Social Studies 7 Review - Quia



Grade 7 Social Studies

Exam Review Package

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Unit One

Imperialism:

1. Imperialism: decision of a ruler or government of one territory to dominate other territories.

2. The goal of exploration was to build an empire- to dominate other lands and peoples.

3. Both the British and French viewed non-Christian peoples (ex. First Nations) as inferior.

How did French and British Imperialism Differ?

|British Imperialism |French Imperialism |

|- wanted lands for farms |-wanted resources such as furs |

|-saw first nations peoples as obstacles: people who had the land they |- Saw them as partners-people who could help them tap resources |

|wanted |- took steps to convert First Nations Peoples to its religion, |

|-pushed First Nations People aside to establish their colonies |Catholicism |

Important Points:

1. The British first set up a settlement in an area known as Upper Canada

.

2. The first Europeans came to North America to fish.

3. Champlain’s chose a site for a fur trading post at Quebec because it was easy to defend.

4. Due to Christianity being introduced to the First Nations, they had difficulty with their lifestyle, identity, and relationships.

5. Cartier raised a cross on Gaspe Peninsula to symbolize God and France. The Stadacona People did not like the fact that a cross was erected on their land!

6. Ways the Europeans impacted the First Nations economic structure were: the Europeans took more than they needed from the wilderness and competition for furs among the various groups.

7. Europeans impacted the First Nations social structure by having mixed marriages (Métis).

8. An example of mercantilism: “We need the furs from our colonies to make us wealthy men in France.”

9. An example of colonization: “We need to bring more settlers to the new colony”.

10. An example of ethnocentrism would be: “We are so superior in every way, compared to those savages in the new colony”.

Differences among the Mi’kmaq, Anishinabe, and Haudenosaunee

|Mi’kmaq |Anishinabe |Haudenosaunee |

|Farmed fresh water fish. |Had different camps for summer and winter. |Built long houses for year- round settlements; |

| | |did not move with the seasons. |

|Lived around the Gaspe Peninsula. | |Lived in the area that is now known as Northern|

| | |New England and Southern Quebec. |

|Young women could not participate in general |Men and women were involved in decision making.|Were farmers and grew crops. |

|meetings. | | |

|Had a chosen leader called a “Sagamaw” who was |Had clans each with different responsibilities.|Women had a great deal of influence in decision|

|advised by a Council of Elders. |A person became a member of his or her father’s|making. They could have the male leader |

| |clan. Examples of some clans were: Crane, Loon |replaced if he failed to perform his duties. |

| |their duties were “leadership”, Fish their | |

| |duties were to teach children skills and | |

| |values…refer to page 19 for more examples of | |

| |clans. | |

|Had a Grand Council of the seven districts. The|Mostly located around the Great Lakes. |People trace their family tree through their |

|Grand Council advised Mi’kmaq communities where| |mothers. The clan mothers were powerful people.|

|they can hunt, fish, and set up their camps. | |They chose the Hoyaneh. If a Hoyaneh failed to |

|The Grand Council also managed relations with | |perform his official duties in accordance with |

|other First Nations. | |the Great Law of Peace, the clan mothers could |

| | |replace him. |

|Lived close to the coast in the summer and away| |The Ouendat were part of the Haudenosaunee. |

|from the coast in the forest during the winter.| | |

Similarities:

• Generally, political decisions were made as a group.

• Leaders held authority by general agreement and not by force.

• Used technologies to make life easier (snowshoes)

• Men hunted and fished and women gathered food such as berries and roots. Women also tended and harvested crops.

• There was no accumulation of wealth.

• Made alliances for trade, defense and to make peace.

• Were spiritual and believed in a Creator.

Seigneurial System:(Land grants from the king of France)

-Seigneuries were large plots of land owned by seigneurs (landlords).

-Most seigneurs were from noble families.

-Seigneurs recruited settlers (habitants) to farm their land.

-Seigneurs built houses for themselves and a flour mill and a church for their habitants.

