GRADE 8 HISTORY UNIT ONE: CONFEDERATION

Transcription

1 GRADE 8 HISTORY UNIT ONE: CONFEDERATION STUDENT ACTIVITIES By Emilia Bartolomucci A1:1

2 Introduction to Unit One: Confederation Student Text: Student Reference: The student Reference pages that correspond to this unit provide step by step instructions for basic learning skills such as taking notes; skimming to locate information; completing maps, graphs and graphic organizers; using drama; writing a newspaper article or opinion paragraph; and studying for tests. They also provide information needed for Unit One's culminating task which is to create a storyboard for a Heritage Minute. Student Activities: Chapter 1 of the Student Text explores physical, social, economic and political conditions in British North America between 1850 and Chapter 2 examines the different attitudes towards Confederation and the events and individuals that made it happen. Chapter 3 contains a brief summary of how Canada continued to grow after 1867 to become a nation that stretches "from sea to sea". It also identifies some modern challenges that Canada continues to face as a country. In Unit One, students engage in (usually peer-supported) activities which often require them to analyze mainly visual information such as maps, bar and line graphs, and political cartoons as well as to use drama to communicate different points of view. Students are introduced to much of the foundational vocabulary needed for the study of Grade 8 history. Teachers are encouraged to focus on improving students vocabulary knowledge and use of vocabulary acquisition strategies by devoting more instructional time to vocabulary activities in order to improve their understanding of knowledge concepts presented in later units. Teachers can: pre-teach some words from Key Vocabulary list by linking them in meaningful ways develop concept maps of important words such as "social" "economic" and "political" and discuss what conditions exist in modern Canada BEFORE introducing historical conditions model how to use a bi-lingual dictionary and Glossary of Key Vocabulary to look up unfamiliar vocabulary and how to maintain an ongoing Personal Dictionary as a strategy to reinforce word knowledge help students understand how suffixes change the position of words in sentences (e.g. politics, political, politician by analyzing word patterns from Expanding My Vocabulary Understanding and using different kinds of graphic organizers is another important focus for Unit One. Teachers can follow a gradual release model by first modeling how to "read" and complete organizers for different purposes and then allowing students to practice making notes using each organizer in pairs and in small groups. (See Teacher s Guide section on Teaching Students to Use Graphic Organizers) ELLs at early stages of proficiency can engage in: a variety of activities to learn selected vocabulary (Personal Dictionary, word search, crossword puzzle, simple concept map, matching, illustrating and labeling) complete mapping and graphing activities (with a partner) create a poster, a slogan, a family coat of arms (with a partner) make notes by copying some basic information using graphic organizers use first language to translate selected vocabulary words and some basic information (with support from a same language peer), write about personal migration experiences, or keep a learning journal tableaux and role plays (involving very short rehearsed dialogue) group activities (in a limited role) A1:2

3 UNIT ONE: STUDENT ACTIVITIES Page Introduction to Confederation A1:2 Table of Contents A1:3 - A1:5 Confederation: Scope and Sequence Chart A1:6 - A1:8 Mapping: Canada Today A1:9 Mapping: British North America 1860 A1:10 Comparing Maps: Canada Today and BNA in 1860 A1:11 Comparing Maps: Regions of Canada A1:12 Chapter One: Life in British North America Personal Dictionary (ongoing) A1:13 Expanding My Vocabulary: Regions of Canada A1:14 - A1:15 Completing a Crossword Puzzle: Regions of Canada A1:16 Creating a Poster A1:17 Skimming to Locate Information: Life in BNA Before 1860 A1:18 - A1:19 Summative assessment: Vocabulary test Regions of Canada A1:20 - A1:21 Summative assessment: Chapter One Test Regions of Canada A1:22 - A1:23 Expanding My Vocabulary: Social Conditions in BNA A1:24 - A1:25 What are social conditions? A1:26 A1:27 Social Conditions in Canada Today A1:28 Comparing Data: Population in BNA in 1861 A1:29 Mapping: The Great Migration ( )- Where did people come from? A1:30 Mapping: the Underground Railroad A1:31 Graphic Organizer: Social Conditions in BNA A1:32 - A1:33 Skimming to Locate Information: Social Conditions in BNA A1:34 - A1:35 Creating a Group Tableau: the People of BNA A1:36 Making a Line Graph: the Great Migration ( ): A1:37 Canada Today: Where do Canada s immigrants come from? A1:38 Making Comparisons: Refugees to Canada A1:39 Making Comparisons: Migration experiences A1:40 Creating a Family Coat of Arms A1:41 - A1:42 Summative assessment: Vocabulary test Social Conditions in BNA A1:43 - A1:44 A1:3

4 Page Summative assessment: Ch. 1 Tests Social Conditions in BNA A1:45 A1:48 Expanding My Vocabulary: Economic Conditions in BNA A1:49 - A1:50 Graphic Organizer: Economic conditions in BNA A1:51 - A1:52 Making Connections: Economic Conditions in BNA A1:53 Summative assessment: Vocab. test Economic Conditions in BNA A1:54 - A1:55 Summative assessment: Ch. 1 tests Economic Conditions in BNA A1:56 - A1:59 Expanding My Vocabulary: Political Conditions in BNA A1:60 - A1:61 Skimming to Locate Information: Political Conditions in BNA A1:62 - A1:63 Venn diagram: Comparing Representative and Responsible Government A1:64 Venn diagram: Comparing Equal Representation and Rep by Pop A1:65 Creating a Slogan for a Political party A1:66 Role Play: Political Points of View in BNA A1:67 - A1:69 Creating a Crossword Puzzle A1:70 - A1:71 Creating a concept map A1:72 Summative assessment: Vocab. Test Political Conditions in BNA A1:73 - A1:74 Summative assessment: Ch. 1 tests Political Conditions in BNA A1:75 - A1:80 Chapter Two: The Path to Confederation Comparing Views on Confederation: For or Against? A1:81 Looking at a Political Cartoon A1:82 - A1:86 Creating a Political Cartoon A1:87 - A1:89 Graphic Organizer: Problems with the U.S. that led to Confederation A1:90 - A1:91 Looking at a Newspaper Report: Fenians Attack Again! A1:92 - A1:93 Writing a Newspaper Report A1:94 Chart: Confederation Talks A1:95 A1:96 Graphic Organizer: British North America Act (1867) A1:97- A1:98 Venn Diagram: The BNA Act Division of Power A1:99 Tree Diagram: Parliamentary System of Government A1:100 Mapping: The Dominion of Canada 1867 A1:101 "We Have No Voice" A1:102 Creating a Power Point: Hear My Voice! A1:103 - A1:104 Paragraph Outline for Opinion Paragraph A1:105 A1:4

5 Page Writing an Opinion Essay A1:106 Summative Assessment: Vocab. Test The Path to Confederation A1:107 - A1:108 Summative Assessment: Ch. 2 Tests The Path to Confederation A1:109 - A1:116 Chapter Three: Building Confederation Why did the other colonies join Confederation? A1:117 - A1:118 Mapping: Canada Grows as a Nation A1:119 Comparing Maps: The Changing Face of Canada A1:120 Then and now: Comparing Canada in 1876 to Canada today A1:121 Culminating Task: Creating a Storyboard for a Heritage Minute A1:122 - A1:125 Summative Assessment: Vocab. Test Building Confederation A1: A1:127 Summative Assessment: Chap. 3 tests Building Confederation A1:128 - A1:136 A1:5

6 Confederation: Scope and Sequence Chart Specific Expectations Titles of Related Readings in Student Text Related Student Activities Knowledge and Understanding: The Grade 8 student will: Identify key social, political, economic, and physical characteristics of the British North American colonies between 1850 and 1860 (e.g. British, French, First Nation, and Black communities); Regions of Canada Social conditions in BNA Economic conditions in BNA Political conditions in BNA Map of BNA 1860 Comparing Maps: regions of Canada Skimming to Locate Information: life in BNA before1860 Social Conditions in BNA Skimming to Locate Information: Social Conditions in BNA Graphic Organizer: Economic Conditions in BNA Making Connections: Economic conditions inbna Skimming to Locate Information: Political Conditions in BNA Comparing Representative Government and Responsible Government: Venn Diagram Comparing Equal Representation and Representation by Population: Venn Diagram Identify external and internal factors and events leading to Confederation (e.g. political deadlock, intercolonial trade, reciprocity, Britain s repeal of the Corn Laws, the Fenian raids, the U. S Doctrine of Manifest Destiny, transportation and defence issues); Why did some people want Confederation? Why were some people against Confederation? What events led to Confederation? Problems with the United States that Led to Confederation Graphic Organizer; Economic Conditions in British North America Skimming to Locate Information: Political Conditions in BNA Identify the roles of key individuals (e.g. Sir George-Etienne Cartier, Sir John A. Macdonald), the main events leading to the signing of the British North America Act (e.g. the Charlottetown, Quebec, and London conferences, coalition government in the Canadas), and the reasons for the exclusion of certain groups from the political process (e.g. First Nation peoples, women, the Chinese and the Japanese). Who were some fathers of Confederation? What events led to Confederation? Canada s First Constitution: BNA Act Who did not have a voice in Confederation? Confederation Talks The BNA Act 1867 Tree Diagram: Parliamentary System of Government The BNA Act: Division of Power Venn Diagram A1:6

