michelletalbotportfolio.files.wordpress.com€¦ · Web viewLesson Plan. March 28 – 31st 2016. Class: Social Studies 7. Material: Red River Rebellion (Ch. 8) Time: 60 – 120 minutes

Lesson Plan

March 28 – 31st 2016Class: Social Studies 7

Material: Red River Rebellion (Ch. 8)

Time: 60 – 120 minutes (1 – 2 classes)

Outcomes: 7.4.1 explain how the expansion and development of Canada during 1870s and

1880s affected its various peoples and religionso 7.4.1.2 Explain the key factors of the Red River Rebellion of 1870o 7.4.1.3 Identify the outcomes of the Rebellion

Materials: Course Book Pen/Paper Blank Sheet (Timeline)

Process: Read pages 150 – 153 in the course book out loud. Ask some students to read

aloud if they feel comfortable. Get the students to brainstorm and list the most important dates mentioned in the

section of the book o January 1869, December 1869, Summer 1869 etc.

The students then have to put the dates in order on a timeline, and explain exactly what happened on those dates, which explain the Red River Rebellion and the aftermath.

The students will present their findings to the class.

Lesson Plan

April 1 – 4th 2016

Class: Social Studies 7

Subject: National Policy (Ch. 8)


Outcomes: 7.4.1 explain how the expansion and development of Canada during 1870s and

1880s affected its various peoples and religionso 7.4.1.1 Trace the political growth of Canada in the early 1870so 7.4.1.4 Investigate how the National Policy empowered and

disempowered the regions of Canada

Materials: Course Book Blank Sheet (Diagram) “Ch 9 Definitions and Questions” Hand Out

Process: Read pages 154 – 159 out loud as a class Hand out a blank sheet, have the class draw the diagram, which explains the

National Policy that J.A.M wanted to implement (pg 154) Discuss their answers/diagrams to reinforce learning.

o IPP students will only have to complete the diagram, if they complete the diagram, they will receive some (smaller) questions to see their comprehension of the text.

Hand out Ch 9 Definitions and Questions sheet. Have the class complete the sheet for homework if not done by the bell.

Next class, correct the questions and definitions.

Lesson Plan

April 5th – 7th 2016


Material: Red River vs. Northwest Rebellion (Ch. 9)


Outcomes: 7.4.2 analyze the events of the Northwest Rebellion to determine its impact on

internal relations in Canadao 7.4.2.1 Research the key factors that led to the Northwest Rebellion of

1885o 7.4.2.2 Identify the events and results of the Northwest Rebelliono 7.4.2.3 Assess past and present perspectives on Louis Riels role in

Canada’s history

Material: Course Book Pen/Paper Red River vs. Saskatchewan Assignment

Process: Read pages 160-164 out loud as a class. Discuss the events that led to the

rebellion as well. Does it sound similar? Hand out Red River vs. Saskatchewan Assignment. The class has to compare the

Red River Rebellion with the Northwest Rebellion. The class has the whole period to complete the assignment.

Red River Vs Saskatchewan Assignment

Using your textbook and the timeline you completed last week, compare the Red River Rebellion with the Northwest Rebellion.

1. Who had the greivances?Red River Saskatchewan

2. What were the greivances?Red River Saskatchewan

3. What action did the people take at first?Red River Saskatchewan

4. How did the government respond?Red River Saskatchewan

5. What action did the people take next?Red River

Lesson Plan

April 8th – 12th 2016


Subject: Northwest Rebellion / Impacts / Repercussions (Ch. 9)



internal relations in Canada 7.4.2.1 Research the key factors that led to the Northwest Rebellion of 1885 7.4.2.2 Identify the events and results of the Northwest Rebellion 7.4.2.3 Assess past and present perspectives on Louis Riels role in Canada’s

history 7.4.2.4 Identify the long term impact of the rebellions on Canadian internal

relations

Materials: “Chapter 9 Definitions” Hand Out “Chapter 9 Questions” Hand Out Course Book

Process: Read the next section of the book, pages 165 – 170 Hand out “Definitions” sheet and have the class locate and write down the

definitions for the most important words of the chapter Correct the definitions once the class has finished Hand out “Questions” hand out and the students must complete this page for

homework. o Most of the chapter has already been treated with the Red River vs.

