Monday, 16 December 2019
Friday, 13 December 2019
Wednesday, 11 December 2019
8C or Mr. Watt's class will write their test on Wednesday, December the 18th. Grade 8's must submit their notes, their summaries, and their projects before Friday, December 20th. The grade 7 class for Mr. Watt will write the test on the same day. They must have their summaries done and their projects completed before Friday, December the 20th.
8B took up the following today:
Chapter 14, page 18 1-4
problem-solving- an educated or systematic approach to getting the answer
pamphlet- a small booklet containing information
magic lantern show- projected pictures to advertise Canada
exhibition van- an early pop up store or promotional van that contained information
statistics- a numeric approach to collecting and analyzing data
selective immigration- people are chosen to enter a country based on a system to ensure their likelihood for success
discrimination- people are excluded based on a variety of categories such as religion, ethnicity, and a number of other factors
entrepreneur -someone who starts their own business
Red Fife wheat- a type of wheat mixed with a stronger wheat
Marquis wheat- a cross of Red Fife wheat and another wheat which matures earlier
steam engine- wood or coal is burnt to boil water and the steam drives a turbine to power things such a locomotive
chilled steel plough - an invention that could turn over sod or heavy soil
grain elevator- a tall structure used to store grain from several if not hundreds of farmers, before it is transported or processed
2. a) The person had to have the support of their family; the ability to adapt and to learn. He or she must have a very strong work ethic and level of tenacity.
b) The majority came from Eastern Europe such as the Ukraine, Poland, Germany, Hungary, and even Icelandic people. There were also Doukhobors from Russia.
3. Sifton targeted hard working and land starved peoples from Eastern Europe. He once claimed that he would rather have a stalwart peasant in a sheep-skin coat with a stout wife who have farmed the land for generations than untrained people in farming from the cities.
4. New strains of wheat, the chilled steel plough, and the rail networks greatly improved farming.
8B will write their test on Wednesday, December 18th. You must submit your notes for evaluation on this day. Your summaries and your projects are due before Friday, December the 20th.
Tuesday, 10 December 2019
8A & 8C: Students are asked to complete Chapter 14 page 218 1-4.
Here is an outline for the test next week.
Here is an outline for the test next week.
Test Outline
Part A: Vocabulary Fifteen important
items will be chosen.
15 marks
15 marks
1. nomadic-
2. Metis-
3. the Red River Cart-
4. pemmican-
5. the National
Committee of the Metis-
6. the Provisional
Government of the Metis-
7. the Metis Bill of
Rights-
8. the Manitoba Act-
9. scrip-
10. primary source-
11. secondary source-
12. Cypress Hills
Massacre-
13. Fort Whoop-Up-
14. North-West Mounted
Police-
15. bias-
16. Great March-
17. treaty-
18. annuity-
19. reserve-
20. agents-
21. debate-
22. the Indian Act-
23. aboriginal right-
24. the Canadian
Pacific Railway Company-
25. bribe-
26. the Pacific
Scandal-
27. the National
Policy-
28. spikers-
29. trestle-
30. navvies-
31. colonist car-
32. township-
33. section-
34. quarter section-
35. Dominion Land Act-
36. sod house-
37. sodding bee-
38. colonization
company-
39. petition-
40. militia-
41. Battle of Duck
Lake-
42. Battle of Fish
Creek-
43. Battle of Batoche-
44. Battle of Cut
Knife Hill-
45. Gatling gun-
46. high treason-
47. plea of insanity
48. problem-solving
49. pamphlet-
50. magic lantern
show-
51.
exhibition van-
52.
statistics-
53.
selective immigration-
54.
discrimination-
55. entrepreneur-
56. Red Fife wheat-
57. Marquis wheat-
58. steam engine-
59. chilled steel
plough-
60. grain elevator-
Important concepts
from each chapters 8 to 14 will be chosen.
Part B: Circle ‘T’ for
true or ‘F’ for false. 25
marks
Part C: Previously
assigned homework questions. 10
marks
Choose one of
the below questions to answer.
1. Why were the
surveyor slaying out land in squares and how did the Metis react?
2. Who opposed Riel’s
Provisional government in the Red River settlement? Why? What was the major
incident that caused so much bitterness Ontario and Riel?
3. What were the main
tasks that the North-West Mounted Police had been sent out West to do and why
were these tasks necessary in the 1870’s?
4. What was the Great
March West and what did it entail?
5. Why did Crowfoot
not join Sitting bull in war?
6. Why were the
buffalo disappearing rapidly from the plains in the 1870’s?
7. Explain in your own
words the differences between how the Aboriginal peoples and settlers viewed
the land.
8. In what ways did
the signing of the treaties mean the end of a way of life for Aboriginal
peoples of the plains in terms of lifestyle, livelihood, health and traditions?
9. How were the
railroad policies of John A. Macdonald and Alexander Mackenzie different?
Explain.
10. Why did Macdonald
introduce the National Policy? What were
the three elements of the National Policy and how did each part ideally lead to
the growth and prosperity for Canada?
11. Why were Crowfoot
and the Blackfoot (Siksika) upset over the railway?
12. What problems
existed in building the railway across northern Ontario and British
Columbia? What were the solutions and
what were the costs?
13. Describe how the
land in the West was made ready for settlers.
14. Why did people
leave their homelands for Canada in the 1880’s? Why do people move to Canada
from other countries today?
15. Outline the terms
of the Dominion Land Act in 1872.