-In exchange for the right to establish a farm, habitants had to clear the land, plant crops and build a house. They paid the seigneur’s miller to grind their grain into flour and gave a few days of labour each year to the seigneur. This owed labour was corvee.

-The farmers who lived on and farmed the land had to pay an annual rent, the cens et rentes.

-The farms with in a seigneury were rectangular in shape and perpendicular to the river. (Geographic)

-The people put their efforts into developing agriculture. (Economic)

- The duty of corvee often brought habitants together. (Social)

Essay Questions:

1. What were the social and economic factors of Imperialism on the First Nations peoples?

2. Who were the two most important men in French exploration and why?

3. Choose 2 groups of people from the list and explain how they interacted with each other as participants in the Fur Trade.

a. First Nations

b. French

c. British

d. Métis

4. Choose either the Royal Government OR the Catholic Church and explain how they influenced the development of New France.

Unit Two:

This review has been put together to help you prepare for your upcoming unit exam. Unit 2 includes chapters 5-8 in your textbook “Towards Confederation”. Because this is a large unit, this review will help you focus on the ideas that are most important.

Chapter 5 – War and British Conquest

The Struggle for Acadia: Pages 141-147

Key terms: Mi’kma’ki, colonization

1. When did the Treaty of Utrecht take place, and who did it involve?

The Treaty of Utrecht was between France and Britain and gave Britain control of Acadia – it took place in 1713

2. When was Fort Louisbourg built? Who did it eventually end up belonging to? What do we now call the area where it is located?

Fort Louisbourg was built in 1720 and ended up belonging to Britain in 1763. It is located in what we now call Cape Breton.

The Great Deportation: Pages 148 - 154

Key terms: deport, Great Deportation, grievous, strategic position, prejudice, Maritimes, officially bilingual, genocide, ethnic cleansing

1. What oath did the British require the Acadians sign in 1730 and what did it mean to them?

In 1730 the British required the Acadians to take the oath of neutrality requiring the Acadians to stay neutral if the a war between Britain and France broke out.

2. What oath did the British require the Acadians to sign in 1755 and what did it mean to them?

In 1755 the British required the Acadians to take the oath of allegiance that said the Acadians would fight for Britain in a war against France.

The British Conquest of North America: Pages 155 – 162

Key Terms: Treaty of Paris, decisive, retaliate, whiskey traders, recover, secure, scenario, assimilate, bicultural

1. What was the Treaty of Paris and when was it signed?

The treaty of Paris was signed in 1763 and was an agreement between Britain and Frace that ended the Seven Years’ War, in which France gave up nearly all its claims in North America in favour of Guadeloupe.

2. Who was Pontiac?

Pontiac was a leader of the Odawa Nation and he organized an alliance of First Nations to oppose Britain’s takeover.

How Did Britain Establish Control?: Pages 163 – 167

Key Terms: elected assembly, tithe, Indian

1. Outline the Royal Proclamation of 1763.

• Assimilate the Canadiens (- establishing the Province of Quebec with a British style government, - not allowing Catholics to hold positions of government, - abolishing French civil law, - encouraging settlers from the 13 Colonies to move into the province of Quebec)

• Make peace with First Nations ( establishing a proclamation line)

2. Describe the Quebec Act of 1774.

• Allowed Catholic people in Quebec to practice their religion

• Allowed Canadiens to hold government positions

• Reinstated French civil law

• Extended the boundaries of Quebec beyond the proclamation line

Chapter 6 – The United States Breaks Away

Conflict in the Thirteen Colonies: Pages 171 – 173

Key Terms: in debt

1. Who was George Washington?

The first president of the United States

2. What was the American War of Independence?

A war to make the United States independent of Britain.

3. Who were the United Empire Loyalists?

People who opposed the rebellion – who wanted to remain united to the British empire and loyal to Britain.