Saskatchewan assignment. Next class, correct the questions, and make sure everyone has the answers; there

will be a QUIZ on the definitions and the Northwest Rebellion next week.

Chapter 9 Definitions

Name: ______________________________ Class: ______

Using your textbook, find the definitions for the following words in the text. It will help you if you find the definition written in italics (slanted writing),

the definition for the word should follow it!

GrievancesColumns Political Maps Topographical Maps Treason Martyr Judgment Assimilation Bands Indian Agents Place-Groups Oral Tradition

Chapter 9 Questions (Answers) - Pg 161 – 169

Name: ____________________ Class: ______

Using your textbook and the pages above, find the answers to the following questions. Make sure to use complete sentences!

1. Why weren’t the settlers happy with the government policies?2. Why did the Métis move away when they were promised land in

the Red River area?3. Why were the Métis worried?4. Why was it impossible for Nehiyawek (First Nations) people to

live in the traditional way?5. When Louis Riel returned to help the Métis, he helped them

create another petition, what were the key points?6. When they government did not respond to the petition, what did

Riel do?7. Who were the two groups who fought on behalf of the Canadian

government during the battles?8. What was the punishment for the Rebels?9. During Riel’s trial, what was the lawyers only hope to convince

the jury he was innocent?10.What were the outcomes of the Northwest Rebellion?

Social Studies 7 – Quiz – Chapter 9

Name: ____________________________________________ Class: ___________

PART A : Definitions – Match the letters of the definitions with their words. (12 pts)

_____ Treason

_____ Bands

_____ Oral Tradition

_____ Greivances

_____ Martyr

_____ Indian Agents

_____ Political Map

_____ Columns

_____ Judgement

_____ Topographical Maps

_____ Place-Groups

_____ Assimilation

A. An official complaint that is made to people or organizations in power

B. A military term for a group

C. Maps with nations borders, boundaries and capital cities

D. The crime of trying to harm or get rid of the government by force

E. A person who is killed or made to suffer because of his/her beliefs

F. Maps of physical features, like landforms (mountains) and water

G. Your opinion of whether something that happened was right or wrong

H. When people are forced to give up their culture/identity and live as another

culture

I. Groups of First Nations organized on reserves

J. Government officials who watched reserves

K. Information passed on through conversations or storytelling

L. A group of families whose winter home was a bay or inlet

PART B : Questions - Answer the questions in complete sentences! (8 pts)

1. Which three groups in Saskatchewan had problems with the Canadian

Government? (3 pts)

2. What were the problems that each group had with the government? (3 pts)

3. Who returned to help the groups challenge the government? (1 pt)

4. How did the government respond to the complaints? (1 pt)

Lesson Plan

April 18 – 22nd 2016


Subject: Residential Schools (Ch 9)



internal relations in Canadao 7.4.2.4 Identify the long term impact of the rebellions on Canadian

internal relations 7.4.3 analyze the degree of empowerment and disempowerment for Aboriginal

peoples in present day Atlantic Canada during this periodo 7.4.3.3 Explore the national policies, treaties and the Indian Act impacted

the Aboriginal peoples of present day Atlantic Canada

Materials: “A Typical Day” Hand out “Daily Activities At A Residential School” Booklet/Sheet “Impact of Residential Schools” Information Booklet and Activities Residential Schools Powerpoint Pen/Pencil/Paper for notes Course Book

Process: Begin the class by checking to see if students have completed the “Typical Day

At School” hand out Collect to verify homework has been done. Students will receive a check. Discuss their answers. Show Residential School Powerpoint Discuss/ask questions to verify learning Depending on time, videos in the Powerpoint might not be shown. Before class has finished, hand out and explain the “Impact of Residential

Schools” booklet and accompanying activities. Remind class that they have their quiz re-write during lunch

A Typical Day At School

Name: ______________________________________

In each column, describe a typical day at a residential school, and then in the next column, describe a typical day at Maple Grove (including homeroom, classes, lunch, recess, after school, sports or activities), using complete sentences! Write neatly!

