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  • Continuity and Change, Cause and Consequence
    6
    AB
    1900-present

    Students will use the Human Rights Commission website to research key court cases and laws that have shaped human rights in Canada from 1900 - 2000. They will select cases involving human rights violations and plot them along a timeline. Students will then compare their timeline with a timeline of human rights legislation, both global and federal, that spans the last half of the century. They will use these visual representations to better understand the interactions of change over time, and cause and consequence. They should also be encouraged to draw conclusions from these timelines regarding the impact of global events on Canadian societal values and legislation.

  • Continuity and Change
    5, 6, 7, 8, 9
    NB
    1800-1900

    Students will imagine that they are the local historians in the Town of Hampton and that they have been asked to write a chapter for a new book titled: A Visual History of Small Town Canada. The publishers have asked them to concentrate on the differences between life in the past and the present.

    The students will examine a series of photographs taken in and around Hampton, NB from 1867-1918, and photographs taken of the same sites in February, 2007. They will make inferences about change and continuity of several aspects of life at this time: the society, the economy, the technology and the environment. Finally, they will write a chapter for the book that explains the changes and the continuity.

  • Continuity and Change, Historical Perspectives
    11
    BC
    1900-present

    This lesson uses background narratives from the Union of British Columbia Indian Chief's website, "Our Homes Are Bleeding" and primary sources drawn from the website to explore continuity and change through the 20th century in both aboriginal and non-aboriginal perspectives on issues of aboriginal rights and land title.

  • Historical Perspectives
    10, 11, 12
    BC
    1900-present

    Why were Canadians so willing to fight in 1914 in a foreign war that had so little to do with Canada's self-interest? Why in 2001 with Afghanistan War and 2003 with Iraq was there so much opposition to Canadian participation?

    This lesson uses primary documents, both visual and text based, to explore Canada's reaction to the outbreak of war in 1914 in contrast to 2001 and 2003. Based on evidence from these sources and the historical context, students explain the perspectives behind Canada's support for the war in one case and opposition in the second and further their understanding of different perspectives when examining historical events.

    Level 1 Reaction to War
    Level 2 Reaction to War
    Level 3 Reaction to War
  • Historical Perspectives
    11
    BC
    1700-1800, 1900-present

    Students will look at different visual texts of fur clothing from the 18th century fur trade era to present day and write captions for each image.

What is a Benchmark?

<p>John W. Hartman Center for Sales, Advertising &amp; Marketing History,<br />Duke University Rare Book, Manuscript, and Special Collections</p>

A surveyor cut a "benchmark" into a stone or a wall when measuring the altitude and/or level of a tract of land. A bracket called a "bench" was secured in the cut to mount the surveying equipment, and all subsequent measurements were made in reference to the position and height of that mark.

The term "benchmark" was first used around 1842 to refer to a standard of quality by which achievement may be measured.

The foundation documents available through the Benchmarks site attempt to help teachers establish standards for assessing student learning of the modes of thought that constitute historical thinking.

John W. Hartman Center for Sales, Advertising & Marketing History,
Duke University Rare Book, Manuscript, and Special Collections