16. Why would Riel be
considered a hero in Quebec? How did
Riel create problems for Sir John A. Macdonald? How did the people of Ontario
react to Riel and Quebec’s opinion of Riel?
17. What qualities did people need to be
successful homesteaders on the prairies and where were their origins?
18. Explain why
Sifton’s immigration advertising campaign was largely successful.
19. What new
inventions helped to make farming in the West more efficient?
Part D: Analyze a
provided political cartoon and explain
what is explicitly or implicitly drawn and written. 10
marks
Monday, 9 December 2019
8B: we took up page 198 1 and 3 for Chapter 13. 8B homework: page 218 1-4, Chapter 14, Spreading the Word about Canada
1.
petition- a formal request to an authority for rights privileges and other benefits; it is usually signed and considered a form of passive social protest.
militia- citizens train to defend their country on a volunteer basis with little military training.
the Battle of Duck Lake - the Northwest mounted police found it was blocked by Natives and they were outnumbered.
the Battle of Fish Creek- a general led 850 troops against Metis troops and it was major victory for the Metis
Battle of Batoche- it was a battle between the Cree, the Sioux, the Metis and the Canadian forces
the Battle of Cut Knife Hill- the Cree forces under Poundmaker battled the Canadian forces
Gatling Gun- an early type of hand crank machine gun
high treason- the intentional plan to overthrow the government; Poundmaker and Riel were both put on trial for treason
plea of insanity- a crime committed by someone who claims or deemed as mentally unstable
3. a) Riel fought for the rights of francophones in Canada's West. He was of French and Native heritage. He wanted to preserve French culture and Metis culture in Canada. Therefore, the people of Quebec supported him.
b) Macdonald saw that Riel would undermine Macdonald's French support, interfere with the railway, obstruct future settlers, and contest the authority of Ottawa.
c) The people of Ontario did not like Quebec supporting Riel and many Protestant in Ontario were anti-Catholic and anti-French. The Trial of Louis Riel greatly divided the Dominion of Canada and support for Confederation or further incorporation of lands into Canada.
The Battle of Duck Lake (26 March 1885) was an infantry skirmish 2.5 kilometres (1.6 mi) outside Duck Lake, Saskatchewan, between North-West Mounted Police forces of the Government of Canada, and the Métis militia of Louis Riel's newly established Provisional Government of Saskatchewan.The skirmish lasted approximately 30 minutes, after which Superintendent Leif Newry Fitzroy Crozier of the NWMP, his forces having endured fierce fire with twelve killed and eleven wounded, called for a general retreat. The battle is considered the initial engagement of the North-West Rebellion. Although Louis Riel proved to be victorious at Duck Lake, the general agreement among historians is that the battle was strategically a disappointment to his cause
The Battle of Fish Creek (also known as the Battle of Tourond's Coulée ), fought April 24, 1885 at Fish Creek, Saskatchewan, was a major Métis victory over the Canadian forces attempting to quell Louis Riel's North-West Rebellion. Although the reversal was not decisive enough to alter the ultimate outcome of the conflict, it was convincing enough to persuade Major General Frederick Middleton to temporarily halt his advance on Batoche, where the Métis would later make their final stand.
The Battle of Batoche was the decisive battle of the North-West Rebellion, which pitted the Canadian authorities against a force of Cree, Sioux, and Métis people. Fought from May 9 to 12, 1885, at the ad hoc Provisional Government of Saskatchewan capital of Batoche, the greater numbers and advanced firepower of General Frederick Middleton's force could not be successfully countered by the Métis men, and the various contributions of the Métis women. The defeat of the Métis led Middleton's army to sack, loot, and burn the houses of the Métis. Louis Riel surrendered on May 15 and shortly after the collapse of the Provisional Government occurred. Poundmaker surrendered on May 26.
The Battle of Cut Knife, fought on May 2, 1885, occurred when a flying column of mounted police, militia, and Canadian army regular army units attacked a Cree and Assiniboine teepee settlement near Battleford, Saskatchewan. First Nations fighters forced the Canadian forces to retreat, with losses on both sides.
petition- a formal request to an authority for rights privileges and other benefits; it is usually signed and considered a form of passive social protest.
militia- citizens train to defend their country on a volunteer basis with little military training.
the Battle of Duck Lake - the Northwest mounted police found it was blocked by Natives and they were outnumbered.
the Battle of Fish Creek- a general led 850 troops against Metis troops and it was major victory for the Metis
Battle of Batoche- it was a battle between the Cree, the Sioux, the Metis and the Canadian forces
the Battle of Cut Knife Hill- the Cree forces under Poundmaker battled the Canadian forces
Gatling Gun- an early type of hand crank machine gun
high treason- the intentional plan to overthrow the government; Poundmaker and Riel were both put on trial for treason
plea of insanity- a crime committed by someone who claims or deemed as mentally unstable
3. a) Riel fought for the rights of francophones in Canada's West. He was of French and Native heritage. He wanted to preserve French culture and Metis culture in Canada. Therefore, the people of Quebec supported him.
b) Macdonald saw that Riel would undermine Macdonald's French support, interfere with the railway, obstruct future settlers, and contest the authority of Ottawa.
c) The people of Ontario did not like Quebec supporting Riel and many Protestant in Ontario were anti-Catholic and anti-French. The Trial of Louis Riel greatly divided the Dominion of Canada and support for Confederation or further incorporation of lands into Canada.
