History
Grade 8: The Development of Western Canada |
Planning: Term # Tracking: Ach. Level |
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Overall Expectations |
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outline the main factors contributing to the settlement and development of
the Prairie provinces, British Columbia, and Yukon, and describe the effects
of development on various groups of people in the region from a variety of
perspectives; |
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use a variety of resources and tools to gather, process, and communicate
information about conflicts and changes that occurred during the development
of western Canada; |
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show how the history of the Canadian west has influenced both
artistic/imaginative works and Canadian institutions. |
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Specific Expectations |
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Knowledge and Understanding |
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describe the everyday life of various groups (e.g., First Nation peoples,
Métis, Europeans) in western Canada in the late nineteenth century; |
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explain the factors that led to the settlement of the Canadian west (e.g.,
federal government policy of opening up the prairies for European settlement,
protective tariffs, railroad construction); |
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analyse how treaties and the Indian Act of 1876 transformed the lifestyles of
First Nation peoples in the Canadian west; |
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describe the role of the Canadian Pacific Railway in furthering Canada's
expansion, and identify the key individuals (e.g., Donald Smith, William Van
Horne) and groups (e.g., Chinese workers) whose efforts led to the railway's
completion; |
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describe the causes and results of the Red River Rebellion of 1869-70 and the
North-West Rebellion of 1885 and explain the role of key individuals and
groups (e.g., Louis Riel, Gabriel Dumont, the North-West Mounted Police,
Thomas Scott, Big Bear, Poundmaker, General Wolseley, Catherine Schubert); |
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explain the effects of post-Confederation immigration, new wheat strains, and
the Klondike gold rush on the expansion of western Canada and British
Columbia (e.g., the development of prairie towns, the entry of the Yukon Territory
into Confederation, the growth of Dawson City). |
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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
Big Bear receive the treatment he did from Canada's legal system?); |
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use a variety of primary and secondary sources to locate relevant information
about the building of the railway, the settling of the land, and social and
cultural life in the developing west (e.g., primary sources: photographs of
Chinese labourers and prairie sodbusters, the poetry of Robert W. Service; secondary
sources: maps, illustrations, print materials, videos, CD-ROMs, Internet
sites); |
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analyse, synthesize, and evaluate historical information (e.g., trends in
immigration, the impact of Treaties 1 to 8); |
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describe and analyse conflicting points of view about a historical event
(e.g., the Pacific Scandal, the hanging of Louis Riel, the imprisonment of
Big Bear); |
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communicate the results of inquiries for specific purposes and audiences,
using media works, political cartoons, oral presentations, written notes and
reports, drawings, tables, charts, and graphs (e.g., create diary entries
depicting Louis Riel as a hero or a traitor); |
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use appropriate vocabulary (e.g., treaties, Métis, Rupert's Land, provisional
government, prospector, panning for gold, staking a claim) to describe their
inquiries and observations. |
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Application |
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compare the image and duties of the North-West Mounted Police to the image
and duties of the Royal Canadian Mounted Police today; |
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show how examples of art, poetry, music, and video reflect the history of the
Canadian west (e.g., the art of Emily Carr, "The Cremation of Sam
McGee" by Robert W. Service, "The Canadian Railroad Trilogy"
by Gordon Lightfoot, Paul Yee's writings). |
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Student Name: |
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Expectations: Copyright The Queen's Printer for Ontario, 2004. Format: Copyright B.Phillips, 1998.