January 13-16, 2014--Chapter 7: the Laurier Era
Whoops! It's been busy as we've sprinted through Chapter 7 and we're behind on the class updates--sorry! Over this past week we have covered the Laurier Era (1896-1911) and all that accompanied it: prosperity and innovation, compromise and "the sunny way"--the Alaska Boundary Dispute, the Manitoba Schools Act and the Boer War-- as well as the Open Door policy regarding immigration, the closing of the "open door"--Chinese head tax, Japanese exclusion, the Continuous Passage Act and the Komagata Maru. Finally, we discussed women's suffrage and Aboriginal rights and issues including treaties in BC (or a lack thereof) and residential schools.
Please find the attached ppt file below for reference :)
Please find the attached ppt file below for reference :)
0_ch._7_modern_canada.ppt | |
File Size: | 4807 kb |
File Type: | ppt |
January 8, 2014--Vancouver and Discrimination
Today was the last day of our marathon through Chapter 6. We covered the emergence of Vancouver (and the surrounding Lower Mainland) as a major urban centre in Canada, as well as the ethnic diversity--and accompanying discrimination and racism that accompanied it. During the second block, we recieved our study packages for the exam.
Please see the attached pdf below to refresh your learning!
Please see the attached pdf below to refresh your learning!
chapter_6_-_british_columbia_to_1896.pdf | |
File Size: | 3351 kb |
File Type: |
January 7, 2014--Gold Rushes and Confederation
Today we covered a multitude of topics from the Cariboo Gold Rush (1858) (which led to the creation of BC as a Crown Colony of Great Britain) to British Columbia joining Confederation (1871).
For homework: if you did not finish questions 1 and 2 from page 219, please have them for tomorrow's class.
For homework: if you did not finish questions 1 and 2 from page 219, please have them for tomorrow's class.
January 6, 2014--Oregon and Vancouver Island
Welcome back! Today was our first class of 2014. Hopefully everyone had a wonderful Christmas holiday :) To begin today's lesson, we reviewed our open-book quiz from December 18th. We then began our new unit (Chapter 6) on the development of British Columbia. We focused today on the Oregon Territory as well as the founding of the Colony of Vancouver Island.
For homework. If you did not finish question #2 from page 209 and question #2 from page 212, please have them completed for class tomorrow.
For homework. If you did not finish question #2 from page 209 and question #2 from page 212, please have them completed for class tomorrow.
December 17, 2013--The CPR
Today in class we discussed the development of Canada's first transcontinental railway the CPR. Building a railway across a country such as Canada was no small feat and involved millions of dollars, countless lives and even scandal!
the_national_dream_2.pdf | |
File Size: | 4125 kb |
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December 16, 2013--The Indian Act
Today in class we discussed the Indian Act. Undoubtedly Canada's most controversial piece of legislation to date, the Indian Act was established in 1876 and still exists today. While an inherently racist document--it was even consulted in the development of apartheid in South Africa--Canada's First Nations population desires to see it remain. For many, it is better to "live in bondage" than to lose their sacred rights.
Please ensure you have a solid understanding of the Indian Act including rationale and pros and cons as this will be testable material. If you missed class. Please view the attached pdf below.
HOMEWORK: finish your Indian Act handout if you have not yet turned it in.
Please ensure you have a solid understanding of the Indian Act including rationale and pros and cons as this will be testable material. If you missed class. Please view the attached pdf below.
HOMEWORK: finish your Indian Act handout if you have not yet turned it in.
the_indian_act_1876.pdf | |
File Size: | 90 kb |
File Type: |
December 10, 2013--Numbered Treaty Research
In today's class we continued our research on our numbered treaties in the computer lab. We will have tomorrow as well to research and then begin to put our posterboards together.
December 9, 2013--Taking the West Pt. 2 and the Numbered Treaties
In the first part of today's double block we finished viewing "Taking the West". We then read pages 175-178 in our textbook on treaties. Following this, we spent the remainder of our second block beginning a research project on the first seven of the "Numbered Treaties". We will be spending several days on this looking at data around the treaties and why issues still exist today.
If you missed class, please view the rest of the video (see link under December 5th) and take notes. Then, pick one of the numbered treaties to begin reasearching 91-7). The website canadahistory.com has a wealth of information to help you. For an outline of what you will need to research, please consult the document attached below.
If you missed class, please view the rest of the video (see link under December 5th) and take notes. Then, pick one of the numbered treaties to begin reasearching 91-7). The website canadahistory.com has a wealth of information to help you. For an outline of what you will need to research, please consult the document attached below.
treaty_assignment.docx | |
File Size: | 77 kb |
File Type: | docx |
December 5, 2013--Taking the West Pt. 1
Today in class we watched a portion of Canada a People's History, Episode 10 "Taking the West". If you were not in class today, you will find the video on youtube at the following url: http://www.youtube.com/watch?v=1GDTWT3m2YA
Please have all past-due work in on Monday as interim report cards will be going home on Wednesday.
Please have all past-due work in on Monday as interim report cards will be going home on Wednesday.
December 4, 2013--The NWMP and an Intro to the Numbered Treaties
Today in class we discussed the origins of the North West Mounted Police (NWMP), the precursor the RCMP. The presence of U.S. whiskey traders in the western parts of the North West Territory was causing significant problems for the First Nations populations in the areas. Starvation and malnutrition being major issues. The NWMP was created to bring order to the land as well as to deter Americans from attempting to take over the area.