The Battle of Duck Lake (26 March 1885) was an infantry skirmish 2.5 kilometres (1.6 mi) outside Duck Lake, Saskatchewan, between North-West Mounted Police forces of the Government of Canada, and the Métis militia of Louis Riel's newly established Provisional Government of Saskatchewan.The skirmish lasted approximately 30 minutes, after which Superintendent Leif Newry Fitzroy Crozier of the NWMP, his forces having endured fierce fire with twelve killed and eleven wounded, called for a general retreat. The battle is considered the initial engagement of the North-West Rebellion. Although Louis Riel proved to be victorious at Duck Lake, the general agreement among historians is that the battle was strategically a disappointment to his cause
The Battle of Fish Creek (also known as the Battle of Tourond's Coulée ), fought April 24, 1885 at Fish Creek, Saskatchewan, was a major Métis victory over the Canadian forces attempting to quell Louis Riel's North-West Rebellion. Although the reversal was not decisive enough to alter the ultimate outcome of the conflict, it was convincing enough to persuade Major General Frederick Middleton to temporarily halt his advance on Batoche, where the Métis would later make their final stand.
The Battle of Batoche was the decisive battle of the North-West Rebellion, which pitted the Canadian authorities against a force of Cree, Sioux, and Métis people. Fought from May 9 to 12, 1885, at the ad hoc Provisional Government of Saskatchewan capital of Batoche, the greater numbers and advanced firepower of General Frederick Middleton's force could not be successfully countered by the Métis men, and the various contributions of the Métis women. The defeat of the Métis led Middleton's army to sack, loot, and burn the houses of the Métis. Louis Riel surrendered on May 15 and shortly after the collapse of the Provisional Government occurred. Poundmaker surrendered on May 26.
The Battle of Cut Knife, fought on May 2, 1885, occurred when a flying column of mounted police, militia, and Canadian army regular army units attacked a Cree and Assiniboine teepee settlement near Battleford, Saskatchewan. First Nations fighters forced the Canadian forces to retreat, with losses on both sides.
Thursday, 5 December 2019
Wednesday, 4 December 2019
https://podcasts.apple.com/ca/podcast/s5e3-the-buffalo-alliance-poundmaker-and-crowfoot/id1084867254?i=1000451797426
I will be playing five minute segments of podcasts in class for the grade 8's based on the above podcast that explores Canadian history as it applies to the grade 8 curriculum.
I will be playing five minute segments of podcasts in class for the grade 8's based on the above podcast that explores Canadian history as it applies to the grade 8 curriculum.
S5E3 The Buffalo Alliance – Poundmaker and CrowfootCool Canadian History
- History
Two of the 19th century's most prominent leaders of the plains First Nations evolve from enemies into friends while faced with grave threats to their people and their way of life, both are thus forced to make hard choices in the tumultuous violent period of the late 19th century.
Tuesday, 3 December 2019
8C took up the below chapter. Homework: Chapter 13: The North-West Rebellion, page 198 1-3. This is due next Tuesday, December 10th.
Chapter 12, page 179 1-4,
township- a square farmland or community that is 10 km by 10 km or 100 km2; it is a grid like formation
section- a perfect square measuring 1.6 km or 2.56 km2
quarter section- 65 hectares; they were marked by position such as North-West and South East
Dominion Land Act- any adult could claim a quarter section of land
sod house- a house made from earth or soil; it was temporary housing
dugout- a home made by digging a hole in the hillside
sodding bee- a community would gather together and build houses together this also applies to quilting and other communal activities
colonization company - the Canadian government sold large tracts of land to individuals
2. The lands were already divided by surveyors and taken from the First Nations through treaties. There were three steps: one, townships were made into 10 km length squares; second they were subdivided into 36 section measuring 1.6 km in length; lastly, each section was divided into quarters and contained 65 hectares.
3. a) People left for homestead because land was given away and all they had to do was pay a $5.00 registrations. Icelandic, Ukrainians, Germans, Polish, and a variety of immigrants arrived in Canada.
*Clifford Sifton promoted immigration to Canada and he encouraged East Europeans to settle in the prairies because they knew how to farm the land and the wanted to be land owners. Canada was advertised as the Eldorado or a mythical land of gold.*
b) People move for various reasons: safety, employment, land, family ties, freedom, stability, education, opportunities, trade, peace, and religious freedom.
4. The terms let any head of family to pay a fee, build a house, cultivate the land, and be there for at least six years before claiming it. This prevented speculators from just paying the fee and immediately selling and not developing the land.
Chapter 12, page 179 1-4,
township- a square farmland or community that is 10 km by 10 km or 100 km2; it is a grid like formation
section- a perfect square measuring 1.6 km or 2.56 km2
quarter section- 65 hectares; they were marked by position such as North-West and South East
Dominion Land Act- any adult could claim a quarter section of land
sod house- a house made from earth or soil; it was temporary housing
dugout- a home made by digging a hole in the hillside
sodding bee- a community would gather together and build houses together this also applies to quilting and other communal activities
colonization company - the Canadian government sold large tracts of land to individuals
2. The lands were already divided by surveyors and taken from the First Nations through treaties. There were three steps: one, townships were made into 10 km length squares; second they were subdivided into 36 section measuring 1.6 km in length; lastly, each section was divided into quarters and contained 65 hectares.
