3.1 “Tea Party Card” to each student. Instruct students to take 10 minutes to walk
around the room and discuss each question with at least two other people. Students are to write down
other student responses on their “Tea Party Card”. Rotate and monitor student responses during the
activity. Prompt students when it is time to switch to the next question.

After students have had a chance to obtain responses to each question, have students return to their
seats with their cards. Invite student responses and record them on chart paper.

Collect the cards and assess using the look-fors below.

In Pairs (10 minutes)
While assessing the cards, have students work in pairs to complete BLM 3.2 “Communications
Technology Timeline Activity.” Students are invited to share any thoughts or surprises with the
whole class, and then to cut out the different facts cards and paste them in sequential order on
BLM 3.4 “Communications Timeline.” Answers are provided on BLM 3.3 “Communications Timeline
Activity Answers.”

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 25

Assessment for Learning: “Tea Party Card”

Look Fors:
1. comments about communicating, informing, advertising, etc.
2. accurate responses, such as newspapers and print materials, stagecoach and steamer, and

word of mouth.
3. at least four examples, covering a variety of media forms.

Action

Duration: 70 minutes
Small Group Activity: Comparing Differences (10 minutes)

Distribute samples of current newspapers and copies or images of newspapers from the 1800s. Have
students work in small groups, and invite them to compare and identify any differences of appearance
between newspapers from the 1800s and current newspapers. Students can record their responses
on BLM 3.5 “Newspapers, Then and Now.”Then invite students to share their responses with the whole
class, and record their responses on the board or on chart paper. Possible answers may include:
• smaller font
• no (or few) images
• fewer pages
• published less frequently
• cheaper in price
• biased/only one perspective presented in the whole newspaper
• only available locally

If students have difficulty identifying many of these responses, the teacher should prompt students
with leading questions (eg. “What do you notice about the size of the font?”“What do you notice about
the date/frequency?”“What names do you see?”“How many people do you think wrote the articles?”)

Whole Group Activity: Current Media Forms Graffiti (10 minutes)
Students are asked to think about recent events in the news and to write down the event on a post-it
note. They are then asked to write down how they learned about the event. After a few minutes, have
students stick their notes along the board. They are then to scan the other post-its on the board and
record how they learned about at least 5 of the other event.

After students have had a chance to record their responses, the teacher creates a list on the board of
the media forms involved. Possible answers may include:
• Newspaper
• Television
• Webpage
• Cartoon
• Music/Video
• Pod-cast
• Cell phone
• Amateur video
• Poster/billboard
• e-mail/social networks

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 26

Small Group/Independent Work: New Artifact Broadcast (40 minutes)
Students are asked to imagine that a new artifact or document has been discovered concerning the
Upper Canada Rebellion. Briefly brainstorm with the class what items might be discovered. Once
students have chosen the item, explain that they are to write a broadcast of this discovery using the
medium of their choice.

Prior to choosing, they will need to determine criteria for an effective medium. The teacher asks
students to work in small groups to complete the first half of BLM 3.7 “Criteria for Media Forms.” After
10 minutes, ask students to share their responses. Arrange their responses on the board or chart paper
into the following categories (but don’t write the names of the categories until the end). Possible
criteria may include:
• Accessibility (students: everyone can get a copy)
• Affordability (students: everyone can pay for it)
• Portability (students: you can read/listen to it anywhere)
• Clarity (students: you can see/hear it clearly)
• Storability (students: you can include a lot of information in it)

If only a few of the criteria are mentioned, the teacher will need to prompt students with such
questions as: “How important is it that anyone be able to access the information?” or “Who will be
able to afford a subscription?”Try to use student criteria and phrases as much as possible, but feel
free to add or rename criteria as needed.

Once the students have determined the criteria for a good media form, they then determine which
medium to use to broadcast the discovery of the new artifact.

Assessment for Learning: “Newspapers, Then and Now”
Look Fors: for the “Newspapers, Then and Now” worksheet, look for many of the differences mentioned
above, and the extent to which students require prompts to notice differences. Explanations for
differences should reflect an understanding of the text, as well as an ability to make inferences (eg.
Poor ink quality due to the fact that the ink was made on site; lack of images was due to the time and
money required to create or purchase images).