For homework: Please finish your question (either 1,2 or 3) from page 180 in your text. Also, your analysis of the two accounts of the hunt (page 171) along with your article OR picture strip are due tomorrow!
For homework: Please finish your question (either 1,2 or 3) from page 180 in your text. Also, your analysis of the two accounts of the hunt (page 171) along with your article OR picture strip are due tomorrow!
the_numbered_treaties.pptx | |
File Size: | 3645 kb |
File Type: | pptx |
December 3, 2013--The Metis in the 1870s
Today's class marked the beginning of a new chapter (5). We began class by considering the learning outcomes and then critically analyzing some images and quotes that tie into our subject matter. We then began our lesson on "The Metis in the 1870s".
For homework, please finish your work on figures 5-4, 5-5, and 5-6 in the text book (pages 170-173) as well as your worksheet "Viewpoints in Conflict". Don't forget, these are worth completion marks AND they help you ace your quizzes :)
For homework, please finish your work on figures 5-4, 5-5, and 5-6 in the text book (pages 170-173) as well as your worksheet "Viewpoints in Conflict". Don't forget, these are worth completion marks AND they help you ace your quizzes :)
the_metis_from_1870s.pdf | |
File Size: | 100 kb |
File Type: |
November 30, 2013--Study Guide answers
Please find the answers to the fill-in-the-blank study guide posted below :)
chapter_4_study_guide_answers.docx | |
File Size: | 74 kb |
File Type: | docx |
November 28, 2013--Chpt. 4 Review Session
In today's class we reviewed the vocabulary and key concepts for Chapter 4 in preparation for our chapter quiz on MONDAY.
In order to be fully prepared for the test, please ensure you have studied the review sheet handed out yesterday as well as the fill-in-the-blank activity from today's class.
In order to be fully prepared for the test, please ensure you have studied the review sheet handed out yesterday as well as the fill-in-the-blank activity from today's class.
November 27, 2013--Louis Riel Assignment
Today the majority of our lesson was spent considering the actions of Louis Riel and the National Metis Committee leading up to and during the Red River Resistance and the consequences of those actions. We then used that information to create an expository poster on Riel's involvement. Finally, we compared and contrasted the Metis List of Rights with our own present Charter of RIghts and Freedoms.
For homework: Finish your worksheet on Riel and read pages 161 and 162 of your text answering questions 1 and 2 at the bottom of page 162.
The review sheet for our quiz was handed out in class today, if you misplaced your copy, please download it from the link below.
For homework: Finish your worksheet on Riel and read pages 161 and 162 of your text answering questions 1 and 2 at the bottom of page 162.
The review sheet for our quiz was handed out in class today, if you misplaced your copy, please download it from the link below.
unit_4_vocabulary_and_concepts_to_know.docx | |
File Size: | 236 kb |
File Type: | docx |
November 27, 2013--Red River Resistance
Today in class we began our discussion of the Red River Resistance. We explored the preliminary events leading up to the Resistance, the rising tensions due to the sale of Rupert's Land from the HBC to Canada and bad crops as well as the background of Louis Riel.
If you missed class/need a refresher for notes, please see the attached powerpoint below.
For homework: finish your two questions from page 160 (pick two of the three listed to answer). Due tomorrow
If you missed class/need a refresher for notes, please see the attached powerpoint below.
For homework: finish your two questions from page 160 (pick two of the three listed to answer). Due tomorrow
red_river_resistance.pdf | |
File Size: | 3371 kb |
File Type: |
November 25, 2013--Primary Sources and the Red River Settlement
In today's class we began by reviewing primary sources. We then put this knowledge into application by critically analyzing a quote from John Christian Schultz written in the 1860's (page 155 of your text). If you missed class please see the attached pdf.
For homework: Finish your analysis of Schultz's quote if not yet done and answer question 1 or 2 on page 156
For homework: Finish your analysis of Schultz's quote if not yet done and answer question 1 or 2 on page 156
primary_sources.pdf | |
File Size: | 203 kb |
File Type: |
November 21, 2013--Seasonal Life for the Metis
Today in class we analyzed image 4-18 on page 146 considering what parts of the image might be an inaccurate depiction of the Battle. We then considered the seasonal life of Metis living in Red River and completed some questions dealing with what aspects of their life were European in nature and which were Aboriginal. Finally, we read the text pages 152-154.
For second block we watched Episode 6, The Pathfinders, from Canada: A People's History.
For homework. If you did not finish you questions in class, please have them for Monday.
For second block we watched Episode 6, The Pathfinders, from Canada: A People's History.
For homework. If you did not finish you questions in class, please have them for Monday.
November 19, 2013--Origins: The Metis and the Red River Settlement
We began today's class by reviewing how to analyze an image using the A.I.R.E. method (Analyze, Identify, Read, Evaluate). We then utilized this method to analyze two primary sources depicting aspects of life in the Red River Valley circa the mid-Nineteenth Century. Following this we read pages 138-142 which informed us of how the Red River Settlement came to be as well as the Metis People. Finally, we answered a series of questions dealing with cause and effects of various aspects of Red River living.
For homework: if unfinished, please complete your image analyis questions as well as the cause and outcome handout.
For homework: if unfinished, please complete your image analyis questions as well as the cause and outcome handout.