7 Inquiry, Research and Communication: The Grade 8 student will: Formulate questions to guide research on issues and problems (e.g. Why did Nova Scotia join Confederation in 1867 while Prince Edward Island did not? What qualities made Louis Riel a good leader?); Use a variety of primary and secondary sources to locate relevant information about the regional interests of each colony/province before and after joining the Dominion of Canada (e.g. primary sources: artefacts, journals, letters, statistics, field trips, period documentations and maps, secondary sources: maps, illustrations, print materials, videos, CD ROMS, internet sites); Describe and analyze conflicting points of view about a historical issue or personality; Construct and use a wide variety of graphs, charts, diagrams, maps, and models to organize and interpret information (e.g. a decision making chart showing the advantages and disadvantages of joining Confederation for each colony); Analyze, synthesize and evaluate historical information (e.g. determine the changes in Canada s boundaries in 1867, 1870, 1871 and 1999 using a series of maps); Using relevant sections of Student Text along with teacher selected simplified print and visual sources of information including computer software/internet site Video series: Canada: A People s History Internet sites: Confederation for Kids, Collections Canada, National Archives of Canada etc. References section of Student Text Why did other colonies join Confederation? Role Play: Political Points of View in BNA Writing a Newspaper Article Class Discussion: Looking at a Political Cartoon Group discussion: Looking at a Political cartoon Recording Ideas: Looking at a Political Cartoon Writing a Paragraph: Looking at a Political Cartoon Creating a Power Point: Hear My Voice Creating a Storyboard for a Heritage Minute Map of Canada Today Map of BNA 1860 Making Comparisons: Canada Today and BNA in 1860 Comparing Maps: Regions of Canada The Great Migration: Where did people come from? Mapping; the Underground Railroad The Great Migration: Making a Line Graph Canada Today: Where do Canada's immigrants come from? Mapping the Dominion of Canada 1867 Class Discussion: Looking at a Political Cartoon Group discussion: Looking at a Political cartoon Recording Ideas: Looking at a Political Cartoon Writing a Paragraph: Looking at a Political Cartoon Comparing Maps: The Changing Face of Canada A1:7

8 Communicate the results of inquiries for specific purposes and audiences, using media works, political cartoons, oral presentations, written notes and descriptions, drawings, tables, charts, and graphs (e.g. create captions for political cartoon of the time); Creating a Group tableau: The people of BNA Creating a Poster The Great Migration: Making a Line Graph Creating a Family Coat of Arms Creating a Slogan for a Political Party Creating a Group tableau: The people of BNA Making Comparisons: Migration Experiences Making comparisons: Refugees to Canada Creating a Political Cartoon Writing a Newspaper Report Confederation Talks British North America Act, 1867 Tree Diagram: Parliamentary System of Government Writing an Opinion Essay Creating a Power Point: Hear My Voice Creating a Storyboard for a Heritage Minute Use appropriate vocabulary (Confederation, conference, political deadlock, reciprocity, intercolonial trade, Corn Laws, Fenians, Manifest Destiny) to describe their inquiries and observations. Glossary of Key Vocabulary Personal Dictionary Expanding My Vocabulary activities Completing a Crossword Puzzle: Regions of Canada Creating a Crossword Puzzle Creating a Concept Map Summative Assessment: Vocabulary Tests for Ch 1,2 & 3 Application: The Grade 8 student will: Illustrate the growth of Canada, using outline maps or other tools, identifying the physical regions of Canada, the colonies that joined Confederation, and their boundaries and dates of entry; How did Canada grow from sea to sea? The Changing Face of Canada Comparing Maps: Regions of Canada Why did other colonies join Confederation? Mapping: Canada Grows as a Nation Comparing Maps: The Changing Face of Canada Use sections 91 and 92 of the BNA Act to outline how or why responsibilities are divided between the federal and provincial governments and relate these divisions to some present-day disagreements between the two levels of government. Canada s First Constitution: The BNA Act What are some political disagreements in Canada today? The BNA Act: Division of Power -Venn Diagram Then and Now: Comparing Canada in 1867 to Canada today A1:8

9 Mapping: Canada Today Name: Date: Label the ten provinces and three territories. Label Canada s boundaries. Follow rules for map making. (See Reference R19) A1:9

10 Mapping: British North America 1860 Name: Date: Draw the colonies and territories of British North America in Draw the Great Lakes. Use the map on T1:6 to help you. Label BNA s boundaries. Follow rules for map making. (See Reference R19) A1:10

11 Comparing Maps: Canada Today and BNA in 1860 Name: Date: Look at the maps on page T1:6. Compare the map of Canada today with British North America (BNA) in How are they the same (similar)? How are they different? Use the outline to help you. Canada today is similar in some ways to British North America in First of all, they both. Secondly, they both. Thirdly, they both. Finally, both Canada today and British North America in 1860 However, there are also many differences. One difference is that but. A second difference is. A third difference is. In addition, Last of all, A1:11

12 Comparing Maps: Regions of Canada Name: Date: Look at the maps in your Student Text: 1. Canada Today 2. British North America in 1860 and 3. Regions of Canada. Complete the chart by comparing the information you see on the maps. Regions of Canada What provinces/territories are part of this region today? What colonies or areas were part of this region in 1860? Atlantic Canada Central Canada The North The Prairies The Pacific Coast A1:12

13 Personal Dictionary Name; Add your key words to your Personal Dictionary. Use many different ways to help you remember your key words. Study new vocabulary every day. (See Reference R16) English word In my language Choose one or more of the following: picture, examples, English definition (from reading, glossary, learner dictionary), other forms of word, sentence A1:13

14 Name: Date: Expanding My Vocabulary: Regions of Canada industry Noun Verb Adjective Adverb trade forestry mining farming export(s) reservation manufacturing legislative assembly Choose the correct form: 1. People moved from the farms to the cities during the (industrial, industrially) revolution. 2. (Farmed, Farming) and mining are important (industrialize, industries) in Canada. 3. Canada and the United States are (traded, trading) partners. 4. Canada has many (forested, forestry) areas. 5. (Mining, Miners) go underground to find metals. 6. Canada (exports, exporting) goods to many countries. 7. The government is coming out with new (legislative, legislation). 8. The students (assembled, assembly) in the gym. 9. The company (manufactures, manufacturing) pencils. 10. They (reservation, reserved) a table at the restaurant. A1:14

15 industry, industries industrialist industrialization trade trader Answer Sheet Expanding My Vocabulary: Regions of Canada Noun Verb Adjective Adverb industrialize industrial industrially industrializing industrious industrialized trade trading traded trade trading forestry forest(s) forested forested mining miner farming farmer export(s) exporter exportation reservation reserve(s) manufacturing manufacturer manufacture legislation mine mining mined farm farming farmed export exporting exported reserve reserving reserved manufacture manufacturing manufactured mining mined farming farmed exporting exported reserved manufactured reservedly legislator legislate legislative legislatively assembly assemble assembling assembled assembling assembled Choose the correct form: 1. People moved from the farms to the cities during the (industrial, industrially) revolution. 2. (Farmed, Farming) and mining are important (industrialize, industries) in Canada. 3. Canada and the United States are (traded, trading) partners. 4. Canada has many (forested, forestry) areas. 5. (Mining, Miners) go underground to find metals. 6. Canada (exports, exporting) goods to many countries. 7. The government is coming out with new (legislative, legislation). 8. The students (assembled, assembly) in the gym. 9. The company (manufactures, manufacturing) pencils. 10. They (reservation, reserved) a table at the restaurant. A1:15

