• This is our final week in History. You will have a final mark for this subject on your report card in February.
• To finish our subject, we will welcome Rhonda Doxator on Wednesday for a Hoop Dancing workshop. Remember to wear proper footwear as we will be in the wood floor gym.

• This is our last week with our student teacher, Mr. Sallaberger. We wish him all the best in his teaching endeavours.
• This week we are finishing and submitting our "Advertising Poster Assignment".
  • Choose Alberta, Saskatchewan or Manitoba
  • WHY would someone from Ontario want to move there in the late 1800's?
  • Create an advertising poster that would persuade a settler to move to your chosen location

• You have a MID UNIT ASSESSMENT this week:
  • 8-8 mid-unit is Wednesday, January 15
  • 8-10 mid-unit is Tuesday, January 14
  • 8-13 mid-unit is Monday, January 13
• Study guide handed out last week and is in your Workspace
  • Format will be a Google Form (online)

• This week, we will look at how BNA moved forward with the creation of Canada
• By the end of the week you should know:
  • What happened at the Charlottetown Conference?
  • How the Provinces of Canada united with the other BNA colonies to form “The Dominion of Canada” and where this important Conference took place.
  • What was the British North American Act (BNA Act)? What were the important points from this Act and would it affect all those living in the Dominion of Canada?
  • What was the Red River Rebellion? Who was Louis Riel and why was/still is he an important to Canadian History?
  • What are the Number Treaties? Why was their 2 different opinions on who the land belonged to, in the West parts of Canada? (Hint: This is where the Indigenous Peoples were living)

• Culminating Task:
  • This week we will complete our Culminating Task for The Reasons for Confederation.
  • Task name: One Word to Rule Them All (Typography Assignment)
  • Homework:
    • Project is due before the Christmas Break
• We will look at Reason #6 for Confederation - Expanding Settlement into Rupert's Land and the North West Territories
• By the end of this week, you should be able to answer:
  • How did the shortage of good, available farmland contribute to the desire for federal union (Confederation)?
  • WHERE did the people (especially in Canada West) want to expand settlement?

• Near the end of the week you will receive back your QUIZ. Please review your results with your parent/guardian.
• We will look at Reason #5 for Confederation - Great Britain wanted her colonies to be more self-sufficient (we explored this reason through our British textile worker activity - see some of our designs in the photo)
• By the end of the week, you should be able to answer:
  • Did everyone feel that BNA was a benefit to Britain? Why or why not?
  • Did the Queen leave, or, take military support away from BNA? Why?
  • What were the reasons in favour of keeping the colonies?
  • What were the reasons against keeping the colonies?
  • How do you think British citizens felt about their taxes going to help BNA? Think about how you felt when a portion of your reward was taken away from your "Pay Day" envelope. Why did you feel this way?

• QUIZ #2 (Reasons 1-3 for Confederation) is on Wednesday, Dec. 4th
• In addition to our quiz, we will look at Reason #4 - A Threat of American Expansion
• By the end of the week, you should know:
  • What is Manifest Destiny?
  • Why did BNA worry that the Americans would invade?
  • How could the colonies better protect themselves if America did try to invade?

• Upcoming Quiz: Wed., Dec. 4 - Reasons 1-3 for Confederation (Study guide going home this week and it will also be in your Workspace)
• Reminder: The Blanket Exercise will be on Wednesday for 8-8 and 8-10
• We are continuing our Reasons for Confederation and focussing on Reason #3 - Trade was Difficult in BNA
• By the end of the week, you should know:
  • What was the Reciprocity Treaty?
  • Why was the Reciprocity Treaty cancelled? Did it benefit anyone?
  • What made it difficult to trade in BNA?
  • How would a railway help with trade?
  • Did any colonies or territories have an unfair advantage when it came to trade? Why? What was it?

• Please note: On Wed., Nov. 27 (next week), we will have a special guest perform "The Blanket Exercise" with 8-8 and 8-10 (8-13 date to be determined asap). It is an extremely powerful and serious activity, focusing on the Indigenous History in Canada. More information can be found at: https://www.kairoscanada.org/what-we-do/indigenous-rights-2/blanket-exercise
• This week, we will continue our observation of Remembrance Day. We will do this by exploring war through video.
  • We will view four small videos together as a class and reflect on them.
  • After our class modelling, you will view a commercial and reflect on it for evaluation.

