Goodbye!

Have a great Summer and good luck next year!

Grade 7 History

Culminating Task Assessment:

You are a reporter working for the newspaper, the "Radical Rebel," gathering information and evidence surrounding conflict and change, specific historical events, and key personalities.  You are to investigate perspectives of different groups on some significant events, developments, and/or issues that affected Canada and/or Canadians between 1800 and 1850. You will investigate the nature of conflict and change and its resolution using examples from the past and applying skills developed throughout the unit.

Inquiry: investigate perspectives of different groups on some significant events, developments, and/or issues that affected Canada and/or Canadians between 1800 and 1850 (FOCUS ON: Historical Perspective; Historical Significance)

Specific:

1. formulate questions to guide investigations into perspectives of different groups on some significant events, developments, and/or issues that affected Canada and/or Canadians between 1800 and 1850 (e.g., the War of 1812, cholera epidemics, increased immigration from Europe, heightened class divisions in Upper and Lower Canada, rise of the Patriotes in Lower Canada, the Battle of Saint-Eustache, education reform)
   
2. gather and organize information and evidence about perspectives of different groups on some significant events, developments, and/or issues that affected Canada and/or Canadians during this period, using a variety of primary sources (e.g., diaries, excerpts from books that were popular at the time, newspaper editorials, paintings or drawings from that period, petitions, speeches) and secondary sources (e.g., poetry, songs, paintings, or drawings from after this historical period; historical fiction; web resources and/or books on Canadian history)
   
3. analyse and construct maps as part of their investigations into some significant events, developments, and/or issues that affected Canada and/or Canadians during this period, with a focus on exploring their spatial boundaries (e.g., locate major battles of the War of 1812 or the Rebellions of 1837–38; construct flow maps to show where famine Irish were displaced from and where they settled in Canada; analyse demographic maps to determine settlement patterns in Upper Canada and how they affected First Nations in the colony)
   
4. 4 interpret and analyse information and evidence relevant to their investigations, using a variety of tools (e.g., use a graphic organizer to compare the perspectives of English and French Canadians on the Durham Report; analyse the content of selected paintings to determine the perspective that is being presented; use a graphic organizer to help them determine similarities and differences in how various groups or individuals viewed life on the frontier; use graphs to help them determine the increase in immigrants to the various colonies in British North America)
   
5. evaluate evidence and draw conclusions about perspectives of different groups on significant events, developments, or issues that affected Canada and/or Canadians during this period
   
6. communicate the results of their inquiries using appropriate vocabulary (e.g., immigrant, rebels, famine, Loyalist, Reformer, Patriote, British North America, Upper Canada, Lower Canada, Family Compact, Château Clique, responsible government) and formats appropriate for specific monopoly to the Pacific coast have on First Nations and Métis people? On European traders? On prospective western settlers?”
   
7. identify factors leading to some key events and/or trends that occurred in and/or affected Canada between 1800 and 1850 (e.g., the War of 1812, the Upper Canada Rebellion, the Battle of Saint-Eustache, Irish immigration, establishment of the Underground Railroad, exploration by John Franklin or David Thompson), and describe the historical significance of some of these events/ trends for different individuals, groups, and/or communities
   
8. identify key political and legal changes that occurred in and/or affected Canada during this period (e.g., alliances between First Nations and British forces during the War of 1812, the Treaty of Ghent, the Abolition of Slavery Act of 1833, the Durham Report, the Act of Union, treaties with First Nations peoples, responsible government, the Rebellion Losses Bill, the Common School Act of 1846), and explain the impact of some of these changes on various individuals, groups, and/or communities
   
9. identify key social and economic changes that occurred in and/or affected Canada during this period (e.g., an increase in immigration, the global recession of the 1830s, growing markets for lumber and wheat, political reform movements in Upper and Lower Canada, the construction of canals and railway lines, education reform, mining in Canada West, cholera and smallpox epidemics, the extinction of the Beothuk in Newfoundland), and explain the impact of some of these changes on various individuals, groups, and/or communities
   
10. describe interactions between different groups and communities in Canada during this period (e.g., French, English, First Nations, Métis, Loyalists, African Canadians, Irish and Scottish immigrants, different religious denominations, the Family Compact, the Château Clique, landowners, servants)
    
11. identify some significant individuals and groups in Canada during this period (e.g., Robert Baldwin, General Isaac Brock, Peter Jones, William Lyon Mackenzie, Grace Marks, John Norton, Louis-Joseph Papineau, Richard Pierpoint, Peggy Pompadour, Laura Secord, Tecumseh, Catharine Parr Traill; groups advocating responsible government or public education; immigrant aid and other charitable organizations; the Family Compact and Château Clique; groups such as Mennonites in Waterloo County or the Six Nations in the Grand River region of Upper Canada), and explain their contribution to Canadian heritage and/or identity   

Grade 8 History - Task

The setting is Canada at the end of World War I. The newly elected government wants public input on the future direction of the country. Since its confederation in 1867, Canada has gone through a period of rapid change in a variety of areas: women's roles, labour interests, military interests, immigration, agriculture, and industry. Interested groups have been invited to present to the Royal Commission on the topic of change in Canadian society, considering both positive and negative aspects, as the country moves on after World War I.

In small groups, select for research one group, such as women in the work force, farmers, Aboriginal people, or business people. Conduct reading, research, and discussion on your selected group. Using collected research, make a small presentation for next class to the Royal Commission outlining the changes which have affected that particular group, evaluating the impact of those changes. Key questions to be addressed in your presentation are: What major changes have taken place since Confederation? What has been the impact, both positive and negative, of those changes on your group? How can we deal with or make the most of the changes that have taken place?

