Grade 7 Social Studies - Week of December 19 to 23

 Today, we have completed Chapter 5 (War and Peace) from the textbook.  Students will be handing in their duotangs for grading on Friday, January 13, 2023.  Be sure to complete all of the REVIEW section while preparing for the test.  

On Friday, January 13, we will have our Chapter 5 Test about War and Peace.  The following items will be tested:

 Vocabulary:

• Acadian
• assimilate
• bilingualism
• Canadien
• coexist
• fortress
• Francophone
• intermarriage
• neutral
• Pontiac
• siege
• treaty

Also, know the following agreements:

·        The Treaty of Paris, 1763

o   British gained control over what had been New France

o   France gave up any claim to Quebec or any other part of North America

o   France received Guadeloupe, a sugar-producing island in the Caribbean

o   France retained the tiny islands of Saint-Pierre and Miquelon near the coast of Newfoundland

·        The Royal Proclamation of 1763

o   British tried to assimilate the Canadiens into their colony

o   gave recognition to the First Nations because the British set aside a huge area of land for them, west of the Appalachian Mountains

·        The Quebec Act of 1774

o   replaced The Royal Proclamation, after Canadien’s refused to assimilate

o   French language rights were recognized

o   French seigneurial system remained in place

o   Catholics were given freedom of religion and were allowed to hold government jobs

Finally, know and understand the important ways that British and French differed during this time, and also have basic understanding of the Mi’kmaq people:

• British:
• changed the colony name from Acadia to Nova Scotia and were unhappy when the Acadians would not swear their loyalty to the British
• their navy had a reputation for being the most powerful one in Europe
• had a desire to gain control of the very profitable fishing industry in the Atlantic region
• George Washington led a force for the British when they tried to take over the Ohio River Valley
• Major-General James Wolfe was the British commander who led the troops into battle on the Plains of Abraham
• defeated the French, but used the Royal Proclamation of 1763 to attempt to assimilate the Canadiens
• French:
• known as “Canadiens”
• had many First Nations allies/friends
• built a strong fortress at Louisbourg (on Cape Breton Island)
• only had one entry into the colony via the St. Lawrence River
• they were victims of the Great Deportation in 1755
• had Quebec as the center of their North American power
• Marquis de Montcalm was the French commander who led the troops into battle on the Plains of Abraham
• lost to the British at the Plains of Abraham, and had to give up any claim to Québec/North America after the Treaty of Paris was signed
• Mi’kmaq:
• “where” was their homeland
• what was their relationship with the British
• what was their relationship with the French

Students will be allowed to use their Chapter 5 materials in the duotang for the test.  However, students will still need to study and understand the material, in order for this to benefit them during the test.  They will need to be able to use their knowledge and understanding to:

·         show critical thinking

·         apply historical and geographic skills to bring meaning to issues and events

·         apply skills of metacognition, reflecting upon what they have learned

·         communicate ideas and information in an informed, organized, and persuasive manner

Grade 7 Social Studies - Week of November 28 to December 2

 This week, we completed Chapter 4 (Competition for Trade) from the textbook.  Students will be handing in their duotangs for grading on Friday, December 2.  Be sure to complete all of the Review section while preparing for the test.

On Friday, December 2, we will have our Chapter 4 Test about Competition for Trade.  The following items will be tested: 

Vocabulary:

• Barter
• Ethnocentric
• Factory
• Merchant
• Metis
• Multiculturalism
• Nor’Wester
• Portage
• Stockade

Also, know the following people, concepts or places:

