Upcoming Deadines
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This year, we will be studying major events in Canada between the years of 1850 and 1914 from a variety of perspectives.
Unit 1: 1850-1890 Confederation
Unit 2: 1890-1914 Canada's Changing Society
Unit 1: 1850-1890 Confederation
Unit 2: 1890-1914 Canada's Changing Society
Test Review Sheet |
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The Indian Act
Read the following articles to learn more about The Indian Act. |
1871 - 1921 - The Numbered Treaties
Students read about the treaties signed between Aboriginal groups and the government after Confederation. We analysed Treaty #8 in class and are exploring how these documents still influence relationships today.
Students read about the treaties signed between Aboriginal groups and the government after Confederation. We analysed Treaty #8 in class and are exploring how these documents still influence relationships today.
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Read the article from Yes Magazine (Treaty 8 & Oil Sands) to see how the treaties are influencing modern issues.
"In 1899, First Nations in northern Alberta signed a treaty with Queen Victoria that enshrined their right to practice traditional lifeways. Today, it’s the basis for a legal challenge to Shell Oil’s mining of tar sands."
After reading the article, answer the following questions:
1. How did Shell break the agreement made in the treaty?
2. Do you think the residents of Fort Chip have a valid case?
3. Do you think that the agreements made in Treaty #8 should still hold their value 120 years later? Explain.
"In 1899, First Nations in northern Alberta signed a treaty with Queen Victoria that enshrined their right to practice traditional lifeways. Today, it’s the basis for a legal challenge to Shell Oil’s mining of tar sands."
After reading the article, answer the following questions:
1. How did Shell break the agreement made in the treaty?
2. Do you think the residents of Fort Chip have a valid case?
3. Do you think that the agreements made in Treaty #8 should still hold their value 120 years later? Explain.
1870-1885 - The Railway
The railway is viewed as a symbol of unity for Canada and plays an important role in our history. Students are encouraged to visit the website and examine the images in order to learn about the historic construction of the Canadian Pacific Railway. We also made notes in our notebook about John A. and his plans to use the railway to satisfy his 3 goals to improve Canada. |
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1869 - The Red River Resistance & Louis Riel
Visit this website to learn more about Louis Riel & the controversial birth of Manitoba. We read two accounts of the resistance and answered questions about LR & the RRR in our notebooks. |
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1867 - Confederation & The Quebec Conference
Here is a copy of the first page of the report created at the Quebec Conference. We used it to understand what was discussed at the conference and how the governing body would be set up.
1860's - Factors Leading to Confederation & The Charlottetown Conference
This link will lead to an excellent resource providing information about the Charlottetown Conference. Use it to help you understand the first major step towards Confederation. This conference was where the major pros and cons to joining the colonies were discussed. Read the attached document to understand the major reasons used to support joining the colonies together. |
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Assignment - In groups, students will dramatically re-enact the Charlottetown Conference to demonstrate thorough understanding of the factors that lead to confederation, the key people involved in the process and the events that shaped Canada. This will give students an opportunity to earn a grade for both history and drama.
Groups are responsible for:
- understanding the conference (who was there, what was discussed, the purpose of the meeting)
- understanding the factors that encouraged leaders of the colonies to meet and plan to join together
- writing a script that demonstrates knowledge and understanding of the 2 points mentioned above
- dressing in costume and creating a modest set to bring authenticity to the performance
- selecting a role from the script, learning their lines and performing the skit in front of the class
Groups are responsible for:
- understanding the conference (who was there, what was discussed, the purpose of the meeting)
- understanding the factors that encouraged leaders of the colonies to meet and plan to join together
- writing a script that demonstrates knowledge and understanding of the 2 points mentioned above
- dressing in costume and creating a modest set to bring authenticity to the performance
- selecting a role from the script, learning their lines and performing the skit in front of the class
Canada 1850's
Read the attached document discussing the Gradual Civilization Act This reading is an excerpt from TeachinginaWonderland's grade 8 History Unit Plan |
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Canada before 1850
This is a reading that will give information on who was here, major events that took place, industries that were prominent and relationships with First Nations. This reading is an excerpt from TeachinginaWonderland's grade 8 History Unit Plan |
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"Canada" Pre-Confederation
Use these maps to gain understanding of what our country (and North America as a whole) looked like before the American Revolution (1775) and Confederation (1867).
Use these maps to gain understanding of what our country (and North America as a whole) looked like before the American Revolution (1775) and Confederation (1867).
Attached is a link to the History in a Nutshell video and a summary of the key events we should know in order to continue our unit.
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Slavery in Canada
We will briefly explore information related to slavery and the Underground Railroad to gain a better understanding of what Canada was like before Confederation. This reading is an excerpt from TeachinginaWonderland's grade 8 History Unit Plan |
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