A Residential School Maple Grove

Lesson Plan


Subject: Aboriginal People of NFLD & Labrador (Ch 9)

Time: 1 Class

Outcomes: Unit 4 7.4.3 analyze the degree of empowerment and disempowerment for Aboriginal

peoples in present day Atlantic Canada during this period Identify the various Aboriginal groups in present day Atlantic Canada during

this period Describe the way of life of Aboriginal people in present day AC at this time

Materials: Textbook “Compare” Hand Out Pen/Paper

Process: Read out loud (or get volunteers) pages 178 – 181 in the book. Provide extra

explanations during reading when necessary. Explain that the Aboriginal struggle for empowerment is still on-going (Truth and Reconciliation Committee).

Hand out “Compare” hand out. The students can work in groups of 3 if they choose. They must list at least 5 characteristics of each group of Aboriginal people form Newfoundland (Innu, Inuit and Mi’kmaq).

With 15 minutes left of class, have the students present their findings to the class and have them write it on the board. At the end, each group of people should have at least 10 characteristics. Make sure each student has all the characteristics on their sheet and in their binder.

Compare the People: Aboriginal Peoples of NFLD/Labrador

Using your textbook, write 5 characteristics for each group of people! Facts that describe their homes, food, clothes, language, etc.

Name: ______________________ Class: ______

The Innu The Labrador Inuit The Mi’kmaq of Newfoundland

Social 7 Test Review

PART 1: Definitions: Mix and match the words with its correct definition

_____ Sequence of events (143)_____ Famine (145)_____ Provisional government (151)_____ Amnesty (153)_____ Government policy_____ Exports_____ Imports _____ Homesteading_____ Transcontinental_____ Grievances_____ Columns_____ Treason_____ Martyr_____ Judgment_____ Assimilation_____ Bands_____ Residential Schools_____ Oral Tradition

M. An official complaint that is made to people or organizations in powerN. A military term for a groupO. The crime of trying to harm or get rid of the government by forceP. A person who is killed or made to suffer because of his/her beliefsQ. Your opinion of whether something that happened was right or wrongR. When people are forced to give up their culture/identity and live as another

cultureS. Groups of First Nations organized on reservesT. Information passed on through conversations or storytellingU. Schools where First Nations children were forced to go to, and abused there.V. This means across the continentW. Goods bought from other countriesX. A record of what happened in the order in which it happenedY. To be forgiven for a crimeZ. When people are starving because they don’t have foodAA. A temporary government until a final one is in placeBB. Goods sold to other countriesCC. A set of main ideas a government uses when it makes decisions on an

issueDD. When farmers move to a land that had never been farmed

Part 2: Short Answer: Answer the following questions

143 – 146

1. How/why did British Columbia join Confederation? 2. How/why did PEI join Confederation?3. The Government of Canada wanted to build a railway through First Nations land,

but they had to get them to sign the 11 treaties first. Why did the First Nations sign the treaties, even if they didn’t trust the Government?

147 – 153

4. Why were the Métis of Red River afraid of?5. What was the point of forming a provisional government in Red River?6. Why was Thomas Scott executed?7. How did English Protestants feel about Louis Riel? How did French Catholics

feel about him?

154 – 159

8. List the three parts of John A MacDonald’s National Policy.9. What was the Dominion Lands Act?10. Why was building the railway easy in some parts and harder in others?11. Both the East and the West had problems with the National Policy, what did the

government do, and why?

160 – 170

12. Which 3 groups had grievances against the government because of the National Policy?

13. Each group had one grievance, list those grievances (3 in total).14. Louis Riel returned to help the Métis, and he wrote a petition to send to the

government, what were the 3 key points of that petition?15. Which two groups fought on the government’s side?16. What was the result of the Northwest Rebellion?17. Why did Louis Riel not want to be put on trial as insane?

171 – 177, Powerpoint on Residential Schools

18. What were the residential schools of Canada?19. Why did the government create these schools?20. Describe a typical day at a residential school21. After the residential schools closed, what did the government do to help the

survivors?

