TURN THEM OOT - Toronto

blm 2.4

Criteria for a Persuasive Argument (written or verbal)

Criteria Met Not Yet Met

My first sentence grabs the reader’s attention.

My opinion is stated clearly so that the reader understands my
point of view.
I have used accurate and relevant information to support my opinion.

I have included a call to action so that the reader can become part of
the movement.
I have used a strong clear voice during my presentation.



Feedback:

Criteria for a Persuasive Poster/Placard

Criteria Met Not Yet Met

I have used strong visual images to grab the reader’s attention.

My images are connected to my text.

I have used accurate and relevant information to support my opinion.

I have included a call to action so that the reader can become part of
the movement.

Feedback:

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 50

blm 2.5

Rubric for a Persuasive Argument

Criteria Level 1 Level 2 Level 3 Level 4
Catch
The catch sentence The catch The catch sentence The catch sentence
grabs readers’ has limited sentence has some has considerable has a high degree
attention effectiveness – it effectiveness effectiveness of effectiveness –
does not leave the the reader wants
makes reader want reader wanting to to read on and find
to keep reading continue out more about
the topic

Commit The commit The commit The commit The commit
sentence states sentence states sentence states sentence states
states topic the topic and the topic and your the topic and the topic and your
your opinion opinion with some your opinion with opinion with a
opinion is with limited effectiveness considerable high degree of
clearly stated effectiveness effectiveness effectiveness

Convince Commit sentences Commit sentences Commit sentences Commit sentences
are written are written with are written with are written with
uses accurate with limited some effectiveness considerable high degree of
and relevant effectiveness effectiveness effectiveness
information about some supporting
the issues that lead very little details used to supporting details strong supporting
to the Rebellion supporting help influence the used to influence details used to
details, if any, use reader’s opinion the reader’s influence the
information to influence the opinion reader’s opinion
supports writer’s reader’s opinion
opinion

Close The close is written The close is The close is written The close is written

restates opinion with limited written with some with considerable with a high degree
and calls for
rebellion effectiveness effectiveness effectiveness of effectiveness

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 51

blm 3.1

Tea Party Card

You are invited
to share your ideas about the following questions:

1. What is the media?

2. What media forms were available in 1837?

3. What media forms are available today?

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 52

blm 3.2

Communications Technology Timeline Activity

Johannes Gutenberg of Mainz, Germany, invented the first printing press in1436.
Since then, many inventions have made it easier to communicate with other people.

In the boxes below are examples of inventions in communications technology. Try to
guess when each was invented, and write the date in the space provided. The dates
are included in a separate box below.

I n , the first commercial cellular phone system was created in Japan by Martin Cooper, even
though the concept of a cell phone had existed for 32 years.

In , Christopher Latham Sholes invented the first typewriter. The QWERTY keyboard helped
to keep frequently used keys from getting jammed.

In , Rudolph Töpffer of Geneva, Switzerland, created the first comic book, “The Adventures of
Obadiah Oldbuck,” although the speech bubble was first used 58 years later.

In , the first radio signal was sent and received by Guglielmo Marconi, an Italian inventor. It
took another 20 years for radio broadcasts to be established.

In , the first internet was created by the US Military. It was called the ARPAnet. It took another
20 years for Tim Berners-Lee of England to invent the WWW, HTTP, and the URL.

In , the first computer, called the Z1, was created by Konrad Zuse of Berlin, Germany, to help
him with lengthy calculations. It took another 15 years, however, for IBM to sell its first computer

In , the first television was created by Vladimir Zworykin, a Russian inventor. The television
used cathode-ray tubes. He later moved to the United States to work for RCA

In , the first telephone was invented by Alexander Graham Bell, as well as by Elisha Gray, but
Bell was able to patent the invention just hours before Gray.

Possible Dates

1837 • 1866 • 1876 • 1895 • 1929 • 1938 • 1969 • 1979

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 53

blm 3.3

Communications Technology Timeline Activity

Answers

Johannes Gutenberg of Mainz, Germany, invented the first printing press in1436. Since then, many
inventions have made it easier to communicate with other people.

In the boxes below are examples of inventions in communications technology. Try to guess when each was
invented, and write the date in the space provided. The dates are included in a separate box below.

