Western Canada Activities - Mr. Annis'...

A2:1

Grade 8 History

UNIT TWO: THE DEVELOPMENT OF WESTERN CANADA

STUDENT ACTIVITIES

A2:2

Introduction to Unit Two: The Development of Western Canada

Student Text:

Student Reference:

The student Reference pages that correspond to Unit Two build on previous skills introduced in the first unit. Step by step instructions and/or scaffolds for new tasks such as using a double entry journal, writing an essay, using a Decision Making Model and enacting a "mock trial" are provided. Directions for creating a photo essay, a graphic novel or other work of art help students complete the culminating tasks for this unit. Student Activities:

The Student Activities for Unit Two focus on looking at conflicts and their solutions; analyzing different points of view; and exploring issues related to social justice. Many of these tasks engage students in co-operative learning so teachers need to review behavioural expectations and language structures and conventions needed for working with others. Many activities in this unit require larger chunks of oral and written language so students may require frequent modeling and additional support. Students continue to use vocabulary and practice skills introduced in Unit One especially those related to applying strategies for learning new vocabulary as well as using graphic organizers and drama to communicate information.

ELLs at early stages of proficiency can engage in:

a variety of activities to learn selected vocabulary (Personal Dictionary, word search, crossword puzzle, simple concept map, matching, illustrating and labeling)

illustrating and labeling images of Aboriginal people and cultural stereotypes related to their own culture

copying maps from Student Text creating a poster, a collage, scrapbook of historical images of the period (with a partner) comparing pie graphs helping to create a collage of different kinds of conflict creating an illustrated timeline of events (e.g. Red River Rebellion) with a partner matching pictures of important people with their names matching pictures of battles of Red River Rebellion with their location names making notes by copying some basic information using graphic organizers using first language to translate selected vocabulary words and some basic information (with

support from a same language peer) or keep a learning journal role plays or drama (involving very short rehearsed dialogue) creating a photo essay or work of art that reflects the period (with a partner or group)

Chapter 4 of the Student Text explores the government of Canada's plan for the development of Western Canada and describes the lives of the First Nations peoples, the Metis and European settlers living in the area who were going to be affected by it. Chapter 5 focuses on what occurred when the government tried to gain control of the vast western lands and prepare them for settlement. It explores the causes and results of the Red River Rebellion and the effects of treaties and the Indian Act on First Nations people. Chapter 6 describes the construction of the Canadian Pacific Railway, the outbreak of the North-West Rebellion in Saskatchewan, and the settlement of Icelanders and Mennonites in Manitoba.

Page

Introduction to The Development of Western Canada A2:2

Table of Contents A2:3 -A2:5

The Development of Western Canada: Scope and Sequence Chart A2:6 - A2:8

Chapter Four: Life in British North America

Personal Dictionary (ongoing) A2:9

What is Culture? A2:10

Images of My Culture A2:11

Images of Aboriginal People A2:12

Looking at Cultural Stereotypes A2:13

Expanding My Vocabulary: Life on the Western Prairies A2:14 - A2:15

Comparing Pie Graphs A2:16

Grammar: The Past Before the Past A2:17

Graphic Organizer: First Nations Way of Life A2:18 - A2:19

Looking at an Essay: The Last Buffalo A2:20

Reflecting on "The Last Buffalo": Double Entry Journal A2:21

Venn Diagram: Comparing First Nations and Metis A2:22 - A2:23

Graphic Organizer: Groups of People in the West A2:24 - A2:25

Using Our Vocabulary: Chapter Four-1 A2:26 - A2:27

Using Our Vocabulary: Chapter Four-2 A2:28 - A2:29

Summative Assessment: Voc. Tests - Life on the Western Prairies A2:30 - A2:33

Summative Assessment: Ch. 4 Test - Life on the Western Prairies A2:34 - A2:39

Chapter Five: People in Conflict

Making Predictions: What Might Happen Next? A2:40

Group Task: Looking at Conflict A2:41

UNIT TWO: STUDENT ACTIVITIES

A2:4

Page Making a Group Collage: Conflict in Our World A2:42

Group Drama: Looking at Solutions to Conflict A2:43

Group Discussion: Looking at Solutions to Conflict A2:44 - A2:45

Expanding My Vocabulary: People in Conflict A2:46 - A2:47

Skimming for Information: Buying Rupert's Land A2:48 - A2:49

Skimming for Information: The Red River Rebellion A2:50 - A2:53

Looking at Point of View: The Metis List of Rights A2:54 - A2:55

Role Play: Reaction to the Red River Rebellion A2:56 - A2:58

Using a Decision Making Model: The Future of British Columbia A2:59 - A2:61

Graphic Organizer: The NWMP Brings Law and Order to the West A2:62 - A2:63

Decision Making: Should First Nations Sign Treaties with Can. Gov' t? A2:64 - A2:66

Chief Seattle's Predictions A2:67 - A2:68

Looking at the Effects of Cultural Differences A2:69 - A2:70

Analyzing Motive: What were we thinking? A2:71 - A2:72

Graphic Organizer: Effects of Treaties & the Indian Act on Aboriginal Life A2:73 - A2:74

Looking at Historical Photographs A2:75 - A2:76

Skimming Chapter 5 for Information: Helping Canada Grow A2:77 - A2:78

Group Discussion: Summarizing Conflict and Solutions A2:79 - A2:80

Writing an Essay: Conflicts and Solutions A2:81 - A2:82

Using Our Vocabulary: Chapter Five-1 A2:83 - A2:84

Using Our Vocabulary: Chapter Five-2 A2:85 - A2:86

Summative Assessment: Ch. 5 Vocabulary Test - People in Conflict A2:87 - A2:90

Summative Assessment: Chapter 5 Test - People in Conflict A2:91 - A2:94

Building a Great Railway Across Canada: the Contract A:95 - A2:96

Building a Great Railway Across Canada: the Individuals and Groups A2:97 - A2:98

How did the CPR help Canada grow? A2:99 - A2:100

Writing a "Biased" Newspaper Report A2:101 - A2:103

Graphic Organizer: The North West Rebellion of 1885 A2:104 -A2:105

Analyzing a Political Cartoon: Justice for Louis Riel A2:106 - A2:108

Supporting My Opinion: Was It Justice? A2:109 - A2:111

Class Drama: A "Mock Trial" for Louis Riel A2:112 - A2:113

Creating a Graphic Organizer: Comparing Rebellions A2:115

A2:5

Page Creating a Concept Map A2:115

Skimming for Information: Bringing Settlers to Canada A2:116 - A2:119

Skimming Chapter 6 for Information: Helping Canada Grow A2:120 - A2:121

Using Our Vocabulary: Chapter Six A2:122 - A2:125

Culminating Task 1: Creating a Photo Essay A2:126 - A2:128

Culminating Task 2: Creating a Work of Art A2:129 - A2:131

Summ. Assess.: Ch. 6 Voc. Test - Great Railway & More Conflict

A2:132 - A2:135

Summ. Assessment: Ch. 6 Test - Great Railway & More Conflict A2:136- A2:141

Specific Expectations

Titles of Related Readings in Student Text

Related Student Activities

Knowledge and Understanding: The Grade 8 student will:

• describe the everyday life of various groups (e.g. First Nations people, Metis, Europeans) in western Canada in the late nineteenth century;

What was it like for the different groups of people on the western prairies?

What is culture? Images of My Culture Looking at Cultural Stereotypes Graphic Organizer: First Nations Way of Life Graphic Organizer; Groups of People in the West

• explain the factors that led to the settlement of the Canadian west (e.g. federal government policy of opening up the prairies for European settlement; protective tariffs, railroad construction

Canada's Western Prairies Why did the Canadian government want to make the West part of Canada? How did the Canadian government plan to develop the West? 1. Buying Rupert's Land 2. Making British Columbia part of Canada 3. Bringing law and order to the West; the NWMP 4. Gaining Control of Aboriginal Lands through treaties 5. Building a great railway across Canada 6. Bringing more settlers to the Canadian West

Skimming for Information: Buying Rupert's Land Using a Decision Making Model: The Future of British Columbia Graphic Organizer: The NWMP Brings Law and Order to the West Skimming Chapter 5 for Information: Helping Canada grow How did the CPR help Canada grow? Skimming for Information: Bringing Settlers to Canada Skimming Chapter 6 for Information: Helping Canada Grow

• analyse how treaties and the Indian Act of 1876 transformed the lifestyles of First Nations peoples in the Canadian west;

1. Gaining Control of Aboriginal Lands through treaties Effects of Treaties and the Indian Act on Aboriginal life

Decision Making; Should First nations Sign Treaties with the Canadian government? Chief Seattle's Predictions Looking at the Effects of Cultural Differences Graphic Organizer; Effects of Treaties & the Indian Act on Aboriginal Life

• describe the role of the Canadian Pacific Railway in furthering Canada's expansion, and identify the key individuals (e.g. Donald Smith, William Van Horne) and groups (e.g. Chinese workers) whose efforts led to the railway's completion

5. Building a great railway across Canada How did the Canadian Pacific Railway help Canada grow?

Building a Great Railway Across Canada: the Contract Building a Great Railway Across Canada: the Individuals and Groups

The Development of Western Canada: Scope and Sequence Chart

A2:7

• describe the causes and results of the Red River Rebellion of 1869-1870 and the North-West Rebellion of 1885 and explain the role of key individuals and groups (e.g. Louis Riel, Gabriel Dumont, the North-West Mounted Police, Thomas Scott, Big Bear, Poundmaker, General Wolseley, Catherine Schubert

1. Buying Rupert's Land Effects: The Red River Rebellion Results of the Red River Rebellion What were the causes of the North-West Rebellion? Who were the leaders of the North-West Rebellion? What did the Canadian government do? What were the main events of the North-West Rebellion? What were the results of the North-West Rebellion?