PART 3: Fill-in-the-blanks

WORD BANK

Insane, East, Louis Riel, Confederation, Scott, Hero, Hanged, Railway, Red, Re-Elected,

John A MacDonald, Products, Murderer, Railway, Land, West, Debt, Jury, Immigration

A) British Columbia and PEI joined __________________ because they were in

__________ and the government agreed to pay them if they let them build a

_________________ through these provinces. (143-144)

B) The Métis of __________ River thought that the government was going to take

their ___________. _____________________ spoke up for the Métis and tried to

get their rights back. After forming groups and negotiating with

____________________________, they eventually worked out an agreement, but

since the death of Thomas _____________, Louis Riel wasn’t well liked, and he

had to leave Canada. (147-153)

C) John A MacDonald created a “National Policy” because he wanted to get

_____________. The Policy encouraged Canada to manufacture their own

________________. The Policy also encouraged __________________ and

building a railway. However, both the __________ and the __________ had

problems with the Policy, but the government did nothing to help. (154-159)

D) People in Canada were very interested in the trial of Louis Riel. French Canadians

thought he was a ___________ for defending the rights of Metis, but English

Canadians thought he was a ______________________. Riel’s lawyers decided

that their only hope was to convince the ____________ that he was

______________. However, Louis Riel didn’t want to be known as insane. He

was sentenced to be _________________. (168)

Social Studies 7 Test – Chapter 8 and 9 ( / 35)

Name: ______________________________ Class: _________

Section 1: Definitions (11 pts) : mix and match the word with the correct definition.

_____ Government Policy_____ Exports _____ Imports _____ Homesteading_____ Transcontinental_____ Grievances _____ Treason _____ Martyr _____ Judgment _____ Assimilation_____ Residential Schools

A. Schools that First Nations children were forced to attend where they were abusedB. The crime of trying to get rid of the government by forceC. Your opinion on whether or not something is right or wrongD. Goods sold to other countriesE. An official complaint made to organizations in powerF. A person who is killed or made to suffer for their beliefsG. When people are forced to give up their culture to live as anotherH. Goods bought from other countriesI. When farmers move to land that has never been farmedJ. A set of main ideas that the government uses when it makes decisionsK. This means across the continent

Section 2: Graphs (5 pts): Using the graph already drawn below, fill in the sections that explain John A MacDonald’s National Policy he created for Canada to help them create their own products. The (x2) means that the word is in the graph twice

Eastern Canada, Western Canada, Central Canada, Resources (x2), Manufactured Goods (x2)

Section 3: Fill-in-the-Blanks (8 pts): Fill in the correct word in each blank space below. The bank of words is provided.

Settlers, Rocky Mountains, Grievances, West, Prairies, Métis, East, Policy

Building the railway (for the National Policy) across the _____________ was the easiest part because the land was flat. The project faced greater challenges in the Great Lakes and the ____________________ because the land was swampy and rocky.

The National __________ worked well in Central Canada, but the __________ and the __________ were both disappointed at the results. They had many complaints.

By 1885, it was clear that MacDonald’s National Policy was not working. The _________, First Nations and the ________ had ___________ against the government.

Section 4: Multiple Choice (5 pts): Circle the correct answer below

1. Which job did First Nations NOT do to survive under the European assimilation?a. Basket-makingb. Guides

c. Militiad. Sport hunting

2. What is the set of laws dedicated to First Nations and Aboriginal peoples?a. Indian Actb. Indian Laws

c. Indian Affairsd. Aboriginal Affairs

3. What two groups of people make up a Métis person?a. French and Englishb. English and Aboriginal

c. French and Aboriginald. Both B and C

4. Which is NOT a resource of British Columbia?a. Timber/woodb. Coffee

c. Fishd. Coal

5. On what day did Manitoba become a province?a. 15 Julyb. 16 Augustc. 19 Septemberd. 1 January

Section 4: Questions (6 pts): Answer 6 out of 10 questions below

1. Why were the Métis afraid when the government bought their land from the Hudson Bay Company?

2. Why did Louis Riel not want to be known as insane during his trial?

3. Why did the government make a formal apology to the Aboriginal people of Canada?

4. What were the three groups of people who had problems in Saskatchewan? (Northwest Rebellion)

5. Why did British Columbia and PEI join Confederation?

6. How many treaties were signed between John A MacDonald and the nations of the North-West Territories?

7. Why was Thomas Scott arrested and killed?

8. What did the government do when the East and the West voiced their concerns about the National Policy?

9. Name one way the government tried to control Aboriginal people and assimilate their culture into European culture.

10. Name one part of John A MacDonald’s National Policy

Lesson Plan


Subject: Immigration (Ch 10)

Time: 1 Class

Materials: Textbook “Ch 10 Definitions/Questions” hand out Pen/Paper

Outcomes: 7.4.4 analyze the struggle for empowerment by new cultural groups immigrating

to Canada between 1870 and 1914o Identify the various cultural groups that came to Canada between 1870

and 1914

Process: Introduce the chapter and read pages 183 and 184 out loud. Explain the chart on 183, the growth of immigrants is large over 40 years. Ask the

students why they think that is. Was it easy for everyone? Hand out the questions and definitions and have them work on them without

explaining the entirety of the chapter. See what questions they come up with themselves on the topic of immigration.

