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Grade 8 History: Canada Revisited 8

Chapter 4: Reasons for Confederation (1860 – 1866) [pp. 92-115]

Previewing the Chapter 1. Read the Overview of Chapter 4 on p. 92 and the Chapter 4 Focus on p. 93. Complete the

My Predictions section of the Prediction Chart below. Use point form.

Prediction Chart – What Do You Think? Questions My Predictions

(fill out now) What I Found Out

(fill out at the end of the chapter)

1. What is the meaning of Confederation?

2. Why did Confederation come about?

3. Which British North American colonies joined Confederation?

4. How might the First Nations have felt about Confederation?

5. How might the conflicts be resolved?

6. How does Confederation relate to you? To our country today?

7. What would you like to learn about Confederation? List three questions.

1. 2.

3.

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During Reading All answers, unless otherwise specified, must be in complete sentences. Use part of the question to begin each response. 2. Read the first two paragraphs on p. 94. Look at the illustration and read the caption.

Explain how the illustration portrays the meaning of Confederation as it is understood in Canada. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

3. Fill in the Vocabulary Chart on p. 20 of this handout for #1 (Confederation).

4. Why did people in the British North American colonies begin to think about uniting in the mid-1860s? _________________________________________________________________________ _________________________________________________________________________

5. How did the people in the British North American colonies see their relationship with Britain?

_________________________________________________________________________ _________________________________________________________________________

6. When did the colonies of New Brunswick, Nova Scotia, and the United Province of Canada

unite?

_________________________________________________________________________ _________________________________________________________________________

7. What colonies joined in the federal union in 1867?

_________________________________________________________________________ _________________________________________________________________________

8. What government body held the most power after Confederation?

_________________________________________________________________________ _________________________________________________________________________

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9. What four provinces were formed as a result of Confederation? _________________________________________________________________________ _________________________________________________________________________

10. Where is the central government of Canada located? _________________________________________________________________________ _________________________________________________________________________

11. What is the name for the federal union of 1867? _________________________________________________________________________ _________________________________________________________________________

12. Look at the map on p. 93 and the map of the physical features of Canada below. Answer the two questions on p. 4 of this handout using these maps.

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a) What physical features (lakes, rivers, mountains, plains) in our country make political union a challenge?

_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

_________________________________________________________________________ _________________________________________________________________________

b) How do you think Canada's size affected political union?

_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

13. Read p. 95. In your own words, summarize the six main reasons for Confederation using the graphic organizer below.

Reasons for Confederation

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14. Read p. 96. Remember to also read the The Great Coalition section and to examine the map. Use the information on this page to make point-form notes, in your own words, on the following: Reason #1 for Confederation: Canada West and Canada East Parties in the Legislative Assembly

Canada West

____________________________________ ____________________________________ ____________________________________

vs. ____________________________________ ____________________________________ ____________________________________

Canada East

____________________________________

____________________________________

____________________________________

vs. ____________________________________

____________________________________

____________________________________

Coalition Political Deadlock The Great Coalition

15. Fill in the Vocabulary Chart on p. 20 of this handout for #2-5 (coalition, political deadlock, politician, and Rep by Pop).

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16. Read p. 97. Use the information on this page to make point-form notes, in your own words, on the following:

Reason #2 for Confederation: Obstacles separating the United Provinces of Canada from the Atlantic colonies Intercolonial Railway

Advantages

Disadvantages

Intercolonial railway The Grand Trunk Railway The Great Western Railway

17. Fill in the Vocabulary Chart on p. 20 of this handout for #6 (intercolonial).

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18. Go back in your textbook and read p. 75. Then read p. 98 and examine the graph. Complete the following passage. Reason #3 for Confederation: Reciprocity Treaty Cloze Activity From ___________________ to ___________________, there was free ___________________

between the ___________________ colonies and the ___________________ under the

Reciprocity Treaty. This allowed ___________________ products and raw

___________________ to be sold across the ___________________ without high

___________________ being paid. The ___________________ had ___________________

trade links with the ___________________ than with each other.

