Grade 7 Social Studies - Week of April 24 to 28

 This week, we have completed our tenth chapter from the textbook.  Be sure to complete all of the REVIEW section in the duotang while preparing for the test.  

On Friday, May 5th, we will have our Chapter 10 Test about Expanding Confederation.  The following items will be tested:

 Vocabulary:

• Absentee Landlords (& which colony wanted to get rid of them)
• American Takeover (& which colony feared it)
• Assimilation of the First Nations
• Cariboo Road
• Confederation Bridge
• Economics
• Great Depression (& which colony almost went bankrupt during this time)
• Historical Perspective
• Lennox Island
• Magistrates
• Political Cartoon
• Private School
• Public School
• Reserves – First Nations
• Residential Schools – First Nations
• Separate School
• Steamboat Service (PEI)

Also, know the following people, events, concepts or places:

• James Douglas
• where the Pacific and Atlantic coasts of Canada are located
• The first four provinces to join Confederation were:
• New Brunswick
• Nova Scotia
• Ontario
• Quebec
• why Edmonton was chosen as the capital city of Alberta

For the provinces of Alberta and Saskatchewan know the following:

• ·         What was the date that each one became a province?
• ·         Why Alberta and Saskatchewan didn’t have to join Confederation—but were divided into provinces out of existing Canadian territory?

For the provinces of British Columbia, Prince Edward Island, Newfoundland-Labrador, and Nunavut—know the following:

• ·         What was the date that each one joined Confederation?
• ·         What were the “agreed to” conditions with Canada for each province joining Confederation?
• ·         The economy that supported most of the people in the province at the time it joined Confederation

Students will need to study and understand the material, and will not be allowed to use any reference materials during the test.  They will also 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 April 3 to 6

 This week, we completed our ninth chapter from the textbook.  Students will be handing in their duotangs for grading on Wednesday, April 12.  Be sure to complete all of the REVIEW section while preparing for the test.   

On Wednesday, April 12, we will have our Chapter 9 Test about Growth in the West.  The following items will be tested:

 Vocabulary:

• Assimilate
• Enforce
• Homestead
• Identity
• Immigration
• Manufacturer
• The 49^th Parallel
• Cypress Hills – Whoop-up Country
• Father Albert Lacombe
• Natural Resources
• Protective Tariff – a tax placed on a product crossing the border
• This tax adds to the cost of the product
• The product becomes more expensive
• The tariff made American goods more expensive than Canadian goods which encouraged Canadians to purchase the goods made in Canada

§  Be sure to understand Figure 9.21 on page 213—which shows why some would be in favour of the Tariff and others would be opposed to the Tariff.

• Wolfer (page 198 & 199) – what did they do?
• massacre of the Nakoda people by American wolfers

Also, know the following people, events, concepts or places:

• The establishing of the North West Mounted Police.
• Their job was to:
• protect First Nations people
• arrested lawbreakers of all types and put them on trial
• cleared out the whiskey traders
• delivered the mail
• fought grass fires and assisted the new farmers
• fought in the second Metis Uprising of 1885
• The Great March
• Jerry Potts
• The National Policy was made up of three parts:
• Economic – to build a strong national economy for Canadians
• Immigration – to encourage farmers to populate Western Canada
• Transportation – to build a railway across the continent (ensure that that land purchased from the Hudson’s Bay Company was used properly to make Canada a stronger country)
• The Canadian Pacific Railway runs through the southern part of Canada because:
• it was close to the American border
• it was close to coal deposits that provided fuel for steam engines
• it was easier to build there since the land was flatter and there were fewer trees to deal with
• the railway company controlled most of the land
• the south was reported to have better farmland
• The Chinese immigrants were a very crucial factor in helping to build the railway.  They were discriminated against in the following ways:
• they had to pay money for room and board which was in poor condition
• they received much less pay than other workers
• they were given the worst and most dangerous jobs—many of them died.
• The following people had opinions about the railway—be sure to know what their opinions were:
• a CPR shareholder
• a logger from British Columbia
• a member of the Cree tribe
• a miner from the prairies
• an Ontario farmer
• a prairie farmer
• a resident of the prairies
• Know how the surveyors divided the land:
• Each township was divided into 36 squares called sections, and each section was divided into four quarters of 160 acres each
• A township is 10 km by 10 km which totals 100 km of land in total
• Surveyors drove iron stakes into the ground to mark off each quarter section
• In 1872 the Dominion Lands Act was passed:
• any male at least 21 years of age could apply for a quarter section of land (called a homestead) for $10
• applicants had to promise
• to live on the land for at least six months of the year
• to build a house
• to start farming
• after three years the homesteader got to keep the land if the above terms had been fulfilled
• after 1882—women could apply for land, as well
• Why did the following newcomers come to settle on the farmland in the Canadian West?
• from Ontario and Quebec
• from Russia (Mennonites)
• from Iceland
• The First Nations people signed treaties with the government in which the government agreed to help them to become successful farmers.  The government broke these promises made in the treaties, in the following ways:
• the government did not bring instructors to teach farming skills to the First Nations people
• the equipment that was promised to the First Nations people never arrived, and then they were also not allowed to purchase farm machinery even if they had the money to do so
• the land given to the First Nations people was very poor farmland
• once the First Nations people produced crops, they had a very difficult time selling them due to discrimination

Students will need to study and understand the material, and will not be allowed to use any reference materials during the test.  They will also 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