Look Fors: for the different types of media forms, look for a variety of examples, such as those listed
above, and the extent to which teacher prompts are required.

Assessment as Learning: students create their own criteria for effective media forms

Consolidation and Debrief

Duration: 10 minutes

Whole Class Activity
Have each student present his or her broadcast to the class and explain how it meets the criteria
developed by the class. To save time, students might present their broadcasts in smaller groups (of 3 or
4) and choose one to share with the rest of the class. Peers and/or the student and/or the teacher will use
the “Media Rubric”(BLM #3.9) to provide feedback on broadcasts.

Assessment for and as Learning: “Media Rubric” (BLM #3.9), and feedback from other students and from
the teacher.

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 27

lesson #4

Historical Perspectives on Conflict

Lesson Summary
Students explore a variety of perspectives on the rebellion through dramatic
reenactments of the skirmishes in Toronto and a reflection on the appropriate use
of conflict management strategies used by the various actors involved. Students
also compare the conflict management strategies used in 1837 to those available
to us today.

Prior Knowledge

• the causes/reasons of the Upper Canada Rebellion (lesson 1)
• various types of conflict and conflict resolution strategies (reactivated by the Current

Conflicts Activity)

Curriculum Expectations

Grade 7: Conflict and Change

Overall Expectations

• describe the causes, personalities, and results of the rebellions of 1837-38 in Upper Canada in
relation to themes of conflict and change

• use a variety of resources and tools to gather, process, and communicate information about issues
and conflicts in Upper Canada

• compare methods of conflict resolution in both historical and contemporary situations

Specific Expectations

• identify key issues and events of the rebellions
• describe the role of key personalities involved in the rebellions, and the methods they used to

bring about change
• identify types of conflict (e.g., war, rebellion, strike, protest), and describe strategies for

conflict resolution
• describe and analyze conflicting points of view about a series of historical events
• investigate and report on methods of conflict resolution employed in everyday life at home,

school, and in the community
• compare and contrast historical conflict-resolution strategies with those used today to resolve

disputes at home, at school, and in the community

Cross-Curricular Expectations

Grade 7: Drama

B1.1 engage actively in drama exploration and role play, with a focus on examining multiple
perspectives related to current issues, themes, and relationships from a wide variety of sources
and diverse communities

B1.3 plan and shape the direction of the drama by working with others, both in and out of
role, to generate ideas and explore multiple perspectives

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 28

Fundamental Guiding Questions

1. Was the rebellion successful in bringing about change?
• What methods or persuasion, what medium, and what conflict resolution strategies were

used by the rebels?
• How effective were the rebels’ uses of persuasion, the media, and conflict resolution strategies in

bringing about change?

2. How do we bring about change in society?
• How can we choose the appropriate strategy for resolving conflict?

Materials and Resources

Student BLM’s
BLM 4.1 - Recent Conflicts
BLM 4.3 - Reenactment Research Worksheet
BLM 4.4 - Reenactment Planner
BLM 4.5 - Reenactment Perspectives

Teacher BLM’s
BLM 4.2 - Recent Conflicts Rating Scale
BLM 4.6 - Reenactment Rubric

Additional Resources
• several images from newspapers or websites about current conflicts from around the

world. The teacher should try to have at least one image for each of the following: demonstration,
strike, rebellion, and war
• Eleanor Darke and Gabriella Karadi, revised by Chris Raible, “The Rebellion in Toronto,
”William Lyon Mackenzie and the 1837 Rebellion, pp. 13-18.
• Note: this booklet is available at Mackenzie House. An excerpt from this booklet can be
found in BLM 1.4.
• Dictionary of Canadian Biography Online, at: http://www.biographi.ca/index-e.html
• Historical Narratives of Early Canada, at: http://www.uppercanadahistory.ca/tt/tt5.html
• The AHW Canada History site, at: http://www.canadahistory.com/sections/War/rebellions/
rebellions.htm
• The Canadian Encyclopedia, at: http://www.thecanadianencyclopedia.com
• Canada in the Making, at: http://www.canadiana.ca/citm/specifique/rebellions_e.html

Museum Connections

Gibson House Museum
In Arms Against the Government: The Gibson Family and the Rebellion of 1837
An interactive Rebellion re-enactment game gives students the opportunity to take on the role of a
rebellion personality, and as a group recreate the events of December 1837. This option provides great
introduction to the characters of the Rebellion, and to role-play – and a foundation for the classroom
activities in lesson four.

