Grade 7 Social Studies - Week of January 30 to February 2

This week, we have completed our sixth chapter from the textbook.  Students will be handing in their duotangs for grading on Monday, February 6th.  Be sure to complete all of the REVIEW section while preparing for the test.  

 On Monday, February 6th, we will have our Chapter 6 Test about Becoming Canada.  The  following items will be tested:

 Vocabulary:

• Chateau Clique
• deadlock
• discrimination
• Family Compact
• haven
• Legislative Assembly
• liberator
• Lower Canada
• Ninety-two Resolutions
• Patriotes
• quarantine
• reformers
• refugee
• responsible government
• Seventh Report on Grievances
• United Empire Loyalists
• Upper Canada
• traitor

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

• 1791 – the Constitutional Act divided Canada in two:

• land west of the Ottawa River became Upper Canada & the governing body in this area was known as the Family Compact
• land east of the river (the old colony of Quebec became Lower Canada & the governing body in this area was known as the Chateau Clique

• 1812 – Britain & the United States couldn’t get along because:

• Americans wanted control of British colonies
• British had stopped the Americans from trading with the French
• Britain was kidnapping Americans to serve in the British Army
• British supported First Nations in their struggle for land

• 1812 – War began with the United States & Britain was concerned about loyalty in British North America for the following reasons:

• Americans outnumber the British & are not loyal to Britain
• Atlantic colonies depended on Americans for trade along the coast
• it had only been 50 years since the French had lost New France, so they might fight to get it back for themselves—not for the British
• Loyalists had come for cheap land & might not show loyalty to Britain
• many colonists were American & might not fight for Britain

• 1812 – During the war of 1812, two key battles took place in York (present day Toronto) and Washington:

• American soldiers used the following battle tactics:
• burned down government buildings
• fired cannons
• looted shops & houses
• British soldiers used the following battle tactics:
• burned down United States government buildings

• 1815 to 1850 – The Great Migration

• people left Britain because of a lack of jobs
• more than 800 000 immigrants came from England, Scotland, Wales, & Ireland
• most of the immigrants ended up in Halifax, Quebec, Montreal, & Upper Canada
• many people got sick and died on the journey across the Atlantic Ocean so that the boats became known as “coffin ships”

• 1833 – Britain banned slavery in all of its colonies

• word passed among slaves in the southern United States: Canada was a safe haven & “land of promise” for slaves
• many runaway enslaved people fled north via the Underground Railroad

• 1837 – Rebellion in Lower Canada

• led by Joseph Papineau after the British government rejected all of the Patriotes demands

• 1837 – Rebellion in Upper Canada

• led by William Lyon Mackenzie with Reformers who wanted to overthrow the government

• 1838 – Lord Durham

• sent from Britain to investigate the cause of the rebellions
• recommended that Upper & Lower Canada be given one united government

• 1841 – The Act of Union

• English became the only recognize language

• 1847 – The Terrible Year

• the potato crop in Ireland failed & the Irish had nothing to eat so 100 000 came to Canada
• a typhus epidemic broke out on the ships & thousands of people died on the voyage to Canada

Students will be allowed to use their Chapter 6 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 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