I n 1979, the first commercial cellular phone system was created in Japan by Martin Cooper, even
though the concept of a cell phone had existed for 32 years.

In 1866, Christopher Latham Sholes invented the first typewriter. The QWERTY keyboard helped
to keep frequently used keys from getting jammed.

In 1837, Rudolph Töpffer of Geneva, Switzerland, created the first comic book, “The Adventures
of Obadiah Oldbuck,” although the speech bubble was first used 58 years later.

In 1895, the first radio signal was sent and received by Guglielmo Marconi, an Italian
inventor. It took another 20 years for radio broadcasts to be established.

In 1969, the first internet was created by the US Military. It was called the ARPAnet. It took
another 20 years for Tim Berners-Lee of England to invent the WWW, HTTP, and the URL.

In 1938, the first computer, called the Z1, was created by Konrad Zuse of Berlin, Germany, to help
him with lengthy calculations. It took another 15 years, however, for IBM to sell its first computer

In 1929, the first television was created by Vladimir Zworykin, a Russian inventor. The television
used cathode-ray tubes. He later moved to the United States to work for RCA

In 1876, the first telephone was invented by Alexander Graham Bell, as well as by Elisha Gray, but
Bell was able to patent the invention just hours before Gray.

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 54

blm 3.4

Communications Technology Timeline

Cut out the boxes in the Communications Technology Timeline Activity (BLM 3.4) and place them in the
correct order on the timeline below.

1837 1866 1876 1895 1929 1938 1969 1979

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 55

blm 3.5

Newspapers Then and Now

In small groups, look at the samples or pictures of newspapers from the 1800s and
compare them to the samples or images of current newspapers. What differences do you see between the
old newspapers and the new newspapers? Write down your answer below in the first two columns (try to
find 6). In the third column, explain why you think old newspapers were different in that way.

Newspapers in the 1830s Newspapers Today Explanation

1.

2.

3.

4.

5.

6.

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 56

blm 3.6

The Printing Press in the 1830s

Mackenzie’s Journalistic Career

Mackenzie’s growing interest in reform politics prompted him to close his store and to establish a
newspaper, The Colonial Advocate, first published on 18 May 1824. It was, as its name implied, intended
to be a voice for the common people, especially the farming settlers, and not the government.

His critical journalism soon aroused the ire of Lieutenant-Governor Sir Peregrine Maitland and others in
the ruling establishment, a group for whom Mackenzie popularized the epithet “Family Compact.”The
spiritual leader of the Compact, Anglican archdeacon (later Bishop) John Strachan, was the constant
target of Mackenzie’s editorial attacks.

Within a few months, to be at the centre of political life, he shifted his operation to York, the provincial
capital. With his family he settled in a house and adjoining print shop at the northwest corner of Front
and Frederick Streets.

The Colonial Advocate was widely read, but it was financially unsuccessful. Within eighteen months of
the move to York, he announced that the publication of the paper would cease. But then an ill-advised
act by his enemies altered his luck. On 8 June 1826 a group of young men, all associated with the Family
Compact and led by Samuel Jarvis, raided Mackenzie’s print shop in broad daylight [what came to be
known as the ‘Types Riot’].

The press was smashed, type was scattered and cases of it were thrown into the bay. Mackenzie
immediately sued for damages, won and collected 625 pounds, enough to re-establish his printing
operation and to pay off most of his debts. The raid also made him a popular hero.

For the next several years his business prospered. He printed books, flyers and other publications. For a
time he was official printer for the Upper Canada House of Assembly. By 1836 he was employing eight
printers and six apprentices, and had a bookselling inventory of some 20,000 volumes. (Source: Eleanor
Darke and Gabriella Kadadi, rev. Chris Raible, William Lyon Mackenzie and the 1837 Rebellion, pp. 4-5.)

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 57

Mackenzie’s Press

The press used by Mackenzie in 1837 was likely a Washington Press, which was a rolling flatbed press
(like the one found at the Mackenzie House Museum). The ink used was made out of linseed oil and soot
and was made on site. The type consisted of small moveable lead letters in various fonts that would be
individually placed together into paragraphs and columns in an iron frame called a “chase.”The expression
“cut to the chase” comes from printing - if a column was too long, it would have to be “cut.”

