Did you miss a day of school? Looking to get caught up?
Missing your copy of an assignment from science class?
Take a look below for some info to get back on track.
***IMPORTANT - this info is just a watered-down reminder of what we talked about in class. It is your responsibility to take part as much as possible, do the readings, look up the information and complete the assignments with detail in order to be successful. ***
Missing your copy of an assignment from science class?
Take a look below for some info to get back on track.
***IMPORTANT - this info is just a watered-down reminder of what we talked about in class. It is your responsibility to take part as much as possible, do the readings, look up the information and complete the assignments with detail in order to be successful. ***
1. LOOKING AT HISTORY FROM DIFFERENT POINTS OF VIEW
"In history, the person who tells the story gets to control how the story is told."
This week in class, I told you a quick story about a settler and a deer. It went a like this...
"The settler and his family came to this region. With his wife and children, he began to create a new home in the wilderness. They only had enough supplies for one year, had to clear the land, build a house and start planting crops. They knew that the harvest wouldn't provide enough food to allow them to survive for the entire winter. They were faced with a dilemma. So the pioneer grabbed his gun and went off into the woods to hunt.
Meanwhile, the doe told her fawn that she was going to show him where to find the most succulent and nutritious leaves, grass and berries. They knew that they had to eat lots of food so they could get fat and ready for winter. If not, they might starve in the cold. They left their herd and went off to find food. When they arrived a wonderful clearing, full of tasty vegetation, they saw the settler pointing his gun at them.
BANG!!! The settler fired his gun, killing the doe. He picked up his kill and set off for home with food for his family. The fawn ran off, hoping to return safely to his herd."
YOUR TASK:
- Time now flashes forward, and the settler has been dead a long time. Many generations of his family have lived on the same farm. Similarly, the fawn has died and the herd has moved on. The many generations of deer have encountered other human beings in the same region. WHAT STORIES WILL THEY WRITE OR TELL ABOUT THE DAY LONG AGO WHEN THE DOE WAS KILLED?
- Think about the story from both points of view (the settler and the deer). Think of different words that would help describe the story from their perspective.
- Choose one side of the story to focus on: the settler or the deer.
- Write a 12-15 sentence paragraph, telling the story from your character's or their ancestor's point of view. How would they feel? What may have happened? Be very descriptive in showing what happened, and feel free to add details to the story.
"The settler and his family came to this region. With his wife and children, he began to create a new home in the wilderness. They only had enough supplies for one year, had to clear the land, build a house and start planting crops. They knew that the harvest wouldn't provide enough food to allow them to survive for the entire winter. They were faced with a dilemma. So the pioneer grabbed his gun and went off into the woods to hunt.
Meanwhile, the doe told her fawn that she was going to show him where to find the most succulent and nutritious leaves, grass and berries. They knew that they had to eat lots of food so they could get fat and ready for winter. If not, they might starve in the cold. They left their herd and went off to find food. When they arrived a wonderful clearing, full of tasty vegetation, they saw the settler pointing his gun at them.
BANG!!! The settler fired his gun, killing the doe. He picked up his kill and set off for home with food for his family. The fawn ran off, hoping to return safely to his herd."
YOUR TASK:
- Time now flashes forward, and the settler has been dead a long time. Many generations of his family have lived on the same farm. Similarly, the fawn has died and the herd has moved on. The many generations of deer have encountered other human beings in the same region. WHAT STORIES WILL THEY WRITE OR TELL ABOUT THE DAY LONG AGO WHEN THE DOE WAS KILLED?
- Think about the story from both points of view (the settler and the deer). Think of different words that would help describe the story from their perspective.
- Choose one side of the story to focus on: the settler or the deer.
- Write a 12-15 sentence paragraph, telling the story from your character's or their ancestor's point of view. How would they feel? What may have happened? Be very descriptive in showing what happened, and feel free to add details to the story.
HAND IN WHEN FINISHED! :)
2. CANADA EXPANDS WESTWARD!
After confederation, the Dominion of Canada was expanding quickly. The leaders of this new nation realized that in order to be strong and successful, they had to continue convincing other colonies to join confederation. In 1871, British Columbia joined up. In return for entering Confederation, Canada absorbed B.C.'s massive debt, and promised to build a railway from Montreal to the Pacific coast within 10 years.
After confederation, the Dominion of Canada was expanding quickly. The leaders of this new nation realized that in order to be strong and successful, they had to continue convincing other colonies to join confederation. In 1871, British Columbia joined up. In return for entering Confederation, Canada absorbed B.C.'s massive debt, and promised to build a railway from Montreal to the Pacific coast within 10 years.
Read pages 152-154 in your history textbook. You should also take the time to learn about railway technology on pages 156-157. Examine the videos below and take notes about the following questions...
1) Describe three advantages that a railway from Montreal to the west coast would provide for the Dominion of Canada and it's people.
2) Describe five different types of obstacles the railroad workers might have faced.
3) Were there any challenges in designing and building the railroad? Describe three.
4) What types of adversity did Chinese immigrant workers face while working on the railroad?