In 1865, the ___________________ ended the Reciprocity Treaty. People in the

___________________ of British North America began to think of ___________________

together so they could ___________________ among themselves with no

___________________. They hoped that this would ___________________ their

___________________ prosperity.

19. Fill in the Vocabulary Chart on pp. 20-21 of this handout for #7-10 (free trade, tariff, reciprocity, and economic prosperity).

20. Use the information on p. 75 to answer the questions below: a) Describe the trade situation in British North America prior to 1846.

___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

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b) How did Britain's repeal of the Corn Laws in 1846 change trade in British North America? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

c) What effect did the 1854 Reciprocity Treaty have on trade in British North America?

___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

21. Using p. 98, fill in the chart below for the advantages and disadvantages of free trade and

reciprocity to the colonies of British North America.

Free Trade and Reciprocity in the Colonies of British North America Advantages Disadvantages

22. Using the graph on p. 98, explain the changes in the economic situation in British North America

as a result of the Reciprocity Treaty of 1854. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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23. In 1865 the Americans decided to end the Reciprocity Treaty. How did this become a reason for federal union (Confederation) in the colonies of British North America? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

24. Read pp. 99-100. Use the information on this page to make point-form notes, in your own words, on the following: Reason #4 for Confederation: American Civil War The Fenians Manifest Destiny Americans in the Red River Settlement The Colony of British Columbia

25. Fill in the Vocabulary Chart on p. 21 of this handout for #11-12 ( Fenians and Manifest Destiny).

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26. Read Reason 5 on p. 101. Use the information on this page to make point-form notes, in your own words, on the following:

Reason #5 for Confederation: Great Britain's attitude

Arguments in Favour of Keeping the Colonies

Arguments Against Keeping the Colonies

Loyalty to Britain

27. Fill out the Vocabulary Chart on p. 21 of this handout for #13-14 (mercantilism and emigrate).

28. Read Reason 6 on p. 101. Use the information on this page to make point-form notes, in your own words, on the following:

Reason #6 for Confederation: Good, available farmland Lands to the West

29. Fill out the Vocabulary Chart on p. 21 of this handout for #15 (annex).

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30. Read the quotations on pp. 97, 99, and 100 (in the buff coloured boxes). Rewrite the quotes in your own words in the graphic organizer below.

31. Select one of the six reasons for Confederation that links it with each quote and record it below the quote.

In Other Words...

John A. Macdonald

Reason for Confederation:

Antoine-Aimé Dorion

Reason for Confederation:

Thomas D'Arcy McGee

Reason for Confederation:

George Brown

Reason for Confederation:

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After Reading

32. Fill in the What I Found Out section of the Prediction Chart on p. 1 of this handout.

Confederation Simulation Activity You will be involved in a role-play activity that requires a decision on the following issue: Should your colony join Confederation? Assuming the role of a (historical) character, you will role-play what you think happened in the Charlottetown Conference of 1864 to debate the issue of Confederation. 33. Read the first paragraph on p. 102. You will be assigned, by the teacher, to one of the four

colonies and a role. Check off the role below to which you are assigned.

United Province of Canada (9 + 8 students)

Nova Scotia (7 students)

New Brunswick (5 students)

Prince Edward Island

(3 students) Canada West � George Brown (p.

105) � John A.

Macdonald (p. 106)

� Benjamin (p. 106) � Bertha (p. 106) � Ezra (p. 106) � Charles (p. 107) � Richard (p. 107) � Edward (p. 107) � George (p. 107)

Canada East � George-Étienne

Cartier (p. 108) � Thomas D'Arcy

McGee (p. 108) � Antoine-Aimé

Dorion (p. 108) � Jacques (p. 108) � René (p. 109) � Father Lucien (p.

