Our Northern Neighbor

1. Set Focus
Pose this essential question: Why do relationships between nations matter?

2. List Vocabulary
Share some of the challenging vocabulary words in the article (see right). Encourage students to use context to infer meanings as they read.

• eradicating (p. 18)
• transnational (p. 19)
• sparred (p. 19)
• tariff (p. 19)
• virtually (p. 21)
• reconcile (p. 21)

3. Engage
Ask: What do you think of when you think about the relationship between the U.S. and Canada? Do you think this relationship is important? Explain. 

4. Read and Discuss
Ask students to read the Upfront article about the history between the U.S. and Canada. Review why the article is a secondary source. (It was written by someone who didn’t personally experience or witness the events.) Then pose these critical-thinking questions and ask students to cite text evidence when answering them:

• In 1775, why did the Continental Army think it could persuade the province of Quebec to become America’s 14th colony? Why were their assumptions incorrect? (The Americans thought that because the citizens of Quebec were French but were controlled by the British, they would want to join the Americans in overthrowing “British tyranny.” However, because the citizens of Quebec were primarily Catholic and the Americans were Protestant, they did not want to become an American colony.)

• Cite an instance discussed in the article that shows Canada and the U.S. as allies and one instance where the two nations have been at odds. (Answers may vary but students should accurately name an instance of friendship between the U.S. and Canada, such as building across borders, free trade, or support during 9/11 and the Iran-Hostage Crisis, as well as one instance of tension, such as the Smoot-Hawley tariffs or Canada’s criticism of the U.S. bombing of Vietnam during the Vietnam War.)

• How does the Trump administration’s tariff policy toward Canada resemble another administration’s policy mentioned in the article? (Some students might note that the Trump administration’s aggressive position resembles that of President McKinley. Others might note that the wide-ranging nature of Trump’s tariffs resemble the Smoot-Hawley tariffs enacted during the Hoover administration.)

• The article notes that the U.S.-Canadian relationship has historically prevailed. Do you think this will remain true? Explain. (Answers may vary but should be supported by reason. Some might say that the U.S.-Canadian relationship has survived disagreements in the past. Others might note that a fracture in the relationship may have greater repercussions because of the Canadian economy’s reliance on trade with the U.S.) 

5. Use the Primary Source:
Project, distribute, or assign in Google Classroom the PDF Neighbors, Friends, Partners, Allies, which features an excerpt from an address President John F. Kennedy gave before the Canadian Parliament on May 17, 1961. Discuss what makes the excerpt a primary source. (It provides firsthand evidence concerning the topic.) Have students read the excerpt and answer the questions below (which appear on the PDF without answers).

• How would you describe the tone and purpose of this excerpt from Kennedy’s address? (The tone can be described as formal yet friendly. The purpose is to acknowledge the importance of the relationship between the U.S. and Canada and to build additional goodwill.)

• What main ideas about the U.S.–Canada relationship are conveyed through this excerpt? (The main ideas conveyed in the excerpt are that the U.S. and Canada have a friendly relationship; that the two nations share a common heritage; that, although the relationship has not always been perfect, Canada and the U.S. have more commonalities than differences; and that trust between the two nations is more important than pretending to always agree.)

• According to paragraph 4, why was the U.S.-Canada relationship important at the time of Kennedy’s speech? (According to paragraph 4, the relationship between the two nations was especially important because in 1961, the U.S. was engaged in a Cold War with the U.S.S.R. Kennedy believed that Canadians were also opposed to Communism and that losing the Cold War would pose a threat to the entire continent.) 

• How does Kennedy characterize the “unity” between the U.S. and Canada in paragraphs 5 and 6? Paraphrase his idea in your own words. (Students should point out that Kennedy thinks that unity does not mean oversimplifying issues in order to agree, or one country dominating the other, but instead means finding mutual respect through compromise and honest communication.)

• Based on this excerpt and the Upfront article, how was President Kennedy’s attitude toward the U.S.–Canada relationship different from that of the current administration? Why do you think it has changed? (The Kennedy administration was more conciliatory than the Trump administration is. Students’ answers as to why may vary but should be supported by reason. For example, some students might note that the Cold War is over and the current administration prioritizes the relationship less than Kennedy did.)

6. Writing Prompt
Research one of the events shown on the timeline and write a brief informational essay explaining why it was important to the relationship between Canada and the U.S.

7. Quiz
Use the quiz to assess comprehension and the Analyze the Photo skills sheet to practice visual analysis.

8. Classroom Debate
Should the U.S. impose tariffs on Canada?

9. Speaking With Meaning
Assign each student a paragraph from the Primary Source lesson. Have students make notes about how to best deliver the paragraph as a speech (e.g., words to emphasize, when to pause). After students present their paragraphs to the class, have them explain their choices.