Two Students listen carefully listen to the presentation and propose a solution or solutions to the conflict. As a conclusion, students assess their solutions by reading the textbook to find out the actual solution used by the British in 1755. Discuss with students the fairness of the deportation order. Read the poem Evangeline, written by H.W. Longfellow. Explain that this poem is a secondary source of the expulsion of the Acadians.
Students discuss why the poem is a secondary source of information.
Record on chart paper the feeling expressed by the poet about the deportation of the Acadians. Students write a response journal describing how Evangeline must have felt as she was separated from her home and loved ones. Students complete assignments in a cooperative group setting. Students create a series of questions they would like to ask Evangeline.