November 18, 2013--Movement and Women's roles
Today we briefly discussed the effects of growing populations on urban centres. Urban sprawl results in an increased carbon footprint, increased noise pollution and an increased draw on resources such as water. We then began to discuss resource depletion and how it was a contributing factor in the movement of First Nations peoples during the fur trade. As animal populations fluctuated, Aboriginal populations migrated to follow supply. We analyzed figures to interpret some of this movement. We then compared and contrasted the roles of First Nations women with women in Colonial Upper Canada.
For homework: Please finish handout 4.3 and 4.4 for tomorrow.
For homework: Please finish handout 4.3 and 4.4 for tomorrow.
November 14, 2013--Mapping the Fur Trade
In today's class we read a brief article on David Thompson. A former explorer and cartographer for both the HBC and NWC in the 18th and 19th Centuries. We discussed why his maps are important to us today. We then practiced our own mapping skills through plotting the fur trade posts of the HBC and NWC on a map of Canada's Northwest.
Please have your map AND your point-of-view letter ready to hand in for tomorrow's class.
Please have your map AND your point-of-view letter ready to hand in for tomorrow's class.
lm4-2_tradeposts.doc | |
File Size: | 29 kb |
File Type: | doc |
November 13, 2013--Company policies of the Fur Trade
For today's class we considered various policies practiced by the HBC and NWC and the effect of each. We then applied this information to a point-of-view activity wherein we consider the perspective of one impacted by the fur trade and communicate our thoughts through a letter to either the HBC or NWC.
This assignment is due on Friday, November 15.
This assignment is due on Friday, November 15.
lm4-1_hbcnwc.doc | |
File Size: | 50 kb |
File Type: | doc |
November 12, 2013--Dream Catchers with Joan Holmes
For today's double block we had a special guest, Joan Holmes. Joan is a member of the Metis Nation. Today she shared with us the history and meaning of the dream catcher. Joan then guided us through the making of our own dream catchers.
November 7, 2013--HBC and the NWC
For Thursday's class we began our study of the Fur trade. We first looked at the differences between the Hudson Bay Company (HBC) and the Northwest Company (NWC). We then answered question #1 on page 135.
HOMEWORK: Please have question 1 from page 135 finished for Tuesday if not completed in class.
HOMEWORK: Please have question 1 from page 135 finished for Tuesday if not completed in class.
November 6, 2013--Chapter 3 Quiz and Intro to the Fur Trade
Today in class we did our Chapter 3 quiz. We then read pages 126-131 and answered questions 1-8 in section A and 1-9 in Section B.
For Homework: Finish your reading and question sheets. Read page 133 and be prepared to discuss.
For Homework: Finish your reading and question sheets. Read page 133 and be prepared to discuss.
November 5, 2013-- The BNA Act and Cdn. Federalism/ Study Session
For our double block today we began by discussing the British North America Act (BNA Act). This document created our country (Canada) and evolved over time into our constitution. We then completed some further research regarding what Canadian Federalism looked like post-Confederation.
We spent the second half of our day prepping for tomorrow's quiz. If you review the questions and have studied you vocab you will do well!
We spent the second half of our day prepping for tomorrow's quiz. If you review the questions and have studied you vocab you will do well!
November 4, 2013--The Conferences
Today in class we finished viewing our video on Confederation. We then jumped into the text (pages 116-118) and reviewed what occurred at the three Conferences (Charlottetown, Quebec and London). These Conferences laid the foundation for Confederation. We then chose a question to answer from the text (page 118).
Remember to reread the text and study up on your vocabulary terms! Quiz on Wednesday :)
For Homework: Finish your chosen question from page 118; due tomorrow
Remember to reread the text and study up on your vocabulary terms! Quiz on Wednesday :)
For Homework: Finish your chosen question from page 118; due tomorrow
October 30, 2013--Confederation Achieved
Over the past few days we have discussed the reasons why Confederation amongst the colonies in BNA was suggested. These reasons were (for the most part) economic and political. While there were benefits to be gained from leaguing together, there were also issues of concern: autonomy, attachment and being lost in the majority. Today we sought to understand what events/situations occurred to make Confederation go from an idea to a reality.
Those most opposed to Confederation were the Maritime colonies (Nova Scotia, New Brunswick, PEI, and Newfoundland). With responsible governments and strong economies, the eastern-most colonies were largely self-sufficient. They had strong trading relationships with both the USA and England and could not forsee any benefits from joining with Canada. The end of reciprocity with the USA, steel-hulled ships (instead of wood) and the threat of invasion by the US became persuading factors when Macdonald worked to convince Maritimers that Confederation would help their economies.
In class we worked on Question 1 from page 112, as well as question 1 from page 113.
HOMEWORK: any unfininshed work (see above) or owing assignments.
Those most opposed to Confederation were the Maritime colonies (Nova Scotia, New Brunswick, PEI, and Newfoundland). With responsible governments and strong economies, the eastern-most colonies were largely self-sufficient. They had strong trading relationships with both the USA and England and could not forsee any benefits from joining with Canada. The end of reciprocity with the USA, steel-hulled ships (instead of wood) and the threat of invasion by the US became persuading factors when Macdonald worked to convince Maritimers that Confederation would help their economies.
In class we worked on Question 1 from page 112, as well as question 1 from page 113.
HOMEWORK: any unfininshed work (see above) or owing assignments.
October 29, 2013--Political Problems and the American Threat
Today in class our inquiry question was "How might Confederation solve political problems for the colonies?" To answer this we looked at the threat of American Invasion (manifest destiny, 54/40 or fight, and the Civil War). We then discussed the shortcomings of the political system.
