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.