Skimming for Information: the Red River Rebellion Role Play: Reaction to the Red River Rebellion Graphic Organizer: the North-West Rebellion of 1885 Creating a Graphic Organizer: Comparing Rebellions

• explain the effects of post-Confederation immigration, new wheat strains and the Klondike gold rush on the expansion of western Canada and British Columbia (e.g. the development of prairie towns, the entry of the Yukon Territory, the growth of Dawson City).

6. Bringing more settlers to the Canadian West Canada creates a New Territory

Using a Decision Making Model: The Future of British Columbia

Inquiry, Research and Communication: The Grade 8 student will:

• formulate questions to guide research on issues and problems (e.g. Why did Big Bear receive the treatment he did from Canada's legal system?);

• use a variety of primary and secondary sources to locate relevant information about the building of the railway, the settling of the land, and the social and cultural life in the developing west (e.g. primary sources: photographs of Chinese labourers and prairie sodbusters, the poetry of Robert W. Service; secondary sources: maps, illustrations, print materials, videos, CD-Roms, Internet sites);

Looking at Historical Photographs Creating a Photo Essay

• analyse, synthesize, and evaluate historical information (e.g. trends in immigration, the impact of Treaties 1 to 8);

Looking at an Essay: the Last Buffalo Making Predictions: What Might Happen Next? Comparing Pie Graphs Looking at an Essay: the Last Buffalo Reflecting on "The Last Buffalo": Double Entry Journal Venn Diagram: Comparing First Nations and Metis Analyzing a Political Cartoon: Justice for Louis Riel

A2:8

• describe and analyse conflicting points of view about a historical event (e.g. the Pacific Scandal, the hanging of Louis Riel, the imprisonment of Big Bear);

Group Task: Looking at Conflict Making a Group Collage: Conflict in Our World Group Drama: Looking at Solutions to Conflict Group Discussion: Looking at Solutions to Conflict Looking at Point of View: the Metis List of Rights Role Play: Reaction to the Red River Rebellion Chief Seattle's Predictions Looking at the Effects of Cultural Differences Analyzing Motive: What were we thinking? Looking at Historical Photographs Creating Bias in a Newspaper Report

• communicate the results of inquiries for specific purposes and audiences, using media works, political cartoons, oral presentations, written notes and reports, drawings, tables, charts, and graphs (e.g. create diary entries depicting Louis Riel as a hero or a traitor);

Most Student Activities Graphic Organizer: First Nations Way of Life Supporting My Opinion: Was It Justice? Class Drama: A 'Mock Trial" for Louis Riel Creating a Graphic Organizer: Comparing Rebellions Creating a Photo Essay Creating a Work of Art

• use appropriate vocabulary (e.g. treaties, Metis, rupert's Land, provisional government, prospector, panning for gold, staking a claim) to describe their inquiries and observations

Glossary of Key Vocabulary Personal Dictionary Expanding My Vocabulary: Life on the Western Prairies Using Our Vocabulary: Chapter Four -1 & 2 Summative Assessment: Vocabulary Tests - Life on the Western Prairies Expanding My Vocabulary: People in Conflict Creating a Concept Map Using Our Vocabulary: The Great Railway & More Conflict Summative Assessment: Ch. 6 Vocabulary Test - The Great Railway & More Conflict

Application: The Grade 8 student will:

• compare the image and duties of the North-West Mounted Police to the image and duties of the Royal Canadian Mounted Police today

Then and Now: The NWMP and the RCMP

Graphic Organizer: The NWMP Brings Law and Order to the West

• show how examples of art, poetry, music and video reflect the history of the Canadian west (e.g. the art of Emily Carr, "The Cremation of Sam McGee' by Robert W. Service, "The Canadian Railroad Trilogy" by Gordon Lightfoot, Paul Yee's writings).

Photographs in Student Text

Creating a Photo Essay

Personal Dictionary

Name;_____________________________________________

Add your key words to your Personal Dictionary. Use many different ways to help you remember your key words. Study new vocabulary every day. (See Reference R16)

English word

In my language Choose one or more of the following: picture, examples, English definition (from reading, glossary, learner dictionary), other forms of word, sentence

A2:10

What is Culture?

Name _________________________________________________Date:______________

Complete the following with a partner.

Culture is...

traditions

beliefs

A2:11

Images of My Cultural Group

Name _________________________________________________Date:______________

An image is a picture. It could be a real picture or one that is in your mind. Draw images that you think other people have of your cultural group.

My cultural group

______________

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Images of Aboriginal Peoples

Name (s)_________________________________________________Date:______________

With a partner or in your group, draw images that come to your mind when you think of Aboriginal peoples.

ABORIGINAL

PEOPLES

A2:13

Looking at Cultural Stereotypes

Name:_____________________________________ Date: ___________________________

A stereotype is an image or idea of what a type of person is like that many people have, especially one which is wrong or unfair. Compare the Images of My Culture and Images of Aboriginal People that you and other students have made.

In your group, discuss the questions below. Write your group's ideas to share.

Which images are the most common (common means many people have the same image)?

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Why do you think people have these images?

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How are these images wrong or unfair?

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How are stereotypes used to give people an advantage?

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How can stereotypes be harmful to people?

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A2:14

Name:_______________________________________ Date:___________________________

Expanding My Vocabulary: Life on the Western Prairies

Noun

Verb

Adjective

Adverb

expansion

environment

stampeded

interpreters

violence

slaughter

surrendered

destruction

civilization

progress

Choose the correct form:

1. The (expanded, expansion) of Canada caused problems for the people already living there.

2. Canada wanted to (expanded, expand) because it thought it would be good for the economy.

3. The rebellion caused a lot of (destructive, destruction).

4. The (destructive, destruction) tornado left many people homeless.

5. The (slaughter, slaughtered) animals lay on the ground.

6. The Romans (civilization, civilized) their neighbours.

7. That is a very (progress, progressive) idea!

8. The student is (progressing, progressively).

A2:15

Answer Sheet

Expanding My Vocabulary: Life on the Western Prairies

Noun

Verb

Adjective

Adverb

expansion expanse

expand (s) expanded expanding

expanding expansive

expansively

environment

environmental

environmentally

stampede

stampeded stampede (s) stampeding

stampeding

interpreters interpretation

interpret (s) interpreted interpreting

interpretative interpretatively

violence

violate(s) violated violating

violent violating

violently

slaughter slaughtering

slaughter(s) slaughtered slaughtering

slaughtered slaughtering

surrender surrendering

surrender(s) surrendered surrendering

surrendered surrendering

destruction

destroy(s) destroyed destroying

destroying destructive destroyed

destructively

civilization

civilize(s) civilized civilizing

civil uncivil civilized uncivilized civilizing

civilly

progress

progress(es) progressed progressing

progressive unprogressive

progressively

Choose the correct form:

1. The (expanded, expansion) of Canada caused problems for the people already living there.

2. Canada wanted to (expanded, expand) because it thought it would be good for the economy.

3. The rebellion caused a lot of (destructive, destruction).

4. The (destructive, destruction) tornado left many people homeless.

5. The (slaughter, slaughtered) animals lay on the ground.

6. The Romans (civilization, civilized) their neighbours.

7. That is a very (progress, progressive) idea!

8. The student is (progressing, progressively) well.

A2:16

Comparing Pie Graphs

Name:_______________________________________ Date:___________________________

Look at the pie graphs on page T2:10 and page T2:19 in your Student Text.

1. Who are the majority (the most number) of people in the West?

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2. Who are the majority (the most number) of people in the Red River settlement?

__________________________________________________________________________

3. Who are the minority (the least number) of people in the West and in the Red River

settlement?

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4. Why is using a pie graph a good way to show information about the population of different

groups of people in an area?

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4. The population of First Nations and Metis are only estimates (guesses). Why don't we have

exact numbers?

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5. What group do you think should have the most say in making decisions about the future of

the West?

First Nations people

Metis

European settlers

Canadian government

people of eastern Canada

Why? ____________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

A2:17

Grammar: The Past Before the Past

Name:_______________________________________ Date:___________________________

English has two past tenses to show the difference between

To form the Simple Past in English

To form the Past Perfect in English

Add -ed at the end of the base verb. Examples: walk--> walked live --> lived hunt --> hunted

OR learn the irregular form of the verb. Examples: are --> were feel -->felt

Add had before the past participle.

Examples: had walked had felt had done had been

Read the following. Underline the Simple Past and the Past Perfect.