A Wave of Refugees: Pages 174 – 180

Key Terms: refugee, genealogist, lineage, migration

1. What were the conditions like for black Loyalists in Shelburne and Sierra Leone?

In Shelburne – smaller farms, on poorer land, than white Loyalists – or no farms at all, and they faced violent racism and were driven out. The British government offered free land and transport for any black Loyalists who wanted to settle in the British Colony of Sierra Leone.

2. Who was Hans Winger?

Hans Winger was a German Mennonite in the thirteen Colonies. He refused to take sides like many Mennonites who were later jailed. Winger petitioned the British government to grant his people freedom from military service.

Challenges Created by the Loyalist Migration: Pages 181 – 187

Key Terms: petition

1. Why did the British Government not negotiate with the Mi’kmaq when the Loyalists settled in Nova Scotia?

The British Government said that Royal Proclamation of 1763 did not apply to the Mi’kmaq people because they were not within the territory described as “Indian Territory” by the proclamation.

2. How did Britain respond to the Loyalist concerns?

• Divided Quebec into Upper and Lower Canada

• Established British civil and criminal law in U Canada, British criminal law and French civil law in L Canada

• Set aside lands for Protestant churches and guaranteed rights to the Catholic Church to the Canadiens

• Established representative government

The War of 1812: Pages 188 – 197

Key Terms: revolution, republic, republican government, immigration, reserve, assimilation

1. What was the war of 1812?

The War of 1812 was a fight between the United States and British North America, but it was really a part of the Napoleonic Wars in Europe.

2. Who was Laura Secord?

She traveled on foot to warn British North America that the United States were on their way.

Chapter 7 – The Great Migration and the Push for Democracy

Key Terms: immigrant, emigrant

1. What happened between 1815 and 1850 in British North America?

Between 1815 and 1850, waves of immigrants from Britain began to arrive in British North America. This period called the Great Migration shifted the demographics of British North America – switching the majority of inhabitant from Canadiens to British.

The Great Migration: Pages 201 – 206

Key Terms: demographic change, unemployment, famine, emigration, cholera, quarantine

1. How can immigration lead to demographic change?

Immigration can lead to different people moving into an area which may cause the demographics to change

2. What challenges of coexistence might have existed for the Canadiens, First Nations peoples, British, and Irish?

Each group of people would have had its own culture, religion, etc, and they would have been competing for land and resources

The Push for Democracy: Pages 207 – 211

Key Terms – reformer, colonial government, advise, democracy, republic, tyranny of the majority

1. In both the Colonial and Democratic Governments in British North America, who was allowed to vote?

Voters included male property owners and widows with property

2. Why did the United States establish a republic?

The United States established a republic because it no longer wanted to be ruled by an hereditary monarch

3. Who was John Stuart Mill?

John Stuart Mill was a British political philosopher who was concerned with the tyranny of the majority. He believed it was wrong to force people to follow the majority’s opinion if they didn’t agree.

The Rebellions of 1837 and 1838: Pages 212 – 221

Key Terms: cholera, epidemic, crop failure, outspoken, boycott, arms, insurrection, rebellion, amnesty

1. What is cholera and how did it create an epidemic in 1832?

Cholera is a contagious disease that causes problems and dehydration. It caused an epidemic because it infected a large population (nearly 5000 people in Quebec were killed)

2. Who did the Reform Party get most of their support from?

The Reform party drew much of its support from people who had come to Upper Canada from the United States - not Loyalists, but farmers attracted by the prospect of good land.

Britain’s Response to the Rebellions: Pages 222 – 233

Key Terms: rebellion, royal commission, assimilate, coalition, amnesty, self-government, oppression,

1. What are the 4 main points in The Act of Union passed in 1841, and how did they affect the people living in Canada?

• Combined Upper and Lower Canada into a single province: the Province of Canada

• Created a legislative council that the governor appointed

• Created an assembly with an equal number of elected representatives from Canada West and Canada East (Even though Canada East had a larger population)

• Made English the official language of government in the new Province of Canada

2. Who is Lord Elgin and what did he do?

Lord Elgin was the British governor of Lower Canada and he signed the Rebellion Losses Bill which respected the decision of the assembly – even though he was encouraged not to by the Conservatives.