HOMEWORK: question 4 on page 108, then choose 1,2,3 or 5 to complete. Due tomorrow
Please see the attached powerpoint if you missed any notes :)
HOMEWORK: question 4 on page 108, then choose 1,2,3 or 5 to complete. Due tomorrow
Please see the attached powerpoint if you missed any notes :)
political_factors.pdf | |
File Size: | 510 kb |
File Type: |
October 28, 2013--Toward Confederation: Issues of Economy and Responsible Govt.
Today in class we began our "journey" toward Confederation. To help us imagine what it might have felt like to consider the leaguing together of the colonies into a united nation, we began class by imagining that Canada and the United States were amalgamating into one country. We each created one positive and one negative effect this union might have and placed our thoughts on the board. As we considered the perspective of the colonies, we found that many of our reasons were very similar. While we could see some economic and social benefits to the union, there were a lot of political issues that seemed overwhelmingly negative.
Things to know.
Why Britain went from NOT wanting responsible govt. in the colonies to desiring it.
What economic reasons lead to the idea of confederation (the "pros")
How the Rebellion Losses Bill laid the foundation for democracy in the province of Canada.
If you missed class or need to fill in any gaps in your notes, please see the attached PDF below and read the text pages 100-103 up to "Building a Nation".
For homework, please complete EITHER question 1, 2 or 3 from page 104.
Things to know.
Why Britain went from NOT wanting responsible govt. in the colonies to desiring it.
What economic reasons lead to the idea of confederation (the "pros")
How the Rebellion Losses Bill laid the foundation for democracy in the province of Canada.
If you missed class or need to fill in any gaps in your notes, please see the attached PDF below and read the text pages 100-103 up to "Building a Nation".
For homework, please complete EITHER question 1, 2 or 3 from page 104.
toward_confederation__oct_28th_2013.pdf | |
File Size: | 120 kb |
File Type: |
October 24, 2013--Point-of-view: How Victorians viewed Aboriginal Peoples
We began today's class by answering the following inquiry question: "what effects would an increase in British imigration have society, clulture and the people of the Canadian colonies?" This question was based off our readings from yesterday which looked at the dichotomies of Victorian society as well as Victorian attitudes and values.
Next we analyzed figures 3-1, 3-2, 3-3, 3-4, 3-5, and 3-6 on pages 84- 87 in our text answering the questions contained in the captions. Evaluating images, be it photographs, paintings, illustrations etc. is a valuable practice for discovering point-of-view (POV). Point-of-view, we discussed, is our perspective. We develop our perspectives or POV's as a result of our experiences and our beliefs. Our own particular point-of-view influences the way we remember. It also influences how we live presently (decision-making).
It's important to understand Point-of-view when we are looking at historical events because when we have an undestanding of POV, we have the motivation or reasoning for why certain policies were put in place. As an example of Victorian point-of-view, we looked briefly at portions of Rudyard Kipling's poem, "White Man's Burden." This poem provides a great deal of insight into how the British Empire viewed the Aboriginal peoples in their various colonies.
Finally, we considered this perspective by reading over pages 93-95 and answering the corresponding worksheet.
For Homework:
you should have finished your analysis of the images AND chosen a question from page 96 or 97 to answer (due Monday)
Next we analyzed figures 3-1, 3-2, 3-3, 3-4, 3-5, and 3-6 on pages 84- 87 in our text answering the questions contained in the captions. Evaluating images, be it photographs, paintings, illustrations etc. is a valuable practice for discovering point-of-view (POV). Point-of-view, we discussed, is our perspective. We develop our perspectives or POV's as a result of our experiences and our beliefs. Our own particular point-of-view influences the way we remember. It also influences how we live presently (decision-making).
It's important to understand Point-of-view when we are looking at historical events because when we have an undestanding of POV, we have the motivation or reasoning for why certain policies were put in place. As an example of Victorian point-of-view, we looked briefly at portions of Rudyard Kipling's poem, "White Man's Burden." This poem provides a great deal of insight into how the British Empire viewed the Aboriginal peoples in their various colonies.
Finally, we considered this perspective by reading over pages 93-95 and answering the corresponding worksheet.
For Homework:
you should have finished your analysis of the images AND chosen a question from page 96 or 97 to answer (due Monday)
October 23, 2013--The Victorian Era in BNA
Today in class was our first class of our new chapter. To begin, we responded to a series of questions (a.k.a a worksheet) designed to inform us about life during the Victorian Era. This era (an era is a period of time marked by distinctive character, events etc.) is of particular importance to us for the following reason. It was Victorian values, attitudes and viewpoints that provided the foundation for Confederation and a Canadian Constitution that lasted 150 years (until 1982).
Once done our worksheets, we began working on creating a large-scale timeline (see page 84) that we will annotate as we explore this chapter.
For homework: If you did not finish the worksheet and/or timeline during today's class, it is due TOMORROW :)
Once done our worksheets, we began working on creating a large-scale timeline (see page 84) that we will annotate as we explore this chapter.
For homework: If you did not finish the worksheet and/or timeline during today's class, it is due TOMORROW :)
October 22, 2013--Chapter 2 "Quest"
Today was our Chapter 2 "Quest".
Please read pages 83-95 for Homework :)
Please read pages 83-95 for Homework :)
October 21, 2013--"Quest" Prep.
Today's class served as a review session for tomorrow's "quest" (quiz/test). The following provides a breakdown of the "quest"
Vocabularly terms -- 14 matching questions worth 1/2 mark
each
Multiple choice questions -- 29 questions work 1 mark
each
Short answer questions-- be able to write about the
following...
