Unit # 1
CONFEDERATION OF CANADA 1850-1867
FATHERS OF CONFEDERATION
The students will examine the major factors and events that led to the creation of the Dominion of Canada in 1867 and evaluate the challenges facing the advocates of union. They will also investigate regional interests and other factors that led to the growth of Canada, as other provinces and territories joined Confederation. They will extend their understanding of national issues by comparing negotiations among regional interests at the time of Confederation and comparing them to similar debates in Canada today. (www.rhpl.richmondhill.on.ca)
Two excellent sources of additional information for this entire unit can be found at the following websites:
1. "The History of Canada Online" http://bit.ly/qwKs5M
2. The Library and Archives Canada has set up a website entitled "Confederation for Kids" which was written for children between the ages of 9-13 who are learning about why Canada became a country: http://bit.ly/aQ2lhB
3. TVO has created an interactive webpage for kids to learn about famous Canadians and events called Time Trackers: http://bit.ly/OLQGYM
Two excellent sources of additional information for this entire unit can be found at the following websites:
1. "The History of Canada Online" http://bit.ly/qwKs5M
2. The Library and Archives Canada has set up a website entitled "Confederation for Kids" which was written for children between the ages of 9-13 who are learning about why Canada became a country: http://bit.ly/aQ2lhB
3. TVO has created an interactive webpage for kids to learn about famous Canadians and events called Time Trackers: http://bit.ly/OLQGYM
Day 1 WHY STUDY HISTORY?
Sept.
As an introduction to Canadian history, and in an effort to dump the label that Canadian history is boring, we started the class with a discussion on why studying history is interesting. We came up with a list of the following reasons:
· To explain things,
· To reflect on different cultures and eras of time,
· To analyze human advancements,
· To learn from mistakes and successes of past generations.
We followed this up with a short discussion on cultural differences that caused such tragedies as the Holocaust, the Tutsi versus Hutu conflict in the 1990’s and most recently 9/11, and analyzed what can be learned from these events.
We finished with an examination of historically significant events that upon being witnessed have a lasting impact on the observer. We focussed on the social impact of hockey defining Canada within the international scene. We looked at Paul Henderson’s game winning goal in the 1972 Summit Series versus the Soviet Union (my dad's generation), followed in my generation by Mario Lemieux’s game winning goal versus the Russians to win the Canada Cup in 1987 and finally my son's generation in which Sydney Crosby scored the decisive goal in the 2010 Winter Olympics in Vancouver versus the U.S.A. These three events not only allow Canadians to feel a sense of nationalistic pride over different decades, but also demonstrate how important history can be when “shaping a nation”.
Sept.
As an introduction to Canadian history, and in an effort to dump the label that Canadian history is boring, we started the class with a discussion on why studying history is interesting. We came up with a list of the following reasons:
· To explain things,
· To reflect on different cultures and eras of time,
· To analyze human advancements,
· To learn from mistakes and successes of past generations.
We followed this up with a short discussion on cultural differences that caused such tragedies as the Holocaust, the Tutsi versus Hutu conflict in the 1990’s and most recently 9/11, and analyzed what can be learned from these events.
We finished with an examination of historically significant events that upon being witnessed have a lasting impact on the observer. We focussed on the social impact of hockey defining Canada within the international scene. We looked at Paul Henderson’s game winning goal in the 1972 Summit Series versus the Soviet Union (my dad's generation), followed in my generation by Mario Lemieux’s game winning goal versus the Russians to win the Canada Cup in 1987 and finally my son's generation in which Sydney Crosby scored the decisive goal in the 2010 Winter Olympics in Vancouver versus the U.S.A. These three events not only allow Canadians to feel a sense of nationalistic pride over different decades, but also demonstrate how important history can be when “shaping a nation”.
Students were assigned a title page to complete based on the theme "Shaping the Nation". For ideas about what images to include on the title page refer to pages 54-121 of the Canada Through Time textbook.
The following is a list of criteria for title pages:
1. The title of the unit must be displayed prominently on the page in block or bubble lettering.
2. The page must include 3 or more diagrams that are related to the theme of the unit.
3. The entire page must be coloured in, and the images and lettering should be outlined with a colour that makes them stand out from the background.
4. A short written component must appear on the back on the title page that highlights how each of the images that were selected relate to the theme.