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 29

Fort York
An extensive program called “Radicals and Redcoats” offers students an opportunity to see the
rebellion from a soldier’s perspective. This program consists of five active, discovery-oriented stops. The
museum boasts a large display of the weapons technology used during this time, as well as a restored
Officers’ Mess and kitchen from the rebellion time period. Students are also able to visit the rebellion-
era bank vaults in the officer’s mess, and to take part in a militia musket drill.

Literacy Connections

• analyzing images
• conducting research about a person involved in the rebellion
• creating and presenting a monologue in role as a historical figure

Accommodations and Extensions:

Many students requiring accommodations find success in dramatic activities, with its emphasis on oral
and visual communication. Within groups roles could be based on ability and strength, so that students
who have difficulty with writing can be in charge of creating props or in planning the dramatic
elements of the presentation.

For extensions, students could write a dialogue between two characters (rather than a monologue
from the perspective of only one character). Another idea would be to have the character present his or
her case before a jury, and include such roles as judge, jury, attorneys, etc. Another extension would be
to have students compare how the person they researched handled the conflict to how a person in a
modern-day conflict handled it.

Minds On

Duration: 20 minutes

Small Group Activity: Conflict Images
The teacher distributes several images from newspapers or websites about current conflicts from
around the world. The teacher should try to have at least one image for each of the following:
demonstration, strike, rebellion, and war. In small groups, students choose one of the images and
use BLM 4.1 “Recent Conflicts” to analyze the conflict and the strategies used to resolve it.

Students share their responses with the class. The teacher uses BLM 4.2 “Recent Conflicts Presentation
Rating Scale” to assess the presentation, and records conflicts on one side of the board, and conflict
resolution strategies on the other side.

Assessment for Learning: “Recent Conflicts Presentation Rating Scale.”

Look Fors: the ability of the student to empathize with multiple positions; the ability to identify and
evaluate conflict resolution strategies.

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 30

Action

Duration: 80 minutes

Small Group Activity

In groups of 3 or 4, students are to choose from a range of key personalities involved in the Upper

Canada Rebellion. Suggestions could include:
• Sir Francis Bond Head
• David Gibson
• William Lyon Mackenzie
• John Montgomery
• Colonel Anthony Van Egmond
• Alderman John Powell
• Colonel Robert Moodie
• Samuel Lount
• John Rolph
• Isabel Mackenzie
• Eliza Gibson
• James Fitzgibbon
• A child or servant of Gibson

Students are to conduct research on the role that their person played in the rebellion. They are told

that they will be writing in role as that person about the rebellion. Their research, as outlined in BLM 4.3

“Reenactment Research Worksheet,” is guided by the following questions:
• What conflicts did they encounter (prior to the rebellion)?
• Where did those conflicts occur?
• What effects did the physical environment have on those conflicts?
• What strategies did they use to deal with the conflict (prior to taking up arms)?
• How effective were those strategies?
• What role did they have in the actual skirmishes?
• What happened to them, and how did they feel, immediately after the rebellion?

Students are encouraged to use internet sites, textbooks, maps, and museum visits as resources for
their research. (See the list of resources above.)

Small Group: Perspectives on Conflict Reenactment
Based on their research, students in each group will write a short letter in role as that person. One
group member will pretend to be writing the letter and reading it out loud, while the others mime the
actions referred to by the letter.

Distribute BLM 4.4 “Reenactment Planner” and conference with each group frequently to monitor the
scope and direction of each script. The script should meet the criteria as outlined in the Reenactment
Planner. The teacher should allow students to reflect on their own script (using the reflection portion of
the planner) before creating his or her own assessment.

Once the drama scripts are written and assessed, the teacher should allow students some time to
rehearse their drama and to prepare any props (about 20 minutes). Props and costumes should be
simple and minimal, so that students focus on dialogue and characterization.