When the type was ready, the ink would be rolled over the letters and the paper would be secured. The
printer would turn a large handle to move the bed under the platen. Pulling the lever above the platen
(the arm of the press) would then exert 2000 lb of pressure onto plate and paper.

The newspapers during the 1830s consisted
mostly of text. Any of the images used by
Mackenzie would have been purchased. As new
pictures were expensive, sometimes he bought
second hand pictures from book publishers and
used those in his newspapers. The maximum
amount of pages Mackenzie’s printers could
produce would be 2000 copies/day. (200 copies
an hour or 3/minute, over a 10 hour day.) But it
was more typical to print around 1000 pages/day.
Mackenzie’s newspapers were always weekly. By
comparison, The Globe was published daily, with
a much larger staff.

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 58

blm 3.7

Media Forms Criteria

1. What are some of the purposes of the media? (see your Tea Party Card)

2. On the lines below, list some of the things that you think are important for a good media form.

3. As a class, list your answers in question 2 on the board and place them into 5 or 6 categories. Write the
categories below (under “Criteria”). In the right column, explain why each criterion is important.

Criteria Explanation

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 59

blm 3.8

Media Rubric

Level 1 Level 2 Level 3 Level 4

Knowledge and demonstrates demonstrates demonstrates demonstrates
Understanding minimal some a good a thorough
understanding of understanding of understanding of understanding of
media forms media forms media forms media forms

Thinking explains few explains some explains most of explains all
criteria for media criteria for media
forms with little to forms with some all criteria for criteria for media
no clarity clarity and effect
and effect media forms clearly forms clearly and
provides a limited
number of reasons and effectively extensively
for their position
provides few to that are relevant provides a variety provides a wide
no reasons for of relevant reasons variety of highly
their position expresses for their position relevant reasons
that are relevant and organizes for their position
information with
Communication expresses some clarity expresses expresses
and effect and organizes and organizes
and organizes information information that
information with logically and is thorough
minimal clarity clearly and clear
and effect

uses little to uses a limited uses a range uses extensive
no appropriate range of of appropriate appropriate
vocabulary appropriate vocabulary vocabulary
vocabulary
applies criteria applies criteria of
Application of media to a applies criteria of applies criteria of media to a new
new media form media to a new media to a new media form with
with limited media form with media form with a high degree of
effectiveness some effectiveness considerable effectiveness
effectiveness

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 60

blm 4.1

Recent Conflicts

Any time that a change is proposed, there is a chance that there will be conflict. Conflict is when
two or more people or groups disagree about something. Conflict can take the following forms:

argument: a verbal disagreement; it can be formal (debate) or informal (quarrel, fight)
demonstration: a public protest against something, with the aim of developing public support
strike: when a group of people refuses to work until their employer agrees to their demands
rebellion: when a group decides to take physical action against the established law and

order of a country

revolution: a fundamental change in a country that results in a new ruler or system of

government - often as a result of force

war: when a country takes physical action against another country

In the image that your group has been assigned, identify the following:
1. What change is being proposed?

2. Who is resisting? How are they resisting, and why?

3. What type of conflict is it?

4. How did they try to resolve the conflict?

5. Do you think that they were successful in resolving the conflict? Explain why or why not.

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 61

blm 4.2 12345
12345
Recent Conflicts Rating Scale 12345
12345
Accurately and sufficiently describes conflict 12345
Accurately summarizes all relevant positions involved
Identifies conflict resolution strategies involved
Explains the applicability of the strategies involved
Evaluates the use of conflict management strategies involved

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 62

blm 4.3

Reenactment Research Worksheet

1. What is the name of the person you are researching?
2. Briefly describe who the person is (career, relationships, physical features, personality traits,

political views)

3. What conflicts did they encounter (prior to the rebellion)? 63
4. What strategies did they use to deal with the conflict (prior to taking up arms)?
5. Why did their strategies fail?
6. What role did they have in the actual skirmishes?
7. What happened to them, and how did they feel, immediately after the rebellion?

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

blm 4.4

Reenactment Planner

Group Members: Assigned Section:
Complete the chart below, based on your research.