You will also be required to fill out a chart representing the structure of government in 1849
(see page 66) (1.5 marks)
Vocabularly terms -- 14 matching questions worth 1/2 mark
each
Multiple choice questions -- 29 questions work 1 mark
each
Short answer questions-- be able to write about the
following...
- the 19th century voting process (3
marks) - the difficulty of life for colonial women in British
North America (5 marks) - the benefits of a representative and
responsible government ( 3 marks) - the problems with the system
of government as existed prior to 1849 (2.5 marks)
You will also be required to fill out a chart representing the structure of government in 1849
(see page 66) (1.5 marks)
October 18, 2013--Big Ideas
In Friday's class we focused on exploring the "Big Ideas" of Chapter 2. We picked a question from the options provided on page 81 of our text to answer in order to gain a better understanding of this chapter's themes. We also spent a brief amount of time reviewing the study sheet for the "quest" on Tuesday (provided below).
Remember, if you did not complete your question from page 81, it is due on Monday in class
Remember, if you did not complete your question from page 81, it is due on Monday in class
socials_10_chapter_2_quiz_study_sheet.docx | |
File Size: | 14 kb |
File Type: | docx |
October 17, 2013--The Aftermath of the Rebellions
Today in class we explored the aftermath of the rebellion in two respects: punishment of the rebels and Lord Durham's report. Please see the attached pdf for more information :)
chapter_1_aftermath_of_rebellion__lord_durham_2.pdf | |
File Size: | 8995 kb |
File Type: |
socials_notes_oct_17.docx | |
File Size: | 16 kb |
File Type: | docx |
October 16, 2013--Inquiry and Rebellion: exploring events and consequences through questioning
In today's class we explored the following inquiry question: What were the events and consequences of the Rebellions of 1837? After reading the text (pages 73-76 as a class), we then explored how to ask effective questions. When we ask pointed, direct questions, we can find new and interesting information, gain deeper understanding and perhaps uncover fresh perspectives (a new way to see a thing, person or situation). With our newly acquired questioning skills, we implemented the 5W and H model of questioning in order to look at the events and consequences of the Rebellions.
FOR HOMEWORK: Answer either question #1, or #2 on your worksheet using the 5W + H model of questioning. Be sure to ask SPECIFIC questions that will lead you to substantial answer :)
REMEMBER: Study up for the upcoming test on Tuesday the 22nd!
FOR HOMEWORK: Answer either question #1, or #2 on your worksheet using the 5W + H model of questioning. Be sure to ask SPECIFIC questions that will lead you to substantial answer :)
REMEMBER: Study up for the upcoming test on Tuesday the 22nd!
asking_questions_socials_10.pdf | |
File Size: | 69 kb |
File Type: |
October 15, 2013--The Need for Reform
Today in class, we arrived at the end of our video voyage :) We then explored the inquiry question: "what created the need for government reform in Upper and Lower Canada?" In order to answer this question, we looked at the structure of governemnt from 1791-1849 as established by the Constitutional Act (1791). While this Act gave the appearance of democracy, in fact, very little power was held by the elected body (the Legislative Assembly). Instead, power was held by the Governor-appointed Executive and Legislative Councils, resulting in an oligarchy (rule by a small, selct group of people). This group of rulers, was made up of the Family Compact. This system of government proved problematic. The Legislative Assembly was rendered ineffective as council members frequently used their power to veto (to stop by authority) the Assembly's efforts at change. Not surprisingly, the result was a very unhappy majority in Upper Canada desperate for reform.
In Lower Canada, the story was very much the same. A small select group of people ruling over the majority. In this situation, it's a bit more complicated as this oligarchy is made up of wealthy English-speaking men. This infuriates the French-speaking majority. They, too, want change. The three main issues they are seeking reform on are: discrimination against French, lack of representation in government and taxes.
FOR HOMEWORK: please complete question #1 on page 72 THEN, use this information to create a short (3 paragraph) compare/contrast essay. Your first paragraph should detail the similarities between Upper and Lower Canada. Your second paragraph should detail the differences. Finally, finish off your essay with some suggestions for how each of the Canadas might resolve their issues. Use your text and your handouts from the video to guide you.This is due in class tomorrow.
UPCOMING: you have a unit test on Tuesday October 22. Reread the chapter (2), study your vocab and handouts in preparation!
In Lower Canada, the story was very much the same. A small select group of people ruling over the majority. In this situation, it's a bit more complicated as this oligarchy is made up of wealthy English-speaking men. This infuriates the French-speaking majority. They, too, want change. The three main issues they are seeking reform on are: discrimination against French, lack of representation in government and taxes.
FOR HOMEWORK: please complete question #1 on page 72 THEN, use this information to create a short (3 paragraph) compare/contrast essay. Your first paragraph should detail the similarities between Upper and Lower Canada. Your second paragraph should detail the differences. Finally, finish off your essay with some suggestions for how each of the Canadas might resolve their issues. Use your text and your handouts from the video to guide you.This is due in class tomorrow.
UPCOMING: you have a unit test on Tuesday October 22. Reread the chapter (2), study your vocab and handouts in preparation!
October 10, 2013--Rebellion cont.
Today we continued with our video viewing. We are ALMOST through the episode *insert sigh of relief here* we have been taking fairly intense notes. Hold onto these as they will provide great background information as we dive into the text next week.