Due September
The following is a list of criteria for title pages:
1. The title of the unit must be displayed prominently on the page in block or bubble lettering.
2. The page must include 3 or more diagrams that are related to the theme of the unit.
3. The entire page must be coloured in, and the images and lettering should be outlined with a colour that makes them stand out from the background.
4. A short written component must appear on the back on the title page that highlights how each of the images that were selected relate to the theme.
Due September
Days 2-3 MAPPING BRITISH NORTH AMERICA
Week of Sept.
(A) We will start class by examining early photography of Brockville and discuss the similarities and differences of these same locations today. Check out this excellent web page put together by Brockville historian Doug Grant: http://bit.ly/pJCIGS
title_page_criterion.docx | |
File Size: | 11 kb |
File Type: | docx |
Due: Sept.
(B) The students will then be asked to spend time familiarizing themselves with and defining key vocabulary that will assist them throughout this unit. Due Sept.
words_matter_unit_1.docx | |
File Size: | 14 kb |
File Type: | docx |
(C) As well, the students will complete a mapping project that will enable them to understand the differences in the layout of BNA compared to present day Canada.
For the map, the students are to:
1. label each of the colonies of BNA and use dashes (---) to indicate approximate land boundaries
2. colour each of the colonies a separate colour
3. label each of the major oceans that surround BNA
Due Sept.
For the map, the students are to:
1. label each of the colonies of BNA and use dashes (---) to indicate approximate land boundaries
2. colour each of the colonies a separate colour
3. label each of the major oceans that surround BNA
Due Sept.
blank_map_of_bna.docx | |
File Size: | 44 kb |
File Type: | docx |
Day 4-5 BRITISH NORTH AMERICA 1850-1860
Sept. -Sept.
For this entire first unit, you may find it useful to check out this source for additional information: http://bit.ly/piuqpc
For today's lesson you may find this link helpful: http://bit.ly/pdnQWE
(A) During the decade of the 1850's British North America was undergoing rapid changes. The entire expanse that we now know as "Canada" was at this time a loosely controlled collection of independent colonies of the British Empire. There was little communication between the colonies and little desire to interact or trade. The following link provides a good basic summary of life during this time: http://bit.ly/qGJoXH
Today the students are asked to examine life during the 1850's in each of the main regions of BNA and create a graphic organizer that summarizes the main features of life at the time.
1. The Maritimes (Nova Scotia, New Brunswick, PEI and Newfoundland),
2. The Canadas (Canada East and Canada West) the area we now know as Quebec and Ontario, and
3. The West the large, mostly empty expanse of western BNA which now consists of the prairie provinces and British Columbia.
The students are to use the following criteria to organize their information:
a) Name of Region, b) Size of Population, c) Major Ethnic Groups Within Region, and d) Key Economic Developments/Features
Due: Sept.
comparing_bna_1850.docx | |
File Size: | 24 kb |
File Type: | docx |
(B) To help the students to better visualize the Yukon Gold Rush, the laying of the Trans-Atlantic Cable and the onset of the Industrial Revolution in Canada East and West, we will watch and discuss the following clips (each is no longer than 4 minutes):
The video below focuses on the unbelievable feat of laying the Transatlantic Telegraph Cable from Ireland to Newfoundland. It shows how arduous the task was and how much celebration there was around the world that the feat was accomplished. Unfortunately, this first transatlantic cable (1858) failed after the initial success, but it did prove that it was possible. By 1866, the technology had improved to the point that the messages could be sent almost ten times faster than the initial cable of 1858.