3. What was the Rebellion Losses Bill and who did Conservatives say it rewarded?

The Rebellion Losses Bill sought compensation for people in Lower Canada who had suffered property damage during the Rebellions of 1837-1838. The Conservatives said it rewarded “traitors”

4. How did the populations of Upper and Lower Canada change between the 1820s and the 1850s?

In the 1820s Upper Canada was much smaller than Lower Canada but in the 1850s Upper Canada had grown larger than Lower Canada – due to British immigration

5. Why was The Act of Union an act of Oppression?

The Act of Union was an act of oppression because it ended the use of the French language in government and it gave Canada East and Canada West the same number of seats in the joint assembly even though the population of Canada East was larger than Canada West

Chapter 8 – Confederation

Collaboration Issues: Pages 237 – 248

Key Terms: political deadlock, guarantee, secure, constitution, annexation, mercantilism, tariff

1. What were some reasons that Nova Scotia, New Brunswick, Prince Edward Island and Newfoundland were not originally in favour of Confederation?

They worried they would lose their independent character by joining with Canada East and Canada West. They had small populations compared to the Canadas. They also worried it would be expensive.

2. Why was the Charlottetown Conference important in the development of Confederation?

This conference was the first-ever meeting of major figures in British North America to decide the future of the British colonies in Canada. Representatives from central Canada were included at the last minute so the concept of confederation could be fully discussed.

The Confederation Deal: Pages 249 – 256

Key Terms: jeopardize, public school, Indian, constitution

1. What are the key points in the British North American Act (BNA Act)?

• Gave the federal government the power to make laws

• Created a division of powers between the federal government and the provincial governments

• Established French and English as languages of Canada’s Parliament

• Guaranteed public schools for Protestants and Catholics

• It gave the federal government the power to protect the rights of Catholic or Protestant minorities in any province in the future

• Established representation by population for Canada’s House of Commons

• Guaranteed the new government of Canada would pay for a railway linking the Maritimes with central Canada

2. What rights did the First Nations have under the BNA Act?

First Nations had to give up their ways of life before they could become citizens with the right to vote. It made First Nations peoples a responsibility of Canada’s federal government. Until 1960, only people who gave up their Indian status could vote.

Other Provinces Join Confederation: Pages 257 – 267

Key Terms – Great Depression, World War II

1. Outline the Confederation Timeline:

1867 – Ontario, Quebec, New Brunswick and Nova Scotia joined Confederation as provinces

1870 – Manitoba joined as a province

1871 – British Columbia joined as a province

1873 – Prince Edward Island joined as a province

1905 – Alberta and Saskatchewan created from territory transferred to Canada

1949 – Newfoundland joined as a province

2. When did British Columbia first recognize the rights of First Nations peoples to have land?

1998

3. Why did Newfoundland eventually join Confederation?

During the Great Depression, countries around the world cut back on trade and this hurt Newfoundland’s economy. It joined confederation to get support from Canada

Overall – how do you feel that Confederation treated First Nations peoples?

Answers will vary

Social 7 Practice Final Exam

Multiple Choice

Identify the letter of the choice that best completes the statement or answers the question.

____ 1. Lacrosse was created by the

|a. |Mi’kmaq |c. |Haudenosaunee |

|b. |Anishinabe |d. |French |

| | | | |

[pic]