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 31

Assessment for Learning: “Reenactment Planner”
Look fors: for the research, look for accuracy and detail in student responses; citation and choice of
information sources; identification of perspective (eg. Age, gender, class); for the presentation, look for
appropriate length (about 5 minutes), effective use of props and staging; active participation.

Assessment as Learning: students use the checklist section of the “Reenactment Planner” to reflect on
their own work.

Consolidation and Debrief

Duration: 10 minutes

Whole Class Activity: Reenactment Performances (40 minutes)
Students perform their pieces for the whole group. When groups are not performing, they are
to complete BLM 4.5 “Reenactment Perspectives” to monitor the different perspectives involved.
The performances are then assessed by the teacher for feedback purposes using BLM 4.6
“Reenactment Rubric.”

Assessment for Learning: “Reenactment Rubric.”

Look fors: accuracy and detail in responses.

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 32

lesson #5

The Results and Consequences of the Rebellion

Lesson Summary
The ultimate success of the Upper Canada Rebellion is a matter of controversy. In
this lesson, students consider many of the results and consequences of the rebellion
and determine whether or not they think the rebellion was a success through the
use of an activity called “Above or Below the Line”.

Prior Knowledge

• causes/reasons for the Upper Canada Rebellion (lesson 1)
• the events of the Upper Canada Rebellion (lesson 4)
• the role and perspectives of key personalities involved in the rebellion (lesson 4)

Curriculum Expectations

Grade 7: Conflict and Change

Overall Expectations

• describe the causes, personalities, and results of the rebellions of 1837-38 in Upper Canada in
relation to themes of conflict and change

• use a variety of resources and tools to gather, process, and communicate information about issues
and conflicts in Upper Canada

Specific Expectations

• explain the major social, economic, political, and legal changes that resulted from the rebellions and
their impact on the Canadas;

• analyze, synthesize, and evaluate historical information;

Fundamental Guiding Questions

1. Was the rebellion successful in bringing about change?
• How effective were the rebels’ uses of persuasion, the media, and conflict resolution strategies
in bringing about change?

Materials and Resources

Student BLM’s
BLM 5.1 - Rebellion Images
BLM 5.2 - Cause and Consequence Planner
BLM 5.3 - Cause and Consequence Chart
BLM 5.4 - Above or Below the Line

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 33

Teacher BLM’s
BLM 5.5 - Reflection Rubric
BLM 5.6 - The Consequences of the 1837 Rebellion

Required Resources
• two pictures (for the overhead or LCD projector), one of Lount and Matthews being hanged, and a

current picture of the House of Commons in session
• large sticky notes (or interactive whiteboard)

Additional Resources
• Dictionary of Canadian Biography Online, at: http://www.biographi.ca/index-e.html
• Historical Narratives of Early Canada, at: http://www.uppercanadahistory.ca/tt/tt5.html
• The AHW Canada History site, at: http://www.canadahistory.com/sections/War/rebellions/

rebellions.htm
• The Canadian Encyclopedia, at: http://www.thecanadianencyclopedia.com
• Canada in the Making, at: http://www.canadiana.ca/citm/specifique/rebellions_e.html

Museum Connections

Fort York
The program deals largely with the aftermath of the Yonge St. rebellion, namely the increased
number of troops to the Fort and the role of the Militia. In addition to the program mentioned in
lesson #3, students will also be able to see what additions were made to the fort as a result of the
rebellion, including the enlarged circular battery, and the stockades and palisades that protected
the fort and its external buildings.

Gibson House Museum
In Arms Against the Government: The Gibson Family and the Rebellion of 1837
Students will explore the results and consequences of the Rebellion in the lives of Gibson family,
including David Gibson’s flight into exile and Eliza Gibson’s dramatic escape with her five young
children as government troops came up Yonge Street to burn down her house.

Mackenzie House Museum
As mentioned in lesson #4, the Mackenzie House Museum has a reconstructed print shop with a
press and other materials like those used by Mackenzie to print his articles against the Family
Compact. Students will also listen to stories and engage in hands-on activities as they tour the
house that was given to Mackenzie by his supporters in 1859, when he retired from public life.

