Louis Riel: Martyr, Traitor, Hero or ... ? (Grades 8-10)

To the Students

In this activity, you will:

• locate, analyze, and synthesize historical information
• analyze and describe differing viewpoints about a historical issue
• express a critical analysis of an issue
   

PART A

1. Visit the Parks Canada Web site: www.pc.gc.ca/education > Teachers' Corner > Commemorating Canada's History > People, Places and Events. Search for the keywords "Louis Riel." Discuss why he is designated as a nationally significant Canadian and how he has been commemorated. How has history remembered Riel?

2. Visit Riel House National Historic Site of Canada at www.pc.gc.ca > National Historic Sites > administered by Parks Canada > Riel House. Take a virtual tour of the site and an on-line guided tour. What insights do you gain about the character of Louis Riel?

3. Visit Riel House National Historic Site of Canada > Cultural Treasures > History to find these subsections: Historic Themes > Louis Riel, Métis Leader and Founder of the province of Manitoba.

Visit Batoche National Historic Site of Canada > Cultural Treasures > History to find these subsections: Unrest in the North West, North West Rebellion/Métis Resistance, The Battle of Batoche.

• What role did Riel play in establishing a provisional government at Red River in 1869?
• How was he involved in the North West Rebellion in 1885?

4. Explore the Parks Canada Web site to find other places, people, and events that also relate to the Riel story. Discuss: In what way is each significant? In what way does each contribute to our understanding of Riel's importance?
 

Click here to view a larger version of this image. (This image is larger than 450 pixels) Louis Riel, Person of National Historic Significance © NAC/C-006688D

PART B

1. In triads, read the poem "The Last Words of Louis Riel" by John Robert Colombo at www.cenlyt.com/Batoche/colombo.htm or http://members.aol.com/CanLit/Coteau/Morrissey/ Batoche/colombo.htm. This poem is based on selections from Riel's final speech during his trial, both before and after his sentence was handed down. Reading the poem aloud will give you a sense of how the speech might have sounded when Riel spoke.

2. Discuss the following: What image of Riel does Colombo portray through the parts of the speech that he has chosen? Describe how Colombo views Riel. How does Colombo's image compare with your impression of Riel?

3. At the time he lived and after he died, Louis Riel and his actions have been interpreted differently by different individuals and groups. The "real" Riel has yet to be defined. Choose one of the following individuals and in your group find out how he viewed Riel and why: André Nault, John A. Macdonald, William McDougall, Thomas Scott, Colonel Garnet Wolseley, Judge Hugh Richardson, Gabriel Dumont, William Van Horne, Big Bear, or Poundmaker. Start at the Parks Canada Web site and search the individual's name.

4. Jigsaw the information by forming new groups in which each group member has researched a different individual. Have each person share the information he or she has gathered. Discuss similarities and differences in the various viewpoints and the reasons the individuals felt as they did.

5. Choose one of the following:

• Based on the information you now have about Louis Riel, write an essay on the theme "Louis Riel: Martyr, Traitor, Hero, or . . . ?" in which you describe Riel as you view him and give examples to support your perspective.
• With a small group, develop a simulated television program in newsmagazine format to address the issue "Was Louis Riel a Martyr, Traitor, Hero, or . . . ?" Role-play the program with your group.
• Work with others in your class to re-create one or more important moments in the final trial of Louis Riel that you have learned about.