An interesting video entitled City of Gold by Wolf Koenig and Colin Low (1957) from the National Film Board provides a good depiction of life in Dawson City during the Klondike Gold Rush of 1898. Although this is after the era of history we are currently studying, it does provide a good idea of the hardships encountered by men trying to find gold and how the allure attracted immigrants from all over the world. I have provided a link to this here:
http://www.nfb.ca/film/city_of_gold
http://www.nfb.ca/film/city_of_gold
Bonus Opportunity Assignment
Mystery Quests - Great Unsolved Mysteries in Canadian History is a great website that fosters critical thinking (making inferences and drawing conclusions) in students. The site offers various well known cases throughout Canadian History in which the final judgments in the case still invoke some doubt. I invite interested students to invesigate the case entitled "Heaven and Hell on Earth - The Massacre of the Black Donnelly's" that occurred in southwestern Ontario in 1880. The website offers two assignments on this topic that I feel fit perfectly into the analysis of the lifestyle of the "typical" Canadian immigrant family during the decades leading up to and post Confederation. To view the two assignments click on the following links:
1. MysteryQuest 10 - Life in the Township http://bit.ly/QfU3KI
2. MysteryQuest 19 - Life in Rural Ontario During the Late 19th Century: Hardship or Prosperity http://bit.ly/PDrxjy
Mystery Quests - Great Unsolved Mysteries in Canadian History is a great website that fosters critical thinking (making inferences and drawing conclusions) in students. The site offers various well known cases throughout Canadian History in which the final judgments in the case still invoke some doubt. I invite interested students to invesigate the case entitled "Heaven and Hell on Earth - The Massacre of the Black Donnelly's" that occurred in southwestern Ontario in 1880. The website offers two assignments on this topic that I feel fit perfectly into the analysis of the lifestyle of the "typical" Canadian immigrant family during the decades leading up to and post Confederation. To view the two assignments click on the following links:
1. MysteryQuest 10 - Life in the Township http://bit.ly/QfU3KI
2. MysteryQuest 19 - Life in Rural Ontario During the Late 19th Century: Hardship or Prosperity http://bit.ly/PDrxjy
Day 5-8 THE UNDERGROUND RAILROAD and
the American Civil War
Sept. -October
The following weblink provides a good general overview of the major incidences, outcomes and personalities involved in both the Underground Railroad and the American Civil War. It also provides fanatastic links to other websites for those who are interested in exploring more about these world altering historic topics.
http://bit.ly/ijXKPZ
(A) In order for grade 8 students to understand the reasons that politicians had for initiating discussions about a union of the colonies of BNA, they must first have some background information about what was occuring in the USA in the mid 1800's. Much of the talk of creating a union started with the commonly held belief (at the time) in Manifest Destiny (http://bit.ly/a3qBoS). Many Canadians felt that an American attack was imminent, and the Civil War did alot to enhance those fears.
(B) Over the next couple of history classes the students will examine several clips centering on the Underground Railroad and the American Civil War. The topics will include: short documentaries about the lifes of slaves; Negroe Spiritual songs with hidden messages about how to escape slavery; and two animated hero classics that feature the stories of Harriet Tubman (the Black Moses) and Abraham Lincoln (the American President during the Civil War). For an excellent interactive storyline of a journey on the "Underground Railroad" from the National Geographic website follow this weblink: http://on.natgeo.com/kB4Dm
(C) The following are a sampling of what the students will watch. You can find the remaining parts of the animations and many other clips on these topics at www.youtube.com:
http://bit.ly/ijXKPZ
(A) In order for grade 8 students to understand the reasons that politicians had for initiating discussions about a union of the colonies of BNA, they must first have some background information about what was occuring in the USA in the mid 1800's. Much of the talk of creating a union started with the commonly held belief (at the time) in Manifest Destiny (http://bit.ly/a3qBoS). Many Canadians felt that an American attack was imminent, and the Civil War did alot to enhance those fears.
(B) Over the next couple of history classes the students will examine several clips centering on the Underground Railroad and the American Civil War. The topics will include: short documentaries about the lifes of slaves; Negroe Spiritual songs with hidden messages about how to escape slavery; and two animated hero classics that feature the stories of Harriet Tubman (the Black Moses) and Abraham Lincoln (the American President during the Civil War). For an excellent interactive storyline of a journey on the "Underground Railroad" from the National Geographic website follow this weblink: http://on.natgeo.com/kB4Dm
(C) The following are a sampling of what the students will watch. You can find the remaining parts of the animations and many other clips on these topics at www.youtube.com:
Students are to complete the following questions in their notebooks:
underground_railroad.docx | |
File Size: | 12 kb |
File Type: | docx |
A fun interactive weblink about the Underground Railroad can be found at Time Trackers Games - TVO found here: https://bit.ly/3jZEwRc
We completed this section by watching the animated hero classic on Harriet Tubman. This includes the story of Harriet Tubman's (The Black Moses) escape to the "Promised Land" and consequent return trip to assist her family in escaping as well. I have included the full 1/2 hour video here:
The American Civil War (1861-1865) - A Brief Overview
Animated Hero Classic - Abraham Lincoln
Day 9-12 THE CASE for CONFEDERATION
Oct.