16 Completing a Crossword Puzzle: Regions of Canada Name: Date: Across: 4. the planting or cutting of trees 5. work 8. digging the earth to find metals or minerals 9. deep opening between hills 10. half European, half Aboriginal 11. area of high, flat land 13. area of land for Aboriginal people 14. being the only one who can trade in an area 15. making things in factories Down: 1. exchange one thing for another 2. person who rents out land but doesn t live there 3. part of the government that makes the laws 6. treeless land that is usually frozen 7. First Nations or Native peoples 11. place where ships stop 12. person who works to spread faith or religion A1:16

17 Creating a Poster Name: Date: Choose a colony in British North America. Read the information in your text. Look at other pictures and information about the colony. Create a poster to show information about the colony or to persuade new immigrants to come and live in the colony Your poster should have pictures but you can also use words, short phrases or sentences. Arrange your pictures and words in a creative way. See Reference R20 to help you. Date due: Self Assessment: Teacher Evaluation: Level Do I use pictures effectively to achieve my purpose? Do I use colour effectively? Do I organize space effectively? Are my words written in an interesting or creative way? Will other people like what they see? A1:17

18 Skimming to locate information: Life in British North America Before 1860 Name: Date: Skim the information in the point form notes to find the following answers: 1. What were the main industries in Newfoundland? 2. What colony had absentee landlords? 3. What region had a large group of African Americans from the United States? 4. What was the capital of the United Province of Canada? 5. Who was the leader of the Legislative Assembly in Canada West? 6. What religion were most of the people in Canada East? 7. Who were the Orangemen? 8. What were the two most important cities in Canada East? 9. What religion were most of the people of Canada West? 10. What are reservations? 11. Who was the leader of the Legislative Assembly in Canada East? 12. Who had a monopoly to trade with Aboriginal people in Rupert s land? 13. What region had mostly tundra? 14. What region had a large group of Metis? 15. Where was gold discovered? 16. Why did many Chinese men come to British Columbia? A1:18

19 Skimming to locate information: Life in British North America Before 1860 Answer Sheet Skim the information in the point form notes to find the following answers: 1. What were the main industries in Newfoundland? fishing, whale and seal hunting, shipbuilding 2. What colony had absentee landlords? Prince Edward Island 3. What region had a large group of African Americans from the United States? Canada West 4. What was the capital of the United Province of Canada? Ottawa 5. Who was the leader of the Legislative Assembly in Canada West? John A. Macdonald 6. What religion were most of the people in Canada East? Roman Catholic 7. Who were the Orangemen? Irish Protestants who hated Catholics 8. What were the two most important cities in Canada East? Quebec City and Montreal 9. What religion were most of the people of Canada West? Protestants 10. What are reservations? special lands for Aboriginal people 11. Who was the leader of the Legislative Assembly in Canada East? George Etienne Carter 12. Who had a monopoly to trade with Aboriginal people in Rupert s land? Hudson s Bay Company 13. What region had mostly tundra? Northwest Territories 14. What region had a large group of Metis? Red River Settlement 15. Where was gold discovered? in Fraser River canyons of British Columbia 16. Why did many Chinese men come to British Columbia to escape war in China (Opium War) and rebellion A1:19

20 Chapter One Vocabulary Test - Regions of Canada Name: Date: Match by writing the correct letter: farming monopoly industry disease missionary reservation canyon mining factory forestry export absentee landlord cowboy Legislative Assembly trade manufacturing trading post Metis Aboriginal people port tundra plateau a) work b) the planting or cutting of trees c) being the only one who can trade in an area d) send out things for sale to another country e) men who take care of cows f) area of land for Aboriginal people g) place where ships stop h) a place where people met to trade i) sickness j) building where things are made k) person who works to spread faith or religion l) person who rents land but does not live there m) first people to live in an area n) growing food o) treeless land that is usually frozen p) area of high, flat land q) mixed race of people that were part European, part Aboriginal r) making things in factories s) deep opening between hills t) digging the earth to find metals or minerals u) exchange one thing for another v) part of the government that makes the laws 22 A1:20

21 Chapter One Vocabulary Test - Regions of Canada Answer Sheet Match by writing the correct letter: n farming c monopoly a industry i disease k missionary f reservation s canyon t mining j factory b forestry d export l absentee landlord e cowboy v Legislative Assembly u trade r manufacturing h trading post q Metis m Aboriginal people g port o tundra p plateau a) work b) the planting or cutting of trees c) being the only one who can trade in an area d) send out things for sale to another country e) men who take care of cows f) area of land for Aboriginal people g) place where ships stop h) a place where people met to trade i) sickness j) building where things are made k) person who works to spread faith or religion l) person who rents land but does not live there m) first people to live in an area n) growing food o) treeless land that is usually frozen p) area of high, flat land q) mixed race of people that were part European, part Aboriginal r) making things in factories s) deep opening between hills t) digging the earth to find metals or minerals u) exchange one thing for another v) part of the government that makes the laws 22 A1:21

22 Chapter One Test Regions of Canada Name: Date: Prince Edward Island Red River Settlement Northwest Territories Canada East Canada West New Brunswick Nova Scotia Rupert s Land British Columbia and Vancouver Island Newfoundland Which colony? had absentee landlords. was mostly French speaking. had a large group of Metis. had gold in its river canyons. had 30,000 African Americans living there. had a large manufacturing industry. had the largest shipbuilding industry. was mostly tundra. was under the control of the Hudson s Bay Company. had mostly Inuit people. had many Chinese men escaping war in China. had John A. Macdonald as leader of the Legislative Assembly. had Charlottetown as a capital. had fishing as its main industry. had mostly English Protestants. 25 Fill in the blanks: 1. were Irish Protestants that hated Catholics. 2. The leader of the Legislative Assembly for Canada East was. 3. The had a monopoly to trade with Aboriginal people in Rupert s Land. 4. The two largest cities in Canada East were and. 5. The two largest cities in Canada West were and. 6. The capital of the United Province of Canada was. 7. Aboriginal people in the north and west hunted and. With word bank With no word bank A1:22

23 Chapter One Test Regions of Canada Answer Sheet Prince Edward Island Red River Settlement Northwest Territories Canada East Canada West New Brunswick Nova Scotia Rupert s Land British Columbia and Vancouver Island Newfoundland Which colony? Prince Edward Island had absentee landlords. Quebec was mostly French speaking. Red River Settlement had a large group of Metis. British Columbia had gold in its river canyons. Canada West had 30,000 African Americans living there. Canada East had a large manufacturing industry. Nova Scotia had the largest shipbuilding industry. Northwest Territories was mostly tundra. Rupert s Land was under the control of the Hudson s Bay Company. Northwest Territories had mostly Inuit people. British Columbia had many Chinese men escaping war in China. Canada West had John A. Macdonald as leader of the Legislative Assembly. Prince Edward Island had Charlottetown as a capital. Newfoundland had fishing as its main industry. Canada West had mostly English Protestants. Fill in the blanks: 8. Orangemen were Irish Protestants that hated Catholics. 9. The leader of the Legislative Assembly for Canada East was George Etienne Cartier_. 10. The Hudson s Bay Company had a monopoly to trade with Aboriginal people in Rupert s Land. 11. The two largest cities in Canada East were Quebec City and _Montreal. 12. The two largest cities in Canada West were Kingston and Toronto. 13. The capital of the United Province of Canada was Ottawa. 14. Aboriginal people in the north and west hunted caribou and buffalo. With word bank With no word bank 25 A1:23

24 Name: Date: Expanding My Vocabulary: Social Conditions In BNA Noun Verb Adjective Adverb social slave abolitionist migration racism Choose the correct form: 1. Drugs and gangs are (society, social) problems in large cities. 2. Drugs and gangs are problems in today s (socially, society). 3. (Slaves, slavery) ran away from their owners. 4. He (slaved, slavery) at his job from morning to night. 5. (Migration, Migratory) birds leave Canada in the winter. 6. Monarch butterflies (migrate, migrates) to Mexico. 7. We need to work to get rid of (race, racism). 8. There are many (racial, racism) problems in big cities. 9. (Abolitionists, Abolishing) helped slaves to escape. 10. Many worked for the (abolish, abolishment) of slavery. 11. Thousands of (immigrants, immigration) came to Canada to live. 12. Thousands of people (emigrated, immigrated) from Germany because of the war. A1:24

