Historical Thinking Concepts Unit Test

• The unit test on Historical Thinking Concepts is on Monday, February 24, 2025.

Historical Significance - Montreal Massacre

• Resulted in great change that lasted a long time along and affected many people

Historical Perspective - Oka Crisis

• Taking historical perspectives means understanding social, cultural, intellectual, and/or emotional settings that shaped people's lives

Cause and Consequence - Tommy Douglas

• Actions, beliefs, and circumstances led to these consequences
• Consider whether the cause is underlying (long-term) or immediate (short-term)

Continuity and Change - Residential Schools

• Look for a turning point that causes change
• Evaluate change over time using ideas of progress and decline (changes can be negative or positive)

Ethical Dimensions - Japanese Internment camps

• Debt of memory involves obligation to remember
• Ethical judgement involves decisions about the ethics of a historical action
• Historical Consciousness involves awareness of links between past, present and future when negotiating the present

Primary Source Evidence

• Primary sources include documents or physical objects created/discovered during a time of study without any analysis, providing a first-hand view/information
• Secondary sources offer interpretations or analyses
• Examples of primary sources include quotes, newspaper articles, letters, diaries, maps, unedited photos, bones, and pottery
• Examples of secondary sources include textbooks, dictionaries, Wikipedia articles, encyclopedias, lectures by teachers, interviews with historians, scholarly papers, biographies, and autobiographies
• Steps to gather information from primary source documents:
• Identify who created the item
• What the item was used for
• Impact the item had at the time
• Events that were occurring at the time

Montreal Massacre

• A young man entered a Quebec university separating males from females. He targeted the females with a firearm screaming "You are all feminists" because they were studying to pursue a male dominated field. He blamed women for his multiple rejections.
• The massacre pushed gender stereotypes, forced women into silence, and led to laws protecting schools
• It resulted in new laws for school protection, allowed women to overcome career stereotypes, and affected women, families, and educators across Canada

Quebec Referendum

• Primary sources offer first-hand information
• Secondary sources offer interpretations/analysis of information with an opinion included

Examples of Quebec Referendum Primary Sources

• A photo of protestors which contains no interpretation or analysis
• Referendum results which represent how split Quebec was
• A photo of Jacques Parizeau which shows Quebec wanted to be independant

Example of Quebec Referendum Secondary Source

• An interpretation/opinion of the referendum

Oka Crisis: Perspectives

• Kanesatake First Nation (Cultural Setting):

• Sacred space (cemetery), according to the Indian Act, First Nations People can govern their Reservations as they see fit without interference of the Canada government

• Emotional Setting in the past they have faced oppression and violence (ie. residential schools)

• Violent perhaps is the only way to protect themselves (do not trust the government

• Town of Oka (government) Social Setting:

• Golf Course - Tourists, more $$ for the government of Oka

• Cultural setting with a history of oppressive and systemic racist laws/opinions so it was “ok” to build a golf course because they are the government

• Citizens of Oka Intellectual Setting:

• Citizens only saw the police and government perspective which painted the Warriors of violent (Bias information)

• Emotional setting meant citizens were disrupted in day-to-day life, and Cultural Setting saw Indigenous peoples as “not civilized” due to generation oppression

• The city of Oka wanted to make a golf course on an Indigenous reserve, and Indigenous peoples have faced lots of oppression and racism from the government

Tommy Douglas (Causes and Consequences)

• Causes that led Tommy Douglas to believe that every Canadian should have free healthcare:
• Bone infections at age 10
• Grew up heavily devoted to religion attending a baptist college
• Dropped out of school to help with family financials

Ethical Dimensions

• Historical consciousness explores why the government acted as it did
• Reparations refer to the apology issued by the government
• Restitutions involve something promised back for a wrong committed
• Periodization marks a period of time, often with strong feelings

Japanese Internment Camps

• Japan bombed Pearl Harbor
• Canada declared war on Japan with Japanese people seen as alien enemies
• Japanese Canadians were put in internment camps:
• Terrible living conditions
• No heat in the freezing cold, very crowded
• No proper bathroom facilities
• No clean running water

Japanese Internment Camps: Reparation and Restitution

• Reparation involved Prime Minister Brian issuing an apology in the House of Commons
• Restitution gave 21,000toJapaneseCanadians,and21,000 to Japanese Canadians, and 21,000toJapaneseCanadians,and24 million to work to get rid of racism in Canada

A review of historical thinking concepts, including historical significance, perspective, cause and consequence, continuity and change, and ethical dimensions. It Includes examples like the Montreal Massacre, Oka Crisis, Tommy Douglas, Residential Schools and Japanese Internment camps.