3. a) People left for homestead because land was given away and all they had to do was pay a $5.00 registrations. Icelandic, Ukrainians, Germans, Polish, and a variety of immigrants arrived in Canada.
*Clifford Sifton promoted immigration to Canada and he encouraged East Europeans to settle in the prairies because they knew how to farm the land and the wanted to be land owners. Canada was advertised as the Eldorado or a mythical land of gold.*
b) People move for various reasons: safety, employment, land, family ties, freedom, stability, education, opportunities, trade, peace, and religious freedom.
4. The terms let any head of family to pay a fee, build a house, cultivate the land, and be there for at least six years before claiming it. This prevented speculators from just paying the fee and immediately selling and not developing the land.
8B took up the below chapter. Homework: Chapter 13: The North-West Rebellion, page 198 1-3.
Chapter 12, page 179 1-4,
township- a square farmland or community that is 10 km by 10 km or 100 km2; it is a grid like formation
section- a perfect square measuring 1.6 km or 2.56 km2
quarter section- 65 hectares; they were marked by position such as North-West and South East
Dominion Land Act- any adult could claim a quarter section of land
sod house- a house made from earth or soil; it was temporary housing
dugout- a home made by digging a hole in the hillside
sodding bee- a community would gather together and build houses together this also applies to quilting and other communal activities
colonization company - the Canadian government sold large tracts of land to individuals
2. The lands were already divided by surveyors and taken from the First Nations through treaties. There were three steps: one, townships were made into 10 km length squares; second they were subdivided into 36 section measuring 1.6 km in length; lastly, each section was divided into quarters and contained 65 hectares.
3. a) People left for homestead s land was given away and all they had to do was pay a $5.00 registrations. Icelandic, Ukrainians, Germans, Polish, and a variety of immigrants arrived in Canada.
*Clifford Sifton promoted immigration to Canada and he encouraged East Europeans to settle in the prairies because they knew how to farm the land and the wanted to be land owners. Canada was advertised as the Eldorado or a mythical land of gold.*
b) People move for various reasons: safety, employment, land, family ties, freedom, stability, education, opportunities, trade, peace, and religious freedom.
4. The terms let any head of family to pay a fee, build a house, cultivate the land, and be there for at least six years before claiming it. This prevented speculators from just paying the fee and immediately selling and not developing the land.
Chapter 12, page 179 1-4,
township- a square farmland or community that is 10 km by 10 km or 100 km2; it is a grid like formation
section- a perfect square measuring 1.6 km or 2.56 km2
quarter section- 65 hectares; they were marked by position such as North-West and South East
Dominion Land Act- any adult could claim a quarter section of land
sod house- a house made from earth or soil; it was temporary housing
dugout- a home made by digging a hole in the hillside
sodding bee- a community would gather together and build houses together this also applies to quilting and other communal activities
colonization company - the Canadian government sold large tracts of land to individuals
2. The lands were already divided by surveyors and taken from the First Nations through treaties. There were three steps: one, townships were made into 10 km length squares; second they were subdivided into 36 section measuring 1.6 km in length; lastly, each section was divided into quarters and contained 65 hectares.
3. a) People left for homestead s land was given away and all they had to do was pay a $5.00 registrations. Icelandic, Ukrainians, Germans, Polish, and a variety of immigrants arrived in Canada.
*Clifford Sifton promoted immigration to Canada and he encouraged East Europeans to settle in the prairies because they knew how to farm the land and the wanted to be land owners. Canada was advertised as the Eldorado or a mythical land of gold.*
b) People move for various reasons: safety, employment, land, family ties, freedom, stability, education, opportunities, trade, peace, and religious freedom.
4. The terms let any head of family to pay a fee, build a house, cultivate the land, and be there for at least six years before claiming it. This prevented speculators from just paying the fee and immediately selling and not developing the land.
If you are interested in any podcasts that feature Canadian history then you may wish to listen to the following podcast, regarding the Battle of Batoche. It examines the role of Louis Riel and the North-West Rebellion Canadian history.
https://podcasts.apple.com/ca/podcast/cool-canadian-history/id1084867254?i=1000376999818
https://podcasts.apple.com/ca/podcast/cool-canadian-history/id1084867254?i=1000376999818
S2E4 A Rebellious Last Stand: The Battle of Batoche May 1885Cool Canadian History
- History
In 1885 an alliance of Metis and First Nations rebel against the Canadian government seeking to incorporate what would become the province of Saskatchewan. The rebels (or heroes to some) are forced into a final last stand at Batoche in May.
Monday, 2 December 2019
8B/C took up the below chapter. Homework: Chapter 13: The North-West Rebellion, page 198 1-3. This is due next Tuesday, December 10th, for 8C.
Chapter 12, page 179 1-4,
township- a square farmland or community that is 10 km by 10 km or 100 km2; it is a grid like formation
section- a perfect square measuring 1.6 km or 2.56 km2
quarter section- 65 hectares; they were marked by position such as North-West and South East
Dominion Land Act- any adult could claim a quarter section of land
sod house- a house made from earth or soil; it was temporary housing
dugout- a home made by digging a hole in the hillside
sodding bee- a community would gather together and build houses together this also applies to quilting and other communal activities
colonization company - the Canadian government sold large tracts of land to individuals
2. The lands were already divided by surveyors and taken from the First Nations through treaties. There were three steps: one, townships were made into 10 km length squares; second they were subdivided into 36 section measuring 1.6 km in length; lastly, each section was divided into quarters and contained 65 hectares.