1) Describe three advantages that a railway from Montreal to the west coast would provide for the Dominion of Canada and it's people.
2) Describe five different types of obstacles the railroad workers might have faced.
3) Were there any challenges in designing and building the railroad? Describe three.
4) What types of adversity did Chinese immigrant workers face while working on the railroad?
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3. THE RED RIVER REBELLION
![Picture](/uploads/3/9/5/3/39532231/3960163.jpg?429)
The 1869–70 uprising in the Red River Colony was sparked by the transfer of the vast territory of Rupert's Land to the new nation of Canada. The colony of farmers and hunters, many of them Métis, occupied a corner of Rupert's Land and feared for their culture and land rights under Canadian control. The Métis mounted a rebellion and declared a provisional government to negotiate terms for entering Confederation. The uprising led to the creation of the province of Manitoba, and the emergence of Métis leader Louis Riel — a hero to his people and many in Quebec, but an outlaw in the eyes of the Canadian government.
Task: With your partner, create a Historical Timeline to show the important events leading up to, during and after the Red River Rebellion.
- Make use of classroom resources like our textbook, notes, etc. You can also use trustworthy websites to find your info.
- Include at least 10 important steps in your timeline.
- Each step should have 1-2 sentences or points to explain it, and a small image.
- On the back of your timeline page, include a 4-5 sentence explanation on why the Red River Rebellion is an important moment in the history of our nation.
- IMAGINE YOUR FINISHED WORK POSTED ON THE WALL IN CLASS. Be sure to make it your best work.
Task: With your partner, create a Historical Timeline to show the important events leading up to, during and after the Red River Rebellion.
- Make use of classroom resources like our textbook, notes, etc. You can also use trustworthy websites to find your info.
- Include at least 10 important steps in your timeline.
- Each step should have 1-2 sentences or points to explain it, and a small image.
- On the back of your timeline page, include a 4-5 sentence explanation on why the Red River Rebellion is an important moment in the history of our nation.
- IMAGINE YOUR FINISHED WORK POSTED ON THE WALL IN CLASS. Be sure to make it your best work.
If you are looking for a way to get started, check out the Canada: A People's History documentary and the overview notes below. You don't have to watch the video, but feel free to make use of it if you wish.
5. THE NORTH WEST REBELLION
TASK: Think about the important events/moments in The North West Rebellion. How did it begin and end? What lead to the rebellion beginning? What was the outcome in the end? Why is this an important moment in the history of our nation?
With a partner, create a study flip book to clearly describe the twelve main events of the rebellion. The twelve steps...
Bloodshed at Duck Lake
Frog Lake - April 2, 1885
Ottawa Sends Troops
Fish Creek
Batoche
Battleford
Cut Knife Hill
Riel Surrenders
Poundmaker Surrenders
Big Bear Surrenders
North West Trials
Execution of Riel
Your flip book should...
- show the timeline of events in order/clearly
- have an artistic image for each step
- have two clear jot note points for each step
- should be your best work (clearly written, neatly drawn, in correct order. You, your classmates and I should be able to look at your points and clearly understand what they mean)
- make use of our class textbooks, notes or websites you find trustworthy.
With a partner, create a study flip book to clearly describe the twelve main events of the rebellion. The twelve steps...
Bloodshed at Duck Lake
Frog Lake - April 2, 1885
Ottawa Sends Troops
Fish Creek
Batoche
Battleford
Cut Knife Hill
Riel Surrenders
Poundmaker Surrenders
Big Bear Surrenders
North West Trials
Execution of Riel
Your flip book should...
- show the timeline of events in order/clearly
- have an artistic image for each step
- have two clear jot note points for each step
- should be your best work (clearly written, neatly drawn, in correct order. You, your classmates and I should be able to look at your points and clearly understand what they mean)
- make use of our class textbooks, notes or websites you find trustworthy.
IMPORTANT! This might be helpful to you! We read about the North West Rebellion together in class, and you worked to give me points to summarize the important events/what happened. As promised, I've taken your ideas and put them together in notes. They cover the first few events, but it is up to you to continue adding to them.
6. COMPARING DIFFERENT POINTS OF VIEW: LOUIS RIEL
![Picture](/uploads/3/9/5/3/39532231/1431478700.png?250)
“Louis Riel is one of the most controversial figures in Canadian history. To the Métis he is a hero, an eloquent spokesman for their aspirations. In the Canadian west in 1885 the majority of the settlers regarded him a villain; today he is seen there as the founder of those movements which have protested central Canadian political and economic power. French Canadians have always thought him a victim of Ontario religious and racial bigotry, and by no means deserving of the death penalty. Biographers and historians over the years since Riel’s death have been influenced by one or other of these attitudes. He remains a mysterious figure in death as in life.”
- The Dictionary of Canadian Biographies
- The Dictionary of Canadian Biographies
Getting Started: Making use of your class textbooks or websites you find trustworthy, complete some research to learn more about Louis Riel. Your will be asked to include interesting facts about his life, and compare info that paints him as a hero or a villain. You will be asked to share your points with the class in an upcoming class.