Wednesday, 19 October 2016

Chapter 2 - Scavenger Hunts

Factors that Led to Confederation #1 – Railways (pg. 37-39)
1.Around the time of Confederation, most goods were transported using ____________, __________, ___________, _____________. Unfortunately roads weren’t well made and were not useable most of the year because they were covered with _______ and _______. Most people felt that railways were the most important way of moving passengers and freight around British North America.
2.One important railway, the _______________railway  linked Toronto to _______________.
3.Many people also felt that if the ___________________ railway was extended from the Maritimes (Nova Scotia, New Brunswick) further west  to ______________ they could also increase the number of people using both railways.
4.Using the line below, make a quick sketch showing how the two railways connected different important cities. Label the cities Nova Scotia, Montreal and Toronto. Also label the railways (Grand Trunk and Intercolonial).

  ___________________________________________________________________

6.     What is one thing that the linked railway system could transport from Nova Scotia to Toronto? __________
7.One politician from Canada East (Quebec) that was highly involved in railway development was _________________.
8.One politician from Canada West (Ontario) involved in railway development was ___________________.
9.When were the first steam-powered railways used in North America? __________________

10.Banks, such as __________  in ________, England were the ones lending money to help build railways. They only wanted to lend money if the ________________ were going to join together, because that would lead to more business for the railways and quicker repayment of loans.





Factors that Led to Confederation #2 – Defense (40-43)

1.The War of 1812 was a battle where _______________________________ defended its colonies against ___________________. 
2.Having troops in the British colonies was very  ____________________, so the British decided to keep only a few troops in British North America, called a ___________________ defense force. They realized more troops could be brought over quickly using  _______________________.
3.Britain’s battle against the Russians in 1854 was known as the _________________ War. Many troops were needed for this battle and so they came back to Britain from British North America to help out.
4.Another concern for the security of the colonies was the _______________. This was an ________________ organization rebelling against their poor treatment by the British. Once again, many people felt that if the Colonies linked together, they could do a better job defending themselves as a united group.
5.Although the Fenians did very little to disrupt British North America, they were thought to be involved in the killing of an Irish-born politician named ______________________ who disagreed with the Fenians violent tactics.
6.Briefly explain why a Civil War began in the United States in 1861.

7.The US civil war was between the North (also called the_____________________) and the South (also called the________________________).
8.One event that almost sparked another battle between the United States and British North America took place in _________ when an American warship stopped an unarmed British merchant and mail ship called the ________________.
The American warship that stopped the Trent was known as the ______________________.




Factors that Led to Confederation #3 – Political Issues(pg. 45-49)
1.In Canada West, there were two main political groups, or parties. The first was led by the future first Prime Minister of Canada, ___________________. This group was known as the ________________________. The second group, known as the _______________, was led by _____________________.
2.The nickname for the Conservatives was the _______________.
3.The nickname for the Liberals was the ________________.
4.Both George Brown and Sir John A. Macdonald believed in joining British North America into a union.
5.In 1861, the population of Canada West was _____________________.
6.In 1861, the population of Canada East was _____________________.
7.Since more people lived in Canada West than Canada East, Macdonald and Brown thought it was only fair for Canada West to have more elected representative when Confederation took place. Determining how many elected politicians will represent and area based on its population is called _________________________.
8.Brown and Macdonald calculated that base don Representation by population, Canada West should have 81 elected officials (seats in parliament) and Canada East should have only __________.
9.In Canada East, ___________________________ served a political party called the ______________. He wanted to make sure that Canada East would still have power over _________________ and _____________. He disagreed with the idea of representation ___________________.
10.In Canada East, _______________________ served a political party called the _________________. He wanted Canada East to become part of the United States!
11.Another voting system, called __________________ involves each political party getting the number of seats (politicians) based on the percentage of votes they get. If they get 50 percent of the votes, they would get __________ percent of the seats. If they got _____ percent of the votes, they would get _______ percent of the seats.
12.In Canada, women receive the right to vote between ________ and 1940. First Nations People were only given the right to vote in __________ by Prime Minister Diefenbaker.