3. a) People left for homestead stiff land was given away and all they had to do was pay a $5.00 registrations. Icelandic, Ukrainians, Germans, Polish, and a variety of immigrants arrived in Canada.
*Clifford Sifton promoted immigration to Canada and he encouraged East Europeans to settle in the prairies because the knew how to farm the land and the wanted to be land owners. Canada was advertised as the Eldorado or a mythical land of gold.*
b) People move for various reasons: safety, employment, land, family ties, freedom, stability, education, opportunities, trade, peace, and religious freedom.
4. The terms let any head of family to pay a fee, build a house, cultivate the land, and be there for at least six years before claiming it. This prevented speculators from just paying the fee and immediately selling and not developing the land.
Chapter 12, page 179 1-4,
township- a square farmland or community that is 10 km by 10 km or 100 km2; it is a grid like formation
section- a perfect square measuring 1.6 km or 2.56 km2
quarter section- 65 hectares; they were marked by position such as North-West and South East
Dominion Land Act- any adult could claim a quarter section of land
sod house- a house made from earth or soil; it was temporary housing
dugout- a home made by digging a hole in the hillside
sodding bee- a community would gather together and build houses together this also applies to quilting and other communal activities
colonization company - the Canadian government sold large tracts of land to individuals
2. The lands were already divided by surveyors and taken from the First Nations through treaties. There were three steps: one, townships were made into 10 km length squares; second they were subdivided into 36 section measuring 1.6 km in length; lastly, each section was divided into quarters and contained 65 hectares.
3. a) People left for homestead stiff land was given away and all they had to do was pay a $5.00 registrations. Icelandic, Ukrainians, Germans, Polish, and a variety of immigrants arrived in Canada.
*Clifford Sifton promoted immigration to Canada and he encouraged East Europeans to settle in the prairies because the knew how to farm the land and the wanted to be land owners. Canada was advertised as the Eldorado or a mythical land of gold.*
b) People move for various reasons: safety, employment, land, family ties, freedom, stability, education, opportunities, trade, peace, and religious freedom.
4. The terms let any head of family to pay a fee, build a house, cultivate the land, and be there for at least six years before claiming it. This prevented speculators from just paying the fee and immediately selling and not developing the land.
Chapter 12, page 179 1-4,
township- a square farmland or community that is 10 km by 10 km or 100 km2; it is a grid like formation
section- a perfect square measuring 1.6 km or 2.56 km2
quarter section- 65 hectares; they were marked by position such as North-West and South East
Dominion Land Act- any adult could claim a quarter section of land
sod house- a house made from earth or soil; it was temporary housing
dugout- a home made by digging a hole in the hillside
sodding bee- a community would gather together and build houses together this also applies to quilting and other communal activities
colonization company - the Canadian government sold large tracts of land to individuals
2. The lands were already divided by surveyors and taken from the First Nations through treaties. There were three steps: one, townships were made into 10 km length squares; second they were subdivided into 36 section measuring 1.6 km in length; lastly, each section was divided into quarters and contained 65 hectares.
3. a) People left for homestead stiff land was given away and all they had to do was pay a $5.00 registrations. Icelandic, Ukrainians, Germans, Polish, and a variety of immigrants arrived in Canada.
*Clifford Sifton promoted immigration to Canada and he encouraged East Europeans to settle in the prairies because the knew how to farm the land and the wanted to be land owners. Canada was advertised as the Eldorado or a mythical land of gold.*
b) People move for various reasons: safety, employment, land, family ties, freedom, stability, education, opportunities, trade, peace, and religious freedom.
4. The terms let any head of family to pay a fee, build a house, cultivate the land, and be there for at least six years before claiming it. This prevented speculators from just paying the fee and immediately selling and not developing the land.
township- a square farmland or community that is 10 km by 10 km or 100 km2; it is a grid like formation
section- a perfect square measuring 1.6 km or 2.56 km2
quarter section- 65 hectares; they were marked by position such as North-West and South East
Dominion Land Act- any adult could claim a quarter section of land
sod house- a house made from earth or soil; it was temporary housing
dugout- a home made by digging a hole in the hillside
sodding bee- a community would gather together and build houses together this also applies to quilting and other communal activities
colonization company - the Canadian government sold large tracts of land to individuals
2. The lands were already divided by surveyors and taken from the First Nations through treaties. There were three steps: one, townships were made into 10 km length squares; second they were subdivided into 36 section measuring 1.6 km in length; lastly, each section was divided into quarters and contained 65 hectares.
3. a) People left for homestead stiff land was given away and all they had to do was pay a $5.00 registrations. Icelandic, Ukrainians, Germans, Polish, and a variety of immigrants arrived in Canada.
*Clifford Sifton promoted immigration to Canada and he encouraged East Europeans to settle in the prairies because the knew how to farm the land and the wanted to be land owners. Canada was advertised as the Eldorado or a mythical land of gold.*
b) People move for various reasons: safety, employment, land, family ties, freedom, stability, education, opportunities, trade, peace, and religious freedom.
4. The terms let any head of family to pay a fee, build a house, cultivate the land, and be there for at least six years before claiming it. This prevented speculators from just paying the fee and immediately selling and not developing the land.
