History
Grade 8: Confederation |
Planning: Term # Tracking: Ach. Level |
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Overall Expectations |
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describe the internal and external political factors, key personalities, significant
events, and geographical realities that led to the creation of the Dominion
of Canada in 1867, and to the growth of Canada as other provinces and
territories joined Confederation; |
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use a variety of resources and tools to gather, process, and communicate
information about the needs and challenges that led to the formation and
expansion of the Canadian federation; |
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compare Canada as it was in 1867 to the Canada of today, including political,
social, and other issues facing the country in both periods. |
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Specific Expectations |
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Knowledge and Understanding |
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identify key social, political, economic, and physical characteristics of the
British North American colonies between 1850 and 1860 (e.g., British, French,
First Nation, and Black communities); |
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identify external and internal factors and events leading to Confederation
(e.g., political deadlock, intercolonial trade, reciprocity, Britain's repeal
of the Corn Laws, the Fenian raids, the U.S. doctrine of Manifest Destiny,
transportation and defence issues); |
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identify the roles of key individuals (e.g., Sir George-Étienne Cartier, Sir
John A. Macdonald), the main events leading to the signing of the British
North America Act (e.g., the Charlottetown, Quebec, and London Conferences;
coalition government in the Canadas), and the reasons for the exclusion of
certain groups from the political process (e.g., First Nation peoples, women,
the Chinese and Japanese). |
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Inquiry/Research and Communication Skills |
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formulate questions to guide research on issues and problems (e.g., Why did
Nova Scotia join Confederation in 1867 while Prince Edward Island did not?
What qualities made Louis Riel a good leader?); |
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use a variety of primary and secondary sources to locate relevant information
about the regional interests of each colony/ province before and after
joining the Dominion of Canada (e.g., primary sources: artefacts, journals,
letters, statistics, field trips, period documents and maps; secondary
sources: maps, illustrations, print materials, videos, CD-ROMs, Internet
sites); |
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describe and analyse conflicting points of view about a historical issue or
personality (e.g., British versus Canadian points of view about trade and
defence; Queen Victoria, Sir John A. Macdonald, Joseph Howe, Louis Riel); |
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construct and use a wide variety of graphs, charts, diagrams, maps, and
models to organize and interpret information (e.g., a decision-making chart
showing the advantages and disadvantages of joining Confederation for each
colony); |
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analyse, synthesize, and evaluate historical information (e.g., determine the
changes in Canada's boundaries in 1867, 1870, 1871, 1873, 1898, 1905, 1949,
and 1999, using a series of maps); |
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communicate the results of inquiries for specific purposes and audiences,
using media works, political cartoons, oral presentations, written notes and
descriptions, drawings, tables, charts, and graphs (e.g., create captions for
political cartoons of the time); |
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use appropriate vocabulary (e.g., Confederation, conference, political
deadlock, reciprocity, intercolonial trade, Corn Laws, Fenians, Manifest Destiny)
to describe their inquiries and observations. |
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Application |
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illustrate the growth of Canada, using outline maps or other tools,
identifying the physical regions of Canada, the colonies that joined
Confederation, and their boundaries and dates of entry (e.g., 1867 – Ontario,
Quebec, New Brunswick, Nova Scotia; 1870 – Manitoba, as a province, and
Northwest Territories, as a territory; 1871 – British Columbia; 1873 – Prince
Edward Island; 1898 – Yukon, as a territory; 1905 – Alberta, Saskatchewan;
1949 – Newfoundland; 1999 – Nunavut, as a territory); |
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use sections 91 and 92 of the British North America Act to outline how and
why responsibilities are divided between the federal and provincial
governments and relate these divisions to some present-day disagreements
between the two levels of government (e.g., federal responsibilities for
First Nation peoples, health care, the environment, trade,
telecommunications). |
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Student Name: |
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Expectations: Copyright The Queen's Printer for Ontario, 2004. Format: Copyright B.Phillips, 1998.