For the subsequent lessons, the following weblink may be helpful in understanding the desire of the independent colonies to unite into a Confederation.
http://bit.ly/qoqSMm (a short summation of issues) and
http://bit.ly/qwKs5M (detailed information about issues) and
http://bit.ly/nPwg1T (power point summation of issues)
The American Civil War played a major role in the fears citizens of British North America felt in the mid 1860's. Rumblings of the necessity of unitying began in earnest amongst politicians within each of the colonies at this time. On the other hand, many citizens feared that there was simply too much regionalism to really consider creating a country out of such independent colonies. However, the push for Confederation was also necessitated by factors other than the those brought about by those initiated from the USA. England's support of the colonies of BNA was waning by the 1860's, and many British politicians wanted the colonies to become less reliant on "the mother country". As well, issues were arising within each of the colonies that required them to seek each other out in order to move forward (politically, financially and militarily). It was the combination of these internal and external factors that eventually led to the creation of a federal union of several of the BNA colonies.
Today the students began the process of examining the arguements that politician made to unite the colonies of BNA into a confederation. The students will look at the issues of:
1) Political Deadlock in the Canadas and the controversial notion of "Rep by Pop" as a means of resolving the problem as suggested by George Brown - a political representative from Canada West
2) The necessity of expanding the Intercolonial Railway from Canada West to Nova Scotia to allow for increased trade between the colonies. This notion came in light of the United States decision to revoke the Reciprocity (free trade) Agreement between the nations at the end of the Civil War. The Americans were angered that Britain provided both financial and military aid to the Southern (Rebel) States during the Civil War. This anger extended to BNA who were part of the British Empire.
3) Many politicians in BNA wanted to expand to the Northwest and combat Manifest Destiny (the widely held believe by many Americans that all of North America should be owned and controlled by the USA)
4) British politician's desire to reduce their role (financially and militarily) in governing BNA and their wish for the colonies to become more independent. The notion being that, if united, the colonies would be able to share expenditures and militaries instead of relying so much on Britain.
5) The Fenian Raids of towns bordering the USA and BNA. These were lead by a group of Irish expatriots (many whom had fought during the American Civil War). They hoped to win independence for Irish citizens by capturing BNA.
Watch the following humorous clip to learn how little the average Canadian citizen knows about Confederation and George Brown - who played an instrumental role in negotiating the terms that lead to the creation of the Dominion of Canada.
http://bit.ly/qoqSMm (a short summation of issues) and
http://bit.ly/qwKs5M (detailed information about issues) and
http://bit.ly/nPwg1T (power point summation of issues)
The American Civil War played a major role in the fears citizens of British North America felt in the mid 1860's. Rumblings of the necessity of unitying began in earnest amongst politicians within each of the colonies at this time. On the other hand, many citizens feared that there was simply too much regionalism to really consider creating a country out of such independent colonies. However, the push for Confederation was also necessitated by factors other than the those brought about by those initiated from the USA. England's support of the colonies of BNA was waning by the 1860's, and many British politicians wanted the colonies to become less reliant on "the mother country". As well, issues were arising within each of the colonies that required them to seek each other out in order to move forward (politically, financially and militarily). It was the combination of these internal and external factors that eventually led to the creation of a federal union of several of the BNA colonies.
Today the students began the process of examining the arguements that politician made to unite the colonies of BNA into a confederation. The students will look at the issues of:
1) Political Deadlock in the Canadas and the controversial notion of "Rep by Pop" as a means of resolving the problem as suggested by George Brown - a political representative from Canada West
2) The necessity of expanding the Intercolonial Railway from Canada West to Nova Scotia to allow for increased trade between the colonies. This notion came in light of the United States decision to revoke the Reciprocity (free trade) Agreement between the nations at the end of the Civil War. The Americans were angered that Britain provided both financial and military aid to the Southern (Rebel) States during the Civil War. This anger extended to BNA who were part of the British Empire.
3) Many politicians in BNA wanted to expand to the Northwest and combat Manifest Destiny (the widely held believe by many Americans that all of North America should be owned and controlled by the USA)
4) British politician's desire to reduce their role (financially and militarily) in governing BNA and their wish for the colonies to become more independent. The notion being that, if united, the colonies would be able to share expenditures and militaries instead of relying so much on Britain.
