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.
Thursday 28 November 2019
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
Wednesday 20 November 2019
8C
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.
As a class we took up the terms related to chapter 11. I see Mr. Watt's class on Tuesday, November the 26th. Students are to have the remaining questions assigned in chapter 11.. One will require internet research. We watched a clip on Prime Minister Trudeau, when he was 18. At university, he competed in a debate against separatist students and we will be extending the concept of separatism as it applies to the case of Wexit and its historical roots in 19th century Canada in further discussion.
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.
As a class we took up the terms related to chapter 11. I see Mr. Watt's class on Tuesday, November the 26th. Students are to have the remaining questions assigned in chapter 11.. One will require internet research. We watched a clip on Prime Minister Trudeau, when he was 18. At university, he competed in a debate against separatist students and we will be extending the concept of separatism as it applies to the case of Wexit and its historical roots in 19th century Canada in further discussion.
Tuesday 19 November 2019
8C: Students must write a summary on the chapter they have been assigned for their history project. It should not exceed three pages. This due next on Monday, November 25th. Your model or whatever you to do that brings a topic in your chapter to life must be done before the winter holidays. In January, your group must teach a lesson on your chapter. We will likely have a test on the Opening of the West before the winter holidays. You must submit your notes from chapters 8 to chapter 14 after the winter break. All of this work was or will be assigned chapter -by -chapter before the break.
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
Chapter 11: The Steel Ribbon, 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
Chapter 11: The Steel Ribbon, page 169, 1-5
Monday 18 November 2019
8A: Students must write a summary on the chapter they have been assigned for their history project. It should not exceed three pages. This due next on Friday, November 29th. Your model or whatever you to do that brings a topic in your chapter to life must be done before the winter holidays. In January, your group must teach a lesson on your chapter. We will likely have a test on the Opening of the West before the winter holidays.
Homework:
Chapter 10: Treaties with Aboriginal Peoples, page 150 to 151, 1-4
Chapter 11: The Steel Ribbon, page 169, 1-5
Homework:
Chapter 10: Treaties with Aboriginal Peoples, page 150 to 151, 1-4
Chapter 11: The Steel Ribbon, page 169, 1-5
Wednesday 13 November 2019
8B: we took up the following work today in class.
Page 136-137, 1-4.
Cypress Hill Massacre- American wolf hunters falsely accused natives of stealing horses and attacked a group of Assiniboine Native; 36 men, women and children were killed
Fort Whoop Up- it was nickname for a centre where outlaw activity existed in Lethbridge, Alberta
North West Mounted Police - Parliament or Ottawa organized a force to keep peace, prevent crime and catch criminals
bias- a preference
Great March- a march that made up of 300 mounted police which went in the direction of either Edmonton or Lethbridge from Winnipeg or Fort Garry
2. a) The two main tasks of the N.W.M.P. involved the desire to maintain peace and to prevent crime.
b) They were necessary because wanted to enforce law and also Ottawa or the federal government did not want American intrusion into their territories. The goal of the government was to take away land for the railway and farmers from the Native. Natives were placed on reserves.
3. It was a march of the N.W.M.P, from present day Winnipeg to Edmonton and Lethbridge to secure territory, shut down whiskey forts, and build forts.
4. Crowfoot refused to join Sitting Bull of the Sioux nation, although the Sioux had defeated the Americans at the Battle of Little Big Horn. In Canada, Colonel Macleod had driven away the whiskey traders and the wolfers who had terrorized the First Nations, so Crowfoot did not side with Sitting Bull.
Homework: Chapter 10 page 150 1-4
Friday 8 November 2019
Thursday 7 November 2019
8B: For homework, students are asked to watch the remainder of Expansion/Canada: The Story of Us, Episode 5, and complete their jot notes. When I collect their notes after we have finished unit 2, the Opening of the West, they are expected to have notes based on their observations from this video and chapter questions completed. I have already posted notes that I made previously. Be sure that notes are in your own words and not copied from the blogspot to ensure consolidation.
https://www.youtube.com/watch?v=0XAxrNei0d4
The vast majority of students kept very impressive notes. Keep up the good work!