·  Advantages of building forts along Hudson Bay

o   Close to fur supplies

o   Easy access for large ships

o   Furs were better quality

o   Many rivers flow into it—good transportation route

Benefits of a canoe

o   Easy to portage

o   Easy to travel on small rivers

o   Lasted long journeys

o   Lightweight

o   Sturdy & durable

• Coureurs de Bois – also known as traders, voyageurs, runner of the woods, explorer
• European goods that the First Nations valued:

o   axes

o   blankets

o   cloth

o   copper wire

o   guns

o   knives

o   pots

o   thread

• First Nations helped the Europeans survive by:

o   dress for the weather & learn about the land

o   find food

o   prepare cedar bark tea to prevent scurvy

• First Nations’ interactions with other First Nations tribes
• First Nations women contributed to the fur trade by:

o   collecting supplies

o   fish nets

o   making clothes

o   preparing furs

o   teaching language & geographical skills

• Frontenac
• Hudson’s Bay Company
• La Verendrye
• North West Company
• The Great Peace of Montreal (La Grande Paix)
• Wendat
• Who was first to set up trading posts in the West?

 Finally, know and understand how the various peoples of North America:

• Worked together in the fur trade
• Competed against each other in the fur trade

Students will be allowed to use their Chapter 4 materials in the duotang for the test.  However, students will still need to study and understand the material, in order for this to benefit them during the test.  They will need to be able to use their knowledge and understanding to:

·         show critical thinking

·         apply historical and geographic skills to bring meaning to issues and events

·         apply skills of metacognition, reflecting upon what they have learned

·         communicate ideas and information in an informed, organized, and persuasive manner

Grade 7 Social Studies - Week of November 14 to 18

 On Friday, November 18th, Current Events duotangs are due.  Students had time in class to complete the work, however, they should review their work.  The following assignments must be completed:

• Thousands Pay Respects to Last Soviet Leader
• Queen Elizabeth II
• National Day for Truth and Reconciliation
• Travel Restrictions Lifted
• Post-tropical Storm Hits Atlantic Canada
• Stores Can Charge Fees for Using Credit Cards
• Israel and Lebanon Reach Historic Agreement
• Is Canada Headed for a Recession?

I encourage parents to work on these Current Events booklets with their child throughout the year:

• have discussions with your child and assist them in broadening their answers to the questions
• check your child's work for spelling mistakes, and have your child correct them
• check your child's work for proper punctuation
• make sure that your child has used capital letters at the beginning of all sentences, as well as with the names of specific places and people

This contribution can help your child to recognize where he or she is making common mistakes.  By correcting those mistakes, he/she can hand in the best possible work which will help to achieve a better grade in Social Studies.

Grade 7 Social Studies - Week of October 31 to November 4

We have completed our third chapter from the textbook.  Students will be handing in their duotangs for grading on Thursday, November 4th.  

On Thursday, November 4th, we will have our Chapter 3 Test about The British in North America.  The following items will be tested:

Vocabulary:

• Chebucto
• Factory (another name for the trading posts)
• Imperial Country/Imperialism
• Mercantilism
• Monopoly
• Mutiny
• New Found Land
• Giovanni Caboto aka John Cabot
• Northwest Passage
• Sovereignty
• Thirteen Colonies
• Treaty of Utrecht

Know the difference between New France versus the 13 Colonies:

• Goals
• Climate
• Employment
• Religion
• Trade

Also, know the following people, concepts or places:

• Acadia – renamed Nova Scotia after the British took it away from the French
• Atlantic Ocean – the 13 Colonies relied on it for fish
• Beothuk – how did they become extinct?
• relationship with the British
• Shanawdithit
• Halifax
• Hudson Bay
• major body of water close to Rupert’s Land
• Pierre Radisson & Sieur des Groseilliers’ exploration of Hudson Bay
• Mi’kmaq – the French urged them to make life difficult for the British; & the British were urged to kill the Mi’kmaq
• Vancouver
• Victoria

Finally, for each of the following explorers know the area where they travelled in North America; along with what their goals were; and who they came into contact with in the new world:

• Roald Amundsen
• James Cook
• John Franklin
• Sieur des Groseilliers
• Samuel Hearne
• Anthony Henday
• Henry Kelsey
• Matonabee
• Pierre Radisson
• George Vancouver

Students will be allowed to use their Chapter 3 materials in the duotang for the test.  However, students will still need to study and understand the material, in order for this to benefit them during the test.  They will need to be able to use their knowledge and understanding to:

·         show critical thinking

·         apply historical and geographic skills to bring meaning to issues and events

·         apply skills of metacognition, reflecting upon what they have learned

·         communicate ideas and information in an informed, organized, and persuasive manner

 

 

Grade 7 Social Studies - Week of October 10 to 14

We have completed our second chapter from the textbook.  Students will be handing in their duotangs for grading on Monday, October 17.  