25 Answer Sheet society slave(s) slavery abolitionist migration migrant(s) immigration immigrant(s) emigration emigrant(s) Expanding My Vocabulary: Social Conditions in BNA Noun Verb Adjective Adverb socialize social socializing socialized socially socialized slave slaving, enslaving slaved, enslaved abolish abolishing abolished migrate, migrating, migrated immigrate, immigrating, immigrated emigrate, emigrating, emigrated slave enslaved abolished migrating migratory immigrating emigrating emigrated racism racist(s) racial racially Choose the correct form: 1. Drugs and gangs are (society, social) problems in large cities. 2. Drugs and gangs are problems in our (socially, society). 3. (Slaves, slavery) ran away from their owners. 4. He (slaved, slavery) at his job from morning to night. 5. (Migration, Migratory) birds leave Canada in the winter. 6. Monarch butterflies (migrate, migrates) to Mexico. 7. We need to work to get rid of (race, racism). 8. There are many (racial, racism) problems in big cities. 9. (Abolitionists, Abolishing) helped slaves to escape. 10. Many worked for the (abolish, abolishment) of slavery. 11. Thousands of (immigrants, immigration) came to Canada to live. 12. Thousands of people (emigrated, immigrated) from Germany because of the war. A1:25

26 Name Date: What are social conditions? A1:26

27 cultural groups population crime What are social conditions? immigration social class (about people) (the way things are) health & welfare emigration A1:27

28 Social Conditions in Canada Today Name: Date: Discuss what social conditions exist in Canada today (with the class or group). Record the ideas on the chart. What is Canada s population? Where do most people live? which provinces? in cities or on farms? Is most of the population young or old? What are the different cultural groups in Canada? What countries did many people come from? Are there any conflicts between the different groups of people? Is Canada a safe place to live? What kind of crime is most common? Can most people get good health care? Are there enough doctors? nurses? hospitals? medicine? What kinds of diseases are most common? Do most people in Canada have food, shelter and other things they need? Can most children go to school? A1:28

29 Comparing Data: Population in BNA in 1861 Name: Date: Look at the table on Population in British North America in Put the colonies in order of population from greatest to least Why do you think Northwest Territories had the least number of people? Why do you think Canada East and Canada West had the most number of people? Why do you think the table does not include Aboriginal people? A1:29

30 The Great Migration ( ) - Where did people come from? Name; Date: Use an atlas to help you find the countries where the people of the Great Migration came from. Label them and colour them yellow. Use arrows to show how the people came to BNA. Colour BNA red. Colour the other countries green. Colour the water blue. (See Reference R19) A1:30

31 Mapping: The Underground Railroad Name; Date: Show the routes the African American slaves took to British North America. Colour the Northern States one colour. Colour the Southern States another colour. Colour the legend to show what the two colours mean. A1:31

32 Social Conditions in British North America BEFORE THE GREAT MIGRATION AFTER 1860 Irish immigrants African Americans A1:32

33 Social Conditions in British North America BEFORE 1840 The population of Canada was: more French less English Aboriginal People Metis THE GREAT MIGRATION Hundreds of thousands of immigrants came to British North America from: England Scotland Wales Ireland United States AFTER 1860 The population of Canada was: more English less French Aboriginal People Metis Irish immigrants African Americans starving because of potato famine in Ireland came in timber ships thousands died from diseases like typhus and cholera inspected in quarantine stations before entering Canada were used as slaves to pick cotton in southern U.S.A. abolitionists helped them to escape to Canada by using a secret route (Underground Railway) came to Canada to be free found racism A1:33

34 Skimming to Locate Information: Social Conditions in BNA Name: Date: Answer the following: 1. Name the 3 largest groups of people living in British North America. 2. What countries did new immigrants come from during the great migration? 3. i) Who were the largest group of immigrants? ii) Why did they leave their homeland? iii) What hardships did they have on their voyage to Canada? iv) Why did some have to wait in quarantine stations? 4. i) Why were Africans brought to America? ii) Who were the abolitionists? iii) What was the Underground Railway? A1:34

35 Skimming to Locate Information: Social Conditions in BNA Name: Date: Answer the following: 1. Name the 3 largest groups of people living in British North America. English, French, Aboriginal peoples 2. What countries did new immigrants come from during the great migration? Ireland, England, Scotland, Wales United States 3. i) Who were the largest group of immigrants? Irish ii) Why did they leave their homeland? starving from a potato famine iii) What hardships did they have on their voyage to Canada? suffering from diseases cholera and typhus couldn t afford cabin ticket steerage uncomfortable crowded together on timber ships where not enough food, light, air death on ships iv) Why did some have to wait in quarantine stations? health inspectors had to check new immigrants for sickness had to wait there if they were sick until they got better 4. i) Why were Africans brought to America? as slaves to pick cotton in the southern United States ii) Who were the abolitionists? people who thought slavery was evil and were trying to get rid of it helped slaves escape to freedom by providing safe route iii) What was the Underground Railway? secret route that slaves could take to freedom in Canada had railway words in their secret language A1:35

36 Creating a Group Tableau: The People of BNA Name: Date: With your group, review the information about life in the different regions of Canada in your text. Identify different groups of people that lived in BNA. What was life like for each group? What feelings did they have about living in BNA? Each member of your group will select one of the different groups and pretend he or she is one of them. Create a group tableau. See Reference R37 to help you. Show who you are by using your face, body language and voice (when you get the signal). You may also use props (clothing, objects) to bring life to your character. Date due: Group Assessment: Teacher Evaluation: Level Did I work co-operatively in the group? Did I use my face and body language effectively to show the feelings of the character? Did I use my voice effectively? Did I use props effectively to make my character more believable? Did I follow the rules of the tableau? A1:36

37 Making a Line Graph: the Great Migration ( ) Name: Date: Table: Immigrants to Canada ( ) Year Number of Immigrants Year Number of Immigrants , , , , , , , , , , , ,165 Total: 57,981 You can use a line graph to show change over time. Use the information from the table to make a line graph. See Reference R24 to help you. Title : A1:37

38 Canada Today: Where do Canada s immigrants come from? Name: Date: Top 10 Places of Birth (Source: Statistics Canada) Total Immigrants 1996 Number % United Kingdom 4,971, Italy 655, United States 332, Hong Kong 244, India 241, China 231, Poland 193, Philippines 184, Germany 181, Portugal 158, Total: 7,393, Immigrated Before 1961 United Kingdom 265, Italy 161, Germany 107, Netherlands 88, Poland 57, United States 45, Hungary 33, Ukraine 27, Greece 21, China 17, Total 1,054, Immigrated between1991 and 1996 Hong Kong 108, China 87, India 71, Philippines 71, Sri Lanka 44, Poland 36, Taiwan 32, Viet Nam 32, United States 29, United Kingdom 25, Total 1,038, Use the information from the tables to complete the outline: In 1996, statistics show that most of the immigrants living in Canada were born in,, and. The next largest groups were born in, and. The pattern of immigration has changed. Before 1961, most of Canada s immigrants were coming from,, and. The next largest groups were coming from, and. However, between 1991 and 1996, the four largest groups of immigrants were immigrating from,, and. I think the pattern of immigration to Canada has changed because A second reason might be A third reason could be A1:38

39 Making Comparisons: Refugees to Canada Name: Date: Refugees are people who leave their country because their lives are in danger and come to another country for a safe place to live. In the 1800s, Then In the 20 th century (1900s) Now refugees came to BNA from. China because - there was a war between Britain and China (Opium War) and a rebellion in southern China and the people were suffering refugees came to Canada from because... Ireland - a disease destroyed the potatoes and people were dying of famine United States - African Americans wanted to be free from slavery - people were suffering in the Civil War between the North and South A1:39

40 Making Comparisons: Migration experiences Name: Date: I am comparing my migration experience to Canada in year to the in the 1800s. Similarities Differences My experience The A1:40

41 Creating a Family Coat of Arms Name: Date: Canada has a coat of arms. It tells a lot about Canada s history. Study Reference R21 to see what the symbols in Canada s coat of arms mean. Look at other examples of coats of arms on the internet. Create a coat of arms that shows your family s history. Use pictures and symbols in a creative way. You may also use words that have special meaning for you or your family. Date due: Self Assessment: Teacher Evaluation: Level Do I use pictures and symbols effectively to represent my family s history? Does my picture look like a coat of arms? Do I use colour effectively? Will other people like what they see? A1:41

42 My Family Coat of Arms Name: Date: A1:42

43 Chapter One Vocabulary Test - Social Conditions in BNA Name: Date: Match by writing the correct letter: timber ships Underground Railroad famine slave table steerage cotton abolitionist refugee migration racism quarantine stations bar graph social 14 a) about people b) person who wants to get rid of slavery c) secret routes used by slaves to run away to Canada d) a way to show information e) a person who runs from a country to find shelter and be safe f) plant used to make clothing g) movement of people or animals h) not liking a group of people because of the colour of their skin i) place where they checked immigrants for sickness j) person who is owned by another person and must serve him or her k) cheapest part of a ship l) a chart with numbers m) hunger because there is no food n) boats used to carry wood across the ocean A1:43