Before the first European fur traders came, the First Nations people had lived on the western

prairies for thousands of years. There were many different groups such as the Cree, Tsuu

T'ina (Sarcee), Siksika, Nakota (Assiniboine) and Blackfoot. They spoke different languages

and had a different way of life. The First Nations peoples of this area had led a traditional way

of life. They had made tools from stone and animal bones. They had hunted, trapped, fished

and gathered things to eat from their environment. The First Nations of the southern prairies

had depended on the buffalo to survive. They had dried the buffalo meat and mixed it with fat

and berries to make a special food called pemmican. The buffalo had also given them their

clothing, shelter and many other things they needed. For hundreds of years, they had followed

the migrating herds across the Great Plains of North America. First, they had hunted them on

foot, using bows and arrows or stampeded them over cliffs. When horses came to the plains,

they were able to ride with the buffalo herds and kill them more easily.

what happened in the

past THE SIMPLE PAST

what happened even before the past event you are talking about

THE PAST PERFECT

what is happening now

THE PRESENT

circle

A2:18

BEFORE EUROPEANS

AFTER EUROPEANS

FIRST NATIONS' WAY OF LIFE

A2:19

First Nations people of the western plains...

got blankets, knives, horses, guns & other European

goods

--> made life easier

BUT

lost own spiritual beliefs, land & traditional skills

died from diseases

got alcohol which caused sickness and violence

fur trade changed relationship with nature --> killed more animals to get European goods --> had less animals (buffalo) to hunt --> had more wars with other First Nations people --> were starving

population of First Nations becoming less & less

First Nations people of the western plains..

made tools from stone and bone

trapped, fished, gathered berries

hunted buffalo first on foot with bows and arrows or by

stampeding over cliffs then with horses

made pemmican, clothing, shelter and other

things from buffalo

believed all things in nature are sacred should share land and natural resources should show respect for nature and only

use what they needed

passed on traditions and beliefs through stories and legends

had chiefs but made decisions by consensus (everyone had to agree)

BEFORE EUROPEANS

AFTER EUROPEANS

FIRST NATIONS' WAY OF LIFE

A2:20

ESSAY: THE LAST BUFFALO

Name:_______________________________ Date:__________________________________ Read the essay: The Last Buffalo on page _________________. What general background information does the writer give?

____________________________________________________________________________

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Is this a good introduction for the essay? Tell why or why not.

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What is the inquiry question?

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What 3 answers does the writer give to the inquiry question? List them in the same order as the

writer.

1. ____________________________________________________________________

2. ____________________________________________________________________

3. ____________________________________________________________________

Which reason is the most important reason? Tell why you think so.

____________________________________________________________________________

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Which reason is the least important reason? Tell why you think so.

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Why do you think the writer presented the ideas in this order?

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A2:21

Reflecting on THE LAST BUFFALO: Double Entry Journal Name:_______________________________ Date:__________________________________

Write a double entry journal to give your thoughts about one or more ideas in this essay. Use

Reference R41 to help you.

In the essay,

I think...This makes me feel...This reminds of...

A2:22

COMPARING FIRST NATIONS AND METIS

Name: ________________________________________ Date: _________________________________________

Read pages T2:11 - T2:14 in your Student Text. Compare the First Nations and Metis using the Venn Diagram. First Nations Metis

A2:23

COMPARING FIRST NATIONS AND METIS

First Nations Metis

- "old" nation (thousands of years)

- pure blood

- 30,000 First Nations

- spoke First Nation language, some also spoke English or French

- most followed traditional way of life (did not farm) but some were using European goods

- some were Christian but most still had traditional beliefs

- many dying from alcohol, diseases

- learned what they needed to know from family and elders

- "new nation" (since 1600s)

- mixed blood (European and First Nations)

- 10,000 Metis

- spoke Michif or a First Nations language & English or French

- used First Nations AND European ways to survive (e.g. learned to farm)

- most were Catholic or Protestant

- more resistant to alcohol, diseases - some went to school in Britain and Montreal

-lived in Rupert's Land

-hunted buffalo

- got food from

their environment (hunting, fishing

etc.)

-respected nature - traded with or worked for HBC

A2:24

Name: ________________________________________ Date: _________________________________________

GROUPS OF PEOPLE IN THE WEST

First Nations Metis Europeans

A2:25

GROUPS OF PEOPLE IN THE WEST

• largest group (30,000) • many different cultural groups

(e.g.Cree, Sarcee, Siksika, Nakota)

BEFORE EUROPEANS:

• had traditional way of life

got everything they needed from environment

buffalo very important for survival believed land was a gift from the Great Spirit to be shared

showed great respect for nature & didn't use more than they needed

told stories to pass on knowledge, beliefs, traditions

AFTER EUROEANS

• traded furs & began to use European goods

• began to forget traditional ways, beliefs

• became sick from alcohol, disease • killed more animals for trade

--> less animals (buffalo) --> had to travel further to hunt --> more wars with other First Nations

• second largest group (10,000)

• new nation

• unique culture --mix of European and First Nations ways of life

• special language Michif

• hunted buffalo

• many worked for fur trading companies

trappers, traders, interpreters, guides

carried furs between trading posts in York boats or Red River carts

sold pemmican

• many had long, narrow farms along Red River BUT had no title to their land

• third largest group (1,500)

• most had worked for HBC

• clergy (from Christian churches)

• largest settlement at Red River good farmland multicultural (Scottish

Presbyterian, French Catholics, English Protestants, American)

• did not respect Aboriginal people or Metis

First Nations Metis Europeans

A2:26

Using Our Vocabulary: Chapter Four - 1 Name:_______________________________ Date:__________________________________

Before contact with Europeans, the First Nations people led a ____________________

way of life on the western _______________. They used the natural______________________

in their ________________________to survive. The buffalo was very important to their lives.

They followed the large _______________ of these animals across the plains. They killed them

with bows and arrows or by ____________________ them over cliffs. They dried the meat to

make a special food called ________________________ . The First Nations people believed

everything in nature was _____________________and had a spirit. Therefore, they were

careful to _____________ or respect Nature and never take more than they needed.

Their lives changed when the fur traders came and built ___________ ___________. The First

Nations began to kill animals for ______________________. Some First Nations learned to

speak English or French and became ________________________ for the fur traders. The fur

traders would sometimes give them __________________ to drink. This caused sickness and

________________.

sacred herds honour traditional trading posts stampeding profit resources pemmican violence interpreters prairies environment

A2:27

Using Our Vocabulary: Chapter Four - 1

Answer Sheet

Before contact with Europeans, the First Nations people led a _traditional_ way of life on

the western ____prairies__. They used the natural resources________ in their

____environment______to survive. The buffalo was very important to their lives. They

followed the large _____herds___ of these animals across the plains. They killed them with

bows and arrows or by __stampeding___ them over cliffs. They dried the meat to make a

special food called _______pemmican________ . The First Nations people believed

everything in nature was ______sacred______and had a spirit. Therefore, they were careful to

___honour_______ or respect Nature and never take more than they needed.

Their lives changed when the fur traders came and built _trading posts__________. The First

Nations began to kill animals for ________profit______. Some First Nations learned to speak

English or French and became _________interpreters_______ for the fur traders. The fur

traders would sometimes give them _______alcohol____ to drink. This caused sickness and

____violence______.

sacred herds honour traditional trading posts stampeding profit resources pemmican violence interpreters prairies environment

A2:28


Name:_______________________________ Date:__________________________________

The British and French fur traders sometimes married Aboriginal women. This created a

new, ____________ nation of Metis people. They spoke a special language called

_____________. The Metis also depended on the buffalo for survival. However, the buffalo

were disappearing from the plains. One reason was because American __________________

barons were _______________________ them with their repeating ______________. The

human ________________ has never seen such mass ___________________ of animals.

The buffalo almost became ______________________. Unlike their Aboriginal

_______________, some Metis in the Red River valley were farmers. However, they did not

have ______________ to their land so they could not prove they owned it.

Europeans thought their ways were more _________________ than the First Nations people

or Metis. Many Europeans thought the First Nations and Metis were __________________ and

had no respect for them.

Canadian government wanted Canada to make _____________________ or become better.

However, the government’s actions made things worse for some people.

ancestors Michif savages cattle unique civilized slaughtering title race progress extinct rifles destruction

A2:29


Answer Sheet

The British and French fur traders sometimes married Aboriginal women. This created a

new, __unique____ nation of Metis people. They spoke a special language called

___Michif_____. The Metis also depended on the buffalo for survival. However, the buffalo

were disappearing from the plains. One reason was because American ______cattle___

barons were ___slaughtering_____ them with their repeating ___rifles_____. The human

_____race____ has never seen such mass ____destruction____ of animals. The buffalo

almost became ______extinct_______. Unlike their Aboriginal _ancestors_______, some

Metis in the Red River valley were farmers. However, they did not have __title____ to their

land so they could not prove they owned it.

Europeans thought their ways were more _______civilized___ than the First Nations people

or Metis. Many Europeans thought the First Nations and Metis were ______savages______

and had no respect for them.

Canadian government wanted Canada to make ____progress_________ or become better.