Focus is to investigate perspectives of different groups on some significant events, developments, and/or issues that affected Canada and/or Canadians between 1890 and 1914. ((FOCUS ON: Historical Perspective; Historical Significance)

Specifics:

1. Formulate questions to guide investigations into perspectives of different groups on some significant events, developments, and/or issues that affected Canada and/or Canadians between 1890 and 1914 (e.g., the Boer War, the Manitoba Schools Question, efforts to protect and educate children, Canadian immigration policy, the “continuous journey” regulation, increases in the Chinese head tax, amendments to the Indian Act, movements for women’s suffrage, reciprocity, heightened rivalries in Europe).
2. Identify key political and legal changes that occurred in and/or affected Canada during this period (e.g., Alberta and Saskatchewan becoming provinces, the response to the Manitoba Schools Question, European alliances and the conflict in South Africa and threat of conflict in Europe, the Truancy Act of 1891, the Alaska boundary dispute, the Naval Service Bill, increases in the Chinese head tax), and explain the impact of some of these changes on various individuals, groups, and/or communities. 
3. Identify key social and economic changes that occurred in and/or affected Canada during this period (e.g., the Klondike gold rush; changes in the home countries of immigrants; the Immigration Act of 1910; technological changes; increasing urbanization; the development of mining in Ontario, Nova Scotia, and British Columbia; reciprocity), and explain the impact of some of these changes on various individuals, groups, and/or communities.
4. Describe significant examples of cooperation and conflict in Canada during this period (e.g., conflicts between English and French Canadians over issues such as the Boer War and the Naval Service Act; conflict between European and non-European immigrants; strikes by coal miners in Nova Scotia and British Columbia; cooperation of different groups under the social gospel umbrella; cooperation between immigrants in new ethnic enclaves).
5. identify a variety of significant individuals and groups in Canada during this period (e.g., Maude Abbott, Henri Bourassa, Alexander Graham Bell, Pauline Johnson, J. J. Kelso, Wilfrid Laurier, Tom Longboat, Nellie McClung, L. M. Montgomery, Duncan Campbell Scott, Clifford Sifton, John Ware; the National Council of Women of Canada, the Trades and Labour Congress, various immigrant groups), and explain their contributions to Canadian heritage and/or identity.

Reminder - Forms

Grade 7s bring in your scientist in the classroom money. 

7/8s: sick kids envelopes and forms filled out due Friday. 

Grade 8 History:

a. Read the handout entitled "Working Conditions in the 20th Century" (BLM 3.1).

b. In pairs, or on your own, answer questions provided (BLMs 3.2).

c. "From the reading, which issues do you see as the most serious issues?" Discuss significant issues.

d. Group into small clusters, each group will be assigned a topic from the "most serious issues" list.

e. For the next lesson, each group will develop a response to their issue and make a visual presentation to the class, such as a political cartoon, a placard, dramatic presentation, newspaper ad, etc., which demonstrates the importance of the issue identified and the impact it will have on society.

Next class
You will present your issue-based visual response to the class.




Grade 7 History:

1. Webquest

2. 3 Parts:

Part 1:
Using your textbook, you are to analyse aspects of the lives of various groups in Canada between 1800 and 1850, and compare them to the lives of people in Canada in 1713–1800 (FOCUS ON: Continuity and Change; Historical Perspective).

Part 2:
You are then to investigate perspectives of different groups on some significant events, developments, and/or issues that affected Canada and/or Canadians between 1800 and 1850 (FOCUS ON: Historical Perspective; Historical Significance)

Part 3:
Describe various significant events, developments, and people in Canada between 1800 and 1850, and explain their impact (FOCUS ON: Historical Significance; Cause and Consequence)

Literary and Persuasive Essay

Literary: Please look at the rubric for your previous essay for guidance of what I am looking for. Remember you must use evidence from your literature circle book to backup what you are saying. Refer to examples posted previously in the blog. Your essay must explain how your literature circle book is a Coming of Age story. Must have 3 arguments in the body. 

Coming of Age Story:

A Coming-of-Age novel typically follows one or more young characters on a quest of some sort. These novels require that the main character or characters grow, develop, or mature, generally in a mental or emotional manner. They face various tribulations and obstacles which help to form their adult personalities. These obstacles can be of a physical, experiential, emotional, or spiritual nature--whatever causes the narrator to grow or change in maturity can be considered an obstacle. Examples of Coming-of-Age novels would be The Adventures of Huckleberry Finn, Harry Potter, To Kill a Mockingbird, The Red Badge of Courage, Catcher and The Rye, The Giver, Enders Game, and A Tree Grows in Brooklyn.

Also, a coming-of-age novel (or story) is sometimes called an "initiation" novel or story because the protagonist is initiated into a previously unknown mental or emotional state. Frequently, the protagonist is initiated into the realities of life, developing a loss-of-innocence theme in the narrative. This initiation is accomplished as the character experiences new and difficult circumstances that cause confusion and pain as he or she makes the transition. After completing the journey, the character is forever changed in fundamental ways. As well, the character finds their niche in society and becomes accepted into society at large. Characters in coming-of-age novels often find that they are not accepted into society for a number of reasons, but by the end of the novel, they have matured and made their peace with society, but this is only the result of enduring some form of suffering. 

Persuasive: you MUST have evidence embedded within your essay to backup your statements. You MUST also introduce your sources and provide references within the essay at the end of a quote or an idea that is not yours and provide a properly formatted and alphabetical bibliography at the end of your essay with at least 3 academic sources. You can use easybib or citationmachine.net to help you. Refer to your notes from the previous essay to help you with how introduce and reference a source. Must have a hook, thesis, introduce 3 arguments, body (3 arguments), conclusion (summing up essay, but in different words than your introduction), lasting message

Reminders

Scientist in the classroom forms and money must be brought in tomorrow at the latest. (Grade 7)