The Canada Primary Sources is a pack of 20 primary source documents that are relevant to the history of Canada. Each primary resource is printed on sturdy 8.5” X 11” card stock.
The Canada Primary Sources will help your students build common core skills including:
• Critical Thinking
• Point of View
• Compare and Contrast
• Order of Events
• And Much More!
Perfect for gallery walks and literature circles! Great research and reference materials!
The 20 Canada Primary Sources are:
• Defeat of the Iroquois at Lake Champlain print of Samuel de Champlain’s original sketch – 1609
• The Last Voyage of Henry Hudson, 1611 – painted by John Collier in 1881
• 17th century map of New France
• Painting depicting the “filles du roi”: Arrival of the French Girls at Quebec – 1667
• Engraved illustration of the Quebec colony – 1683
• Expulsion Order Read to Acadians in 1755 – painting by Charles William Jefferys
• Depiction of the Battle of the Plains of Abraham: A View of the Taking of Quebec, 13 September, 1759
• Illustration of aboriginal people at a Hudson Bay Company trading post in the early 1800s
• Political cartoon published in London, warning of the dangers of immigrating to Canada – 1820
• Battle of Saint-Eustache of 1837, painted in 1840 by Lord Charles Beauclerk
• Portrait of Sir Louis-Hippolyte Lafontaine, the first Prime Minister of the United Provinces of Canada – circa 1850s
• Poster advertising immigration to Ontario – 1878
• Newspaper clipping: “The Rebellion of the Half-Breeds in Canada under Louis Riel” – 1885
• Photograph of the Montreal Shamrocks, 1899 Stanley Cup Champions
• Logging in north Vancouver, British Columbia – 1920s
• Photograph of unemployed men hopping a train in Canada during the Great Depression – 1933
• War songs written by T. Reg. Sloan. (1939 – 1945)
• Poster notice to Japanese Canadians during World War II – 1942
• Celebration of the St. Lawrence Seaway opening in 1959
• The Proclamation of the Constitution Act – 1982
Your students will:
…think critically and analytically, interpret events, and question various perspectives of history.
…participate in active learning by creating their own interpretations instead of memorizing facts and a writer’s interpretations.
…integrate and evaluate information provided in diverse media formats to deepen their understanding of historical events.
…experience a more relevant and meaningful learning experience.