Paragraph Things Said in Letter Actions/Props

1. Introductory: who you are,
and who you are writing to

2. Conflicts and strategies prior
to rebellion

3. Reasons for failure, and
why/how you got involved
in the rebellion (offensive
or defensive)

4. Your role in the rebellion, and
any reflections, feelings, etc.

5. Results of your actions, and
any feelings/concerns after
the rebellion

With your group did you …
 Assign roles?
Did you include…  Participate actively?
 Who you are?  Listen to others?
 Who you are writing to?  Decide on props?
 Description of conflict?  Determine characterization?
 Discussion of strategies?
 Description of role in rebellion?

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 64

blm 4.5

Reenactment Perspectives

Complete the following based on the performances of other groups. Determine how successful they
were in resolving the conflict.

Person Discussed Conflict Role in Rebellion Did they resolve
the conflict?
1.

2.

3.

4.

5.

6.

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 65

blm 4.6

Reenactment Rubric

Level 1 Level 2 Level 3 Level 4

Knowledge and provides a limited provides some provides a variety provides a
Understanding amount of information about of information broad range of
the rebellion that about the rebellion information about
information about is occasionally that is mostly the rebellion that
the rebellion that accurate and accurate and is highly accurate
is rarely accurate relevant relevant and relevant
and relevant

Thinking chooses details chooses details chooses details chooses details
that are rarely that are sometimes that are mostly that are highly
relevant and relevant and relevant and relevant and
significant significant significant significant

arranges and arranges and arranges and arranges and
presents details presents details presents details presents details
that reflect the that reflect the that reflect the that reflect the
conflict with conflict with conflict accurately conflict concisely
minimal accuracy some accuracy and thoroughly

Communication expresses expresses expresses expresses
and organizes and organizes
information with information with and organizes and organizes
minimal clarity some clarity
and effect and effect information information that is

logically and clearly thorough and clear

uses little to uses a limited uses a range uses extensive
no appropriate range of of appropriate appropriate
vocabulary appropriate vocabulary vocabulary
vocabulary

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 66

blm 5.1

Rebellion Images

1. What is happening in this picture? 1. What is happening in this picture?

2. What does this picture say about the rebellion? 2. What does this picture say about the rebellion?

3. Does this picture suggest that the rebellion was 3. Does this picture suggest that the rebellion was
a success or failure? a success or failure?

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 67

blm 5.2

Cause and Consequence Planner

Group members:

1. a) Type of cause/consequence (circle one): political, economic, social, physical, defensive
b) What was the original problem?
c) What effects did the rebellion have (list at least three)?

2. a) Type of cause/consequence (circle one): political, economic, social, physical, defensive
b) What was the original problem?
c) What effects did the rebellion have (list at least three)?

3. a) Type of cause/consequence (circle one): political, economic, social, physical, defensive
b) What was the original problem?
c) What effects did the rebellion have (list at least three)?

Did you … With your group did you …
 Identify the type of cause/effect?  Assign roles?
 Explain the original conflict?  Participate actively?
 Describe the effects of the rebellion?  Listen to others?
 Cite your sources?

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 68

blm 5.3

Cause and Consequence Chart

Challenge/Issue Results/Consequence

POLITICAL:

ECONOMIC:

SOCIAL:

PHYSICAL:

DEFENSIVE:

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 69

blm 5.4

Above and Below the Line

In the space below, paste the effects/results of the rebellion either above or below the line. Above the line
means that the challenge/issue was resolved; below the line means that it was not resolved. Close to the
line means that the challenge/issue was somewhat resolved.

ABOVE the Line: the Challenge/Issue was resolved
BELOW the Line: the Challenge/Issue was not resolved

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 70

blm 5.5

Reflections Rubric

Level 1 Level 2 Level 3 Level 4

Knowledge provides a limited provides some provides a variety provides a
information about of information broad range of
and amount of the rebellion that about the rebellion information about
Understanding information about is occasionally that is mostly the rebellion that
accurate and accurate and is highly accurate
the rebellion that relevant relevant and relevant

is rarely accurate

and relevant

Thinking chooses details chooses details chooses details chooses details
that are rarely that are sometimes that are mostly that are highly
relevant and relevant and relevant and relevant and
significant significant significant significant

Communication expresses expresses expresses expresses
and organizes
and organizes information with and organizes and organizes
information with some clarity
minimal clarity and effect information information that is
and effect
uses a limited logically and clearly thorough and clear
uses little to range of
no appropriate appropriate uses a range uses extensive
vocabulary vocabulary of appropriate appropriate
vocabulary vocabulary

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 71

blm 5.6

The Consequences of the 1837 Rebellion

Political Consequences

Many of the reformers were banished or fled to the United States, leaving the Reform movement to
more moderate reformers, such as Robert Baldwin. With the reformers defeated, the Family Compact
continued to control political affairs, although several more moderate leaders, such as Robert Baldwin,
continued to press for change.