____ 2. A talking circle is

|a. |a form of decision making |c. |a way to create solidarity |

|b. |an organized discussion |d. |all of the above |

____ 3. Which of the following represents the Great Law of Peace among the five Haudenosaunee Nations?

|a. |eagle |c. |Great White Pine |

|b. |great white roots |d. |drum |

____ 4. In which way are the Mi’kmaq, Anishinabe, and Haudenosaunee not similar?

|a. |They all had strong connections to the land. |

|b. |They all used oral history to teach lessons. |

|c. |They all moved with the seasons to make the best use of the land. |

|d. |They all negotiated alliances with other First Nations. |

____ 5. Which of the following was not one of the seven Anishinabe clans?

|a. |Hoof |c. |Fish |

|b. |Loon |d. |Eagle |

____ 6. Tradition means

|a. |something that stands for or represents an idea |

|b. |making known through communication |

|c. |telling stories, drawing pictures, and using ancient symbols |

|d. |the handing down of beliefs |

____ 7. The Haudenosaunee chose their leaders based on

|a. |their ability to hunt food |

|b. |their ability to tell oral histories |

|c. |their ability to put the welfare of land and community first |

|d. |their ability to force people to follow them |

____ 8. The Mi’kmaq use which of the following to teach the history of their people?

|a. |artwork |c. |drums |

|b. |clothing |d. |dance |

____ 9. The goal of exploration for all the European nations is best described by the desire to

|a. |control other lands |c. |find new labourers |

|b. |find riches |d. |trade goods |

| | | | |

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____ 10. Which of the following is the best answer when thinking of the Europeans’ perspective on interacting and trading with the Mi’kmaq people? The European perspective was based on

|a. |relationship building |c. |dominating weaker nations |

|b. |trading and accumulating wealth |d. |goodwill and respect |

____ 11. The Beothuk people and the Europeans

|a. |established friendly relations |

|b. |did not establish friendly relations |

|c. |were allies in war against the Mi’kmaq |

|d. |traded easily together |

[pic]

____ 12. What was the primary economic activity of New France?

|a. |fishing |c. |logging |

|b. |farming |d. |fur trading |

____ 13. Rupert’s Land was the monopoly fur trade region of the Hudson Bay Company. Monopoly means:

|a. |a regulated economic system |c. |money earned by a company |

|b. |the complete control of a resource |d. |both a and c |

____ 14. The fur trade encouraged the growth of which colony?

|a. |Rupert’s Land |c. |Mi’kmaq |

|b. |Thirteen Colonies |d. |New France |

____ 15. The Europeans brought many new diseases with them when they came to North America. These diseases caused epidemics. As a result of these epidemics, the Haudenosaunee began to:

|a. |kill all Europeans |c. |adopt all captives |

|b. |move to other areas |d. |join other First Nations |

____ 16. Like the Haudenosaunee, the Thirteen Colonies were what type of colony?

|a. |agricultural |c. |fishing |

|b. |hunting |d. |fur trading |

____ 17. Which colony had a larger European population?

|a. |New France |c. |Rupert’s Land |

|b. |Thirteen Colonies |d. |Mi’kmaq |

____ 18. Religion did not play a large role in which colony?

|a. |New France |c. |Rupert’s Land |

|b. |Thirteen Colonies |d. |Britain |

____ 19. The Sovereign Council was established to rule:

|a. |New France |c. |Britain |

|b. |France |d. |Thirteen Colonies |

____ 20. For the First Nation peoples, trading meant

|a. |peace |c. |friendships |

|b. |new tools |d. |all of the above |

[pic]

____ 21. During the 1600s the French were allies with the

|a. |Haudenosaunee |c. |Cree |

|b. |Mi’kmaq |d. |Ouendat |

____ 22. The location of Québec as a trading centre for the French was

|a. |not beneficial as the port was too small |

|b. |on the St. Lawrence River and enabled better trade |

|c. |always being attacked by First Nations peoples |

|d. |too far inland for the middlemen to paddle to |

____ 23. Many First Nations peoples

|a. |accepted Christian teachings easily |

|b. |followed either Christian or traditional beliefs, but not both |

|c. |converted to Christianity for military and trade alliances |

|d. |became missionaries themselves |

____ 24. The Hudson’s Bay Company and the North West company could not have developed their economy without the help of the

|a. |sponsors |c. |Métis women |

|b. |middlemen |d. |French |

[pic]

