This three-part classroom play tells the story of the 1837 Rebellions in Upper and Lower Canada. It provides background on the American and French Revolutions, which inspired calls for responsible government in Canada. The play is intended to help students understand the grievances and events through acting out the roles of key figures like Papineau, Mackenzie, and Bond Head. Teachers are given guidance on staging the performance using classroom furniture as sets and having students take on multiple roles.

1. TheRebellionsof1837:
AClassroomPlayinThreeParts
ByAshleyMarshall
BOX DRINK PUBLISHING
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3. TheRebellionsof1837:
AClassroomPlayinThreeParts
ByAshleyMarshall
BOXDRINKPUBLISHING
Toronto,Ontario
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held by
author

4. BOX DRINK PUBLISHING
© 2015 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or
transmited, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without
prior permission of the publisher; Box Drink Publishing.
Cover Photo Credits:
Back view of the church of St. Eustache and dispersion of the insurgents
Lord Charles Beauclerk (1813-1842)
1840, 19th century
M4777.6
© McCord Museum
http://www.mccord-museum.qc.ca/en/collection/artifacts/M4777.6?Lang=1&accessnumber=M4777.6
Accessed January 5th, 2015
Public Domain
The Battle of Montgomery’s Tavern in Toronto, Canada
Author Unknown
1923, 20th century
Canadian Military History Gateway of the Department of National Defence
http://www.cmhg.gc.ca/cmh/image-374-eng.asp?page_id=429
Accessed January 5th, 2015
Public Domain
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5. ForMichelle,
andthemanyMarshalls
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6. The Rebellions of 1837:
A Classroom Play in Three Parts
Notes to Teacher/Director:
An initial collective reading of 45-60 minutes is advised. This is where
teacher/director can ensure that all vocabulary, concepts & character
motivations are fully-understood. To that end, a glossary is provided.
Be aware that during the re-enactment, nothing in your classroom will
be orderly. Be sure to recycle actors into additional/extra parts (like
crowd members, people or soldiers) so that as few students as possible
are uninvolved at any time during the performance.
Place location signs on the walls of the classroom so that the entire
room becomes the stage.
Desks and furniture can double as buildings and other structures;
place them before or during the scene as desired.
The narration, as written, is intended for 4 actors for the entire play.
For larger class sizes, or for variety, 4 narrators per section can be used
to allow for 12 different narrators overall – if desired.
The estimated run-time of this play is 45 minutes. Allow students to
have at least twice that amount of time to rehearse.
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7. Dramatis Personnae
Four Narrators [significant speaking roles]
Kings of England & France [could be the same actor; perhaps with different
accessories]
Militia – Defenders of Upper Canada while the army is away
British Troops – various groups led by Lt-Col. Francis Gore, Col. George Wetherall &
Sir John Colborne [all roles are interchangeable]
Louis-Joseph Papineau - Leader of the Lower Canada Patriotes reformers who wants
fair and responsible government
Patriotes/House of Assembly – Mostly French-Canadian people in Lower Canada who
support the idea of less control by the British government
Clergy – Church leaders in both provinces who wish to maintain the status quo
because they benefit financially from government decisions
Château Clique/Legislative Council – The ruling elite class of Lower Canada
William Lyon Mackenzie – Leader of the Upper Canada reformers who wants fair
and responsible government
Sir Francis Bond Head – Biased Lt. Governor of Upper Canada who favours the
Family Compact
Family Compact – The ruling elite class of Upper Canada
Various Peoples (of America, England, France, Upper Canada, Lower Canada)
[many actors needed]
→includes Executioner, Farmers, Townspeople, Voters, Election Rabble,
Reformers/Rebels/Patriotes,
→includes Clergy, Farmer, Patriote 1, Patriote 2 & Waiter who have
individual speaking roles
Lord Durham – British government official
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8. Locations
London, England (the King’s Court)
Paris, France (the King’s Court & execution site)
United States
Lower Canada - Montréal (site of political disputes)
Lower Canada – Battle Sites:
St-Denis (north of Montréal)
St-Charles (just north of St-Denis)
St-Eustache (southwest of, & near, Montréal)
Upper Canada - Toronto (Montgomery’s Tavern on Yonge St.)
Required Property
Crown(s)
Throne(s)
Guillotine
Various buildings made of available classroom furniture
Weapons: guns, rifles, long-handle farming tools (pitchfork)
“The 92 Resolutions” Document
Waiter’s apron
Oversized writing tablet & feather pen
Woman’s dress/outfit and wig (the uglier the better)
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9. Introduction: Bad Attitudes in the Canadas
1 Narrator 1: In the late 18th century, two significant revolutions took place.
2 Narrator 2: A revolution is when the people,
3 People: [Happily] Heeeey!
4 Narrator 2: - get rid of, or overthrow, a government.
5 Narrator 3: The two big revolutions of the time involved governments lead by
kings.
6 Narrator 4: The first big revolution was the American Revolution from 1765-1783.
7 Narrator 3: At the time, America was called the 13 Colonies.
8 Narrator 1: In that conflict, the people of the 13 Colonies,
9 American People: [Angrily] Heeeey!
10 Narrator 2: - were being ruled by a dude named King George the III of England,
11 King of England: [Happily] Heeeey….
12 Narrator 3: - whom they hated.
13 American People: [Angrily] Booooo!
14 King of England: [Defensively] Heeeey….
15 Narrator 4: The people of the 13 Colonies got rid of King George as their ruler.
[The American people remove the King and knock off his crown]
16 King of England: [Angrily] Heeeey….
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10. 17 Narrator 1: The second big revolution was the French Revolution from
1789-1799.
18 Narrator 3: At the time, France was called, [pause] umm, France.
19 Narrator 2: In that conflict, the people of France…
20 French People: [Happily] Heeeey!
21 Narrator 2: They’re French.
22 French People: [Happily with French accents] Heeeey!
23 Narrator 3: The French were ruled by a dude named King Louis XVI.
24 Narrator 1: Le roi Louis le seize.
25 King of France: [Happily] Heeeey!
26 Narrator 2: He’s French too.
27 King of France: [Happily with French accent] Heeeey!
28 Narrator 4: The People of France got rid of Louis XVI as their ruler.
[French people remove the King and knock off his crown]
29 King of France: [Angrily] Heeeey….
30 Narrator 1: In fact, they not only removed him but had him beheaded.
31 King of France: [Sadly] Heeeey….
[Executioner pretends to behead King with guillotine; the people celebrate]
32 Narrator 3: So what does all of this have to do with British North America?
33 Narrator 4: Well, these revolutions put into the minds of people all over the world
that powerful governments could not only be removed,
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11. Glossary
Pardoned – Officially forgiven of a crime
Rabble – a rowdy crowd or mob
Reformers - People who want things to change
Reinforcements – Additional soldiers
Resolutions – A decision or course of action determined by a group
Responsible Government – A government made by the people it rules, that answer
to the people and can be changed by the people
Roman Catholic Church – Very popular with people of French background
Seigneurial System – French land distribution system used in pre-Canada
Status quo – Things staying just the way they are
Stronghold – A well-defended place
Un-democratic – When the majority does not get to decide
Upper Canada – Province in pre-Canada that was dominated by English-speaking
people; modern-day Ontario
Vain – A failed attempt
Values – Beliefs that are important to a group
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12. About The Author
Originally from London, England,
Ashley Marshall is a middle-school educator,
history enthusiast & English football fanatic
who lives near Toronto, Ontario.
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