The British government sent Lord Durham to the colonies in 1838 to study the conflict and to write a
report making suggestions as to how to resolve the conflict. The resulting Durham Report included the
following recommendations: that the two colonies be united; that the colonies be granted control over
local affairs; that French culture be assimilated; and that Responsible Government be granted. The Act of
Union of 1840 proposed all but the last proposal, and the two colonies became the United Province of
Canada in 1841. It took another 8 years for Responsible Government to become a reality.

Economic Consequences

During the rebellion, several homes had been burned and much property was destroyed. Those who
did not support the rebellion received money from the government, but supporters did not and were
left to the kindness of friends to support themselves and their families. The government financed several
improvements to the fort in Toronto to be better prepared for potential threats from the United States.

Social Consequences

Mackenzie, Gibson, and many reformers fled to the United States. Two of the rebel leaders, Samuel Lount
and Peter Matthews, were hanged, and 824 rebels were arrested and later released or banished. The Family
Compact made it difficult for supporters of the rebellion to get jobs, so many left for the United States.
Others were forced to leave their families behind to beg for food and shelter from friends. An award of
£1000 pounds was announced for the capture of Mackenzie and £500 pounds for Gibson. An individual
pardon was granted for Gibson in 1843 and he returned to Canada in 1848. A general amnesty was
granted in 1849; Mackenzie returned to Canada in 1850.

Physical Consequences

The Anglican church had started to sell some of the clergy reserves, saving the profits for itself. In 1840
a bill was passed so that the profits needed to be shared with other Christian churches and not just
Anglican churches. In 1854 another bill was passed to make profits from the sale of these reserves go to
the various municipalities.

Defensive Consequences

[As a result of the failed rebellion in Upper Canada] “provincial authorities enlisted large numbers
of militiamen for full-time service and Britain reinforced Canada with thousands of regular soldiers.
Meanwhile, rebel leaders fled to the United States where they recruited American sympathizers and
launched raids across the border. Since Toronto was the provincial capital, the authorities garrisoned the
city in strength, restored Fort York’s defences after two decades of peacetime neglect, and built protective
works around the community to guard rebel incursions that never materialized.”

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 72

(Of particular note, the authorities constructed a huge blockhouse in the north-west area of the Fort as
well as improving the existing fortifications, such as the enlarged circular battery, and the stockades and
palisades that protected the fort and its external buildings.).

“At various times between the 1820s and
1850s, military engineers designed new fortifications for

Toronto. Yet, these plans largely remained unrealized, in part
because of huge cost overruns on other military projects, such as the
construction of the Rideau Canal, meant to provide an alternative

communications line into Upper Canada in addition to the
vulnerable St. Lawrence route. Nevertheless, the army needed

better barracks, which it erected west of Fort York

(Stanley Barracks) in 1840-41.”

Source: Carl Benn, Fort York: A Short History and Guide

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 73

blm 6.1

Culminating Task Planner

1. Multiple Intelligences

Record your top 3 intelligences in the first column below. Then write a brief description of that intelligence
in the right column.

Top 3 Intelligences Description

1.

2.

3.



2. Possible Culminating Task Options

In the spaces below, list at least 3 of the Culminating Task Choice Board options below, in the left column.
Then write down some of the skills and activities that each involves in the right column.

Top 3 Choices Skills/Activities Involved

1.

2.

3.

3. Final Choice

Based on the charts above, choose one option and write it on the space below:

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 74

blm 6.2

The Upper Canada Rebellion of 1837

Overall Expectations Involved:

• describe the causes, personalities, and results of the rebellion 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

Task: You are to pick one of the following activities to demonstrate your knowledge and

understanding of the Upper Canada Rebellions.