109) � Etienne (p. 109) � Stephane (p. 109)

� Dr. Charles Tupper (p. 110)

� Joseph Howe (p. 110)

� Josiah (p. 111) � Genevieve (p.

111) � Samuel (p. 111) � Ernest (p. 111) � Alexander (p. 111)

� Samuel Leonard Tilley (p. 113)

� A. J. Smith (p. 113)

� William (p. 114) � Oliver (p. 114) � Nell (p. 114)

� John Hamilton Gray (p. 112)

� Frederick (p. 112) � Henry (p. 112)

34. Within your group, select a group leader, a spokesperson, and a scribe to record information

a) Group Leader: _____________________________

b) Spokesperson: _____________________________

c) Scribe: _____________________________

35. As a group, find out what your colony was like in 1864. Read the information pertaining to your colony from Chapters 3 (background information) and 4 of your textbook: � United Province of Canada pp. 76-79, 105 (left-hand column) � Colony of Nova Scotia pp. 80, 110 (left-hand column) � Colony of New Brunswick pp. 81, 113 (left-hand column) � Colony of Prince Edward Island p. 82, 112 (left-hand column) Use the information on these pages to fill in the Name of Colony and Problems Facing Our Colony sections on the "Description of Colony" chart on p. 13 of this handout. In point-form, list only the important points relating to Confederation.

36. Individually, to learn more about your character whom you will be portraying, complete the following: � Read Role Descriptions on p. 103. � Read your assigned role description (see page numbers in the chart for Question 27). � Use the information to fill in the chart on p. 14 of this handout. Use point-form. � Conduct additional research on the internet to add more facts about your character. If your

character is fictional, research the issues for which he stands.

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DESCRIPTION OF COLONY Confederation Simulation

Name of Colony Problems Facing Our Colony

Advantages for Our Colony if We Join Confederation (What we will gain)

Disadvantages for Our Colony if We Join Confederation (What we will lose)

Type of Government We Want Miscellaneous (Additional Important Information)

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ROLE PLANNING Confederation Simulation

Role Assigned Facts About My Role Character: Draw a sketch of your character. According to my role � I am in favour of Confederation � I am against Confederation Arguments my character uses to oppose or support Confederation:

My ideas on how I can make my character more realistic: Some things I need to ask my group and/or teacher:

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37. In character, brainstorm with your group your opinion about having your colony join with the other colonies of British North America. Fill in the Problems Facing Our Colony, Advantages for Our Colony..., Disadvantages for Our Colony..., and Type of Government We Want on p. 13 of this handout.

38. Read your points on the "Description of Colony" chart on p. 13 of this handout. In the space below, list all the factors your colony should consider when deciding whether you should join Confederation. Remember when you make up your list of factors, you must consider the wishes of everyone in your colony.

List of Factors for Whether or Not to Join Confederation

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39. Choose six factors that are the most important for your colony and place a star next to them. To fill in the chart on pp. 16-17 of this handout, follow the steps below: � list the six factors you selected on p. 15 in the Factors (Reasons for Confederation) section � decide how these factors will affect you personally (as the character in your role description)

and how they will affect the other people in your colony; fill in the chart below with as many positive and negative consequences (both short-term and long-term) for each factor as you can think of

� in character, make a personal decision about the issue: Should your colony join Confederation? Consider all the factors and consequences. As a group, decide what your colony should do. Record how many are in favour of Confederation and how many are against it.

CHARLOTTETOWN CONFERENCE 1864 CHART Confederation Simulation

Colony Name:_________________________________

Issue: Should your colony join Confederation?

Positive Consequences Factors (Reasons for Confederation) Negative Consequences

1)

2)

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Positive Consequences Factors (Reasons for Confederation) Negative Consequences

3)

4)

5)

6)

Your Colony's Decision: _____________________________________________________________

_________________________________________________________________________________

Number of people in favour of Confederation: ___________________________________

Number of people opposed to Confederation: ___________________________________

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40. Your colony's leader and other key representatives will meet with the leaders of other colonies to debate the issue of Confederation. Prepare arguments for or against joining Confederation in the space below.