Literacy Connections

• conducting research about the consequences of the rebellion
• completing graphic organizers
• writing a paragraph explaining whether the consequences were positive or negative

Accommodations and Extensions

Students requiring accommodations often find success in working from images and using graphic
organizers and planners. They also often benefit from working in groups. During the Above or Below

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 34

the Line activity, kinaesthetic and hands-on learners have the opportunity to move information
around on the page (or on the board) to communicate meaning. The final written response could be
presented orally or in point form.

For extensions, students could complete research on all five of the types of effects/results.

Minds On

Duration: 10 minutes

Whole Class Activity: Decode the Puzzle
The teacher shows students two images (one at a time), starting with a corner (by covering up the rest
of the image), and eventually the entire image. Students are asked “What is happening in this picture?”
The two pictures are:
• Lount and Matthews (two of the rebel leaders) being hanged
• the House of Commons in session

The teacher should allow students to think out loud as they search for clues about each picture. The
teacher may need to model thinking aloud, by saying such things as “When I look at the face, it looks
anguished or angry,” or “The clothes suggest that it is happening in the 1800s”.

Eventually the teacher explains to the students that the first picture is of Lount and Matthews, two of
the Rebel leaders, being executed for their roles in the rebellion, and the second picture is of the House
of Commons in which responsible government is practiced today.

Distribute BLM 5.1 “Rebellion Images” to each student. Instruct students to explain how the rebellion
led to both events. Students first write down their own ideas, then share their responses with another
person, and finally share their ideas with the rest of the class (Think, Pair, Share).

Explain to students that the rebellion could be seen as a cause for each event, and that the success of
the rebellion is ambiguous.

Assessment for Learning: observation.

Look fors: for identifying the pictures, look for students making inferences based on clues (eg. Facial
expressions, clothing, composition); for the explanation, look for the idea that the rebellion can be
seen as both a failure (with the hangings) and as a success (with the development of responsible
government).

Action

Duration: 0 minutes

Small Group Activity: Cause and Effect Chart
Pose the question, “Was the Rebellion a success?” Remind students that the fundamental question
throughout the unit is how we create change. The question to be explored now is: “Did the rebels
create the change that they intended to create?”

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 35

Students will work in groups of three or four. Students will choose three out of the five types of
effects/consequences to research: political, economic, social, physical, and defensive. Each group is
to determine to what extent, if any, these effects/consequences were resolved by the Rebellion. They
may consult resources such as textbooks, articles or internet sites. (See the Resources section above.)
Students should prepare a short presentation using BLM 5.2 “Cause and Consequence Planner.”

Whole Class Activity: Fold the Line/Above or Below the Line
Distribute BLM 5.3 “Cause and Consequence Chart.” Explain to students that they are to use the chart
to record information from the presentations. Then have each group present their report to the whole
class. The teacher will record the effects/results on the board, preferably on large sticky notes (or in
movable textboxes on an interactive white board). Students should record the information on the
“Cause and Consequence Chart.”

Explain to the class that they are to decide whether or not they think the rebellion was successful. Have
students line up so that at one end of the line, students think that the rebellion was a failure, and at the
other end of the line, students think that the rebellion was a total success. Then instruct students to
‘fold the line’ in the middle so that students are face to face with each other. Students are to discuss the
success or failure of the rebellion for 5 minutes.

After five minutes, ask for volunteers to share their ideas and findings. Then have students return
to their seats and distribute BLM 5.5 “Above or Below the Line.”The teacher instructs the class to cut
out each section of the “Cause and Effect Chart” and to place it either above, below, or on the line of
the “Above or Below the Line” worksheet. Above the line means that the issue was resolved; below
the line means that the issue was not resolved. Placing something near the line means that it was
somewhat resolved.

Assessment for Learning: observation and conferencing.

Look fors: accuracy and detail in student responses, as well as proper citation of all sources.

Assessment as Learning: checklist portion of “Cause and Effect Planner”

Look fors: active listening and participation in Fold the Line activity, and explanations for placement
of items on “Above or Below the Line” worksheet.

Consolidation and Debrief

Duration: 10 minutes

Based on the number of items above or below the line, students will write a brief paragraph
explaining whether or not the rebellion was successful. Criteria for the paragraph are provided in
BLM 5.6 “Reflection Rubric” which will allow for self, peer or teacher feedback. This could be assigned
as a reflection, an exit pass or for homework.