Have a wonderful Thanksgiving weekend!
*Please note! There is no assigned homework this weekend, HOWEVER, many of you are now overdue on your Black Canadian Research assignment. If it's not in Tuesday, you are in study hall.
Have a wonderful Thanksgiving weekend!
*Please note! There is no assigned homework this weekend, HOWEVER, many of you are now overdue on your Black Canadian Research assignment. If it's not in Tuesday, you are in study hall.
October 8, 2013--Ladies and Rebellion (not necessarily related...)
The stories, or histories we tell, show what we consider to be important. As a general rule, much of history up until recently, has dealt with two main topics: economics and politics--or, money and power. As a general rule (save a few notable exceptions!), in Western culture, women did not have much of a role in either of these realms. Consequently, they are often overlooked in historical studies. However, historians now are looking back at the gaps in our narratives--what are we not saying? who are we leaving out?--and attempting to fill in these holes. Today, we sought to fill in the gap regarding colonial women and their role in 19th Century British North America.
After our lecture (see the pdf attached below), we did a written response based on what we learned (an alternative option was to complete question #5 on page 64).
During our 2nd block we began watching Canada a People's History: Rebellion and Reform in preparation for our upcoming lessons on the Rebellions of 1837 and BNA's movement towards representative, responsible government. If you missed class, you will need to collect the notes from me as you will need them for our end of unit assessment test.
REMEMBER! Your research papers are due on Thursday!
After our lecture (see the pdf attached below), we did a written response based on what we learned (an alternative option was to complete question #5 on page 64).
During our 2nd block we began watching Canada a People's History: Rebellion and Reform in preparation for our upcoming lessons on the Rebellions of 1837 and BNA's movement towards representative, responsible government. If you missed class, you will need to collect the notes from me as you will need them for our end of unit assessment test.
REMEMBER! Your research papers are due on Thursday!
women_in_colonial_canada.pdf | |
File Size: | 326 kb |
File Type: |
October 7, 2013--Research cont.
Today in class we continued working on our research project. We also went over what the expectations are for sourcing our information :)
Papers are due in class, this coming Thursday (October 10, 2013)
Papers are due in class, this coming Thursday (October 10, 2013)
October 3, 2013--Research Assignment Introduction
Today in class after our mini quiz, we discussed our upcoming assignment and then began our research. For this assignment, we are chosing a Black Canadian (historical or modern) whom we find to be an example of resilience. We will continue working on this in class on Monday.
If you missed class, please see the attached criteria below:
If you missed class, please see the attached criteria below:
research_paper_criteria.docx | |
File Size: | 16 kb |
File Type: | docx |
October 2, 2013--Google Scavenger Hunt
In the first part of today's (double block class--yay!) we reviewed the reasons why Europeans immigrated to Canada (BNA) in the 19th Century. We then went on to discuss another reason why people immigrated-- slavery. Specifically, we focused on the Underground Railway and how this mass, organized (yet unorganized) migration/exodus of slaves to freedom is an exciting and inspiring part of our history. Through the use of a video documentary, we considered:
For HOMEWORK: Your Google Scavenger Hunt (in the documents below). ALso, if you have not yet turned in your letter/diary entry it is due TOMORROW. Not handed in? You just earned a sweet lunchtime pass to study hall :D
- WHY slavery existed (what idealogies prevailed and what religious and/or
scientific beliefs supported these idealogies) - WHAT it cost to attempt freedom (what the journey looked like, what the consequences
were of being caught) - The significant voices involved in the fight for the abolishion of slavery (WHO), both black and white
- HOW freedom does NOT equal equality; fear, ignorance and prejuidice still exist... even today
- over 4 million were enslaved in North America over a period of 300 (or so) years
- it was a crime to teach a black slave how to read or write
- ignorance was used as a means of control
- Uncle Tom's Cabin served as a "spike in the conscience of the civilized world"
- white people did not want black people to be landholders; being a
landhold meant you could vote.
For HOMEWORK: Your Google Scavenger Hunt (in the documents below). ALso, if you have not yet turned in your letter/diary entry it is due TOMORROW. Not handed in? You just earned a sweet lunchtime pass to study hall :D
google_operators.doc | |
File Size: | 49 kb |
File Type: | doc |
google_scavenger_hunt_part_1.docx | |
File Size: | 20 kb |
File Type: | docx |
google_hunt_handout.docx | |
File Size: | 26 kb |
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October 1, 2013--19th Century European Immigration--WHY?
Today in class, we considered why so many Europeans immigrated to British North America (and Canada after 1867) during the 19th Century. In order to answer this question, we researched (online) historical events in Scotland, Ireland, England and France during the 19th Century in order to discover reasons why relocation would be appealing. We then synthesized this information together to form a summary of why we think (based on our gathered evidence) various peoples chose North America.
FOR HOMEWORK: If you did not quite finish in class, your summary of information (this includes your country, facts, summary and sources) are due tomorrow.
FOR HOMEWORK: If you did not quite finish in class, your summary of information (this includes your country, facts, summary and sources) are due tomorrow.
September 30, 2013--Early Colonist Perspective Piece
Continuing along with our theme of Life in Upper Canada in the early 19th Century, we used today's class to consider life from the perspective of an early British North American colonist. To do this, we chose one of five social groups: tenant farmer, Upper Class/Family Compact, clergy, British Government Official or Aboriginal. Once our social station was chosen we investigated through the text what life was like in 4 distinct areas: daily tasks, political views, economic status and social life. Taking this information we then used it to produce either a diary entry or a letter (1st person perspective).
