Unit B: Following Confederation: Canadian Expansions



Social Studies 7 Mr. Oppediano (with thanks to Mr. Makay)2015-2016There are two main units we will be covering this year:1) Pre-Confederation Canada: early history to 18682) Post-Confederation Canada: from 1868 to presentThe two units will be separated by a mid-term project. There will be chapter quizzes, daily assignments and major assignments. This course will also address, from time to time, current events and matters in the news locally, provincially, and nationally. Sometimes these will simply form the basis for discussion, but (when appropriate) may lead to assignments or even major projects. We shall see what the year brings us!Evaluation: Portfolio (Assignments, projects, quizzes,classwork, presentations) 60%Unit Evaluations 30%Final Exam 10%Resources:Voice and Visions – TextbookGoogle ClassroomA more detailed description of the course content follows on the next pages.The Grade 7 Social Scientist will acquire an understanding of how Canada has evolved into a multicultural, bilingual, pluralistic, and diverse society: and they will appreciate how these dimensions of Canada have affected citizenship and identity over time.Units of Study and EvaluationUnit A: Toward Confederation This unit will address the following questions:Who are the diverse Aboriginal people who have contributed to the building of the Country we know call Canada?What kinds of societies did the French and English colonists create in North America?How did the various peoples in North America both work together in the fur trade and compete to control it?How did military events and their consequences contribute to the foundations of Canada?How did the War of 1812 and its political consequences affect the Canadian identity?To what extend was Confederation an attempt to solve existing problems and lay a foundation for our Country?Students will:Demonstrate an appreciation of diverse, Aboriginal, French and British peoples and the challenges of co-existence before ConfederationDemonstrate the ability to compare and contrast diverse social and economic structures by examining the Indigenous, French, and British peoples before confederation.Explore, assesses and reflects upon the economic competition related to the fur tradeExplore, assesses and reflects upon the political competition between the French and British in an attempt to control North AmericaExplore, assesses and reflects upon how political, economic and military events contributed to the foundations of CanadaDevelop and demonstrates skills of various dimensions of thought, communication, research and inquiry, and social participationUnit B: Following Confederation: Canadian Expansions This unit will address the following questions:In what ways did the Metis have an impact on the development of Western Canada?How did Canada secure the West and prepare for a massive influx of immigrants?What factors led British Columbia, Prince Edward Island, Alberta, Saskatchewan, and then Newfoundland to become provinces of Canada, and what were the consequences?How did the massive immigration to Canada near the turn of the twentieth century affect the complex identity of our country?Was the impact of Canada immigration policy on each of the peoples in Western Canada positive or negative?How did industrialization, urbanization, and technological change affect the identities of Canadians both positively and negatively?How has active citizenship been demonstrated since the 1960’s?Students will: Recognize the positive and negative aspects of immigration and migration and consequences of political decisions following ConfederationDemonstrate an appreciation of the challenges that individuals and communities face when confronted with rapid change following ConfederationExplore, assess and reflect upon the role, contributions and influence of the Red River Metis on the development of western CanadaExplore, evaluate and reflect upon the impact of Confederation and immigration on Canada from 1867 to the First World War ExploresEvaluate and reflect upon the impact of various factors that led to the development of Canada from 1867 to the First World War (e.g. The National Policy, North West Mounted Police, CP Railway, and formation of provinces)Evaluate and reflect upon the impact of various factors that led to the development of Canada from 1867 to the First World War (e.g. The National Policy, North West Mounted Police, CP Railway, and formation of provinces)Explore , assess and reflect upon the impacts of social and political changes on individual and collective identities in Canada since 1918 from multiple perspectivesExplore, assess and reflect upon the impact of urbanization and technology on individual and collective identities in CanadaDevelop and demonstrate skills of various dimensions of thought, communication, research and inquiry, and social participationA note on Formative and Summative AssessmentFormative Assessment. Students will have the opportunity to demonstrate their understanding of concepts learned in class. This type of evaluation can be used on homework assignments, group work, projects, labs, practice quizzes etc. Marks are not awarded to these assignments. Peer Assessment and Descriptive feedback will be used to direct student learning. Some assignments can be given the following feedback: Excellent (4), proficient (3), basic (2) or insufficient (1). The purpose is to direct student learning. Formative assessment is advantageous as it gives the students an opportunity to check their understanding of concepts learned and adjust as needed.Summative Assessment. Students will receive a mark/grade on their performance. This can be used on assignments, labs, quizzes, projects, unit exams and the final exam. ................
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