Assessment for and as Learning: “Reflection Rubric”

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 36

Culminating Task

Lesson Summary
Students synthesize and consolidate their learning about the Upper Canada
Rebellion by choosing a project from a variety of options. Each option is designed
to align with one of the Multiple Intelligences as developed by Hugh Gardner, to
enable students to communicate their findings according to their own strengths
as learners.

Prior Knowledge

• the causes/reasons for the Upper Canada Rebellion (lesson 1)
• the consequences of the Upper Canada Rebellion (lesson 5)
• various skills obtained through lessons 2-4, depending on the option chosen from the choice

board (for a chart outlining how each lesson aligns with the options of the choice board, see
the introduction)

Curriculum Expectations

Grade 7: Conflict and Change

Overall Expectations

• describe the causes, personalities, and results of the rebellions of 1837-38 in Upper Canada in
relation to themes of conflict and change

• use a variety of resources and tools to gather, process, and communicate information about issues
and conflicts in Upper Canada

Specific Expectations

• explain the major social, economic, political, and legal changes that resulted from the rebellions and
their impact on the Canadas;

• analyze, synthesize, and evaluate historical information;

Fundamental Guiding Questions

1. Was the rebellion successful in bringing about change?
• What were the causes of the rebellion?
• What methods or persuasion, what medium, and what conflict resolution strategies were
used by the rebels?
• How effective were the rebels’ uses of persuasion, the media, and conflict resolution strategies
in bringing about change?

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 37

Materials and Resources

Student BLM’s
BLM 6.1 - Culminating Task Planner
BLM 6.2 - Culminating Task Choice Board
BLM 6.3 - Culminating Task Checklist
BLM 1.5 - Star, Wish, Light Bulb Teacher BLM’s
BLM 6.4 - Culminating Task Rubric

Other Resources
• Multiple Intelligences survey found at: http://surfaquarium.com/MI/inventory.htm
• Various resources found in previous lessons

Museum Connections

Depending on the choice board option chosen, various museum experiences will enrich student
learning in the creation of the culminating project. See specific related lessons for more details.

Literacy Connections

• Literacy activities will vary depending on the culminating task chosen

Accommodations and Extensions

The format of the culminating task allows students to explore their strengths as learners, and then
to choose a task that coordinates with those strengths and that allows them to synthesize and
communicate their learning on the basis of prior skills and abilities. Students with significant
challenges might benefit from working in groups, either during the research component of the
assignment, or the culminating task itself.

Enhanced students might benefit from working on the personal choice option, allowing them to
develop a project of particular interest to them in ways that exceed the expectations of students in
their age group.

Minds On

Duration: 25 minutes

Individual Activity: Multiple Intelligences (20 minutes)
The teacher explains that the culminating task involves a variety of choices to allow students to
communicate their learning in different ways. Students are directed to the Multiple Intelligences
survey. The teacher explains what the different intelligences involve, and directs students to complete
the survey. When complete, students are to determine their top 3 intelligences and record them on
BLM 6.1 “Culminating Task Planner.” If students have computer access, they could then explore the
website for more details about their preferred learning style.

Look Fors: accurate and honest responses to the survey, that conform with classroom observations.

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 38

Action

Duration: 70 minutes

Individual Activity: Research (30 minutes)
Distribute BLM 6.2 “Culminating Task Choice Board” and briefly explain each option. Have students
complete the “Possible Culminating Task Options” section of the “Culminating Task Planner”. Then once
students have chosen an option, allow them ample time to conduct research for their project.

When a particular student has completed a draft copy of their project, instruct them to complete
BLM 6.3 “Culminating Task Checklist” prior to creating their final copy.

Assessment for and as Learning: “Culminating Task Checklist”

Look Fors: ensure that students have chosen an appropriate option that will best fit their learning style
and allow them to meet the key criteria of the assignment.

Consolidation and Debrief

Duration: 10 minutes

Whole Class Activity

Have each student present his or her project to the class. The rest of the class could be invited to use
BLM 1.5 “Star, Wish, Lightbulb” used in lesson #1. The teacher will use BLM 3.9 “Culminating Task Rubric”
to evaluate the extent that the students have been successful at meeting the expectations of the
Culminating Task.