Thursday, 28 November 2019
Homework: page 179 1-4
8B took up the following today and worked on their history projects:
Chapter 11: The Steel Ribbon
the Canadian Pacific Railway Company- it was formed by business people under Sir Hugh Allan to build railways under the leadership of Macdonald
bribe- an offer or a method of persuasion involving products or services that benefit a person so another person may gain access to things or services
the Pacific Scandal- when Conservatives had admitted that Allan had given money to their election campaign
the National Policy-it was meant to boost the Canadian economy and develop Canadians industries; American products faced stiff tariffs and Canada East which manufactured products would trade with Canada West that largely had agricultural supplies
spikers- for the construction of the railway, the workers who adjusted the rails to ensure that they were exact
trestle- it is a framework used to support the bridge using A-frames
navvies- workers who lived on the railway from all over the world
colonist car- it was important to the settlement of Canada; it was used in the first trains created
2. John A. Macdonald was more care free about the costs or details whereas Mackenzie was more aware of the costs. Macdonald was more concerned about uniting the country regardless of the human and financial cost.
3. a) Less expensive American products were flooding the Canadian markets and Canadian companies could not compete. He claimed that it would encourage the development of industries and create more jobs. It created a more level playing field for Canadian business owners.
b)The railway would create jobs. The tariffs would protect companies against competition. Trade would also create more jobs internally.
c) Macdonald was re-elected on this platform and it promoted nationalism since you were encouraged to buy Canadian.
4. Crowfoot and Blackfoot (Siksika) were upset because Treaty No. 7 guaranteed that no one could trespass on their reserves. The railway disrupted the bison hunts and trespassed on Native territories.
5. Here are some of the problems that existed:
a) Muskeg terrain is filled with water at times and dense forests.
b) There were difficult mountain passes with steep inclines and drastic declines. With weight of the train, some trains could not make turns going down steep mountains.
c) The railways would expand and contract and the steel would buckle without gaps placed between the pieces of steel.
d) Climate was another factor. The summers in the West can range up to 40 degrees and drop to -40 degrees in the winter.
e) The sheer distances and the isolation of some communities made building a true engineering challenge.
8B took up the following today and worked on their history projects:
Chapter 11: The Steel Ribbon
the Canadian Pacific Railway Company- it was formed by business people under Sir Hugh Allan to build railways under the leadership of Macdonald
bribe- an offer or a method of persuasion involving products or services that benefit a person so another person may gain access to things or services
the Pacific Scandal- when Conservatives had admitted that Allan had given money to their election campaign
the National Policy-it was meant to boost the Canadian economy and develop Canadians industries; American products faced stiff tariffs and Canada East which manufactured products would trade with Canada West that largely had agricultural supplies
spikers- for the construction of the railway, the workers who adjusted the rails to ensure that they were exact
trestle- it is a framework used to support the bridge using A-frames
navvies- workers who lived on the railway from all over the world
colonist car- it was important to the settlement of Canada; it was used in the first trains created
2. John A. Macdonald was more care free about the costs or details whereas Mackenzie was more aware of the costs. Macdonald was more concerned about uniting the country regardless of the human and financial cost.
3. a) Less expensive American products were flooding the Canadian markets and Canadian companies could not compete. He claimed that it would encourage the development of industries and create more jobs. It created a more level playing field for Canadian business owners.
b)The railway would create jobs. The tariffs would protect companies against competition. Trade would also create more jobs internally.
c) Macdonald was re-elected on this platform and it promoted nationalism since you were encouraged to buy Canadian.
4. Crowfoot and Blackfoot (Siksika) were upset because Treaty No. 7 guaranteed that no one could trespass on their reserves. The railway disrupted the bison hunts and trespassed on Native territories.
5. Here are some of the problems that existed:
a) Muskeg terrain is filled with water at times and dense forests.
b) There were difficult mountain passes with steep inclines and drastic declines. With weight of the train, some trains could not make turns going down steep mountains.
c) The railways would expand and contract and the steel would buckle without gaps placed between the pieces of steel.
d) Climate was another factor. The summers in the West can range up to 40 degrees and drop to -40 degrees in the winter.
e) The sheer distances and the isolation of some communities made building a true engineering challenge.
Wednesday, 27 November 2019
Tuesday, 26 November 2019
Grade 7 & 8
History Project 50 marks
Expectation: students are required to learn about New France
and British North America.
Phase 1: All assignments must contain a written
component or summary of their assigned chapter: this is a one to two page hand
written or printed explanation on an 8 ½ X 11 sheet of paper.
This is due December 2nd for 7A and 7B. 7C has already done this. Each group member
had to paraphrase or use their own words to summarize the chapter.
Your summary will
count for 10 marks and it will be graded according to your accurate summary of ideas, your
vocabulary, your organization of paragraphs, and the application of language
rules.
Phase 2:
This is due before Friday, December 20th..
You only do one of the suggested activities.
Bring History to Life.
Here are some suggestions. (These
examples, in this case, only apply to the War of 1812). Each person or group has a different topic
according to their previously assigned chapter in the text book.
A) Model of a structure or system. i.e. a model of Fort George in Newark or
Niagara-on-the-Lake or what York (Toronto) looked like in 1812 with clear
indication of streets, government buildings, the Don River, and Lake Ontario
B) Prepare a comic
strip i.e. create a story-board on the
life a Canadian soldier who participated in the Battle of Queenston Heights
C) Perform a play. i.e. re-enact Laura Secord listening to the
planned invasion of Canada and her attempts to inform General Fitzgibbon
D)Design an informative poster or Powerpoint presentation.
i.e. list and explain the number of wars between America and England during
this period; then, you must highlight the most important battles and explain
why they were very important
E) Do a documentary
and tape it. i.e. recreate the Battle of Detroit and add historical commentary
F) Create a large
poster diagram. i.e. explain various naval battles that occurred along Lake Erie
G) Write out a script
for a debate. i.e. one student argues that Native groups contributed greatly to
specific battles and intelligence to help win the war while another student
argues that Canadian militia and British forces contributed greatly.