____ 25. One of the following is not a reason for the expansion into the west.

|a. |The lack of pelt supplies in the east |

|b. |The unrest between First Nations and the middlemen |

|c. |The Treaty of Paris |

|d. |Britain’s hunger for land |

____ 26. The main push factor for expanding west and the migration of many people westward was the

|a. |fur trade |c. |middlemen |

|b. |wars in Europe |d. |Métis |

____ 27. After the fur trade declined in the 1800s, trading forts became

|a. |abandoned sites |c. |missionary stations |

|b. |permanent settlements |d. |all of the above |

[pic]

____ 28. The voyageurs had to portage often. This means they had to

|a. |carry their goods over rapids, including the canoes and pelts |

|b. |trade and bargain with First Nations peoples |

|c. |stop, rest, and eat |

|d. |travel to ports to exchange their pelts |

____ 29. Which of the following statements is true about the fur trade?

|a. |The French wanted harmony and peace. |

|b. |First Nations peoples wanted goods and peace. |

|c. |The French wanted the land. |

|d. |All First Nations peoples wanted to be left alone. |

[pic]

____ 30. Cajun is a short way of saying __________.

|a. |British |c. |Haudenosaunee |

|b. |Acadian |d. |French |

____ 31. Maritimes refers to all but one of the following provinces. Which province is not a maritime province?

|a. |Nova Scotia |c. |Prince Edward Island |

|b. |New Brunswick |d. |Newfoundland |

____ 32. The Mi’kmaq called their homeland __________.

|a. |Mi’kma’ki |c. |Anishinabe Nation |

|b. |Acadia |d. |Thirteen Colonies |

____ 33. The Great Deportation affected the Mi’kmaq people because they had a history of alliance, friendship, and __________ with the Acadians.

|a. |neutrality |c. |settlements |

|b. |protection |d. |intermarriage |

____ 34. The removal of the Acadians by the British is an example of __________.

|a. |alliance |c. |assimilation |

|b. |genocide |d. |colonization |

____ 35. __________ was a leader of the Odawa Nation who organized an alliance of First Nations to oppose Britain’s takeover.

|a. |Pontiac |c. |Minweweh |

|b. |Noondam |d. |Vaudreuil |

____ 36. Which of the following factors contributed to Britain’s decision to deport the Acadians?

|a. |The Acadians did not live up to their oath of neutrality. |

|b. |The British settlers outnumbered the French settlers two to one. |

|c. |The British assumed they could not trust the Acadians, because they were French. |

|d. |Even though the Acadians had lived under British rule for more than 40 years, they were unruly and were unable to live |

| |peacefully. |

____ 37. Fort Louisbourg was built on what is today __________?

|a. |Halifax |c. |Belleisle |

|b. |Cape Breton Island |d. |Grand Pré |

[pic]

____ 38. In December 2003, Queen Elizabeth II apologized for the __________ brought about by the deportation of the Acadians in 1755.

|a. |ethnic cleansing |c. |humiliation |

|b. |colonization |d. |tithes |

[pic]

____ 39. George Washington

|a. |was the first president of the United States |

|b. |began the War of Independence |

|c. |signed a treaty with Britain |

|d. |a and b |

____ 40. Which of the following moved to Québec and Nova Scotia during the Loyalist migration?

|a. |Black Loyalists |c. |Mennonites |

|b. |the Haudenosaunee people |d. |all of the above |

____ 41. Many Loyalists moved to Nova Scotia for the farmland. This, however, put the __________ Nation at a disadvantage, as they were not within the territory described as “Indian Territory.”

|a. |Mi’kmaq |c. |Mohawk |

|b. |Cree |d. |Oneida |

____ 42. The Constitutional Act of 1791 did all the following except:

|a. |divide Québec into Upper and Lower Canada |

|b. |give each colony a governor |

|c. |set aside lands for Protestant churches |

|d. |move the Mi’kmaq people into “Indian Territory” |

____ 43. The main reason the people of Upper Canada did not support the Americans was because

|a. |they were happy with their land and farms |

|b. |they did not like George Washington |

|c. |they were afraid of their refugee status |

|d. |they wanted to be a republic |

____ 44. The term “Yankee” refers to a(n) __________ person.

|a. |Canadien |c. |American |

|b. |British |d. |Aboriginal |

____ 45. Which of the following truly had the ability to make decisions and held the real power in British North America?