Assessment as Learning: “Star, Wish, Lightbulb”

Assessment of Learning: “Culminating Task Rubric”

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 39

BLACK LINE MASTERS

41 Lesson 1 BLM Set
47 Lesson 2 BLM Set
52 Lesson 3 BLM Set
61 Lesson 4 BLM Set
67 Lesson 5 BLM Set
74 Lesson 6 BLM Set

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 40

blm 1.1

TURN THEM OOT!

(Words & Music: Mike Ford)
from the album “Canada Needs You - vol. 1” – Maple Music Recordings

TURN THEM OOT, TURN THEM OOT - THE TORIES GET THE BOOT
WE’LL RISE AGAINST THE FAMILY COMPACT AND QUICKLY TURN THEM OOT!!!!!!!

Have ya read my latest tract about the family compact
It tells how they are scum and let me tell ye that’s a fact

TURN THEM OOT, TURN THEM OOT - THE TORIES GET THE BOOT
WE’LL RISE AGAINST THE FAMILY COMPACT AND QUICKLY TURN THEM OOT!!!!!!!

World-wide in this present day, reform and justice are on their way
But in backwards upper Canada it’s all corruption and decay

TURN THEM OOT, TURN THEM OOT - THE TORIES GET THE BOOT
WE’LL RISE AGAINST THE FAMILY COMPACT AND QUICKLY TURN THEM OOT!!!!!!!

Canadians....
Do ye love freedom?
Would you like to own yer own land?
Have judges that respect ye?
Have the roads paved a bit?
Would ye like to roll up the rim to win?
Be swallowed up by the United States???
......Then we’ll have to do it on our ourselves!!!!

TURN THEM OOT, TURN THEM OOT - THE TORIES GET THE BOOT
WE’LL RISE AGAINST THE FAMILY COMPACT AND QUICKLY TURN THEM OOT!!!!!!!

So if you’ve had it with their bull, you farmers can be quite helpful
Grab your pitchforks and we’ll march for government that’s responsible!

TURN THEM OOT, TURN THEM OOT - THE TORIES GET THE BOOT
WE’LL RISE AGAINST THE FAMILY COMPACT AND QUICKLY TURN THEM OOT!!!!!!!
TURN THEM OOT, TURN THEM OOT - THE TORIES GET THE BOOT
WE’LL RISE AGAINST THE FAMILY COMPACT AND QUICKLY TURN THEM OOT!!!

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 41

blm 1.2

Four-Resources Cards

CODE BREAKER TEXT PARTICIPANT

You will decode and encode You will use your knowledge to
the language explain the meaning of the text

Guiding Questions Guiding Questions
Which words are interesting? Predict what you think this
What does that word mean in text might be about?
this context? What might happen next?
Which other word might you use Which words or phrases gives
instead of that one? you this idea?

TEXT USER TEXT ANALYST

You will think about the You will be critical of the text
purpose of the text
Guiding Questions
Guiding Questions What opinions has the composer
How is this text put together? expressed? Why?
What is the purpose of this text? What is fact and what is opinion in
How can you find information this text?
in this text? How is the composer of this text
How would this text change if trying to make you feel? Why?
you were to use these ideas in
a paragraph?

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 42

blm 1.3

Inquiry Sheet

Our Inquiry Question is:

Resources Used Information Gained New Ideas
New Questions

Why we think this is an important issue leading to the Upper Canada Rebellion.

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 43

blm 1.4

Background Information

Issues Leading to Rebellion

Adapted from William Lyon Mackenzie and the 1837 Rebellion
By Eleanor Darke and Gabriella Karadi ( revised by Chris Raible)

Issues

Upper Canada was tightly controlled by a small group of men. They were nicknamed the
“Family Compact”.
They held all of the political power, influenced who got appointed to the government, dominated
the courts and helped guide the decision of who would be the next Lieutenant-Governor.

Head of the government was the Lieutenant-Governor who was appointed by the King or
Queen of Britain

The Executive Council advised him on how to run Upper Canada. They executive council was made up
of a small group of appointed men.

The elected Legislative Assembly could create laws and bills, but they had to be approved by the
Legislative Council, who were another small group of men appointed for life. Many members of the
Legislative Council were also in the Executive Council.