44 Chapter One Vocabulary Test - Social Conditions in BNA Match by writing the correct letter: Answer Sheet n timber ships c Underground Railroad m famine j slave l table k steerage f cotton b abolitionist e refugee g migration h racism i quarantine stations d bar graph a social 14 a) about people b) person who wants to get rid of slavery c) secret routes used by slaves to run away to Canada d) a way to show information e) a person who runs from a country to find shelter and be safe f) plant used to make clothing g) movement of people or animals h) not liking a group of people because of the colour of their skin i) place where they checked immigrants for sickness j) person who is owned by another person and must serve him or her k) cheapest part of a ship l) a chart with numbers m) hunger because there is no food n) boats used to carry wood across the ocean A1:44

45 Chapter One: Social Conditions in BNA (Test One) Name: Date: Fill in the blanks: 1. The three largest groups of people in British North America were the, the and the. 2. The two largest groups of people to come to BNA during the Great Migration were the and the. 3. They checked immigrants for sickness at. 4. Typhus and cholera are a kind of. 5. The Irish ate a lot of. 6. Slave traders brought Africans to the United States to pick. 7. The was a secret route for slaves to escape to Canada. 8. Timber ships were also called ships. 9. is the cheapest part of a ship. 10. The two colonies with the most population were and. 11. Most of the immigrants spoke. 12. helped African Americans escape to Canada. 13. The area with the smallest population was. 14. The population of BNA in 1861 was about people. 15. The were people that were part Aboriginal, part European. 19 Word Bank: (if needed) A1:45

46 Chapter One: Social Conditions in BNA Test One 19 Answer Sheet Fill in the blanks: 1. The three largest groups of people in British North America were the English, the French and the Aboriginal Peoples. 2. The two largest groups of people to come to BNA during the Great Migration were the Irish and the African Americans 3. They checked immigrants for sickness at quarantine stations 4. Typhus and cholera are a kind of disease. 5. The Irish ate a lot of potatoes. 6. Slave traders brought Africans to the United States to pick cotton. 7. The Underground Railroad was a secret route for slaves to escape to Canada. 8. Timber ships were also called coffin ships. 9. Steerage is the cheapest part of a ship. 10. The two colonies with the most population were Canada East and Canada West_. 11. Most of the immigrants spoke English. 12. Abolitionists helped African Americans escape to Canada. 13. The area with the smallest population was Northwest Territories. 14. The population of BNA in 1861 was about 3 million people. 15. The Metis were people that were part Aboriginal, part European. Word Bank: (if needed) A1:46

47 Chapter One: Social Conditions Test Two Name: Date: Use the chart to compare the two groups migration to BNA. Irish African Americans Why did they come to BNA? How did they come to BNA? Problems 15 Where did they settle? 3 List 3 effects of the Great Migration on BNA A1:47

48 Chapter One: Social Conditions Test Two Answer Sheet Use the chart to compare the two groups migration to BNA. Irish African Americans Why did they come to BNA? - potato famine in Ireland - typhus and cholera - escaping slavery in the southern United States How did they come to BNA? - timber ships - steerage - cabins for those who had money - abolitionists helped them through Underground Railroad Problems - steerage uncomfortable with crowded conditions, lack of air, light, food, disease - timber ships very uncomfortable because not built for people - typhus, cholera - poverty - quarantine stations etc. - dangerous journey - severely punished if caught - racism 15 Where did they settle? - Canada West - Canada West, Nova Scotia 3 18 List 3 effects of the Great Migration on BNA. 1. now more English than French English began to demand more power 2. French became afraid of losing their language and culture 3. immigrants need for land, food, shelter, jobs created economic changes A1:48

49 Name: Date: Expanding My Vocabulary: Economic Conditions in BNA Noun Verb Adjective Adverb economic revolution rapids bribe law Choose the correct form: 1. (Economically, Economic), the country is doing well. 2. New jobs improved the (economy, economic). 3. The (revolution, revolutionary) army burned the government buildings. 4. China had a (revolution, revolts) in Machines (revolutionized, revolution) the workplace. 6. The water flowed (rapids, rapidly) down the mountain. 7. The sugar companies (bribery, bribed) the politicians. 8. He went to jail for (bribery, bribed). 9. The government wants to (legal, legalize) marijuana. 10. It is (lawful, unlawful) to drive through a red light. A1:49

50 Answer Sheet Expanding My Vocabulary: Economic Conditions in BNA Noun Verb Adjective Adverb economy economics revolution revolutionary revolutionaries(pl) revolt economize economizing economized revolutionize revolutionizing revolutionized economic revolutionary revolting economically rapids rapid rapidly bribe bribery bribe bribing bribed bribing bribed law lawyer legality, legalities (pl) legalize legalizing legalized lawful unlawful legal illegal lawfully unlawfully legally illegally Choose the correct form: 1. (Economically, Economic), the country is doing well. 2. New jobs improved the (economy, economic). 3. The (revolution, revolutionary) army burned the government buildings. 4. China had a (revolution, revolts) in Machines (revolutionized, revolution) the workplace. 6. The water flowed (rapids, rapidly) down the mountain. 7. The sugar companies (bribery, bribed) the politicians. 8. He went to jail for (bribery, bribed). 11. The government wants to (legal, legalize) marijuana. 12. It is (lawful, unlawful) to drive through a red light. A1:50

51 Economic Conditions in British North America BEFORE AFTER 1854 Economic BOOM Economic BUST Economic BOOM A1:51

52 Economic Conditions in British North America BEFORE 1840 Britain had preferential tariffs (less taxes) on imports from colonies Example: wheat lumber Industrial Revolution in Britain ( ) British people wanted free trade (no taxes) so they could get the cheapest materials for their factories British government took away preferential tariffs for colonies e.g. Corn Laws British North America could not compete with cheaper wheat and timber from Europe AFTER 1854 Reciprocity Treaty (1754) signed between BNA and USA no taxes on some Canadian exports to U.S. for 10 years (E.g. wheat, timber, coal, fish, potatoes) Americans could fish off Atlantic coast Britain had a war with Russia needed wheat from BNA BNA began to improve water and land transportation built canals used steam engines on ships built railroads Economic BOOM more trade lots of jobs more money good times less trade Economic BUST timber companies lost business some wheat farmers left farms and moved to U.S.A. some people began talking about BNA joining U.S.A little work bad times A1:52 Economic BOOM more trade lots of jobs more money good times

53 Making Connections: Economic Conditions in BNA Name: Date: Use an to match the left side to the right side. Then rewrite the sentences below: 1. Wheat and timber 2. Preferential tariffs 3. The Industrial Revolution 4. Getting rid of the Corn Laws 5. Lord Elgin 6. Britain s war with Russia 7. The Lachine, Welland and Rideau canals meant the colonies paid less tax on imports to Britain. were the most important products in BNA. persuaded the United States to sign a free trade agreement with BNA. made people move from the farm to the cities. increased wheat imports from Canada to Britain. caused an economic bust. made the governments of the colonies go into debt. helped ships travel around rapids. 8. Railway building A1:53

54 Chapter One: Vocabulary Test - Economic Conditions in BNA Name: Date: Match by writing the correct letter: debt bust canals Corn Laws cash crop rapids boom bribe Reciprocity Treaty free trade Industrial Revolution preferential tariffs economic navvies a) about money or trade b) taxes on wheat c) period of time when machines replaced people in factories d) to pay someone to do what you want e) no tax on imports or exports f) less tax on imports for a special group g) people who worked to build canals h) economic good times i) economic bad times j) fast water k) owing money to someone l) waterway built for ships to pass m) food that is grown to sell n) free trade with the U.S.A. for ten years 14 A1:54

55 Chapter One: Vocabulary Test - Economic Conditions in BNA Match by writing the correct letter: k debt i bust l canals b Corn Laws m cash crop j rapids h boom d bribe n Reciprocity Treaty e free trade c Industrial Revolution f preferential tariffs a economic g navvies Answer Sheet a) about money or trade b) taxes on wheat c) period of time when machines replaced people in factories d) to pay someone to do what you want e) no tax on imports or exports f) less tax on imports for a special group g) people who worked to build canals h) economic good times i) economic bad times j) fast water k) owing money to someone l) waterway built for ships to pass m) food that is grown to sell n) free trade with the U.S.A. for ten years 14 A1:55