|a. |Britain |c. |councils |

|b. |governor of colony |d. |voters |

____ 46. Four years of __________ had brought hardship to Lower Canada.

|a. |cholera |c. |illness |

|b. |epidemics |d. |crop failures |

____ 47. The group of wealthy English Canadian families that held power in the councils was known as the __________.

|a. |Reformers |c. |Loyalists |

|b. |Canadiens |d. |Family Compact |

____ 48. Who of the following was responsible for Nova Scotia being the first colony in British North America to move towards a more democratic government?

|a. |Louis-Joseph Papineau |c. |Joseph Howe |

|b. |William Lyon Mackenzie |d. |Alexis de Tocqueville |

____ 49. Which of the following forced many people to leave Britain and move to North America?

|a. |Industrial Revolution |c. |demographic change |

|b. |cholera epidemic |d. |push for democracy |

____ 50. Louis-Joseph Papineau stated “We must speak with one voice.” Which of the following was he?

|a. |American |c. |governor |

|b. |farmer |d. |reformer |

[pic]

____ 51. Which of the following means an alliance among different groups?

|a. |coalition |c. |assimilation |

|b. |rebellion |d. |allegiance |

____ 52. First Nations peoples

|a. |were happy with Confederation |

|b. |initiated Confederation and later removed themselves from its development |

|c. |were left out of Confederation all together |

|d. |were rebellious and vocal about Confederation’s development |

____ 53. The Maritime provinces feared Confederation because they feared

|a. |losing their independence |

|b. |increased taxation |

|c. |losing their land to First Nations peoples |

|d. |a and b |

____ 54. The British North American Act (BNA Act)

|a. |divided power between the federal and provincial governments |

|b. |guaranteed publicly funded schools |

|c. |guaranteed that the government would pay for a railway linking the Maritimes with central Canada |

|d. |all of the above |

____ 55. The main reason Newfoundland decided to join Confederation was because

|a. |First Nations peoples were moving onto their land |

|b. |Britain did not support it |

|c. |cutbacks in trade hurt its economy |

|d. |it wanted a railroad |

[pic]

Map of Canada

Label the following Map of Canada in the blanks underneath the diagram. (Value 26)

[pic]

PROVINCE/TERRITORY                                                                    CAPITAL

1. ________________________                                                    ________________________

2. ________________________                                                    ________________________

3.________________________                                                     ________________________

4. ________________________                                                    ________________________

5. ________________________                                                    ________________________

6. ________________________                                                    ________________________

7. ________________________                                                    ________________________

8. ________________________                                                    ________________________

9. ________________________                                                    ________________________

10.________________________                                                   ________________________

11.________________________                                                    ________________________

12.________________________                                                    ________________________

13.________________________                                                    ________________________

Practice essays (paragraph answers) to write about

1. From Chapter One we learned that First Nations peoples had many traditional values. Name at least one of these values. Why was this an important value? Is this still an important value for First Nations peoples today? Give your answer in Essay format. Please use examples from the text book and/or from classroom discussions.

2. Giovanni Caboto was an Italian mariner who explored for Britain. He landed in Newfoundland and came in contact with the Mi’kmaq and the Beothuk peoples. Some people believe him to be an explorer, whereas others perceive him as an invader. What is your perspective of Giovanni Caboto? Do you think he was a true explorer or an invader? Give reasons for your answer and give examples where possible.

3. In Chapter 3, “Early European Colonies,” you learned about how both France and Britain viewed First Nations peoples and how they treated them. In essay format, describe the different directions these two countries took as they established their colonies. What impact did they have on the First Nations peoples? In your opinion, which country had the biggest impact?

4. We have learned that many people played a key role in the development of the fur trade. What was the role of First Nations women in the fur trade?