With 15 minutes left, correct as many definitions and questions as we can as a group. Make sure the students have the answers in their binders to facilitate learning for the whole chapter.

Chapter 10 Definitions

1. Push Factors (pg 187)2. Pull Factors (pg 187)3. Emigrate/Emigrating (190)4. Block settlements (193)5. Head tax (197)

Questions

1. Explain Canada’s “open door” immigration policy (pg 184)2. Why did most immigrants choose the United States over Canada?

(184)3. Who did Wilfrid Laurier put in charge of increasing immigration?

What was this persons plan to increase immigration?4. Why was it a good time to encourage Americans to come North?

(189)5. How did they advertise in Great Britain? (189)6. Why was Sifton interested in people from Ukraine, Poland and

Germany?7. How did living close to other immigrants who shared cultures help

them adjust to their new lives? (193)8. Who was missing from Canadas immigration policies in the late

1800s? (196)

Lesson Plan

May 16th – 27th


Subject: Icelandic Immigrants (Ch 10)

Time: 2 - 3 classes



and 1914o Investigate the push and pull factors that brought these groups to Canadao Describe the conditions these groups faced in Canada

Materials: Icelanders Report Outline & Rubric Class Book Pen/Paper Rough Copy Computer

Process: Read out loud the Icelander section in the textbook (pg. 184 – 186) Hand out outline and rubric for project Explain the project: a one page minimum paper about the Icelandic immigrants

that came to NS. Must be size 13 font with a title and names of those in their group (up to 3 people). The outline includes the 7 questions that the group has to answer so it is considered a full report.

Go over the rubric. They will receive points for a title and name, complete sentences and descriptions for the answers, as well as format (size and paragraphs).

The whole project is out of 25 points. They have one class to produce a rough copy and then two classes to type it up

and hand it in. There is an example provided.

Developing an outline: Icelanders in Nova Scotia

Name: ______________________ Class: _________

An outline is like a map that shows parts of your report. It helps organize information for a written or oral report. You are going to write a one-page report on the Icelanders in Nova Scotia by using the Closer Look feature on page 184-186. Answer the questions listed below by using the book, and present your findings on a separate sheet of paper.

Title: Icelanders in Nova Scotia

Topics/Ideas: (You must answer all of these questions!)

Who were the Icelanders and why did they leave Europe?How did they travel to Canada?How did they settle in their community (what did the government do to help?)How did they build their communities?What was their daily life like?What hardships did they face?What happened to them?

Present your answers in the form of sentences/paragraphs on a separate sheet!

Icelanders Report: Rubric

Names: __________________________________ Class: _________

AREA DESCRIPTION POINTS

Title/Names Paper includes title and

list of names of persons in

group

/5

Content Questions are answered in

full sentences and

includes all pertinent

information. There is a

nice flow of information.

/15

Presentation

Neatness

Work Ethic

Font at size 13.

Paragraphs.

Group worked together

and utilized time well.

/5

Lesson Plan


Subject: Immigration Advertising (Ch 10)

Time: 1 – 3 classes



and 1914o Investigate the push and pull factors that brought these groups to Canada

Material: Textbook Pen/Paper “Immigration Poster” Hand Out Multiple Choice Hand Out (Extra work)

Process: Read pages 188 – 190. Provide extra explanation and examples to facilitate

learning and to make connections. Briefly go over what Emigrate means once again Hand out “Poster” sheet. The students have to make a poster that advertises

Canada (or NS or Maple Grove). They have to include 5 pull factors to make someone emigrate to their place of choosing. Explain push/pull factors once again so that everyone understands their meaning and purpose. They must also include pictures, color, a title and their name. There is an example that they can follow on Pg 188.

Once they are completed, hand out “Multiple Choice” sheet. It is extra work for those who are finished, and covers the first two sections of the chapter that we have already seen as a class.