However, the government’s actions made things worse for some people.

ancestors Michif savages cattle unique civilized slaughtering title race progress extinct rifles destruction

A2:30

Name:_______________________________ Date:__________________________________ Match by writing the correct letter:

____violence

____treaty

____traditional

____expansion

____prairies

____environment

____pemmican

____herd

____natural resources

____sacred

____honoured

____slaughter

____stampede

____profit

____interpreter

____trading post

____pie graph

17

a) killing of animals or people in great numbers

b) flat land covered with grass with few trees

c) respected, treated in a special way

d) dried meat mixed with fat and berries

e) group of large animals (e.g. cows, buffalo)

f) money you made by selling something for more

than you paid

g) agreement between countries or nations

h) done over and over and passed on from parents to

children

i) make a large group of animals (or people) rush

madly in confusion

j) the things that surround you, e.g. nature, air,

plants, animals

k) things used by people that come from the earth

(e.g. trees, minerals, water, animals, fish etc.)

l) a person who can explain the meaning to others

(who speak another language)

m) circle graph

n) a place where people meet to exchange things

o) growth; act of growing bigger

p) holy; having to do with God or a god

q) great force which hurts people or property

Chapter Four Vocabulary Test - Life on the Western Prairies

A2:31

Answer Sheet

Match by writing the correct letter:

q____violence

g____treaty

h____traditional

o____expansion

b____prairies

j____environment

d____pemmican

e____herd

k____natural resources

p____sacred

c____honoured

a____slaughter

i____stampede

f____profit

l____interpreter

n____trading post

m____pie graph

17


a) killing of animals or people in great numbers

b) flat land covered with grass with few trees

c) respected, treated in a special way

d) dried meat mixed with fat and berries

e) group of large animals (e.g. cows, buffalo)

f) money you made by selling something for

more than you paid

g) agreement between countries or nations

h) done over and over and passed on from

parents to children

i) make a large group of animals (or people) rush

madly in confusion

j) the things that surround you, e.g. nature, air,

plants, animals

k) things used by people that come from the earth

(e.g. trees, minerals, water, animals, fish etc.)

l) a person who can explain the meaning to

others (who speak another language)

m) circle graph

n) a place where people meet to exchange things

o) growth; act of growing bigger

p) holy; having to do with God or a god

q) great force which hurts people or property

A2:32


____savage

____surrender

____destruction

____title

____extinct

____cattle

____unique

____rifle

____cattle baron

____human race

____michif

____ancestor

____progress

____clergy

____civilization

15

a) a relative who lived a long time ago

b) special language of Metis people

c) the only one of its kind

d) people of the church (e.g. priests, ministers,

nuns, missionaries)

e) long gun fired from the shoulder

f) cows, bulls and steers

g) ruin; smashing or breaking down of anything

h) move forward by making things better

i) a more developed society

j) piece of paper that shows you own the land

k) all the people of the earth

l) disappeared from the face of the earth

m) wild and fierce

n) to give up (to an enemy)

o) rich people who own a lot of ranches with

cattle


A2:33

Answer Sheet


m____savage

n____surrender

g____destruction

j____title

l____extinct

f____cattle

c____unique

e____rifle

o____cattle baron

k____human race

b____michif

a____ancestor

h____progress

d____clergy

i____civilization

15

a) a relative who lived a long time ago

b) special language of Metis people

c) the only one of its kind

d) people of the church (e.g. priests, ministers,

nuns, missionaries)

e) long gun fired from the shoulder

f) cows, bulls and steers

g) ruin; smashing or breaking down of anything

h) move forward by making things better

i) a more developed society

j) piece of paper that shows you own the land

k) all the people of the earth

l) disappeared from the face of the earth

m) wild and fierce

n) to give up (to an enemy)

o) rich people who own a lot of ranches with

cattle


A2:34

Name_________________________________________________ Date:_________________

Part A: 1. List 3 reasons why the Canadian government wanted to make the West part of Canada.

i. ________________________________________________________________

________________________________________________________________

ii. ________________________________________________________________

________________________________________________________________

iii. ________________________________________________________________

________________________________________________________________

2. List 4 things the Canadian government planned to do to prepare the West for settlers.

i. ___________________________________________________________________

___________________________________________________________________

ii. ___________________________________________________________________

___________________________________________________________________

iii. ____________________________________________________________________

___________________________________________________________________

iv. ___________________________________________________________________

___________________________________________________________________

v. ____________________________________________________________________

___________________________________________________________________

3. Europeans brought many changes to the lives of First Nations people. List five changes.

i. ___________________________________________________________________

___________________________________________________________________

ii. ___________________________________________________________________

___________________________________________________________________

iii. ____________________________________________________________________

___________________________________________________________________

iv. ___________________________________________________________________

___________________________________________________________________

v. ____________________________________________________________________

____________________________________________________________________

Chapter Four Test: Life on the Western Prairies

___ 3

___ 4

____ 38

___ 4

A2:35

Name_________________________________________________ Date:_________________

Part B: Fill in the blanks.

1. The largest group of people living on the western prairies were the __________________

people.

2. The largest settlement of Europeans and Metis was along the ____________ River in

southern Manitoba.

3. The most important animal to the First Nations and Metis was the __________________.

4. The First Nations and Metis made a special food from meat, fat and berries called

____________________.

5. Most of the Europeans in the West had worked for the______________________ Company.

6. Before horses came to the prairie, two ways the First Nations hunted buffalo was by shooting

them with _____________________ and ______________________ or by____________

them over cliffs.

7. The First Nations thought all things in nature had a __________________.

8. The Metis were the mixed blood descendants of ______________________ women and

____________________ or _______________ fur traders.

9. The Metis were afraid of losing their land because they did not have _____________ to their

farms.

10. The Metis were a unique culture with their own special language called________________.

Word Bank: (if needed)

Chapter Four Test: Life on the Western Prairies cont'd

___ 14

A2:36

Part C: Draw a graphic organizer to show similarities and differences between the Metis and

First Nations people. Complete the organizer.

List 2 reasons why the buffalo were disappearing from the plains.

1.___________________________________________________________________________

___________________________________________________________________________

2.___________________________________________________________________________

___________________________________________________________________________

Chapter Four Test - Life on the Western Prairies cont'd

___ 10

___ 2

A2:37

Answer Sheet Part A:

1. List 3 reasons why the Canadian government wanted to make the West part of Canada.

i. Canada wanted to stop the United States from taking over land in the West

ii. population of Canada could grow (new immigrants to farm the land)

iii. good for Canada's economy (greater east-west trade and international

trade from western port)

2. List 4 things the Canadian government planned to do to prepare the West for settlers.

buy Rupert's land from HBC

make B.C. part of Canada

bring law and order to the West

gain control of Aboriginal lands through treaties

build a great railway across Canada

3. Europeans brought many changes to the lives of First Nations people. List five changes. (Answers may include any of the following changes.)

First Nations people got... blankets knives horses guns other European goods

--> made life easier

BUT First Nations people

lost own spiritual beliefs land traditional skills

died from diseases got alcohol which caused sickness and violence changed relationship with nature

-->killed more animals to get European goods -->had less animals (buffalo) to hunt --> had more wars with other First Nations people --> were starving

population of First Nations becoming less & less

Chapter Four Test - Life on the Western Prairies

___ 3

___ 4

___ 5

____ 38

A2:38

Answer Sheet

Part B: Fill in the blanks.

1. The largest group of people living on the western prairies were the ____First Nations___

people.

2. The largest settlement of Europeans and Metis was along the ____Red___ River in

southern Manitoba.

3. The most important animal to the First Nations and Metis was the _______buffalo______.

4. The First Nations and Metis made a special food from meat, fat and berries called

___pemmican____.

5. Most of the Europeans in the West had worked for the_____Hudson Bay_____ Company.

6. Before horses came to the prairie, two ways the First Nations hunted buffalo was by shooting

them with _____bows ___ and ______arrows_____ or by_____stampeding_______

them over cliffs.

7. The First Nations thought all things in nature had a ________spirit_____.

8. The Metis were the mixed blood descendants of __________Aboriginal______ women and

_____French_____ or _____British (English or Scottish)_____ fur traders.

9. The Metis were afraid of losing their land because they did not have ____title____ to their

farms.

10. The Metis were a unique culture with their own special language called______Michif____.

Word Bank: (if needed)


___ 14

A2:39

Answer Sheet

Part C: Draw a graphic organizer to show similarities and differences between the Metis and

First Nations people. Complete the organizer.

See Activity A2:22

List 2 reasons why the buffalo were disappearing from the plains.

slaughtered by American cattle barons--> grow cattle on grasslands

buffalo's natural defence is to stand still in the face of danger --> easy targets

American government policy to destroy Aboriginal food supply --> force them

to live on reservations


___ 10

___ 2

A2:40

Making Predictions: What might happen? Name(s): ___________________________________________________ Date:_________________________________________

If the government of Canada...

Aboriginal peoples (may/might/ would/could)...

the Metis (may/might/would/ could)...

European settlers (may/might/ would/could)...

buys Rupert's Land from HBC

makes British Columbia part of Canada

brings law and order to the West

gets control of Aboriginal land through treaties

builds a railway across Canada

brings more settlers to live in the Canadian West

A2:41

Looking at Conflict

The following words name different kinds of conflict.

Talk about each conflict word in your group until everyone knows the

meaning.

Look in a dictionary if you need help.

riot

strike

disagreement

argument

nuclear war

civil war

bullying

protest

suicide

genocide

fight

skirmish

rebellion

guerilla war

terrorism

homicide

battle

gang war

A2:42

Making a Group Collage: Conflict in Our World

Name(s):_______________________________ Date:__________________________________

What is your group's message about conflict?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

What ways (media techniques) did you use that help send your message?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Group Task: Make a collage of different kinds of conflict in our world today

Collect pictures that show conflict (e.g. from newspapers, magazines, internet).

Cut out words (e.g. from newspaper headlines, magazine pictures, or paper).

Arrange pictures, words and colours in interesting ways.

Use different ways (media techniques) to send a message about conflict.

Glue pictures, words on backing (bristle board).

Use Reference R45 to help you. Date Due:__________________________________________________________

A2:43

Drama: Looking at Solutions to Conflict

Name(s):_______________________________ Date:__________________________________

The following words name different ways to resolve conflict. Talk about each word in your

group until everyone knows the meaning. Look in a dictionary if you need help.

compromise

consensus

treaty

negotiation

petition

referendum or vote

force

debate

Group Task: Choose one of the above ways to resolve conflicts. Create a short group drama that helps

others understand what it is.

Using the language of conflict resolution

To state your opinion:

I feel that...

It is my opinion that...

In my view...

To ask for someone else's opinion: What are your thoughts about..

What is your opinion on...

What are your views on...

To disagree with someone: You make a very good point. However, ...

I understand your point of view but I also feel that...

I hear what you're saying...but it is my opinion that...