5. In 1763, Britain wanted to establish peace in North America so it created the Royal Proclamation, a statement of law and policy. What were these laws and policies? Did they in fact create peace among the people in North America? Be sure to consider all perspectives in your answer as this proclamation affected the British, the French, and First Nations.

6. When the Loyalists arrived in Nova Scotia and Québec, Britain did not consult First Nations peoples. Do you think this was acceptable? Use some examples in your answer to support your opinion. Explain your answer in a few well written paragraphs.

7. Historians today have different points of view about how the War of 1812 shaped Canada. Do you think the war was good or bad for Canada’s development and identity? Discuss your perspective. Make sure to use examples wherever possible.

8. From either a Loyalist or Canadien perspective, describe the effects a more democratic government had on British North America. Has it been favourable? Be sure to use the information from Chapter 7 in your responses.

9. In complete paragraphs, explain your perspective on Confederation and its treatment of First Nations peoples. Was this fair? Provide reasons and examples to support your point of view.

10. In essay form, explain the pro’s and con’s of Confederation.

Social 7 Practice Final Exam

Answer Section

MULTIPLE CHOICE

1. ANS: C OBJ: p. 34

2. ANS: D OBJ: p. 26

3. ANS: C OBJ: p. 25

4. ANS: C OBJ: p. 14

5. ANS: D OBJ: p. 19

6. ANS: D OBJ: p. 17, p. 23

7. ANS: C OBJ: p. 23

8. ANS: C OBJ: p. 31

9. ANS: A OBJ: p. 39

10. ANS: B OBJ: p. 46

11. ANS: B OBJ: p. 49

12. ANS: D OBJ: p. 78

13. ANS: B OBJ: p. 72

14. ANS: D OBJ: p. 76

15. ANS: C OBJ: p. 85

16. ANS: A OBJ: p. 79

17. ANS: B OBJ: p. 79

18. ANS: C OBJ: p. 80

19. ANS: A OBJ: p. 91

20. ANS: D OBJ: p. 109

21. ANS: D OBJ: p. 111

22. ANS: B OBJ: p. 111

23. ANS: C OBJ: p. 112

24. ANS: B OBJ: p. 115

25. ANS: B OBJ: p. 121

26. ANS: A OBJ: p. 133

27. ANS: B OBJ: p. 134

28. ANS: A OBJ: p. 118

29. ANS: B OBJ: p. 114

30. ANS: B OBJ: p. 148

31. ANS: D OBJ: p. 153

32. ANS: A OBJ: p. 142

33. ANS: D OBJ: p. 149

34. ANS: B OBJ: p. 153

35. ANS: A OBJ: p. 159

36. ANS: C OBJ: p. 152

37. ANS: B OBJ: p. 146

38. ANS: A OBJ: p. 154

39. ANS: A OBJ: p. 171

40. ANS: D OBJ: p. 174

41. ANS: A OBJ: p. 183

42. ANS: D OBJ: p. 185

43. ANS: A OBJ: p. 192

44. ANS: C OBJ: p. 197

45. ANS: A OBJ: p. 208

46. ANS: D OBJ: p. 213

47. ANS: D OBJ: p. 213

48. ANS: C OBJ: p. 215

49. ANS: A OBJ: p. 201

50. ANS: D OBJ: p. 214

51. ANS: A OBJ: p. 228

52. ANS: C OBJ: p. 235

53. ANS: D OBJ: p. 242

54. ANS: D OBJ: p. 251

55. ANS: C OBJ: p. 265

Map Question:

1. British Columbia – Victoria

2. Northwest Territories – Yellowknife

3. Nunavut – Iqaluit

4. Quebec – Quebec (City)

5. Manitoba – Winnipeg

6. Saskatchewan – Regina

7. Ontario – Toronto

8. Alberta - Edmonton

9. Yukon – Whitehorse

10. Newfoundland and Labrador – St. John’s

11. New Brunswick – Fredericton

12. Nova Scotia – Halifax

13. Prince Edward Island - Charlottetown

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