Between 1829 – 1837 325 bills were passed by the elected Legislative Assembly but rejected by the
legislative Council

Originally all land in the Upper Canada was controlled by the Crown. The Crown would then grant
land depending on the policies and purposes of the government.

This lead to favouritism, unfairness and abuse.

The landowners who cleared and farmed their land found themselves next to land that was
undeveloped and was being held by speculators. ( people who are keeping the land simply to sell for
more money later on)

In Upper Canada land was set aside for the church and the Crown.

One-seventh of all land was reserved for the crown

One-seventh of land was set aside for the Protestant Church. The Church of England was the
minority religion at that time and no other religions had access to that land

Problem – this land was not being developed and was becoming a problem for the people who
lived next to it.

Thousands of poverty-stricken immigrants were coming to Upper Canada.

Trade regulations favoured British manufacturers over cheaper American products – people found
it hard to buy things.

continued...

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 44

Banking policies of the Bank of Upper Canada were being attacked.
A recession hit in 1837 causing problems for most people, but people who relied on farming were
especially hit.

There were a lot of tensions between people.
Class distinctions were made more noticeable because of the economic situation.
Religious differences were large and the clergy reserve land issue made it worse.
American settlers were treated poorly, and non-English speakers felt prejudice
In the post 1812 climate those who opposed the Family Compact were treated badly

Variety of complaints about the government:
Large salaries for public officials
Judges and sheriffs were biased
Unequal representation in the Legislative Assembly.

The proposals of the reformers, who were elected to the Legislative Assembly, were largely ignored by
the two Councils.

Roads were terrible, either dirt trails or corduroy roads. Many were impassable for most of the year.
Travellers were forced to pay tolls to use some of the roads. These tolls were to go to the upkeep of the
road, but a lot did not.
The government spent a lot of money to build canals that benefit the Family Compact and their business
friends, but did not put money into road improvement.

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 45

blm 1.5

Exit Pass—Star, Wish, Light bulb

Group Name

(list the challenge/issue)

STAR

WISH

LIGHT BULB

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 46

blm 2.1 move to having students wear uniforms

Should
to school?

Reasons in support of uniforms Reasons against uniforms

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 47

blm 2.2

Mackenzie’s Call to Action

Mackenzie’s Writing Your ideas of what is being said

CANADIANS!

Do you love freedom?

I know you do.

Do you hate oppression?

Who dare deny it?

Do you wish perpetual peace, and a government
founded upon the eternal heaven-born principle
of the Lord Jesus Christ – a government bound to
enforce the law to do to each other as you would
be done by?

Then buckle on your armour, and put down the
villains who oppress and enslave our country – put
them down in the name of that God who goes
forth with the armies of his people, and whose
bible shows us that it is by the same human means
whereby you put to death thieves and murderers,
and imprison and banish wicked individuals,
that you must put down, in the strength of the
Almighty, those governments which, like these
bad individuals, trample on the law, and destroy
its usefulness.

You give a bounty for wolves’ scalps. Why?
because wolves harass you.

The bounty you must pay for freedom (blessed
word) is to give the strength of your arms to put
down tyranny at Toronto.

One short hour will deliver our country from the
oppressor; and freedom in religion, peace and
tranquillity, equal laws and an improved country
will be the prize.

We contend, that in all laws made, or to be made,
every person shall be bound alike – neither should
any tenure, estate, charter, degree, birth or place,
confer any exemption from the ordinary course of
legal proceedings and responsibilities whereunto
others are subjected.

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 48

blm 2.3

The 4C’s for a Persuasive Paragraph

Section Purpose

Catch In this section you are to catch the reader’s attention. Usually, it is
one sentence and is either a statement or a question.
Commit
Convince This is where the writer commits to their personal opinion.

Close Here is where you need to back up your opinion with facts,
statistics and information. Use powerful language to get people
ready to do something.

This is the last sentence of the paragraph. In this section it is
important to leave people wanting more, be it more information or
the need to do something to help out the cause you have introduced.

TASK
Use Mackenzie’s Call to Action and locate the 4C’s in his writing

Section Sample from Mackenzie’s Call to Action

Catch

Commit

Convince

Close

49

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion