Pop. & Settlement, Canada, 1867-1929

Admittedly, I've been remiss. Three weeks have gone by since my last post. I apologise - but that's the reality. It's been busy.

Read about the emergency at Kashechewan native reserve in Northern Ontario. Sounds familiar? Last year, neighbour Attiwapiskat faced its own similar crisis. Attiwapiskat's traditional land is leased by De Beer's for its diamond reserves... Interview with De Beer's Canada.

CONTEMPORARY CANADA: 1867-1929

- TEXTBOOK, pp. 62-79 (Confederation to WWI)
 
Last week:
We started the Canadian period in the sixty years after Confederation. Thus far, you have been responsible for the following:
- reading the textbook, pp. 62-67
- completing a handout that corresponds to the textbook reading (5 qsts; 1 map; 2 documents).
- studying the notes we've taken in class about the time period.

This week: 
The purpose of this week's classes is to understand why three million immigrants came to Canada in a short period of time (35 years: 1880-1914, World War I), from which countries they came, where they settled in Canada and why. Immigration was now a Canadian power under Canada's new constitution (B.N.A. Act); the federal and provincial governments directly controlled who was admitted into Canada. At the turn of the century, the federal government had more power over immigration. Today, it is equally shared.

Along with the reasons for the huge increase in immigration to Canada, it is imperative to understand the social and territorial impact of the rapid population growth. Students have two handouts: one about the new wave of immigration (6 questions for homework); two, an interesting booklet of primary documents about government measures enacted to increase immigration and policies about who was "admissible" and who was "undesirable."

Complex task:
You will write a 300-word essay based on documents about how Canada's immigration policies affected the development of Canadian society. It is due at the end of this week (Blue-02-will have class time) or next week (Wed-Red 01; Mon-Orange 06). Blue and Red: You have your booklets already. It is your homework to read those documents for your next class. Orange: you are receiving them next class. Repeaters: Read the document booklet; complete the diagram to organise your essay.

This essay is an important evaluation for Term 2.

There will also be a short-answer test about Population & Settlement, 1500-2000, on December 18 and 19 (Day 1 and 2). It will cover the Aboriginal, French, English and Canadian time periods.

Also, a board-wide, mid-year secondary IV history exam is scheduled for the morning of February 1, 2013.