56 Chapter One: Economic Conditions in BNA Test One Name: Date: Fill in the blanks: 1. was the most important cash crop for farmers in BNA. 2. From 1750 to 1850, Britain was having an so people were moving from farms to cities. 3. Preferential tariffs between Britain and the colonies created an economic. 4. The British called wheat. 5. Getting rid of preferential tariffs created an economic. 6. British factory workers wanted no taxes on imports or exports which is called. 7. made traveling by ship difficult. 8. was the governor general of the Province of Canada in In 1854, the Province of Canada signed a treaty with the United States for years. 10. The and were two important canals. 11. They began to use engines to power ships across the ocean. 12. Canal workers were called. 13. In 1854, Britain had a war with so it needed wheat from Canada. 15 Word Bank: (if needed) A1:56

57 Chapter One: Economic Conditions Test One # 1 15 Answer Sheet Fill in the blanks: 1. Wheat was the most important cash crop for farmers in BNA. 2. From 1750 to 1850, Britain was having an Industrial Revolution so people were moving from farms to cities. 3. Preferential tariffs between Britain and the colonies created an economic boom. 4. The British called wheat corn_. 5. Getting rid of preferential tariffs created an economic bust. 6. British factory workers wanted no taxes on imports or exports which is called free trade. 7. Rapids made traveling by ship difficult. 8. Lord Elgin was the governor general of the Province of Canada in In 1854, the Province of Canada signed a Reciprocity treaty with the United States for ten years. 10. The Welland (or Lachine) and Rideau were two important canals. 11. They began to use steam engines to power ships across the ocean. 12. Canal workers were called navvies. 13. In 1854, Britain had a war with Russia so it needed wheat from Canada. Word Bank: (if needed) A1:57

58 Chapter One: Economic Conditions Test Two Name: Date: 1. Show the effects of each of the following on the economy of BNA: Cause Preferential tariffs Effect created because created Getting rid of the Corn Laws because created Reciprocity Treaty because 10 Britain s War with Russia created because 2. Traveling by railways was better than traveling by ship because a) b) 3. List three positive (good) effects of railway building in the colonies. 7 a) b) c) 4. What was a negative (bad) effect of railway building in the colonies? 17 A1:58

59 Chapter One: Economic Conditions Test Two Answer Sheet 1. Show the effects of each of the following on the economy of BNA: Cause Preferential tariffs Effect created an economic boom because less taxes meant BNA could compete with European goods, more money for farmers and timber companies created an economic bust Getting rid of the Corn Laws because BNA could not compete with cheaper wheat and timber from Europe so farmers lost farms and timber companies lost most of business many moved to U.S.. Reciprocity Treaty created _an economic boom because no taxes on many BNA products improved trade with U.S. and profits for businesses in BNA Britain s War with Russia created more wheat exports to Britain, better economy for wheat farmers 10 because Britain couldn t get wheat from Russia 2. Traveling by railways was better than traveling by ship because a) ships could not travel on fresh water lakes and rivers in the winter; railways could run all year round b)_some towns were not close to water; railway faster and easier 3. List three positive (good) effects of railway building in the colonies. a) trade increased because products could travel faster and farther 7 b) growth of towns and cities along railway routes c) created a lot more work for everyone Other: social benefits(visit friends and family, work further away etc) 4. What was a negative (bad) effect of railway building in the colonies? colonies went deeply into debt because very expensive ; bribery created scandals 17 A1:59

60 Name: Date: Expanding My Vocabulary: Political Conditions in BNA Noun Verb Adjective Adverb political representative rebellion responsible appointed assimilate Choose the correct form: 1. The (rebels. rebellion) attacked the town and burned the buildings. 2. The (rebellious, rebels) teenager caused his parents many problems. 3. Young people often (rebel, rebelling) against the rules. 4. I don t like talking about (political, politics). 5. Many people don t trust (politicians, political). 6. The children of immigrants find it more easy to (assimilation, assimilate) into Canadian culture. 7. My father missed his (appointed, appointment) with the doctor. 8. The class (appointed, appointing) a representative to speak to the principal. 9. Taking out the garbage is not my (responsible, responsibility)! 10. Be (responsibility, responsible)! 11. In the past, Canada believed in (assimilating, assimilation) but now it believes in multiculturalism. A1:60

61 Answer Sheet Expanding My Vocabulary: Political Conditions in BNA Noun Verb Adjective Adverb politics politician representation representative rebellion rebel(s) responsibilities responsibility politicize political politically represents representing represented rebel(s) rebelled rebelling representative rebelling rebellious responsible representatively rebelliously responsibly appointment appointed assimilation appoint(s) appointed appointing assimilate(s) assimilated assimilating appointed assimilated assimilating assimilationist Choose the correct form: 1. The (rebels. rebellion) attacked the town and burned the buildings. 2. The (rebellious, rebels) teenager caused his parents many problems. 3. Young people often (rebel, rebelling) against the rules. 4. I don t like talking about (political, politics). 5. Many people don t trust (politicians, political). 6. The children of immigrants find it more easy to (assimilation, assimilate) into Canadian culture. 7. My father missed his (appointed, appointment) with the doctor. 8. The class (appointed, appointing) a representative to speak to the principal. 9. Taking out the garbage is not my (responsible, responsibility)! 10. Act (responsibly, responsible)! 11. In the past, Canada believed in (assimilating, assimilation) but now it believes in multiculturalism. A1:61

62 Skimming to Locate Information: Political Conditions in BNA Name: Date: 1. Who made all the political decisions in British North America? 2. What is representative government? 3. What colonies had to fight for representative government? 4. Why did the Act of Union (1841) give Canada West and Canada East the same number of representatives in the Legislative Assembly? 5. What is responsible government? 6. List four important things people disagreed about. i) ii) iii) iv) A1:62

63 Skimming to Locate Information: Political Conditions in BNA Answer Sheet 1. Who made all the political decisions in British North America? King or Queen of England sent governor general governor general chose a council to help him 2. What is representative government? people can vote for someone to represent them in Legislative Assembly 3. What colonies had to fight for representative government? Canada East (Lower Canada) and Canada West (Upper Canada) 4. Why did the Act of Union (1841) give Canada West and Canada East the same number of representatives in the Legislative Assembly? Canada East had more French speaking people than Canada West and the English didn t want the French to have more power in the government 5. What is responsible government? elected representatives of the people pass the laws 6. List four important things people disagreed about. religion (Catholic vs. Protestant) culture (English vs. French) kind of representation (equal representation vs. rep by pop) Confederation (Confederation vs. no Confederation) A1:63

64 Comparing Representative Government and Responsible Government Venn Diagram Representative government Responsible government A1:64

65 Comparing Equal Representation and Representation by population Venn Diagram Equal Representation Representation by population (rep by pop) A1:65

66 Creating a Slogan for a Political Party Name: Date: Study the chart: Comparing Political Parties in the United Province of Canada. Choose one of the political parties. Create a slogan for the party that will convince people to vote for it. See Reference R22 to help you. Date due: Examples of Political Slogans A TIME FOR GREATNESS Vote Liberal BECAUSE BRITAIN DESERVES BETTER VOTE CHANGE VOTE NDP Self Assessment: Teacher Evaluation: Level Does my slogan show what the party stands for (platform)? Do I use colour effectively? Do I organize space effectively? Are my words spelled correctly? Does my slogan catch attention? Does my slogan persuade people to vote for the party? A1:66

67 Role Play: Political Points of View in BNA Name: Date: Study the information on political conditions in your text. Pretend you are one of the characters below. Write a short monologue that answers the following questions: Who are you? Where do you live? What kind of life do you have living in? (If you can vote), what party are you going to vote for? (If you can t vote), what are your feelings about the political parties? Why do you feel this way? Present your monologue to the class. Use good voice and body language. See References R36 and R37 to help you. Date Due: A French Catholic farmer living in Canada East An English Anglican businessman living in Montreal An Irish Protestant immigrant living in Canada West An African- Canadian living on a small farm in Canada West A French Protestant businessman living in the city of Quebec The wife of a rich British businessman living in Canada West A1:67

68 Role Play: Political Points of View in BNA Self Assessment: Teacher Evaluation: Level Do my character s words answer all the questions? Would my character really feel this way? Have I used good strategies to check my grammar, spelling and punctuation in my written copy? Do my voice and body language show the feelings of my character? My comments: The teacher s comments: A1:68

