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  • Continuité et changement, Causes et conséquences
    1900 à aujourd’hui

    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.

  • Continuité et changement
    5, 6, 7, 8, 9
    1800 à 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.

  • Continuité et changement, Point de vue historique
    1900 à aujourd’hui

    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.

  • Point de vue historique
    10, 11, 12
    1900 à aujourd’hui

    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
  • Point de vue historique
    1700 à 1800, 1900 à aujourd’hui

    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.

Qu’est-ce qu’un « repère »?

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

Selon les géologues, un repère (ou benchmark en anglais) est une marque faite sur un objet permanent dont la cote d'altitude est connue, par rapport à un niveau de référence officiel.

Un support (appelé bench en anglais) était encré dans la marque afin d’y installer l’instrument de mesure de l’arpenteur-géomètre. Toutes les références ultérieures étaient alors faites en fonction de ce repère.

L’emploi du terme « repère » pour signifier une norme de qualité (ou benchmark en anglais) est apparu pour la première fois en 1842.

Les documents de base que l’on trouve sur le site du projet Repères visent à aider les enseignants à établir des normes pour évaluer l’apprentissage, par les élèves, des modes de pensée qui constituent la réflexion historique.

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