5) The Fenian Raids of towns bordering the USA and BNA. These were lead by a group of Irish expatriots (many whom had fought during the American Civil War). They hoped to win independence for Irish citizens by capturing BNA.
Watch the following humorous clip to learn how little the average Canadian citizen knows about Confederation and George Brown - who played an instrumental role in negotiating the terms that lead to the creation of the Dominion of Canada.
The following clip provides a brief synopsis of the Fenian attempts at capturing Canada. I apologize in advance for the spelling errors during the clip. It was produced by a student, but the information is fine.
To reinforce the learning of the concepts surrounding the arguements for Confederation the students received the following handouts:
arguments_for_confederation_activity_page.jpg | |
File Size: | 377 kb |
File Type: | jpg |
maritime_support_for_confederation_activity_page.jpg | |
File Size: | 156 kb |
File Type: | jpg |
summary_of_factors_leading_to_confederation_part_1.jpg | |
File Size: | 327 kb |
File Type: | jpg |
summary_of_factors_leading_to_confederation_part_2.jpg | |
File Size: | 409 kb |
File Type: | jpg |
Day 13 THE CASE AGAINST CONFEDERATION
Oct. 18th
Many of the citizens within the BNA colonies were not excited about the talk of a Confederation. For some, the idea of change (separating from Britain) was not acceptable. In fact, many Maritime citizens feared their political voice would not be heard against the larger colonies of Canada West and Canada East. For others, the ongoing issues between the French and English in "the Canadas" was cause for concern. Still others worried about the debt that would be incurred from trying to build a railway across such a large expanse of land. There was even some sentiment toward "the Canadas" uniting with the USA. These colonies shared a border with the USA, and the American markets were closer in terms of trade partnerships than the considerable distance to the Maritimes. There was also a concern about trying to defend such a long unprotected border.
Today the students examined the arguements against Confederation. They were asked to complete a series of questions that looked at the case against Confederation. They also received a sheet that summarized the arguments against Confedration.
Today the students examined the arguements against Confederation. They were asked to complete a series of questions that looked at the case against Confederation. They also received a sheet that summarized the arguments against Confedration.
the_case_against_confederation.jpg | |
File Size: | 249 kb |
File Type: | jpg |
Due: October TBD
summary_of_arguments_against_confederation.jpg | |
File Size: | 417 kb |
File Type: | jpg |
Day 14 EXAMINING THE CONFERENCES THAT LED TO CONFEDERATION
Oct. 25th
Negotiations between the colonies began in earnest in September of 1864 when the 4 Maritime colonies decided to meet in Charlottetown to discuss a possible union. Delegates from Canada East and West caught wind of this meeting and decided to join in without being invited. For 17 days politicians representing the various BNA colonies discussed the pros and cons of forming a Confederation. These initial talks led to a decision to meet again in Quebec City (1864) and then later in London, England (1866). From these meetings, a constitution (laws of how to govern a country) were hammered out (called the BNA Act) and four of the colonies decided to unite to form a country called "The Dominion of Canada".
Today the students were asked to examine the important politicians who attended and the major outcomes of each of the conferences. The following file provides the information the students were asked to research regarding the Conferences:
Today the students were asked to examine the important politicians who attended and the major outcomes of each of the conferences. The following file provides the information the students were asked to research regarding the Conferences:
the_conferences_that_led_to_confederation_activity_page.jpg | |
File Size: | 149 kb |
File Type: | jpg |
Due: Wednesday, October 26th
Day 15 CHOOSING A LEADER and DIVIDING THE POWERS of the GOVERNMENT
Nov. 1st
Once the BNA was officially signed, it was time to select a leader to govern the new country. By definition a leader is a person who influences a group of people towards the achievement of a goal. There were many candidates from the Fathers of Confederation who were capable of fulfilling this role. However, one candidate seemed determined to lead the new country from it's infancy. John A. MacDonald was the most vocal of the candidates and clearly had been visiable throughout the entire negotiation process that lead to Confederation.
One of the biggest tasks of the new leader was to outline the powers that each level of government would be in control of. This was not an easy task as there was a lot of regional interests that needed to be addressed. Finally, after much debate the division of authority for various political decisions was finalized.