69 Role Play: Political Points of View in BNA Name: Date: A1:69

70 Creating a Crossword Puzzle Name: Date: Create a crossword puzzle for your new vocabulary words about. You can use the page your teacher gives you. or you can use the following website to create the puzzle on the computer. Use at least words from your list. Use the meanings from the Glossary in the Student Text, or your Personal Dictionary. Make two copies of the puzzle (or ask your teacher to copy it for you). Complete the second copy so others can check their answers. Date due: Self Assessment: Teacher Evaluation: Level I have included all the words and their meanings There is the right number of spaces for each word The spaces and meanings are organized well on the page My spelling is correct My answers are correct (on the completed copy) A1:70

71 Creating a Crossword Puzzle: Name: Date: Across: Down: A1:71

72 Creating a Concept Map Name: Date: A concept map is a way of showing how words or ideas are connected. You may use words, pictures, lines and arrows. You may also use colour in a special way to show how the ideas are the same or different. On a large blank page, create a concept map using words you have learned in this chapter. See Reference R27 to help you. (It will be easier if you cut out the words and organize them before you draw your concept map.) Words you will use in your concept map: Self Assessment: Teacher Evaluation: Level I have included all the concepts My organization shows meaningful connections between words and ideas I use space, line, colour etc. effectively to show the connections Other people will like what they see A1:72

73 Chapter One: Vocabulary Test Political Conditions in BNA Name: Date: Match by writing the correct letter: political majority representative representative government appointed Clergy Reserves party platform the Great Coalition assimilate equal representation rebellion council premier confederation responsible government rep by pop coalition political deadlock la survivance political party 20 a) joining together into one country b) to become part of another culture completely c) beliefs or ideas of a political party d) a fight against those who have power e) each politician in the Assembly represents the same number of people f) political leader of a province g) about government h) people can vote for someone to represent them in the Legislative Assembly i) different areas have the same number of representatives j) the elected representatives of the people pass the laws k) most of the people l) the government cannot pass laws because there is no majority m) chosen n) people in government who help the leader by giving advice o) person chosen to stand in place of another person or group p) a joining together of two or more parties q) keeping French culture alive r) group of people who share the same political ideas s) Liberal-Conservative Party, Reform Party and le Parti Bleu join together t) land belonging to the Anglican church A1:73

74 Chapter One: Vocabulary Test Political Conditions Match by writing the correct letter: Answer Sheet g political k majority o representative h representative government m appointed t Clergy Reserves c party platform s the Great Coalition b assimilate i equal representation d rebellion n council f premier a confederation j responsible government e rep by pop p coalition l political deadlock q la survivance r political party 20 a) joining together into one country b) to become part of another culture completely c) beliefs or ideas of a political party d) a fight against those who have power e) each politician in the Assembly represents the same number of people f) political leader of a province g) about government h) people can vote for someone to represent them in the Legislative Assembly i) different areas have the same number of representatives j) the elected representatives of the people pass the laws k) most of the people l) the government cannot pass laws because there is no majority m) chosen n) people in government who help the leader by giving advice o) person chosen to stand in place of another person or group p) a joining together of two or more parties q) keeping French culture alive r) group of people who share the same political ideas s) Liberal-Conservative Party, Reform Party and le Parti Bleu join together t) land belonging to the Anglican church A1:74

75 Chapter One: Political Conditions in BNA Test One Name: Date: Fill in the blanks: 1. The colonies of BNA had government, which means people could vote for someone to represent them in the Legislative Assembly. 2. They wanted government, which means they wanted the elected representatives to pass the laws. 3. The British government gave Anglicans lands called. 4. In 1841, the Act of gave Canada East and Canada West equal representation. 5. Canada did not want representation by population because it would give the people more power in the Legislative Assembly. 6. The number of parties in the Legislative Assembly in the United Province of Canada was. 7. The religion of the majority of English people in Canada West was. 8. The joining together of colonies to form a new country is called. 9. was the leader of the Liberal Conservative Party in Canada West. 10. George Etienne Carter was the leader of in Canada East. 11. The party against Confederation was. 12. The Clear Grits was another name for the party of Canada West. 13. The Liberal Conservative party was also called the. 14. The broke the political deadlock. 15 Word Bank: (if needed) A1:75

76 Chapter One: Political Conditions in BNA Test One Answer Sheet Fill in the blanks: 15. The colonies of BNA had representative government, which means people could vote for someone to represent them in the Legislative Assembly. 16. They wanted responsible government, which means they wanted the elected representatives to pass the laws. 17. The British government gave Anglicans lands called Clergy Reserves 18. In 1841, the Act of Union gave Canada East and Canada West equal representation. 19. Canada East did not want representation by population because it would give the English people more power in the Legislative Assembly. 20. The number of parties in the Legislative Assembly in the United Province of Canada was four_. 21. The religion of the majority of English people in Canada West was Protestant. 22. The joining together of colonies to form a new country is called Confederation_. 23. John A. Macdonald_ was the leader of the Liberal Conservative Party in Canada West. 24. George Etienne Carter was the leader of le parti bleu in Canada East. 25. The party against Confederation was le parti rouge. 26. The Clear Grits was another name for the Reform party of Canada West. 27. The Liberal Conservative party was also called the Tories. 28. The Great Coalition broke the political deadlock. 15 Word Bank: (if needed) A1:76

77 Chapter One: Political Conditions in BNA Test Two Name: Date: 1. What is the difference between: (you may use pictures and words to show the difference on the back of the paper) a) representative government and responsible government In representative government, but In responsible government, 6 b) equal representation and representation by population In equal representation, However, in representation by population, List 4 things people disagreed about in the United Provinces of Canada a) b) c) d) 3. Why was there political deadlock in the United Provinces of Canada? 4. What 3 parties joined in the Great Coalition? 5. Why were the parties in Canada East against representation by population? A1:77

78 Compare the party platform of two political parties in the United Provinces of Canada using a Venn Diagram 5 22 A1:78

79 Chapter One: Political Conditions in BNA Test Two Answer Sheet 6. What is the difference between: (you may use pictures and words to show the difference on the back of the paper) a) representative government and responsible government In representative government, the people are allowed to vote for someone to represent them in the Legislative Assembly but the governor general, council could pass laws the representatives of the people did not agree with In responsible government, the elected representatives of the people pass the laws 6 c) equal representation and representation by population In equal representation, each province had the same number of representatives in the Legislative Assembly no matter how big or how many people However, in representation by population, each politician in the Assembly would represent the same number of people List 4 things people disagreed about in the United Provinces of Canada a) religion (Protestants vs. Catholics) b) culture (French vs. English) c) kind of representation (equal representation vs rep by pop) d) confederations vs no confederation 8. Why was there political deadlock in the United Provinces of Canada? Because of equal representation between Canada East and Canada West, no party had a majority so no laws could get passed. (Parti Bleu and Parti Rouge would vote as one voice to protect French language/culture) 9. What 3 parties joined in the Great Coalition? Liberal Conservatives, Reform Party and le Parti Bleu 10. Why were the parties in Canada East against representation by population? More English people in Canada West than French in Canada East. Rep by pop would give English more power in the government of United Province of Canada (because they would have more representatives or majority) A1:79

80 Compare the party platform of two political parties in the United Provinces of Canada using a Venn Diagram Answers varied (See T1:26) 5 22 A1:80

81 Comparing Views on Confederation: For or Against? Name: Date: In your group, discuss how each of these people might feel about joining Confederation. Discuss why. Record the group s ideas on the chart. Person for or against? because a tenant farmer in Prince Edward Island An English factory owner in Kingston a French speaking fisher in Nova Scotia An African American railway worker in Canada West A British Loyalist farmer in New Brunswick A British banker in Montreal A large landowner in Prince Edward Island A1:81

82 Looking at a Political Cartoon: Class discussion A political cartoon is a picture that gives an opinion about something that is happening. The author often uses symbols and words that will make readers think about their feelings about a person or event. An artist may try to praise, make fun of, criticize, or change the readers opinion about the person or event. Study the political cartoon below. (See to make it larger.) Source: Bengough, J. W. -- A Caricature History of Canadian Politics, Toronto: The Grip Printing and Publishing Co, 1886 What is the political cartoon about? Look at the title. What does it tell you? Are there real people? If so, who are they? What features are exaggerated (look bigger)? What symbols does the artist use? What or who do the symbols stand for? Why do you think the artist picked these symbols? What looks important or powerful? How does the artist make it look important or powerful? What looks less important or powerless? Why? What information do the words give you? What is the cartoonist s purpose? What message is he or she giving? Is it positive or negative? (Note: Brother Jonathon refers to the United States) A1:82