These perspective pieces are due on Tuesday.
These perspective pieces are due on Tuesday.
September 26, 2013--Life in Upper Canada
Today in class, the question of "what was life like in Upper Canada" was discussed with Ms. Foster. In groups you were given the task of researching specific aspects of life for various members of Upper Canadian society. We will revisit this on Monday :)
Have a lovely weekend!
Remember your homework is due Monday. Interim reports cards are coming out soon, so be sure to get your work in :)
Have a lovely weekend!
Remember your homework is due Monday. Interim reports cards are coming out soon, so be sure to get your work in :)
September 25, 2013--BNA in the Early 19th Century
Today in class we considered what life in British North America (BNA) looked like in the early 19th Century. We are exploring this to answer the larger question of "what factors shaped Canada at this time? Land, people, or politics?" We often say people are a product of their environment; the birth, growth and development of a nation is no different!
In class we worked on a map assignment that shows who controlled what in BNA during the early 19th Century. We then used a graphic organizer to guide us through the text looking for details about Upper and Lower Canada and their inhabitants, First Nations Peoples, and the Metis in Rupert's land.
FOR HOMEWORK: On Monday you need to turn in your graphic organizer--COMPLETED! as well as questions #1 and #3 on page 48 of your text. You will also likely have homework in class tomorrow so please be diligent!!!!!
In class we worked on a map assignment that shows who controlled what in BNA during the early 19th Century. We then used a graphic organizer to guide us through the text looking for details about Upper and Lower Canada and their inhabitants, First Nations Peoples, and the Metis in Rupert's land.
FOR HOMEWORK: On Monday you need to turn in your graphic organizer--COMPLETED! as well as questions #1 and #3 on page 48 of your text. You will also likely have homework in class tomorrow so please be diligent!!!!!
September 24, 2013--Analyzing Images
In today's class we discussed analyzing images. It's a cliche saying, but it's true; "a picture is worth a thousand words"... maybe even more. With that in mind, we practiced reading images for information--ultimately as it pertains to our study of Canadian history. In order to effectively dissect an image we need to do several things: Identify, Read, Analyze and Evaluate. You can remember these steps with the acronym AIRE.
For a more in-depth explanation, please see the attached pdf.
FOR HOMEWORK: please read pages 44-48 of your text book.
For a more in-depth explanation, please see the attached pdf.
FOR HOMEWORK: please read pages 44-48 of your text book.
imagespdf.pdf | |
File Size: | 658 kb |
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September 23rd, 2013--A New Unit
Today in class, we eased into our new unit: Building a Nation. We completed a chart indicating what we know and WANT to know about a variety of key historical issues. We will revisit this chart at the unit's end to determine how our knowledge has grown in these respects. For the rest of class we dove into the exciting world of vocabulary :) yayyy!
September 17th, 2013--The Cultural Landscape of Canada
In today's class we explored the cultural landscape of Canada. Cultural Landscapes can be defined as: "landscapes that have been changed by human societies" or simply, "the visible results of human activity". Using the guiding question--How have people shaped the land?-- we looked at two key components of cultural landscape: settlement and boundaries.
Our assignment today is from page 39 of the text. It requires some real depth of thought and a critical mind. Try and dig deep; you can do it!
HOMEWORK: your finished assignment is due in class tomorrow (Wednesday Sept 18th--PICTURE DAY!)
Please see the attached PDF below for any missed notes :)
Our assignment today is from page 39 of the text. It requires some real depth of thought and a critical mind. Try and dig deep; you can do it!
HOMEWORK: your finished assignment is due in class tomorrow (Wednesday Sept 18th--PICTURE DAY!)
Please see the attached PDF below for any missed notes :)
cultural_landscapes.pdf | |
File Size: | 643 kb |
File Type: |
September 16, 2013--The Natural Regions of Canada
In today's class we covered the natural regions of Canada. Whereas the physical regions of our country are largely determined by the geological processes that led to their development, the natural regions are determined by the relationships between plants, wildlife and the non-living aspects of the environment (eg. mountains, water, valley etc.). We then used a graphic organizer to detail key information about each of Canada's 8 natural regions. While natural regions were once able to exist in a state of relative harmony, the introduction of Western Society has done much to disturb the balance. we discussed how humans have affected the natural balance focusing on water quality issues in Alberta.
HOMEWORK: finish questions 1 &2 from page 32 in your text: due TUESDAY in class
REMEMBER! "QUEST" on Thursday afternoon!!!! Please use your study guide to prepare yourselves! If you lost it/burnt it/recycled it I have included another copy below :)
HOMEWORK: finish questions 1 &2 from page 32 in your text: due TUESDAY in class
REMEMBER! "QUEST" on Thursday afternoon!!!! Please use your study guide to prepare yourselves! If you lost it/burnt it/recycled it I have included another copy below :)
what_to_know_for_the_geography_unit_quest.docx | |
File Size: | 12 kb |
File Type: | docx |
September 12, 2013--Climate in Canada
In Thursday's class we focused on the following guiding question: What creates different climates in Canada? What impact does climate have on human activity? Seeking to answer this question, we familarized ourselves with the following terms: climate, continental climate, precipitation and maritime climate. We then considered the two main factors in climate determination: temperature and precipition. We spent some time in class examining the climograph on page 26 of our text and considering which of the 5 conditions affecting tempterature were at play in the differences in temperature and precipitation in Calgary, Windsor and Iqaluit.