Although I agree that...I disagree that..

To reach a solution: To reach a compromise, may I suggest that...

To resolve this, may I recommend...

If you could...then I may...

If you agree to ...then we might... How do you think we should resolve these differences?

A2:44

Group Discussion: Looking at Solutions to Conflict

Name(s):____________________________________________________ Date:__________________________________

Solution

What is it?

Advantages

(It is a good way because... )

Disadvantages

(It is a bad way because... ) compromise

consensus

treaty

negotiation

petition

referendum or vote

force

debate

A2:45

Group Discussion: Looking at Solutions to Conflict

Solution

What is it?

Advantages

(It is a good way because... )

Disadvantages

(It is a bad way because... ) compromise

Agreement where each side gives up some of what it wants

-everyone has a voice in decision -everyone gets part of what he/she wants

-everyone gets only part of what he/she wants

consensus

Agreement where everyone agrees with the decision

-everyone has a voice in decision -everyone is satisfied with the solution

-takes a long time to get agreement -need to have good speaking skills

treaty

Formal agreement between two nations

-representatives have voice in decision -each side negotiates an agreement he/she is satisfied with

- everyone gets part of what he/she wants -most powerful may get more

negotiation

Talking to reach an agreement

-representatives have voice in decision -each side gets something he/she wants

- everyone gets part of what he/she wants

petition

A written request signed by many people

-those who want change have a voice -can see how many people want something

-may not get what they want because others make the decision

vote

A choice in an election

-everyone has a voice -the majority get what they want

- win or lose situation --> minority don't get what they want

force

Making someone do something even if he/she doesn't want to

-most powerful get what they want

-may lead to power struggle --> more conflict (destruction, death) -most powerful get control through fear

debate

Discussion of the reasons for and against something

-people hear both sides -everyone has a voice -majority get what they want

-some people don't get what they want

A2:46

Name: _______________________________________ Date: __________________________

Study the different forms of the words. Use the correct form in the sentences on the next page.

Expanding My Vocabulary: People in Conflict

Noun

Verb

Adjective

Adverb

conflict

conflict(s) conflicting conflicted

conflicting conflicted

execution executioner

execute(s) executing executed

executing executed

settlement settler

settle(s) settling settled

settling settled

support

support(s) supporting supported

supportive

supportively

hero heroism

heroic heroically

residence resident

reside residing resided

residential residing

residentially

abuse abused

abuse abusing abused abusive

abusively

negotiation negotiator

negotiate(s) negotiating negotiated

negotiating negotiated

solution resolution

solve resolve

resolving resolved unresolved

treason treachery

treasonous treacherous

treacherously

A2:47

Expanding My Vocabulary: People in Conflict

Name:_______________________________________ Date:___________________________

1. There was (conflict, conflicted) between the three groups of people in the West.

2. They had (conflicts, conflicting) points of view about how Canada should grow.

3. The First Nations people (conflicting, conflicted) with the government's plans .

4. Thomas Scott's (execute, execution) was Riel's biggest mistake.

5. He stood over the (executed, execution) body.

6. The Metis wanted to (executes, execute) him because he was a troublemaker.

7. The government needed to (resolve, resolving) the conflict.

8. The (solve, solution) was to send in the army.

9. It is still an (unresolved, resolving) question.

10. Residential schools were (abused, abusive).

11. The children were treated (abused, abusively).

12. (Abused, abuse) children are looking for compensation.

13. The (abuse, abusive) went on for many years.

14. The soldiers fought (heroic, heroically) on the battlefield.

15. His actions on the battlefield were very (heroism, heroic).

16. They gave him a medal for his (hero, heroism).

17. The Canadian government (negotiate, negotiated) a treaty with the First Nations.

18. The (negotiation, negotiating) was successful for the Canadian government.

19. Chief Crowfoot was a (negotiation, negotiator) for his people.

20. It was a (treason, treasonous) act against the government.

A2:48

Buying Rupert's Land

Name:_______________________________ Date:__________________________________

Read page T2:18 in your Student Text to answer these questions.

1. Who controlled Rupert's land before 1870?

_______________________________________________________________________

2. Why do you think Canada did not want to make this land a province?

_______________________________________________________________________

_______________________________________________________________________

3. List three things the government of Canada did to prepare the land for settlers.

i. ___________________________________________________________________

ii. ___________________________________________________________________

iii. ___________________________________________________________________

4. Do you think William McDougall was a good choice for lieutenant governor? ___________

Why or why not? __________________________________________________________

_________________________________________________________________________

5. How would the 3 groups of people living in the West feel about the government's actions?

Metis

First Nations

European settlers

would feel...

because...

would feel...

because...

would feel...

because...

A2:49

Buying Rupert's Land Answer Sheet

Read page T2:18 in your Student Text to answer these questions.

1. Who controlled Rupert's land before 1870?

Hudson's Bay Company

2. Why do you think Canada did not want to make this land a province?

not enough settlers yet

federal government might not want to share power with more provinces

3. List three things the government of Canada did to prepare the land for settlers to come.

i. sent workers to build a road from Lake Superior to Red River

ii. sent land surveyors to divide the land into large squares for farm lots

iii. sent new lieutenant governor McDougall to form a government

4. Do you think McDougall was a good choice for lieutenant governor? No Why or why not? He was from Ontario and wouldn't understand the majority of people

in the settlement. He was anti-French so he would be prejudiced in his decisions.

He did not speak French so he couldn't communicate with the majority of people.

5. How would the 3 groups of people living in the West feel about the government's actions?

Metis

First Nations

European settlers

would feel...

angry

because...

majority of people BUT weren't asked about changes

afraid of losing their land

lieutenant governor prejudiced against them and probably would not respect rights

would feel...

angry

because...

more settlers would mean more problems

interfere with buffalo hunt and traditional ways

would feel...

happy

because...

more settlers would mean an English majority in the area

road made travel to eastern Canada easier

lieutenant governor from Ontario would give them more power because he would be on their side

A2:50

The Red River Rebellion Name:_______________________________ Date:_________________________________

Read page T2:19 - T2:20 in your Student Text to answer these questions.

1. What were the Metis afraid of?

__________________________________________________________________________

__________________________________________________________________________

2. Riel was "young, bi-lingual, educated and a great speaker'. Do you think this makes him a good choice for leader of the Metis? Tell why or why not.

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

3. List the actions Riel and the Metis took to make the government listen.

i. ________________________________________________________________________

ii.________________________________________________________________________

iii.________________________________________________________________________

iv.________________________________________________________________________

v. ________________________________________________________________________

4. Do you agree or disagree with Riel's actions? Tell why or why not.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

__________________________________________________________________________

5. List the reasons for conflict between the European settlers and the Metis.

i._________________________________________________________________________

ii._________________________________________________________________________

iii._________________________________________________________________________

iv.________________________________________________________________________

A2:51

The Red River Rebellion - cont'd Name:_______________________________ Date:_________________________________

6. Who was Thomas Scott?

_________________________________________________________________________

_________________________________________________________________________

List 3 reasons why Riel and the Metis executed him.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

7. What did the government of Canada say it would NOT pay for in the Manitoba Act?

________________________________________________________________________

________________________________________________________________________

8. List 4 results of the Red River Rebellion.

i. _______________________________________________________________________

________________________________________________________________________

ii. ________________________________________________________________________

________________________________________________________________________

iii. ________________________________________________________________________

________________________________________________________________________

iv. _______________________________________________________________________

_______________________________________________________________________

A2:52

The Red River Rebellion Answer Sheet

Read page T2:19 - T2:20 in your Student Text to answer these questions.

1. What were the Metis afraid of?

afraid of losing their farms because did not have title to property

French Metis afraid of losing culture if more Protestant settlers came from Ontario

2. Riel was "young, bi-lingual, educated and a great speaker'. Do you think this makes him a good choice for leader of the Metis? Tell why or why not.

could communicate with French Metis, settlers and federal government

education would help him plan strategy

need to know how to read and write to understand written agreements

need to be a good speaker to persuade the government to give Metis rights

3. List the actions Riel and the Metis took to make the government listen.

wrote letters to the government

stopped surveyors from dividing the land

stopped the lieutenant government from entering Red River settlement

took control of Upper Fort Garry (food & weapons)and kept prisoners in the fort

formed a provisional government to represent the people of Red River

executed Thomas Scott

4. Do you agree or disagree with Riel's actions? Tell why or why not.

Answers vary

5. List the reasons for conflict between the European settlers and the Metis.

settlers thought joining Canada would be a good idea

wanted an English Protestant majority in Red River

John Schultz and Canada Party did not respect Metis people or culture

European settlers thought Metis were rebels

A2:53

The Red River Rebellion - cont'd Answer Sheet

6. Who was Thomas Scott?

Orangeman and member of Canada Party

hated Catholics and Metis

one of the prisoners in Upper Fort Garry

List 3 reasons why Riel and the Metis executed him.

tried to attack Riel and his provisional government

began fighting with his guards and making trouble in the prison

Riel and Metis wanted Canada to respect them

7. What did the government of Canada say it would NOT pay for in the Manitoba Act?

separate English and French schools

8. List 4 results of the Red River Rebellion.

Manitoba became Canada's fifth province

divided English and French Canada

Riel escaped to the United States

Metis lost their land and moved further west into Saskatchewan

A2:54

Looking at Point of View: The Metis List of Rights

Name: _____________________________________ Date:____________________________

Complete the chart with a partner or in your group.

The Metis List of Rights said...

This would be good for.. because...