The following is taken from the annotations found on youtube:
In the lead up to Confederation, Canada faces the threat of American expansionism. Determined that Canada will remain independent and free, a generation of risk-takers, gold miners, cowboys and railway-men will rise to the challenge. Subscribe: http://bit.ly/CBC-Subscribe How did you decide which stories to tell? http://bit.ly/CBC-StoryOfUsFAQ About Canada: The Story of Us An epic adventure history series that tells the story of our country. Over 10 hours, the drama-documentary tells the extraordinary tale of the people, places and events that shaped Canada — stories of change makers and rule breakers, dreamers and visionaries, scientists and entrepreneurs who forged a nation in a vast and harsh land. About CBC: Welcome to the official YouTube channel for CBC, Canada’s public broadcaster. CBC is dedicated to creating content with original voices that inspire and entertain. Watch sneak peeks and trailers, behind the scenes footage, original web series, digital-exclusives and more. Connect with CBC Online: Twitter: http://bit.ly/CBC-Twitter Facebook: http://bit.ly/CBC-Facebook Instagram: http://bit.ly/CBC-Instagram Expansion | Canada: The Story of Us, Full Episode 5 http://youtube.com/user/cbctv
https://www.youtube.com/watch?v=0XAxrNei0d4
The vast majority of students kept very impressive notes. Keep up the good work!
The following is taken from the annotations found on youtube:
In the lead up to Confederation, Canada faces the threat of American expansionism. Determined that Canada will remain independent and free, a generation of risk-takers, gold miners, cowboys and railway-men will rise to the challenge. Subscribe: http://bit.ly/CBC-Subscribe How did you decide which stories to tell? http://bit.ly/CBC-StoryOfUsFAQ About Canada: The Story of Us An epic adventure history series that tells the story of our country. Over 10 hours, the drama-documentary tells the extraordinary tale of the people, places and events that shaped Canada — stories of change makers and rule breakers, dreamers and visionaries, scientists and entrepreneurs who forged a nation in a vast and harsh land. About CBC: Welcome to the official YouTube channel for CBC, Canada’s public broadcaster. CBC is dedicated to creating content with original voices that inspire and entertain. Watch sneak peeks and trailers, behind the scenes footage, original web series, digital-exclusives and more. Connect with CBC Online: Twitter: http://bit.ly/CBC-Twitter Facebook: http://bit.ly/CBC-Facebook Instagram: http://bit.ly/CBC-Instagram Expansion | Canada: The Story of Us, Full Episode 5 http://youtube.com/user/cbctv
Wednesday 6 November 2019
Tuesday 5 November 2019
Monday 4 November 2019
Friday 1 November 2019
8C: Students must read chapter 8, and complete questions #1-4 on page 123 #1-4. Students must have chapter 6 questions completed on Monday, November 4th, and be prepared to submit their notes for chapters 1 to 5 to be examined for completeness and legibility. We will take up chapter 6 questions, which were previously assigned.
8A: We took up chapter 6 questions and they were assigned to read chapter 8, page 123 #1-4, for homework. There will be a quiz on Wednesday, November 6th, on chapter 6.
8B: Students must submit their notes for evaluation for chapters 1 to 5. There is a quiz on chapter 6 on Monday, November the 4th, on homework assigned homework questions #1-4 on page 88 of chapter 6.
8A: We took up chapter 6 questions and they were assigned to read chapter 8, page 123 #1-4, for homework. There will be a quiz on Wednesday, November 6th, on chapter 6.
8B: Students must submit their notes for evaluation for chapters 1 to 5. There is a quiz on chapter 6 on Monday, November the 4th, on homework assigned homework questions #1-4 on page 88 of chapter 6.
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