HOMEWORK: using your text and the information garnered in class, answer 2 of the following questions from page 28 of your text: #1, #2 or #4. This will be due Monday.
DUE DATE REMINDER! Your physical region of Canada poster is due in class on Monday!
Have a wonderful weekend :)
HOMEWORK: using your text and the information garnered in class, answer 2 of the following questions from page 28 of your text: #1, #2 or #4. This will be due Monday.
DUE DATE REMINDER! Your physical region of Canada poster is due in class on Monday!
Have a wonderful weekend :)
September 11, 2013--Project time
Today in class we worked on our Poster board projects. Please remember that these assignments are due Monday, September 16th in class.
September 10, 2013--Aerial Canada video and Poster Project Intro
In today's class pt. 1, we viewed a video depicting the vast and varied geographical landscape of Canada. We then introduced our present group assignment (the physical regions of Canada poster project). You chose your groups and (somewhat) your region. During the second part of our class, we split into our respective groups, delegated roles/responsibilities and then began researching our regions.
More class time will be given tomorrow. If any of the assignment remains undone after tomorrow's class, however, it will need to be finished as homework.
Please find the assignment description and rubric posted below :)
More class time will be given tomorrow. If any of the assignment remains undone after tomorrow's class, however, it will need to be finished as homework.
Please find the assignment description and rubric posted below :)
ss_10_poster_board_criteria.docx | |
File Size: | 15 kb |
File Type: | docx |
ss_10_poster_board_rubric.docx | |
File Size: | 16 kb |
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September 9, 2013--Physical Regions of Canda
In today's class we again reviewd the 5 themes of geography. Important points, hence the repetition! We then introduced the Physical Regions of Canada. Using the map on pg. 16 of the text, we completed individual physical maps of Canada depicting the regions.
FOR HOMEWORK: please read pages 18-23 and fill in the corresponding worksheet. Remember, paragraph one of each section deals with LOCATION. Paragraph two discusses the geological processes that shaped each region and Paragraph three considers how those geological processes laid the foundation for natural resource development in that area. You will be utilizing this information for our next assignment so be diligent!
FOR HOMEWORK: please read pages 18-23 and fill in the corresponding worksheet. Remember, paragraph one of each section deals with LOCATION. Paragraph two discusses the geological processes that shaped each region and Paragraph three considers how those geological processes laid the foundation for natural resource development in that area. You will be utilizing this information for our next assignment so be diligent!
September 6, 2013--Map Skills
In Friday's class we discussed maps: what a map is, what it does, types of maps and components of them. We then put our newfound knowledge to the test with a map-making activity.
For homework: Read pages 16-23 of the textbook for understanding. This will profound a solid foundation on which to begin Monday's lesson
For homework: Read pages 16-23 of the textbook for understanding. This will profound a solid foundation on which to begin Monday's lesson
map_skills_2.pdf | |
File Size: | 3410 kb |
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September 5, 2013--The Five Themes of Geography
Today in class we covered the Five Themes of Geography: Place, Region, Interaction, Location and Movement. The mnemonic PRILM may be helpful in remembering the themes. These themes are used by geographers to organize the information they seek. They obtain this information by asking key questions specific to each theme. *be sure to know the 5 themes as well as each key question!*
For homework: ( the assignment we began in class) due Friday, September 6th, 2013
Imagine you are describing Canada, or Grand Forks (or another geographical region of your choosing) to someone who has never been there before. Using the Five key questions to guide you (one from each theme), provide this "person" with an idea of what your chosen geography is like. (to obtain a "complete" mark (vs. incomplete) you must answer each of the five questions. Responses that do not hit all five will be returned as incomplete and will require further work before they will be accepted.)
Please consult the sample assignment below for an example of how to answer the questions
For homework: ( the assignment we began in class) due Friday, September 6th, 2013
Imagine you are describing Canada, or Grand Forks (or another geographical region of your choosing) to someone who has never been there before. Using the Five key questions to guide you (one from each theme), provide this "person" with an idea of what your chosen geography is like. (to obtain a "complete" mark (vs. incomplete) you must answer each of the five questions. Responses that do not hit all five will be returned as incomplete and will require further work before they will be accepted.)
Please consult the sample assignment below for an example of how to answer the questions
sample_assignment.docx | |
File Size: | 15 kb |
File Type: | docx |
5_themes_of_geography.pdf | |
File Size: | 2125 kb |
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September 4th, 2013
Today in class we discussed why critical thinking is important to Social Studies. We considered how past events (for example 9/11) can be used to influence present policies. We also looked at the etymology of "geography".
For homework, please read pages 4-13. Tomorrow in class we will cover the 5 Themes of geography.
*If you have not yet turned in your signed class outline (including parent signature) please do so as soon as possible!
For homework, please read pages 4-13. Tomorrow in class we will cover the 5 Themes of geography.
*If you have not yet turned in your signed class outline (including parent signature) please do so as soon as possible!
September 3rd, 2013--Happy First Day of School!
Today in class we filled out an "about me survey" designed to allow me to get to know you all a bit better. In addition to this, we also discussed our class outline (please see post below to download it if it has been misplaced). Please remember to turn in your outline (complete with your parent/guardian's signature as well as their email address) tomorrow.
August 31st, 2013 Social
Studies 10 Course Outline Fall 2013.
socials_10_outline_final.doc | |
File Size: | 42 kb |
File Type: | doc |