This would not be good for... because...

the North-West

Territories would enter Confederation as a province

all existing rights,

privileges, and customs would not be taken away

the government

would give money to support both Catholic and public schools

both English and

French would be used in government and in the courts

the lieutenant

governor for the new province must speak both English and French

every male over 21

years of age would be allowed to vote for a legislative assembly to govern the province

A2:55

Looking at Point of View: The Metis List of Rights

Answer Sheet

Complete the chart with a partner or in your group.

The Metis List of Rights

This would be good for.. because...

This would not be good for... because...

the North-West

Territories would enter Confederation as a province

- people of the NWT because would have voice in government (Metis would have bigger voice because they were the majority for now)

-other provinces of Canada because more voices in federal government

all existing rights,

privileges, and customs would not be taken away

- all people of Red River especially Metis because they would not lose their farms

-new settlers because (if Metis allowed to keep land) there would be less land along the river to settle on

the government

would give money to support both Catholic and public schools

- French Canadians (Metis, French settlers, people of Quebec) & Catholic Church because could have religious education

-English Protestants & other taxpayers in Canada because two systems to support

both English and

French would be used in government and in the courts

- French Canadians because would get better justice in courts (understand language)

Also keep French language alive

-English Canada because would cost more money for bi-lingual court

& wanted French to be assimilated

the lieutenant

governor for the new province must speak both English and French

- French Canadians because

would be able to communicate better & greater understanding of Metis point of view

- English Canada because had

no respect for French language or culture

every male over 21 years of age would be allowed to vote for a legislative assembly to govern the province

- men of the North-West

Territories because would have a voice in government

- women would have no voice - other provinces because would have less voice

A2:56

Role Play: Reaction to the Red River Rebellion Name:_____________________________________ Date:____________________________

Characters: Colonel Wolseley

Prime Minister Macdonald

Louis Riel

a French-speaking Metis man in Red River

an English-speaking Metis woman in Red River

a First Nations chief

a French Catholic merchant in Montreal

a Protestant taxpayer in Ontario

a Liberal member of parliament

a soldier in Wolseley's army

Other________________________________________________

Task: Study the information on Effects of theThe Red River Rebellion in your text.

Pretend you are one of the characters below.

Write a short monologue that answers the following questions:

Who are you?

How do you feel about Riel?

What do you think of Riel's actions?

Do you like the Manitoba Act? Why or why not?

Do you agree with how Canada ended the rebellion?

Do you like the way the government tried to give the land to the Metis

(using scrip)? Why or why not?

What do you think should happen next?

Present your monologue to the class. Use good voice and body language.

See Reference R37 to help you. Date Due:_____________________________

A2:57

Role Play: Reaction to the Red River Rebellion

Name:_____________________________________ Date:____________________________

Character: _______________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

A2:58

Role Play: Reaction to the Red River Rebellion

Name:_____________________________________ Date:____________________________

My comments:________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

One way I can improve is _______________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Teacher’s comments:__________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

One way you can improve is _____________________________________________________

____________________________________________________________________________

____________________________________________________________________________

___________________________________________________________________________

Self Assessment: ___________ Teacher Evaluation:___________ Level

1 2 3 4 Do my character’s words answer all the questions? 1 2 3 4 Would my character really feel this way?

1 2 3 4 Does my character give good reasons for feeling this way?

1 2 3 4 Do my voice and body language show the feelings of my character?

A2:59

Using a Decision Making Model: The Future of British Columbia Name:_____________________________________ Date:____________________________

Steps:

1. What was British Columbia's problem?

2. What two choices did it have?

3. Choice # 1: What good things would happen IF it made this choice ( + consequences)?

What bad things would happen IF it made this choice ( - consequences)?

Choice #2: What good things would happen IF it made this choice ( + consequences)?


4. Give each consequence a value. (See Reference p. ____)

Ask yourself these questions...

How important would each consequence be to the people of British Columbia?

Who lived there?

What did they value the most?

Whose voice was important?

Whose voice was not important?

5. Calculate the Total Value of Choice #1. (Add the + and - integers together).

Calculate the Total Value of Choice #2. (Add the + and - integers together).

6. What choice has the highest Total Value? Decision ________________________________

Another point of View: Discuss with a partner or group...

Would the Aboriginal peoples of British Columbia make the same decision?

Would their + and - consequences be the same or different?

Would their values be the same or different?

In 1873, British Columbia decided to join Canada as its sixth province.

Task: You will pretend to be part of the government of British Columbia in 1873.

You will use a Decision Making Model to help you decide the future of the colony.

Read page T2:24 in your text and use Reference R46 & R47 to help you complete the Model.

A2:60

Using a Decision Making Model: The Future of British Columbia Name:_____________________________________ Date:____________________________

Problem:

Choices

Consequences for British Columbia

Value Total Value

+

# 1

-

+

#2

-

Decision:

Values: The decision shows that B.C. thought_______________________________________

was more important than _______________________________________________________

A2:61

Using a Decision Making Model: The Future of British Columbia Answer Sheet

Problem: The government of British Columbia was in a lot of debt because it had spent a lot of money building roads during the gold rush. The gold had run out, the miners had left and the colony was in a recession. Canada wanted them to join Confederation

Choices

Consequences for British Columbia

Value Total Value

+ Good for B.C.'s economy because more people in U.S. to buy goods and more railways to transport goods and people across U.S.

# 1 B.C. could be part of United States

- 1. Would have to pay own debts.

2. Everyone would be an American and have no more ties with Britain

3. Would not have a very big voice in American government (because U.S. had many more people)

+

1. B.C. would have no more debts. 2. Have a railway that would join B.C. to the rest of Canada

3. Would be part of a country that stretched from sea to sea

4. would still be part of British Commonwealth

#2 B.C. could be part of Canada

-

1. railway might not be built for many years 2. not as good for B.C.'s economy because less people to buy their goods 3. Canada may not keep its promises

+ B.C. could keep ties with Britain

#3 B.C. could continue to be a colony of Britain

- 1. Government would go bankrupt 2. B.C. would have no vote in decisions that affected Canada

Decision: British Columbia will become part of Canada

Values: B. C.'s decision shows that ____________________________________________________

was more important than _______________________________________________________________

A2:62

NWMP Brings Law and Order to the West Name;____________________________________________ Date:____________________________________________

between... because...

between... because...

CONFLICT

SOLUTION NWMP used ________________________ to...

SOLUTION NWMP used ________________________ to...

A2:63

NWMP Brings Law and Order to the West: Answer Sheet

between American whiskey traders, wolf hunters

and First Nations in southern Alberta

because ...

whiskey traders traded alcohol to First

Nations for furs

-->violence & death

wolfers killed 20 Assiniboine at Cypress

Hills

between American army and First Nations in the

United States

because ...

army trying to force First Nations to live on

reservations

--> bloody & expensive "Indian" wars

CONFLICT

SOLUTION

NWMP used friendship

to gain First Nations' trust so the same thing would

not happen in Canada

SOLUTION NWMP used force (or the threat of force)

to stop the whiskey trade & end the violence

A2:64

Decision Making: Should First Nations sign treaties with the Canadian government?

Name:_____________________________________ Date:____________________________

Steps:

1. What was the First Nations' problem?

2. What choices did they have?

3. Choice # 1: What good things would happen IF it made this choice ( + consequences)?


Choice #2: What good things would happen IF it made this choice ( + consequences)?


4. Give each consequence a value. (See Reference R46)

Ask yourself these questions...

How important would each consequence be to the Blackfoot people?

What did the Blackfoot people value the most?

What did the government promise them?

Could they trust the government to keep the promises? 5. Calculate the Total Value of Choice #1. (Add integers)

Calculate the Total Value of Choice #2. (Add integers)

6. What choice has the highest Total Value? Decision ________________________________

Another point of View: The First Nations people felt they had no choice.

Do you agree or disagree? Discuss your ideas with a partner or group.

Task: You are Chief Crowfoot of the Blackfoot Confederacy. You must make a decision

about whether or not you will sign a treaty with the government of Canada.

Read pages T2:26 - T2:27 in your text and Reference R46 & R47.

Use the Decision Making Model to help you make your decision.

A2:65

Decision Making: Should First Nations sign treaties with the Canadian government? Name:_____________________________________ Date:____________________________

Problem:

Choices

Consequences for Blackfoot Confederacy

Value Total Value

+

# 1

-

+

#2

-

Decision:

Values: The decision shows that the Blackfoot Confederacy thought______________________

____________________________________________________________________________


A2:66

Decision Making: Should First Nations sign treaties with the Canadian government? Answer Sheet

Problem: First Nations were starving because the buffalo were disappearing. Many were dying from European diseases. More settlers were coming and taking their lands. The government wanted them to sign treaties and live on reservations.

Choices

Consequences for Blackfoot Confederacy

Value Total Value

+ 1. continue to live freely on the land 2. keep traditional ways of life 3. independence

# 1 Fight to keep their land and freedom

-

1. die of starvation or disease 2. die in bloody wars with Canadian

soldiers with better weapons

+ 1. would have enough food from

government to stay alive 2. would have some land to live together in

peace 3. would be able to keep some of their

traditional ways 4. would learn how to grow their own food

with the government's help

#2 Negotiate the best deal in treaties and live on reservations

- 1. would lose their land 2. would lose their freedom 3. would be dependent on the government 4. government may be not keep its

promises

Decision:

Values: The decision shows that the Blackfoot Confederacy thought______________________

____________________________________________________________________________


A2:67

Teach Your Children that the Earth is Our Mother

In 1854, the President of the United States ordered the First Nations people in the state of Washington to move to a reservation. Chief Seattle was leader of the Suquamish First Nations. He gave a great speech to the President of the United States.