• Monday - Remembrance Day (In order to honour and remember those who have sacrificed, we will spend this week focusing on the theme, "Canada Remembers")
• Many songs have deeper meanings than their surface lyrics. We will analyse two songs for their meanings, using a "Song Lyric Analysis" graphic organizer.
  • We will practice how to analyze one song together using the organizer (Highway of Heroes, By The Trews) and then you will apply those learned strategies to analyze a song on your own to be evaluated (Travelin' Soldier, By The Dixie Chicks)
  • 8-13 - Travelin' Soldier analysis officially due Monday, Nov. 18
  • 8-10 - Travelin' Soldier analysis officially due Tuesday, Nov. 19
  • 8-8 - Travelin' Soldier analysis officially due Wednesday, Nov. 20

• This week we welcome our Student Teacher from the University of Ottawa, Mr. Sallaberger. He will be with us for Wednesday's during November and then Mon-Fri. during the months of Dec. - Jan.
• We are continuing our Reasons for Confederation and focussing on Reason #2 - A Railway was Needed.
• By the end of the week, you should know:
  • What made transportation so difficult in BNA?
  • How did weather affect trade in BNA?
  • How could a railway help against an American attack?
  • How could a railway help with trade?
  • Why was it so difficult to get funding for a railroad that connected BNA?

• We will being the 6 Main Reasons for Confederation (The reasons WHY British North America didn't work as separate colonies and WHY some of those colonies decided to join together to form CANADA)
• We will focus on Reason #1 - Political Deadlock this week.
• You should know:
  • What does Confederation mean?
  • What does political deadlock mean?
  • What TWO issues created political deadlock?
  • Who was the leader of Canada West? Canada East?

• You will receive your Quiz #1 results/score via email on Wed. Oct. 23. Please review the feedback and share your score with your parents/guardians.
• You will receive your marked rubric for your "People of BNA - Role Card" assignment by Wed., Oct. 23. Please share your mrak with your parents/guardians
• Last week, our MASC guest speaker, Rhonda Doxator, from the turtle clan, taught us about the Oneida nation of Southern Ontario and how certain medicines are significant to her culture's teachings. We did this by making our very own "Medicine Pouch".
• This week, we will continue to explore this practice, and learn how the medicine wheel is important to the Indigenous. We will create our own medicine wheel.
• 8-13 will finish up with the People in BNA through a "Speed Dating" activity. (8-8 and 8-10 did this activity last week).

In addition to using the questions posted weekly on this website, you were given a study guide titled "History Quiz #1 - What should I know?" on Wed., Oct. 9th. The study guide can also be found under "Lesson 5" in your Workspace.

8-10 - Complete your "People of BNA" role card assignment/letter for Thursday

8-13 - Complete your "People of BNA" role card assignment/letter for Thursday.

We are continuing our focus on what life was like in BNA.

Continue to review and describe what life was like for the roles listed last week.

Monday, Sept. 30 - Orange Shirt Day

Our focus this week is what life was like in British North America.

By the end of this week, you should be able to confidently describe what life was like for a few of the following roles:

• A single, British fur trader
• A single, French fur trader
• A Metis from the prairies
• A husband/father travelling from from Canada West to New Caledonia
• The wife of a man travelling from Canada West to New Caledonia
• A young child (around 6 years of age)
• An adolescent (around 14 years of age)
• An Irish immigrant working in a factory in Montreal

8-13 Map DUE Mon., Sept. 23

By the end of this week, you should be able to confidently respond to the following questions:

• What is a census?
• What group of people were not accurately represented in the first census?
• According to the census of 1861, which group was there an overwhelmingly number of: British, French or First Nations?
• Where did the French mainly live - Canada East, Canada West, Prairies or New Caledonia?
• Where did the British mainly live - Canada East, Canada West, Prairies, Maritimes or New Caledonia?
• What brought people to New Caledonia (BC)?
• What were some of the reasons why thousands of people chose to emigrate from Europe?
• What is the "Great Irish Potato Famine"? How did it affect immigration?
• What was the "Underground Railroad"? How did it affect immigration?

8-8 Map DUE Fri., Sept. 20

8-10 Map DUE Mon., Sept. 23

By the end of this week, you will have created and submitted your first assignment: A Map of British North America (Canada) in 1862

You should be able to confidently respond to the following questions:

• When does the map of Canada begin to look familiar (more like our current map)?
• What type of people lived in the colonies in 1862? Where do they have cultural links to?
• What type of jobs did people have in 1862?
• What were some of the ways people would get around their/neighbouring colonies? How might this have impacted where settlements were located?
• What European country had the largest influence on the map and the type of people who lived there in the 1800's?
• What do you think caused some of the major changes to the map, regarding borders, cities, and names?

• By the end of the week you should know:
  • The differences between a PRIMARY and a SECONDARY source
  • Be able to visualize the changes to the historical map of Canada that occured during various time periods