Today students were asked to describe the qualties that made John A. MacDonald the right choice for our first Prime Minister. They were also expected to examine the division of power between the three levels of government that still exist today.
Assignment
1. John A. MacDonald: A Leader with Many Dreams - read pages 101-104 and complete question #2 on page 105
2. The New Canadian Government - Read page 110-115
a) Copy Box 6-5 on page 112
b) Define Constititution and Monarchy
c) Complete page 115 #11
The following clips provide some background information on John A. MacDonald. There is numerous other documentary videos available on Youtube if you are interested. Enjoy.
One of the biggest tasks of the new leader was to outline the powers that each level of government would be in control of. This was not an easy task as there was a lot of regional interests that needed to be addressed. Finally, after much debate the division of authority for various political decisions was finalized.
Today students were asked to describe the qualties that made John A. MacDonald the right choice for our first Prime Minister. They were also expected to examine the division of power between the three levels of government that still exist today.
Assignment
1. John A. MacDonald: A Leader with Many Dreams - read pages 101-104 and complete question #2 on page 105
2. The New Canadian Government - Read page 110-115
a) Copy Box 6-5 on page 112
b) Define Constititution and Monarchy
c) Complete page 115 #11
The following clips provide some background information on John A. MacDonald. There is numerous other documentary videos available on Youtube if you are interested. Enjoy.
Due: Thursday, November 3rd
Day 16 THE CONSTITUTION ACT OF 1982
Nov. 3
The British North America Act (BNA Act) did not make Canada completely independent of Britain. Canada did not become completely independent until 1982, when the "Constitution Act" was passed. This was an important document because it officially ended Britain's authority over Canada a full 100 years after Confederation was first signed. Until the Constitution Act was initiated, the highest court of appeal for government decisions was in Britain. Therefore, important decisions like whether Canada would go to war or not, was ultimately decided by the English government. This is why Canada joined WWI and WWII at the onset of those wars. Once England joined, Canada had to comply. After the Constitution Act was signed, all major decision involving Canada were made in Canada. This is evidenced by Canada's decision to not become involved in the invasion of Iraq in 2001 (although the U.S.A. and England did).
For more information on the amendments that were introduced in the Constitution Act visit the following weblink:
http://en.wikipedia.org/wiki/Constitution_Act,_1982
Today the unit on Confederation was completed. The students are to now prepare for next Tuesday's test. A copy of the major concepts to study was provided to each of the students. I have attached a copy of the review in case the students misplace their copy.
For more information on the amendments that were introduced in the Constitution Act visit the following weblink:
http://en.wikipedia.org/wiki/Constitution_Act,_1982
Today the unit on Confederation was completed. The students are to now prepare for next Tuesday's test. A copy of the major concepts to study was provided to each of the students. I have attached a copy of the review in case the students misplace their copy.
confederation_review.jpg | |
File Size: | 84 kb |
File Type: | jpg |
Confederation Unit Test Date: Tuesday, November 8th
Day 17 CONFEDERATION CULMINATING ACTIVITY
Nov. 11
To finish off the unit on Confederation, the students will complete 1 of 4 possible assignments about the concepts we have covered this unit. An outline of the assignment is included in the list of files below. I have also included the individual assignments and rubrics for each as well. The video at the end shows an example of a song about Confederation that the students can use as a model if they decide to try this option.
confederation_culminating_activity.jpg | |
File Size: | 140 kb |
File Type: | jpg |
confederation_historical_letter_culiminating.jpg | |
File Size: | 435 kb |
File Type: | jpg |
confederation_historical_letter_culiminating_rubric.jpg | |
File Size: | 497 kb |
File Type: | jpg |
confederation_political_cartoon_culminating.jpg | |
File Size: | 563 kb |
File Type: | jpg |
confederation_political_cartoon_culminating_rubric.jpg | |
File Size: | 359 kb |
File Type: | jpg |
confederation_flag_culminating_activity_criteria.jpg | |
File Size: | 153 kb |
File Type: | jpg |
confederation_flag_culminating_activity_rubric.jpg | |
File Size: | 164 kb |
File Type: | jpg |
confederation_song_criteria.docx | |
File Size: | 14 kb |
File Type: | docx |
confederation_song_rubric.docx | |
File Size: | 85 kb |
File Type: | docx |
Due: Monday, November 21st