H) Write two stories
or two perspectives about the
Battle of New Orleans i.e. one from a British soldier and the other from
an American soldier
I) Create maps with
an explanation. i.e. indicate the number of battles fought along the St.
Lawrence, Lake Ontario, the Niagara River, and Lake Erie; explain the most
critical battles and which were less significant
J) Create diagrams with detailed explanations. i.e. the
daily routine of a soldier stationed at Fort York
K) Write out a recipe for a dish made for soldiers. Be sure
to include diagrams and instructions on how to prepare the food. You can even
make it. Be aware of food allergies in the class.
L) Write and perform an informative rap or hip hop song that
conveys the accurate historical information of your topic. i.e.
Governor Kayne West drops hip-hop lyrics on why America should declare
war on the British Empire
N) Design a website, blog or
Instagram account that conveys the information. i.e. authentic battle
hymns, songs, and marches with a historical
explanation.
O) Draw an outfit or a piece of clothing from that period.
You can even make it with fabric. i.e.
French Canadain military outfit, a British military outfit, a Canadian militia
outfit, and a Native warrior
P) A historical and
semi fictitious diary entry of a person i.e. the wife of a soldier or general
Q) Write a speech to a various group i.e. Tecumseh motivates
his people to stop settlers from colonizing the Ohio Valley
R) Create your own podcast about your topic.
S) Be a fashion designer
by sewing or knitting clothing worn in that period. i.e. Make a 19th century British
uniform.
One of these is done by the group members.
January
Phase 3: The group must teach a lesson. They must be able to explain the main topics
of their chapter. They have to create an
activity for the students to learn the material, such as a Jeopardy game.
The lesson plan has the following format:
List your group members:
List the materials needed to teach the lesson:
3) Write down the chapter title and and page numbers for
your lesson.
4) Provide the main
ideas of this chapter on the chalkboard. 5 minutes
5) Provide an explanation of the events, people, and other
things. 10 minutes
6) Design an activity for the students to do. 20 minutes
7) Review the main concepts of the lesson.
5 minutes
*Student might want to have the students do a
hands-on-activity, such as designing various 17th century hat designs using
construction paper or foam board. This
would deal with the fur trade and emphasize the different styles of hats. Students could also compete in a Jeopardy
like game to review the main ideas.
Rubric: I will grade phase two according to the following
criteria:
historical accuracy,
originality,
presentation skills
(visual messages, your body language, your eye contact, and the
projection of your voice),
the quality level of your content,
and quality of
written explanations.
Each category is out
of 4 and the total is 20.
*All subjects must be finalized by Mr. Paralusz to provide
variety and originality.*
Your lesson will be graded on the following:
Preparation
Visual messages
Understanding of the material
The level of involvement of the students
How well the group works together and how smoothly, and on
time, the lesson proceeds.
Each category will have four mark and there will be a total
of 20 marks.
Monday, 25 November 2019
8A homework: The Sod House Frontier, Chapter 12, page 179 1-4
Today, we took up the following:
Chapter 11: The Steel Ribbon
the Canadian Pacific Railway Company- it was formed by business people under Sir Hugh Allan to build railways under the leadership of Macdonald
bribe- an offer or a method of persuasion involving products or services that benefit a person so another person may gain access to things or services
the Pacific Scandal- when Conservatives had admitted that Allan had given money to their election campaign
the National Policy-it was meant to boost the Canadian economy and develop Canadians industries; American products faced stiff tariffs and Canada East which manufactured products would trade with Canada West that largely had agricultural supplies
spikers- for the construction of the railway, the workers who adjusted the rails to ensure that they were exact
trestle- it is a framework used to support the bridge using A-frames
navvies- workers who lived on the railway from all over the world
colonist car- it was important to the settlement of Canada; it was used in the first trains created
2. John A. Macdonald was more care free about the costs or details whereas Mackenzie was more aware of the costs. Macdonald was more concerned about uniting the country regardless of the human and financial cost.
3. a) Less expensive American products were flooding the Canadian markets and Canadian companies could not compete. He claimed that it would encourage the development of industries and create more jobs. It created a more level playing field for Canadian business owners.
b)The railway would create jobs. The tariffs would protect companies against competition. Trade would also create more jobs internally.
c) Macdonald was re-elected on this platform and it promoted nationalism since you were encouraged to buy Canadian.
4. Crowfoot and Blackfoot (Siksika) were upset because Treaty No. 7 guaranteed that no one could trespass on their reserves. The railway interrupted the bison hunts and trespassed on Native territories.
5. Here are some of the problems that existed:
a) Muskeg terrain is filled with water at times and dense forests.
b) There were difficult mountain passes with steep inclines and drastic declines. With weight of the train, some trains could not make turns going down steep mountains.
c) The railways would expand and contract and the steel would buckle without gaps placed between the pieces of steel.
d) Climate was another factor. The summers in the West can range up to 40 degrees and drop to -40 degrees in the winter.
e) The sheer distances and the isolation of some communities made building a true engineering challenge.