Make Your Own Poster! (10pts)

Make your own poster advertising either: Canada, your hometown, or Maple Grove. Think of factors that would appeal to people all over the world. Use these

ideas to persuade people to immigrate here. Example on pg 188.

Chapter 10 “Creating Canada” Multiple Choice

1. Most immigrants came to North America from where?a. Africab. Europec. Middle Eastd. Asia

2. Why did the US seem more attractive to immigrants than Canada?a. More peopleb. More jobsc. Milder weatherd. Both B and C

3. What was the base of the Icelandic economy?a. Sheepb. Goatc. Cowd. Wheat

4. How long did it take the Icelandic immigrants to reach Canada by boat?a. 10 daysb. 11 daysc. 12 daysd. 13 days

5. Which one if these did the government NOT offer to encourage immigration to the Prairies?

a. Cheap landb. Railway for easy transportationc. Peaceful relations with First Nationsd. No taxes on land

6. Why did Americans immigrate to Canada?a. Land in the US was now too expensiveb. They were running out of foodc. Sifton told them to

7. Who did Sifton bring to Canada to encourage immigration?a. First Nationsb. Reportersc. Writersd. Americans

8. Which country was Sifton NOT interested in for immigration?a. Germanyb. Russiac. Ukrained. Poland

9. What does Emigrate mean?a. To leave your countryb. To leave your country to live in anotherc. To temporarily move

Lesson Plan


Subject: Characteristics of Immigrants (Ch 10)

Time: 1 – 3 Classes


to Canada between 1870 and 1914o Describe the conditions these groups faced in Canadao Explain why it is important for ethnic groups to retain their cultural and

linguistic identity, heritage, tradition and spiritualityo Determine whether and how they became more empowered or less

empowered by moving to Canada

Materials: Textbook Loose leaf Pen/Paper

Process: Read pages 191 – 194 out loud as a class (volunteers optional). Make connections with immigrants from 1880-1900 and immigrants of today:

what is similar, what is different? See if students can provide examples of both. After reading, have the students find 10 characteristics of immigrants to Canada

from the section that we just read. After 15 minutes, create a large list on the board and have the students write their choices to create an official list. Make sure students have a copy in their binders.

With time remaining, assign Pg 195 questions 1 and 2 (for 2, they have to do both scenarios). 2a is a letter that they have to write to a friend/family member back home describing what its like in a new country, not knowing the language (1 page double spaced) and 2b, they have to pick a picture in the chapter and pretend that they were in it, and write a caption about what they were thinking as they pose as these immigrants (4 lines). Collect the letters and captions when they are done to check.

Lesson Plan


Subject: The Chinese In Canada (Ch 10)

Time: 1 – 2 classes


to Canada between 1870 and 1914o Investigate the push and pull factors that brought these groups to Canadao Describe the conditions these groups faced in Canadao Determine whether and how they became more empowered or less

empowered by moving to Canadao Compare Canada’s immigration policies during the 20th century to identify

examples of prejudice

Materials: Textbook Pen/Paper “The Chinese In Canada” fill-in-the-blanks Loose leaf

Process: Read pages 196 – 197. Give some background information on Asian racism in Canada: Pearl Harbor,

people were irrationally scared of a race, war-time made it more stressful during the 1940s.

Hand out “Chinese in Canada” blanks, they have the whole period to complete the sheet. It should take 25 minutes.

For those who have completed the mini-assignment and have already handed it in, students can turn to page 198 and answer the Think it Through a, b and c. Remind them that the words push factor, pull factor, empowered and disempowered mean.

Correct the questions at the end of the class or the next class so the students have the answers in their binders.

