Grade 7 Social Studies - Week of May 8 to 12

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

On Thursday, May 18th, we will have our Chapter 11 Test about Encouraging Immigration.  The following items will be tested:

 Vocabulary:

• Bias
• Emigrant
• False Advertising
• Identity
• Immigrant
• Internal Migrant
• Open Door Policy
• Perspective
• Pluralistic Society
• Prairie Way
• Pull Factor
• Push Factor
• Settlement Patterns
• Sod House

Also, know the following events, concepts or places:

• In the early 1900’s, which places did the Canadian government target to recruit new citizens?
• In the early 1900’s, what was the largest ethnic group found in western Canada?
• In the early 1900’s, what were the main crops grown on the Canadian prairies?
• What were the main reasons that religious groups immigrated to Canada?
• Which French Canadian Prime Minister wanted farmers and immigrants to start farms in the west?  What was his reason for encouraging immigration?
• Which strategies did the Canadian government use to attract new people to Canada?
• Why did the Prime Minister (in the early 1900’s) feel that Canada needed more people to make the country grow and prosper?
• Why did the Prime Minister (in the early 1900’s) feel that immigration would help Canada to have a strong economy?
• Why did the Catholic Church take on the job of attracting more French Catholics to the West?
• Why did the Canadian Pacific Railway sell some of the land given to it by the Canadian government?

Know the following people:

• Who was Clifford Sifton, and what did he do?
• Who was George Lloyd, and what did he do?
• Who was Isaac Barr, and what did he do?
• Who was Dr. Thomas Barnardo, and what did he do?

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