41. Reflection: Considering other people's points of view is an important critical thinking exercise. Think about why people saw the issue of federal union (Confederation) differently. If someone sees an issue differently than you do, does this mean that his or her way of thinking is the wrong way? Explain.

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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R

ubric/Evaluation Form for C

onfederation Simulation D

ebate C

riteria Rating:

1 2

3 4

lim

ited som

e considerable

high

degree degree

degree degree

Criteria

Level Score

Historical Content

The student understood the topic of Confederation and presented inform

ation with ease.

1 2

3 4

/15

Point-of-view, argum

ents, counter-arguments, and solutions proposed w

ere in character. 1

2 3

4 /15

The student supported statements w

ith relevant facts, statistics and/or examples

1 2

3 4

/15

Historical inform

ation/terminology presented in the debate w

as accurate. 1

2 3

4 /15

Communication

Statements, body language, and responses w

ere respectful and were in appropriate language.

1 2

3 4

/15

The student used gestures, eye contact, tone of voice and a level of enthusiasm in a w

ay that kept the attention of the audience.

1 2

3 4

/15

The student came appropriately dressed as the historical figure.

1 2

3 4

/10

.

Overall G

rade: /100

History G

rade: /60

Oral and V

isual Com

munication

Grade:

/40

Com

ments:

20 Vocabulary: C

reating a Personal Glossary

42. As you encounter each vocabulary term, w

rite the definition in your own w

ords, provide an example from

the textbook or your own life

to show how

the word is used, and draw

a simple sketch to help you rem

ember its m

eaning. N

ote: Some of these w

ords are not in bold in the text. Vocabulary

Word

Found On…

D

efinition in My O

wn W

ords Exam

ple from the Textbook or

My Life

Simple Sketch

1. C

onfederation pp. 92,

94

2. coalition

p. 96

3. political deadlock

p. 96

4. politician

p. 96

5. R

ep by Pop p. 96

6. intercolonial

p. 97

7. free trade

p. 98

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Vocabulary W

ord Found On…

D

efinition in My O

wn W

ords Exam

ple from the Textbook or

My Life

Simple Sketch

8. tariff

p. 98

9. reciprocity

p. 98

10. economic

prosperity p. 98

11. Fenians p. 99

12. Manifest

Destiny

p. 99

13. mercantilism

p. 101

14. emigrate

p. 101

15. annex p. 101

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CSR Cue Sheet: History L: [Read the first assigned History question. If it asks you to read, say the following…] Announcer, please call on someone to read the next section. A/E: [Call on a person to read one of the paragraphs in the section.] CE: [After each paragraph] Does anyone have a clunk? [If yes, follow the strategies below IN ORDER for figuring out a clunk.]

1. Call on a group member to explain the clunk. 2. Reread the sentence with the clunk and look for key ideas to help

you figure out the word. Think about what makes sense. 3. Reread the sentences before and after the clunk looking for clues. 4. Look for a prefix or suffix in the word that might help. 5. Break the word apart and look for smaller words that you know. 6. Ask the teacher for help.

GE: What is the gist of this paragraph? [GE calls on someone to summarize the section orally] REPEAT THE ABOVE STEPS UNTIL YOU HAVE READ ALL THE PARAGRAPHS IN THE SECTION. L: Now we will answer the questions. [Read a question.] A/E: [Call on someone to answer the question. Say something specific and positive after a person shares an answer.] WORK TOGETHER TO ANSWER THE QUESTIONS. YOU MAY DISCUSS THE ANSWERS, BUT EVERYONE MUST WRITE THE ANSWERS IN HIS OR HER OWN WORDS.

REPEAT STEPS FOR EACH SECTION.

Note: L = Leader, A = Announcer, E = Encourager, CE = Clunk Expert, GE = Gist Expert