Every part of the earth is sacred… Every shining pine needle, every sandy shore, every mist in The dark woods, every clearing or humming insect is holy… We are part of the earth and it is part of us. The perfumed flowers are our sisters; the deer, the horse, the great eagle, these are our brothers. The rocky crests, the juices in the meadows, the body heat of the pony, and man— all belong to the same family. You must teach your children that the rivers are our brothers, and you must give the rivers the kindness you would give any brother. The white man is a stranger who comes in the night and takes from the land whatever he needs. The earth is not his brother, but his enemy, and when he has conquered it, he moves on. He kidnaps the earth from his children, and he does not care. He treats his mother, the earth, and his brother, the sky, as things to be bought, plundered, sold like sheep or bright beads. His appetite will devour the earth and leave behind only a desert. There is no quiet place in the white man’s cities. No place to hear the unfurling of leaves in the spring, or the rustle of an insect’s wings. The air is precious, for all things share the same breath— the beast, the tree, the man, they all share the same breath. What is man without the beasts? If all the beasts were gone, man would die from a great loneliness of spirit. For whatever happens to the beasts, soon happens to man. All things are connected. Teach your children that the earth is our mother. Whatever befalls the earth befalls the sons of the earth. This we know: The earth does not belong to man; man belongs to the earth. This we know. Man did not weave the web of life; he is merely a strand in it. Whatever he does to the web, he does to himself.

A2:68

Teach Your Children that the Earth is Our Mother

Name: _________________________________ Date:______________________________

Read Chief Seattle's speech. Reflect on the following questions:

1. A metaphor is a comparison without using like or as.

What metaphors does Chief Seattle use for the earth and its resources? Support your

answers with evidence from the text.

Chief Seattle compares the earth to a ___________________________________________

__________________________________________________________________________

_________________________________________________________________________

__________________________________________________________________________

2. What images does Chief Seattle have of "the white man"?

Chief Seattle thinks "the white man" is ___________________________________________

__________________________________________________________________________

Do you agree with this image? Tell why or why not. ________________________________

I think that the image is_______________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

3. What does Chief Seattle predict will happen to the earth?

Chief Seattle predicts that _____________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Do you think his prediction is true? Why or why not?

I think this prediction is________________________________________________________

because___________________________________________________________________

__________________________________________________________________________

A2:69

4. What metaphor does Chief Seattle use for life?

Chief Seattle compares life to __________________________________________________

__________________________________________________________________________

5. What is the relationship between humans and life on earth in Chief Seattle's speech?

The relationship between humans and life on earth is that ___________________________

_________________________________________________________________________

6. What is Chief Seattle's important message to the people of the earth?

Chief Seattle's important message is ___________________________________________

_________________________________________________________________________

_________________________________________________________________________

7. Choose words from the text that you think create strong images in the reader's mind.

Illustrate the most powerful image you see.

A2:70

Looking at the Effects of Cultural Differences

Name:_____________________________________ Date:___________________________

Differences in culture often lead to problems or misunderstandings between groups of people.

The following chart shows some differences between First Nations and Europeans. Choose

one of the differences from the chart. How might this difference cause problems in treaty

making? Use the organizer on the next page to write your ideas.

First Nations

Europeans

thought land was a gift from the Great

Spirit for all to share

made oral treaties with one another

because they followed an oral

tradition [no written language]

thought they were agreeing to share

the land

thought they would still be able to use

the land's resources for hunting,

fishing, gathering food

thought treaties between First Nations

and the Government of Canada were

agreements between two equal

Nations traveling together on the

same journey

thought treaties could be changed

later

thought land could be owned , bought

and sold for profit

made written agreements

thought the First Nations were giving up

the land forever

believed the owners of the land were the

only ones who could use its resources or

sell them for profit

thought treaties between First Nations

and the Government of Canada would

help the government assimilate First

Nations by teaching them the superior

ways of the Europeans

thought treaties were permanent

agreements that would never be changed

A2:71

Looking at the Effects of Cultural Differences

Name:_____________________________________ Date:___________________________

DIFFERENCE The____________________________________________________________________

_______________________________________________________________________

whereas the_____________________________________________________________

_______________________________________________________________________

PROBLEM This difference might... ____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

A2:72

Name:_______________________________________ Date:___________________________

The Canadian government made many decisions in its treaties with First Nations people and in the Indian Act of 1876. What reason(s) might the Canadian government have for making each of the following decisions? [Note: "we" means the Canadian government]

We decided to define Indian status _______________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

We decided NOT to include the Metis people in the treaties_____________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

We decided NOT to give welfare to First Nations people that left the reservation ____________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

We decided to take away Indian status to First Nations women who married non-First Nations

men ________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

What were we thinking?

Use ONE of the following phrases to connect your ideas.

because... so that... in order to...

A2:73

We decided NOT to let First Nations drink alcohol on the reservation _____________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

We decided to take away Indian status from First Nations people who wanted to vote ________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

We decided to let companies cut trees on the reserves and sell the wood __________________

____________________________________________________________________________

____________________________________________________________________________

We decided to take children away from their families and put them in residential schools _____

____________________________________________________________________________

____________________________________________________________________________

Give your thoughts and feelings about ONE decision the government made. I think _______________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

What do I think?

A2:74

Effects of Treaties and the Indian Act on Aboriginal Life Name:__________________________________________________________________ Date:___________________________

AFTER

BEFORE

Numbered Treaties # 1 - # 7

First Nations had to... Government would give them...

Indian Act, 1876

A2:75

Effects of Treaties and the Indian Act on Aboriginal Life

AFTER

reserve lands too small

lost freedom -->had to stay on reservation

many traditions taken away

dependent on the government & Indian Agent for everything they needed

had to learn to farm BUT no one to teach them

many children taken away to residential schools far from home --> many abused, sick, died --> lost culture --> lost identity

BEFORE

shared the land

were free

followed traditional way of

life

independent BUT

buffalo disappearing were starving

many dying from disease

(smallpox)

alcohol caused sickness & violence

Numbered Treaties # 1 - # 7 First Nations had to...

give up their land forever obey laws not use alcohol on reservation

Government would give them...

land money each year hunting & fishing rights farming tools, seeds, farm

animals school on reservation

Indian Act, 1876

gave government control of every part of Aboriginal life

defined Indian status (who was First Nation, who was not)

made First Nations wards of the state

A2:76

Looking at Historical Photographs

Name: _______________________________________ Date: ____________________

We can "read" historical photographs to get primary source information about people and events. Look at the two pictures below. The First Nations boy in the photographs is Thomas Moore. This is probably not the name he arrived with. The people at the residential school may have named him after the Christian saint, Thomas Moore.

Discuss the following questions with a partner:

Who do you think took these before and after photographs?

What reasons might they have for taking the photographs?

What changes do you see?

What can we learn from these historical photographs?

BEFORE AFTER

Photos: Saskatchewan Archives Board R-A9223-1, Thomas Moore as he appeared when admitted to the Regina Indian Industrial School, and R_A8223-2, Thomas Moore, after tuition at the Regina Indian Industrial School [ca. 1897]

A2:77

Looking at Historical Photographs from Different Points of View

Name: _______________________________________ Date: ____________________ Pretend you are ONE of the following

Thomas Moore as an adult

Thomas Moore's mother or father

a nun at the Regina Indian Industrial School

the Indian Agent on Thomas Moore's reservation

What are your character's thoughts as you look at the two pictures? Write them below.

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

________________________________________________

A2:78

Skimming Chapter 5 for Information: Helping Canada grow

Name:___________________________________________ Date:______________________

How did each of the following help Canada grow? Summarize the information from Chapter 5.

Buying Rupert's Land helped Canada grow by...

The NWMP helped Canada grow by...

Making B.C. part of Canada helped Canada grow by...

The "numbered" treaties with First Nations helped Canada grow by...

A2:79

Skimming Chapter 5 for Information: Helping Canada grow


vast lands became part of Canada's North-West Territories

stopping U.S. from taking over the land settlers could come and live in the area

-->population could grow -->more east-west trade

making Canada stretch "from sea to sea" stopping U.S. from taking over the land giving Canada a port on the Pacific Ocean

--> good for international trade making Canada build a transcontinental railway

bringing law and order to the West -->stopping the whiskey trade and ending violence

making friends with First Nations and convincing them to live on reservations --> freeing up land for settlers -->helping make West more safe for settlement

Buying Rupert's Land helped Canada grow by...

The NWMP helped Canada grow by...

Making B.C. part of Canada helped Canada grow by...

The "numbered" treaties with First Nations helped Canada grow by...

freeing up the land for settlers keeping First Nations under government control

on reservations stopping First Nations from drinking alcohol

--> less violence and death --> safer for settlers

A2:80

Summarizing Conflicts and Solutions

Name (s)_____________________________________________ Date:__________________

Group Discussion: The teacher will divide the class into (7) groups. Each group will have ONE example of conflict to summarize from Chapter 5. Your group will find information about the conflict between ___________________ and

______________________. Your group will discuss the answer to these questions about the conflict.

What were the causes of the conflict? How was the conflict solved? Was it a good solution (for all sides)? Why or why not?

Complete your group's part of the chart. Share your group's information with the class.

You will complete the rest of the chart, using information from other group presentations.

A2:81

Summarizing Conflict and Solutions

Name (s)_____________________________________________ Date:__________________

Who

Causes

Solution

Good or bad

Metis vs. government of Canada

Metis vs. Thomas Scott

French Canada vs. English Canada

Metis vs. Europeans

People of B.C. vs. People of B. C.