Wednesday, 5 October 2016



Project #2 - Create Your Own Dominion of Canada Banknote

Learning Goals: To learn more about the important people, events and issues that led to Confederation (the formation of the Dominion of Canada) in 1867

The Challenge: The newly formed Dominion of Canada is looking to design some banknotes (bills), and is hosting a competition that is open to the public. The best designs will be printed and used throughout the Dominion! In order to keep the imagery relevant to our recently-formed nation, you are required to include ANY TWO people, groups or things from the following list:
  • ·       Sir John A. Macdonald
  • ·       George-Etienne Cartier
  • ·       George Brown
  • ·       Antoine-Aime Dorion
  • ·       Alexander Galt (Railway)
  • ·       Intercolonial Railway
  • ·       Grand Trunk Railway
  • ·       The Fenians
  • ·       “The Trent”
  • ·       Any other “Father of Confederation”

Expectations:
Along with your banknote design, you are expected to include some information related to the images on your bill. There should be some brief background information (i.e. - Where and when). Also, you should describe how your topic was important to Confederation. Please make sure you use at least three research sources (i.e. - textbook, websites, videos - Heritage Minutes).  Once research is complete, type out or neatly hand-write your information in your own words and show it to Mr. Mak. Next, let the designing begin! Draw your design by hand or use a computer program such as Powerpoint or Google slides to create your bill. Feel free to import historic photographs and use authentic fonts. You are only expected to design the front of the bill. There should be at least one image corresponding to each topic you chose. You may also add safety features to prevent duplication or counterfeiting of the currency.

BONUS MARKS! If you finish early, feel free to create a backside for your bill, with accompanying information. Use the same guidelines as for the front of your bill.







                                         Create Your Own Banknote Rubric



1
2
3
4
Write Up Includes: 
·       Background Information on both topics

·       Describes the relevance of your topics to Confederation


Needs Improvement


Satisfactory

Good

Excellent
Design of Bill:
·       Good choice of Images
·       Well organized and visually appealing
Needs Improvement


Satisfactory

Good

Excellent
Use of Class Time
Needs Improvement 

Satisfactory

Good – 
Excellent 




*THE PROJECT IS DUE ON MONDAY OCTOBER 17 FOR BOTH CLASSES




Monday, 26 September 2016

Monday

Some students have asked to see an example of "Level 4" work. Below is a completed research assignment for a "recent" Canadian. It includes a short introductory paragraph, three paragraphs covering key accomplishments, a paragraph focusing on additional interesting facts, and a concluding statement. Hope this helps! If not, please come see me. Looking forward to all your great assignments and posters (and hopefully lots of level 3's and 4's)!

David Suzuki

David Suzuki is a well-known Scientist, Environmental Rights Activist and Television and Radio Broadcaster. He was born in Vancouver, British Colombia in 1936 and is still alive today.
            One of Suzuki’s first great accomplishments was completing University with a Science degree in Genetics. He studied how cells divide, and even won an award called the Steacie Memorial Fellowship in 1969 for being considered the best young Scientist in Canada.
            While working for the CBC, Suzuki was involved in both television and radio shows. His best-known television projects include the shows Nature of Things, Suzuki on Science, and the special Planet for the Taking. Planet for the Taking won an Environmental Program Medal from the United Nations. He also worked on a radio show called Quirks and Quarks.
            Another accomplishment of Suzuki’s is the amazing work he has done to promote awareness of Environmental issues. In 1990, he started a non-profit organization called the David Suzuki foundation, to raise funds to solve Environmental problems in Canada. He has also toured the world stressing the importance of a healthy Environment.
            It is also interesting to note that Suzuki has written over 50 books, mostly Science-related. He has won many awards for his work, including the prestigious Order of Canada. Overall, he can certainly be considered a great Canadian, and an inspiration to us all!