 On Monday, October 17, we will have our Chapter 2 Test about “The French in North America.”  The following items will be tested:

Vocabulary:

• Acadian
• Bishop
• Canadien
• Citizen
• Colony
• Coureurs de bois
• Empire
• Governor
• Habitant
• Imperialism
• Intendant
• King’s Daughters (filles du roi)
• Merchant
• Missionaries
• Monopoly
• New France
• Scurvy
• Seigneurial System
• Silk Road
• Vikings

Also, know the following concepts or places:

• Catholic – the main religion of the French
• Christopher Columbus – who was he and what did he do
• Four reasons the imperial countries of Europe wanted to expand their empires:
• Competition/power
• Curiosity
• Economics (land/resources)
• Religion
• French world view
• Gaspe Peninsula
• Haudenosaunee reaction to the fur trade
• Mi’kmaq involvement in the fur trade and reaction to French settlers
• Quebec – place where the river narrows
• St. Lawrence River – most of the colonists settled here
• Stadacona
• Differing perspectives on land ownership:
• European view
• First Nations view

Finally, know where each of the following explorers came from (home country), where their exploration led them to, and who they came into contact with in the new world:

• Jacques Cartier
• Christopher Columbus
• Samuel de Champlain

Students will be allowed to use their Chapter 2 materials in the duotang for the test.  However, students will still need to study and understand the material, in order for this to benefit them during the test.  They will need to be able to use their knowledge and understanding to:

·  show critical thinking

·  apply historical and geographic skills to bring meaning to issues and events

·  apply skills of metacognition, reflecting upon what they have learned

·  communicate ideas and information in an informed, organized, and persuasive manner

Tomorrow - Orange Shirt Day

On Thursday, September 29 our school is recognizing "Orange Shirt Day" to honour survivors and nonsurvivors of residential schools in Canada.  Approximately 150 000 aboriginal and indigenous children were taken from their homes and placed in residential schools, where at least 4 000 of them died.  To learn more about "why" we are wearing orange shirts, see the following video:

https://youtu.be/ll1pUrK29MM

Students are invited to wear an orange shirt to school.

Grade 7 Social Studies - Week of September 12 to 16

We have now completed our first chapter from the textbook.  Students will be handing in their duotangs for grading on Tuesday, September 20th.   

On Tuesday, September 20th, we will have our Chapter 1 Test about Aboriginal Societies.  The following items will be tested:

Vocabulary:

• Alliance
• Core Values
• Clan
• Consensus
• Diversity
• Elders
• Ethnocentric
• Indigenous People
• Iroquois Confederacy
• Mamomin 
• Matrilineal
• Oral Culture
• Sagamaw

Know the following:

·         three main Aboriginal groups in Canada

·         the difference between Primary Source images and Secondary Source images

·         the “three sisters”

·         the Grand Council

For each of the Aboriginal Societies that we studied (Mi'kmaq of the East Coast; Haudenosaunee of the Northeastern Woodlands; The Anishinabe) know the following:

• Government
• Hunter-Gatherer
• Role of Women

Students will be allowed to use their Chapter 1 materials in the duotang for the test.  However, students will still need to study and understand the material, in order for this to benefit them during the test.  They will need to be able to use their knowledge and understanding to:

·         show critical thinking

·         apply historical and geographic skills to bring meaning to issues and events

·         apply skills of metacognition, reflecting upon what they have learned

·         communicate ideas and information in an informed, organized, and persuasive manner