83 Looking at a Political Cartoon: Group Discussion Political Cartoon #1 Political Cartoon #2 Political Cartoon #3 Political Cartoon #4 A1:83

84 Political Cartoon # 5 Political Cartoon #6 Source: Bengough, J. W. -- A Caricature History of Canadian Politics, Volumes 1 and 2. Toronto: The Grip Printing and Publishing Co, (See OR -) The political cartoons above were all created at the time of Confederation. In your group, study Political Cartoon # and discuss the questions below. Use the organizer to write down your group s ideas. What is the political cartoon about? Look at the title. What does it tell you? Are there real people? If so, who are they? What features are exaggerated (look bigger)? What symbols does the artist use? What or who do the symbols stand for? Why do you think the artist chose these symbols? What looks important or powerful? How does the artist make it look important or powerful? What looks less important or powerless? Why? What information do the words give you? What is the cartoonist s purpose? What message is the cartoonist giving? Is the message positive or negative? A1:84

85 Looking at a Political Cartoon: Recording Ideas from Group Discussion Name: Date: Cartoon # Group Members: Using the chart, record ideas from the discussion. The cartoon is about... The real people in the cartoon are... The features exaggerated are... The symbols used represent Symbols chosen because Looks important or powerful because Looks less important or powerless because Words used tell me that Cartoonist s purpose Message or opinion A1:85

86 Looking at a Political Cartoon: Individual Analysis Name: Date: Write a paragraph to explain the political cartoon you discussed in your group. You may use the outline to help you. I think the cartoon is about The real people represented are. The features exaggerated are The cartoonist uses both symbols and words to give his/her message. The stands for. The represents. I think the cartoonist chose these symbols because The looks powerful because The looks less powerful because The cartoonist uses the words. These words make me think that I think the purpose of this political cartoon is to. I feel the cartoonist s message is. A1:86

87 Creating a Political Cartoon Name: Date: Look at examples of different political cartoons in the newspaper or on the internet. Create a political cartoon about. Your cartoon should show some people s feelings and attitudes towards at that time. Your cartoon should have both symbols and words. Complete the outline that explains your political cartoon. Self Assessment: Teacher Evaluation: Level Does my political cartoon express an opinion about that people might have had at the time? Do I use symbols effectively? Do I use words effectively to show information? Can the reader see what is important and/or less important? Is my purpose clear to the reader? Is my message clear to the reader? Does my outline explain my ideas? A1:87

88 My Political Cartoon Name: Date: A1:88

89 Explaining My Political Cartoon Name: Date: My political cartoon is about The purpose of my cartoon is to The message I want to give is To give this message, I used the following symbols: The stands for The represents. I chose these symbols because I chose the words. because I wanted to tell the reader I think my political cartoon is good because. I wish I had A1:89

90 PROBLEMS WITH THE UNITED STATES THAT LED TO CONFEDERATION A1:90

91 Manifest Destiny U.S. believed all of North America should be part of the United States Civil War North (Union) fought against South (Confederates) to end slavery Britain was supposed to stay neutral The Trent Incident American warship found two southern agents on board a British ship (the Trent) agents were on their way to Britain to ask for help U.S. wanted to attack BNA PROBLEMS WITH THE UNITED STATES THAT LED TO CONFEDERATION St. Albans Raid Fenian Raids End of Reciprocity Treaty Southern agents living in Canada making raids on U.S. border towns North did not like how Canada was dealing with the problem Fenians (Irish terrorists) wanted to free Ireland from British rule were attacking border towns in BNA Reciprocity Treaty ended in 1864 U.S. did not want to continue free trade with Canada A1:91

92 Looking at a Newspaper Report June 2, 1866 Fenians attack again! By John Brown, Brockville Gazette Last Saturday, nine Canadians were killed and 29 hurt in a fight between Canadian militia and Irish Americans at Ridgeway, west of Fort Erie. Another 3,000 Irish Americans were stopped before they were able to cross the Niagara River by the U.S. Navy s gunboat, the USS Michigan. The Fenian Brotherhood is trying once again to put pressure on Britain to leave Ireland by continuing to attack our colonies in British North America. According to some eye witness reports, more than 1,300 Irish soldiers crossed the Niagara River from Buffalo on canal boats during the night. Led by Commander John O Neill, they landed about a mile below the sleeping village of Fort Erie. Along the way, they cut telegraph lines, tore up sections of railway track, and burned Sauerwein Bridge. Ten year old Jimmy Stanton said, A group of soldiers pounded on our door early in the morning. They said they were hungry and wanted breakfast. My mom cooked it for them and served it in our kitchen. I was scared but they didn t hurt any of us. The village did not try to resist. In response, over a thousand Canadian volunteers as well as Queen s Own Rifles marched all night towards Fort Erie. In the short battle that followed, Ensign McEachearn was the first Canadian to fall. As others fell, Dr. N. Brewster was asked to help with the wounded. Dr. Brewster helped both sides. He comments, I scoured the fields, roads and buildings, gathering the wounded. I cared for them all, taking their names on my list. One of the Canadians died from heat and exhaustion right in front of me he was not wounded. The Fenians were seen crossing the border back into the United States early this morning. Fifty nine Fenians were captured. Many of the Canadian militia interviewed did not think it was a fair battle. Robert Smith stated, Many of the Irish are experienced soldiers. They just finished fighting in the American Civil War. Most of us have never fought in a battle. We have just had some basic training. We had to march all night and were going into battle without food. British commanders are going to question Colonel Booker and Colonel Dennis of the Queen s Own Rifles about what happened. The border attacks have left the people of the community shaken. A local farmer who does not want to be identified thinks some Irish families in the area might have helped the Fenians in the attack. However, William O Leary has been living in the community for 30 years. He states, We are Irish Protestants. We are loyal to the Queen of England. We would not think of helping Fenians attack our neighbours. The recent attack has also made people in Niagara think more of uniting the colonies to form a new country. Robert Smith, a volunteer in the militia, said, At first, I was against it but now, I am beginning to think a united country might help us defend our borders better against these attacks. More soldiers and militiamen are arriving in Niagara each day to stop further attacks. A1:92

93 Looking at a Newspaper Report Name: Date: (Note: The newspaper report was written, using information from research.) Read the article and complete the outline: The headline The byline The lead paragraph information: When? Where: Who? What? Why? How? What other information do you learn from the supporting paragraphs? Who did the reporter interview? Why do you think the reporter chose these people to interview? Why do you think the local farmer does not want to be identified? A1:93

94 Writing a Newspaper Report Use the outline to help you write your newspaper report on Headline: Byline: LEAD PARAGRAPH When? Where? Who? What? Why? How? SUPPORTING PARAGRAPHS Other important details: Quotes from interviews: OTHER DETAILS A1:94

95 Confederation Talks Meeting When? Where? Who? Why (purpose)? Results? Charlottetown Conference Quebec Conference London Conference A1:95

96 Confederation Talks Meeting When? Where? Who? Why (purpose)? Results? Charlottetown Conference September, 1864 Charlottetown, Prince Edward Island delegates from New Brunswick Nova Scotia P.E.I. Canada East Canada West To talk about uniting under one central government agreed to join together in a federal union agreed to meet again in Quebec to talk about how the federal union would work Quebec Conference October 9, 1864 Quebec City, Canada East delegates from New Brunswick Nova Scotia P.E.I. Canada East Canada West To talk about how Canada would be governed as a federal union John A. Macdonald presented the Seventy Two Resolutions (rules for governing Canada) majority of delegates agreed with them London Conference 1866 London, England 16 delegates from New Brunswick Nova Scotia Canada East Canada West To present the Seventy Two Resolutions to the British government made changes to the resolutions -build a railway -give more money to provincial governments British government passed the resolutions created the Dominion of Canada A1:96

97 BRITISH NORTH AMERICA ACT (BNA ACT) 1867 A1:97

98 Canada would be still be part of British Commonwealth BRITISH NORTH AMERICA ACT (BNA ACT) 1867 Parliamentary system of government with two houses: House of Commons (elected) Senate (appointed) Two levels of government Federal level (national decisions) Provincial level (local decisions) rep by pop in House of Commons Canada would have four provinces: Ontario Quebec Nova Scotia New Brunswick Other provinces could join later No province could change the constitution or leave Canada (secede) A1:98

99 The BNA Act: Division of Power Venn Diagram Name: Date: Look at the Venn diagram on p. T1:35 in the Student Text. Use pictures or symbols to show what each level of government is responsible for: Federal Government Provincial Government A1:99

100 Tree Diagram: Parliamentary System of Government Name: Date: A1:100