Research Sources:

Thursday, 22 September 2016

Thursday

History
-The Canada's 150th research project is OFFICIALLY due next Wednesday for 8B and Thursday for 8A. Please have all THREE mini-research essays completed in good copy form.


***The JSB barbecue and curriculum night is tonight! Please encourage your parents or guardians to stop by, even if just for a few minutes. I'll be in room 212!****

Monday, 19 September 2016

Canada's 150th Anniversary Poster and Research Project

Canada's 150th Project!

*I apologize for some technical difficulties. The project outline is posted below, as well as the rubric, project checklist and research organizer. Please note that each student will be given a PAPER COPY of the rubric, research organizer and project checklist in class. There is no need to print these at home. I have posted these just to give a sense of the overall project. Have fun! Can't wait to see the finished posters!!

Canada’s 150th Anniversary Project Outline

 As we have discussed in class, 2017 will be the 150th anniversary of the formation of Canada (or as it was called on July 1, 1867, the Dominion of Canada). The Dominion of Canada first included Ontario, Quebec, New Brunswick and Nova Scotia. In honour of this historic event, we will be collaborating with the Grade 8 Art teacher, Ms. Enns, to create informative posters celebrating the incredible achievements of Canadians, both past and present. The guidelines and format for the poster will be explained in more detail by Ms. Enns.





Learning Goals (From the Grade 8 History Curriculum):
-To identify the achievements and contributions of significant people in Canada’s history
-To use a variety of resources to gather, process, and communicate information
-To communicate the results of inquiries for specific purposes and audiences using written notes and drawings
-To prepare a biographical sketch of a historical person from the period 1850-1914
-To use appropriate vocabulary


Assessments

There will be two separate assessments for this project. One will be for your poster. This will be an Art mark given by Ms. Enns. The second assessment will be for History, from Mr. Mak, for your three mini-reports. The expectations and rubric for History are posted below.


Mini-Report Expectations

For this project you will be expected to create three “mini-reports” to go along with the poster you and your group create in Art class. The first report will focus on an incredible Canadian whose accomplishments are more recent. The second will focus on the accomplishments of an individual whose achievements were important to Canadian history from 1600-1850. The third report will expand on an incredible Canadian invention or significant event in Canadian history.

Step #1 – Selection: Choose your topics
                 -There are several links on the History website to help give you ideas
                 -There are also a wide variety of History texts from the JSB library in the classroom to use
                -You may also use the Grade 7 History textbook

Step #2  -Research: Use a variety of resources (at least three books or websites) to compile information about this individual’s accomplishments. Please try to use both books and websites (and choose your websites wisely!). For the inventions, focus on what they do and why they are important. For Historical events, focus on what happened, why it happened and why it was important to Canada.

Step#3 – Rough draft: Write out a rough draft of your mini-reports and have several people proofread (friends, teachers, family)

Step #4 – Good Copy – Type out a good copy of the report, including any corrections or suggestions made by your proof readers


Self-



Rubric

Self-Assessment:
 1)   One or two things I did well on this project:
  2)   One or two things I could do better next time:
Teacher Suggestions and comments:











Incredible Canadians - Research Organizer – Grade 8

Incredible RECENT Canadian  

–Name:  _______________Date of Birth/Death: __________________

Major Accomplishment(s) – What did this person do that was important?
1)

2)

3)

Other Interesting Information (2 facts)
1)

2)


Resources Used (books,websites):_____________________________________________________


Incredible Historic Person (1850-1914)

–Name:  _______________Date of Birth/Death:______________

Major Accomplishment(s) – What did this person do that was important?
1)

2)

3)

Other Interesting Information (2 facts)
1)

2)

Resources Used (books, websites):____________________________________________________



Incredible Invention OR Event In Canadian History

Event - When and where it took place: __________________________________________________

Event - What happened?


Event - Why it is an important event in Canadian History?







Invention - When and where it was created: _____________________________________________

Invention – Who created it?

What does it do? Why is it useful or interesting?










Resources Used (books, websites):____________________________________________________