The Chinese In Canada

Name: _________________________ Class: __________

Fill in the blanks while following the “A Closer Look” section on page 196-197

The first Chinese immigrants came to Canada in _______________, during the Gold Rush in BC. However, the greatest number of Chinese immigrants came during the building of the Canadian _____________________ ___________________. After the railway was completed in __________, some men returned to their families in China. Many chose to stay or could not afford the passage back. Even though they had worked hard and saved their _________, there wasn’t much left in the end, because the companies often ________________ so many expenses.Settling in CanadaThe Chinese men who stayed found jobs as ____________, ____________, ____________ and ____________. In the ____________, the Chinese often settled along the rail line. They usually opened ____________ or ____________and sold vegetables from their gardens. There was a great demand for these businesses – besides, ____________ made it hard for Chinese people to get other kinds of work. In Central Canada, the Maritimes and NFLD, the Chinese usually settled in ____________ cities. It was a ____________ life for many early Chinese immigrants. Canadians laws made it very ____________ for families to come to Canada, so it was mostly ____________ who immigrated. They sent ____________ back to China to help support their families and hoped to see them again one day.Anti-Chinese PoliciesOnce the Chinese workers were no longer needed to build the ____________, the Canadian government brought in laws to ____________ Chinese immigration. At the time, many people believed that the Chinese were ____________ to people of European heritage and would not make good Canadian citizens. Today it is hard to understand this ____________, but it was quite common. One anti-Chinese law was the ________________. This was a ____________ that all Chinese immigrants had to pay before they were allowed to enter Canada. When the tax was introduced in ____________, it was ____________ per person, but over the years it rose to ____________, a huge amount of money for the time. In ____________, a new immigration ____________ stopped all Chinese from coming to Canada. It was not until the ____________ that these attitudes started to change, and Canadians of Chinese heritage were given the same ____________ as other Canadians.

Chapter 10 ReviewSocial Studies 7

Name: _______________________________

Definitions: Write the word on the blank next to its definition

Emigrating | Block Settlements | Push Factors | Head Tax | Pull Factors

1. A fee that Chinese people had to pay to enter Canada: ____________________

2. Areas for particular groups: ____________________________

3. Reasons that push people to go somewhere: ________________________

4. To leave your country to live in another: _____________________________

5. Reasons that pull people to go somewhere: _____________________

Multiple Choice: Circle the correct answer to the question

Who were Clifford Sifton’s advertising campaigns aimed at?a. Whiteb. British or American

c. English Speakingd. All of the above

Which job did the Chinese people not find or do in Canada?a. Cooksb. Farmers

c. Modelsd. Servants

Living conditions for new immigrants in Canada were:a. Greatb. Poor

c. Richd. Latin

Which one of these phrases is NOT a “hook” that Sifton used on his poster (188)a. Lots of maple syrupb. Nothing to fear

c. Rich virgin soild. Cattle raisi

Questions: Answer the questions below using the book or your notes

1. Canada had what kind of immigration policy in the 1870s and 1880s?

2. Who was missing from Canada’s immigration policy?

3. Why was the United States more appealing for immigrants?

4. Describe an immigrant’s life when they first arrive in Canada.

5. Who was assigned the job of increasing immigration?

6. How did Sifton get around the law against encouraging people to emigrate in Ukraine, Poland and Germany?

7. Why did Sifton think it was a good time to encourage Americans to come north?

8. How did Sifton encourage immigration in Great Britain (advertising)?

9. What were the push and pull factors that brought the Chinese to Canada?

10. Why was Sifton interested in immigrants from Ukraine, Poland and Germany?

11. How did living close to other immigrants help them adjust to their new lives?

12. Describe the hardships that Icelander immigrants had to face once they were here in Canada.

Fill-in-the-blanks: Using the word bank below, fill in the blanks with the correct word.

Milder | Laborers | Europe | Homes | Servants | Canada | Culture | Advertising | Poor | Disappointed | Sod | Prairies | Peas

Few people were interested in coming to ________________. At the time, most

immigration to North America was from ______________________. The US seemed

more attractive to people looking for new ____________________. The weather was also

_____________ in the US, and Canada was known as the “Frozen North”.

The government of Canada was _________________ at how few people were

immigrating to Canada. People were not settling the ___________________. Sifton was

put in charge and he started an _____________________ campaign.

Living conditions for new immigrants was often very ___________. They looked for any

kind of work, such as __________ or ____________. Their first home was often a

_________ house until they could find better material (wood). They had to buy basic

food such as flour or dried _________ before their crops grew. Even though it was rough

at first, they lived close to other families who they could share their ___________ with.

Documents

michelletalbotportfolio.files.wordpress.com€¦ · Web viewLesson Plan. March 28 – 31st 2016. Class: Social Studies 7. Material: Red River Rebellion (Ch. 8) Time: 60 – 120 minutes