This week: NF's economy

Homework for Tues/Wednesday classes: Blue sheet, re. mercantilism, resource exploitation, trading-post colony, allies & rivals, territory of NF by the mid-1700's

Quiz (Wed, Thurs):
-Aboriginal "economy" and "organisation" of territory
-arrival of Europeans (fishing, trade, beginning of fur trade)

NF's economy:
-follow-up on mercantilism, triangular trade (last week)
-examine fur-based economy
-examine attempts to diversify NF's economy
-examine the local economy: agriculture & crafts

Thursday, 24 February:
-tutorial after school (4:00-5:30) in D417 in preparation for the mid-year exam, if enough of you would like
-arrive with questions about topics or concepts that are unclear to you
-buy bus pass or arrange a pick-up

Mid-year exam, February 1:

Content: 
Examining two social phenomena-
1. Population & Settlement: First Occupants, French regime, British rule, Contemporary Canada
2. Economy & Development: First Occupants, French regime, British rule

Format:
2 parts-
1. 15 short answer questions (10 from one social phenomenon; 5 from the other)
2. 1 essay question (on the phenomenon with the fewest questions)
All questions and essay are document-based.

Intellectual operations being evaluated:
-establish facts
-situate in time
-characteristics of an historical phenomenon
-make comparisons
-determine explanatory factors and causes
-determine elements of continuity and change
-establish connections between facts
-establish causal connections

February 1: Mid-year test

Content:

The following two social phenomena and sections will be examined:

A.   Population and Settlement:

First occupants, French regime, British rule, Contemporary period

B.    Economy and Development: 

First occupants, French regime, British rule

Format:

The exam is divided into 2 parts, according to the social phenomena above.   - The exam includes 15 short answer questions, 10 from one social phenomena, and 5 from the other. - There is one essay on the social phenomena with fewer short answer questions - All questions, as well as the essay, are document-based

THEME II: ECONOMY & DEVELOPMENT

PRE-CONTACT: ABORIGINAL "ECONOMY"
To understand:
-the subsistence activities of the First Occupants;
-trade networks, items of trade (corn, meat, etc), importance of trade, pre-contact;
-how subsistence activities affected territorial organisation (villages, camps) and social organisation (division of labour).

CONTACT: EUROPEAN ARRIVAL

To understand:

-contact between European fishermen and Aboriginal groups

-goods exchanged

-impact of contact on Aboriginal society and economy

Class work:
-discussed aboriginal subsistence activities
-textbook, pp. 147-152
-completed handout - notes, reading, questions (added a #4)

*REMINDER: MID-YEAR EXAM IS STILL SCHEDULED FOR FEBRUARY 1, 2013.

Short test: Tuesday & Wednesday

Population & Settlement, 1500-2000: Short-answer test  

-14 short-answer questions based on documents;

-re-read, study class notes; do not read the textbook--use the chapter summary;

-complete the F-I-B, which gives you the "big picture" and will jog your memory (or not);

-covers the Aboriginal, French, English and Canadian time periods.

Day 1, Tuesday, Dec. 18:

Blue-02, period 1

Red-01, period 4

Day 2, Wednesday, Dec. 19:

Orange-06, period 3

LEARN Quebec resources & tutorials

Access to LEARN tutorials:
Students can login in to their "Edu-group" account to access the LEARN (in "student resources). They login by using a student number and password (year/month/day, eg: 19951225). The link then authenticates the student; they will then have access to SOS tutorials, to Discovery Canada, etc. The history stuff is not great for secondary 4, but it is something...

MID-YEAR EXAM, FEBRUARY 1, 2013

REMINDER:

STUDENTS HAVE BEEN INFORMED THAT THERE WILL BE BOARD-WIDE MID-YEAR EXAM ON FEBRUARY 1, 2013. 

IT COVERS POPULATION & SETTLEMENT, AS WELL AS TWO TOPICS IN ECONOMY & DEVELOPMENT. THERE ARE ABOUT 20 SHORT-ANSWER QUESTIONS AND ONE ESSAY. ALL OF THE QUESTIONS ARE BASED ON DOCUMENTS, WHICH HELP TO DEVELOP ANSWERS. THE FORMAT IS LIKE THE EXAM IN JUNE.

A KNOWLEDGE OF THE HISTORY IS CRUCIAL, THUS STUDYING IS IMPORTANT. THIS EVALUATION WILL BE AN IMPORTANT TERM 2 MARK.  IT'S NOT A BAD IDEA TO START GETTING ORGANISED...

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.