Today, we took up the following:
Chapter 11: The Steel Ribbon
the Canadian Pacific Railway Company- it was formed by business people under Sir Hugh Allan to build railways under the leadership of Macdonald
bribe- an offer or a method of persuasion involving products or services that benefit a person so another person may gain access to things or services
the Pacific Scandal- when Conservatives had admitted that Allan had given money to their election campaign
the National Policy-it was meant to boost the Canadian economy and develop Canadians industries; American products faced stiff tariffs and Canada East which manufactured products would trade with Canada West that largely had agricultural supplies
spikers- for the construction of the railway, the workers who adjusted the rails to ensure that they were exact
trestle- it is a framework used to support the bridge using A-frames
navvies- workers who lived on the railway from all over the world
colonist car- it was important to the settlement of Canada; it was used in the first trains created
2. John A. Macdonald was more care free about the costs or details whereas Mackenzie was more aware of the costs. Macdonald was more concerned about uniting the country regardless of the human and financial cost.
3. a) Less expensive American products were flooding the Canadian markets and Canadian companies could not compete. He claimed that it would encourage the development of industries and create more jobs. It created a more level playing field for Canadian business owners.
b)The railway would create jobs. The tariffs would protect companies against competition. Trade would also create more jobs internally.
c) Macdonald was re-elected on this platform and it promoted nationalism since you were encouraged to buy Canadian.
4. Crowfoot and Blackfoot (Siksika) were upset because Treaty No. 7 guaranteed that no one could trespass on their reserves. The railway interrupted the bison hunts and trespassed on Native territories.
5. Here are some of the problems that existed:
a) Muskeg terrain is filled with water at times and dense forests.
b) There were difficult mountain passes with steep inclines and drastic declines. With weight of the train, some trains could not make turns going down steep mountains.
c) The railways would expand and contract and the steel would buckle without gaps placed between the pieces of steel.
d) Climate was another factor. The summers in the West can range up to 40 degrees and drop to -40 degrees in the winter.
e) The sheer distances and the isolation of some communities made building a true engineering challenge.
Thursday, 21 November 2019
8A: we took up the following for chapter 10 and chapter 11 is assigned for homework. Your chapter summary is due Friday, the 29th.
Homework:
Chapter 10: Treaties with Aboriginal Peoples, page 150 to 151, 1-4
treaty-an agreement between nations or people for peace, property or friendships
annuity- an amount of money paid yearly for those who signed with Canadian government
reserve- a large tract of land set aside by the Canadian the Canadian government
agents- in order to end the starvation and poverty the government representatives provided assistance; however, the loss of the bison, the loss of Native lands and forcing them to becomes farmers greatly added to this poverty
debate- a formal and controlled discussion
Indian Act- a bundle of laws that places the First Nations under guardianship; they became wards of the state and had the same rights as the homeless, prisoners, orphans and those in mental health facilities.
aboriginal right- the belief that they are custodians and owners of the land despite not having legal documentation
2. The European settlers hunted the bison for sport; the introduction of the horse and rifle greatly increased the number of deaths of the herds; the buffalo bones were ground up and used for fertilizer. The farmers complained that the buffalo destroyed pastures and impeded the development of the railway. Canada did not practise any rules on regulating their numbers.
3. Aboriginals, in the Prairies, were hunters and gathers. They had a nomadic lifestyle and land could be occupied but not bought or sold. This conflicted with European views.
4. In terms of lifestyle, the entire animal, the buffalo, provided material for clothing, shelter and many other things. Now, they must grow their own food and rely on others to make their clothing. In terms of health, small pox and other diseases were introduced. Settlers occupied their ancestors' land. They were forced into residential school and forbidden to speak or practise their language and culture. Their gatherings were banned. Overall, they became literally homeless in their own lands.
Homework:
Chapter 11: page 169 1-5
Homework:
Chapter 10: Treaties with Aboriginal Peoples, page 150 to 151, 1-4
treaty-an agreement between nations or people for peace, property or friendships
annuity- an amount of money paid yearly for those who signed with Canadian government
reserve- a large tract of land set aside by the Canadian the Canadian government
agents- in order to end the starvation and poverty the government representatives provided assistance; however, the loss of the bison, the loss of Native lands and forcing them to becomes farmers greatly added to this poverty
debate- a formal and controlled discussion
Indian Act- a bundle of laws that places the First Nations under guardianship; they became wards of the state and had the same rights as the homeless, prisoners, orphans and those in mental health facilities.
aboriginal right- the belief that they are custodians and owners of the land despite not having legal documentation
2. The European settlers hunted the bison for sport; the introduction of the horse and rifle greatly increased the number of deaths of the herds; the buffalo bones were ground up and used for fertilizer. The farmers complained that the buffalo destroyed pastures and impeded the development of the railway. Canada did not practise any rules on regulating their numbers.
3. Aboriginals, in the Prairies, were hunters and gathers. They had a nomadic lifestyle and land could be occupied but not bought or sold. This conflicted with European views.
4. In terms of lifestyle, the entire animal, the buffalo, provided material for clothing, shelter and many other things. Now, they must grow their own food and rely on others to make their clothing. In terms of health, small pox and other diseases were introduced. Settlers occupied their ancestors' land. They were forced into residential school and forbidden to speak or practise their language and culture. Their gatherings were banned. Overall, they became literally homeless in their own lands.
Homework:
Chapter 11: page 169 1-5
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