Verbal/Linguistic Interpersonal Visual/Spatial

Write an editorial for a newspaper Work with a partner and use your Create a 3D model that shows

in role as someone who was persuasive writing skills to create the location of the events of

affected by the rebellion. Use a debate on one of the issues that the Upper Canada Rebellion.

the 4 C’s to argue either that the caused the Rebellion. You will Use labels and create a script

rebellion helped or did not help need to take opposing sides and explaining the order and causes

to resolve one of the challenges/ present your debate to the class. of each event, and how each

issues discussed in class. event led to the other.

Logical/Mathematical Your Choice Naturalist

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

dramatic presentation of either a written by one of David Gibson’s one or more of the five issues

rebel’s escape after the rebellion children about your new life that led to the Rebellion and

or of what happens to a rebel’s immediately after the Rebellion. the results. Your poem or song

family after the rebellion. You will You will need to consider the new should have at least 2 verses and

need to refer to at least one of the challenges faced by the family, a chorus, or 3 verses.

challenges/issues and the and refer to at least one of the

effects/results. challenges/issues.

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 75

Culminating Task: Additional Information

Visual/Spatial

Create a 3D model that shows the location of the events of the Upper Canada Rebellion. Use labels and
create a script explaining the order and causes of each event, and how each event led to the other.

The model must include:

 An organized format that is properly labeled
 Elements that are accurate, relevant, and properly located
 An explanation of the progression of events that is clear and accurate
 An explanation of how each event led to the next
 A clear depiction of any changes involved, and their effects on the people involved
 Evidence of planning and proofreading

Bodily/Kinesthetic

Write and perform a short dramatic presentation of either a rebel’s escape after the rebellion or of what
happens to a rebel’s family after the rebellion. You will need to refer to at least one of the challenges/issues
and the effects/results (economic, political, social, physical, defensive).

The dramatic presentation must include:

 A clear progression of events that are accurate and relevant
 At least one effect/result that is developed in detail
 An emphasis on characterization (showing the thoughts and feelings of the people involved)
 A clear depiction of any changes involved, and their effects on the family
 Evidence of planning and rehearsing

Your Choice

Make sure to clear it with your teacher first. Your assignment must include:

 A clear progression of ideas that are accurate and relevant
 At least one effect/result that is developed in detail
 An acceptable format (written, visual, oral, etc.) that is developed and detailed
 A clear depiction of any changes involved, and their effects on the people involved
 Evidence of planning and proofreading

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 76

Intrapersonal

Create at least 3 journal entries written by one of David Gibson’s children about your new life immediately
after the Rebellion. You will need to consider the new challenges faced by the family, and refer to at least
one of the challenges/issues.

The journal entries must include:

 A clear description of the new challenges that is accurate and relevant
 At least one effect/result that is developed in detail
 An emphasis on characterization (showing the thoughts and feelings of the person involved)
 A clear depiction of any changes involved, and their effects on the family
 Evidence of planning and proofreading

Verbal/Linguistic

Write an editorial for a newspaper in role as someone who was affected by the rebellion. Use the
4 C’s to argue either that the rebellion helped or did not help to resolve one of the challenges/ issues
discussed in class.

This editorial must include:

 An opening sentence that grabs the reader’s attention and is related to the topic you are discussing
 An opinion that is clearly stated
 Information that is accurate and relevant and that supports your opinion
 A clear explanation on how the rebellion either helped or did not help resolve one of

the issues leading to the rebellion

 A call to action
 Evidence of planning and proofreading

Interpersonal

Work with a partner and use your persuasive writing skills to create a debate on one of the issues that
caused the Rebellion. You will need to take opposing sides and present your debate to the class.

Each student in the debate must include:

 An opening sentence that grabs the reader’s attention and is related to the topic you are discussing
 An opinion that is clearly stated
 Information that is accurate and relevant and that supports your opinion
 A clear explanation on how the rebellion either helped or did not help resolve one of the issues

leading to the rebellion

 A call to action
 Evidence of planning and proofreading
 Use of clear and engaging voice

Turn Them Oot! Rebels and Redcoats of the Upper Canada Rebellion 77