NWMP vs. whiskey traders

First Nations vs. government of Canada

A2:82

Writing an Essay: Conflicts and Solutions

Name (s)_____________________________________________ Date:__________________

Level One

Level Two

Level Three

Level Four

summarizes historical conflicts using essay structure with limited effectiveness

summarizes historical conflicts using essay structure with some effectiveness

summarizes historical conflicts using essay structure with considerable effectiveness

summarizes historical conflicts using essay structure with a high degree of effectiveness

Uses pre-writing strategies and resources (essay outline, group discussion) with limited effectiveness

Uses pre-writing strategies and resources (essay outline, group discussion) with some effectiveness

Uses pre-writing strategies and resources (essay outline, group discussion) with considerable effectiveness

Uses pre-writing strategies and resources (essay outline, group discussion) with a high degree of effectiveness

Limited or ineffective use of transition words

Some effective use of transition words

Uses transition words with considerable effectiveness

Uses transition words with a high degree of effectiveness

Makes limited or ineffective use of strategies to revise and edit written work

Makes some effective use of strategies to revise and edit written work

Uses strategies to revise and edit written work with considerable effectiveness

Uses strategies to revise and edit written work with a high degree of effectiveness

Task: You will write an essay about conflicts that happened in the Canadian West between 1870

and 1880 and how they were resolved. Your essay should be...

typed (12 point font, Times New Roman)

double spaced (every other line)

5 paragraphs (introduction, 3 body paragraphs, conclusion)

Use the information from the chart: Summarizing Conflicts and Solutions and other

information from your reading.

Use the essay outline on the next page to help you organize the ideas for your essay.

See Reference R42 - R44 for more information about essay writing.

Due Date:______________________________________

A2:83

Structure of an Essay: Outline

INTRODUCTION

SUPPORTING PARAGRAPH #1 Topic Sentence #1:__________________________________________________________

Supporting Details: ___________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Concluding sentence:________________________________________________________________


Supporting Details: ____________________________________________________

__________________________________________________________________________

__________________________________________________________________________



Supporting Details: ____________________________________________________

__________________________________________________________________________

__________________________________________________________________________


CONCLUSION

THESIS /INQUIRY

_______________________

_______________________

RESTATE THESIS OR ANSWER INQUIRY ?

A2:84

Using Our Vocabulary: Chapter Five - 1

Name:_______________________________ Date:__________________________________

There was a majority of Metis people living in the Red River __________________. To

prepare the West for settlers, the government of Canada sent ________________ to divide the

land into square ___________________. The Metis were afraid a large number of English

settlers coming into the area would ___________________ their culture and language. They

sent many ____________________ to the government but they got no answer. Riel decided to

form a ______________________government to ________________________________ with

the government of Canada. He wanted to make sure that the Metis would not lose their

existing rights and ___________________. This caused ______________________ between

the Metis and the European settlers. The Canada Party did not __________________ the

Metis. Thomas Scott was a member of this Party. He caused a lot of trouble for Riel and the

Metis. Therefore, they decided to __________________ him by firing ________________ .

The government of Canada wanted a _________________________ to the conflict. Therefore,

they sent soldiers to stop the rebellion.

petitions negotiate threaten treason surveyors provisional privileges squad conflict lots settlement solution rebel execute support

A2:85

Using Our Vocabulary: Chapter Five – 1

Answer Sheet

There was a majority of Metis people living in the Red River ____settlement_______.

To prepare the West for settlers, the government of Canada sent _____surveyors___ to divide

the land into square ______lots_________. The Metis were afraid a large number of English

settlers coming into the area would ______threaten_____ their culture and language. They

sent many __petitions_________ to the government but they got no answer. Riel decided to

form a ______provisional_____government to ______________negotiate_________ with the

government of Canada. He wanted to make sure that the Metis would not lose their existing

rights and _____privileges_____. This caused _________conflict_____ between the Metis

and the European settlers. The Canada Party did not ______support_____ the Metis.

Thomas Scott was a member of this Party. He caused a lot of trouble for Riel and the Metis.

Therefore, they decided to ________execute___ him by firing _____squad______. The

government of Canada wanted a __________solution_______ to the conflict. Therefore, they

sent soldiers to stop the rebellion.

petitions negotiate threaten treason surveyors provisional privileges squad conflict lots settlement solution rebel execute support

A2:86

Using Our Vocabulary: Chapter Five - 2

Name:_______________________________ Date:__________________________________

After the Red River Rebellion, the Metis people lost their land because they did not

understand the value of their coupon or _______________________. The government forgave

or gave ____________________ to all the rebels except Riel. The people of Canada had

different opinions of Louis Riel. Some thought he was a __________ but others felt he was a

______________________.

Next, the government of Canada turned its attention to British Columbia. It was in the middle

of a ___________________. The Canadian government promised British Columbia it would

build a railway across Canada and pay off its debts. British Columbia became the sixth

province of Canada

The government wanted to bring law and order to the West. Therefore, it created the

North West Mounted Police or the ______________________ . They stopped the

______________ trade and brought peace to the Wild West.

The government wanted to _______________________ the Fist Nations people. In

1876, the Indian Act defined _________________________ and made all First Nations people

__________ of the state. The government sent an __________________________ to each

reservation to control the lives of First Nations people. The government put First Nations

children in ___________________________ schools away from their families. Many children

were _____________________________ or died from ___________________________.

residential amnesty Mounties traitor Indian Agent assimilate Indian status recession tuberculosis

abused wards scrip whiskey hero

A2:87

Using Our Vocabulary: Chapter Five – 2

Answer Sheet

After the Red River Rebellion, the Metis people lost their land because they did not

understand the value of their coupon or _______scrip_____. The government forgave or gave

___amnesty____ to all the rebels except Riel. The people of Canada had different opinions of

Louis Riel. Some thought he was a __hero_____ but others felt he was a ___traitor__.

Next, the government of Canada turned its attention to British Columbia. It was in the middle

of a ____recession_______. The Canadian government promised British Columbia it would

build a railway across Canada and pay off its debts. British Columbia became the sixth

province of Canada

The government wanted to bring law and order to the West. Therefore, it created the

North West Mounted Police or the ________Mounties____ . They stopped the

____whiskey___ trade and brought peace to the Wild West.

The government wanted to ______assimilate______ the Fist Nations people. In 1876,

the Indian Act defined _________Indian status_______ and made all First Nations people

__wards____ of the state. The government sent an ____Indian Agent______ to each

reservation to control the lives of First Nations people. The government put First Nations

children in ______residential___________ schools away from their families. Many children

were __________abused______ or died from __tuberculosis__

residential amnesty Mounties traitor Indian Agent assimilate Indian status recession tuberculosis

abused wards scrip whiskey hero

A2:88


____surveyor

____petition

____negotiate

____provisional government

____privilege

____conflict

____lot

____settlement

____solution

____rebel

____ execute

____support

____threaten

____treason

____firing squad

15

a) fight, disagreement

b) a special favour only given to some people

c) to talk until there is an agreement

d) to give help and encouragement

e) written paper signed by many people asking

for something

f) piece of land

g) person who fights against those who have

power (noun); to fight against (verb)

h) to warn of danger

i) person who measures the shape and size of

an area of land

j) government that is temporary or for a short

time

k) group of people making their homes in a new

place

l) crime of trying to get rid of the government or

state

m) group of people who shoot at the same time

(to kill)

n) answer to a problem

o) to put someone to death by law

Chapter Five Vocabulary Test - People in Conflict

A2:89

Answer Sheet


i____surveyor

e____petition

c____negotiate

j____provisional government

b____privilege

a____conflict

f____lot

k____settlement

n____solution

g____rebel

o____execute

d____support

h____threaten

l____treason

m____firing squad

15

a) fight, disagreement

b) a special favour only given to some people

c) to talk until there is an agreement

d) to give help and encouragement

e) written paper signed by many people asking

for something

f) piece of land

g) person who fights against those who have

power (noun); to fight against (verb)

h) to warn of danger

i) person who measures the shape and size of

an area of land

j) government that is temporary or for a short

time

k) group of people making their homes in a new

place

l) crime of trying to get rid of the government or

state

m) group of people who shoot at the same time

(to kill)

n) answer to a problem

o) to put someone to death by law


A2:90


____Mounties

____residential schools

____amnesty

____assimilate

____Indian status

____whiskey

____ward of the state

____Indian Agent

____hero

____scrip

____recession

____tuberculosis

____abused

____traitor

14

a) identity as a First Nations person

b) coupon that could be used in exchange for a

piece of land

c) treated badly

d) person in charge of First Nations people on

the reservation

e) a pardon or forgiveness

f) a kind of strong drink with alcohol; liquor

g) places run by government or churches

where First Nations children lived far away

from their families

h) someone who does something very brave

i) to become part of another culture completely

j) time when the economy is bad (less work, less

money, less happiness)

k) person under the total care of the government

l) disease or sickness (of the lungs)

m) NWMP or RCMP

n) someone who works against his or her

country or friends


A2:91

Answer Sheet


m____Mounties

g____residential schools

e____amnesty

i____assimilate

a____Indian status

f____whiskey

k____ward of the state

d____Indian Agent

h____hero

b____scrip

j____recession

l____tuberculosis

c____abused

n____traitor

14

a) identity as a First Nations person

b) coupon that could be used in exchange for a

piece of land

c) treated badly

d) person in charge of First Nations people on

the reservation

e) a pardon or forgiveness

f) a kind of strong drink with alcohol; liquor

g) places run by government or churches

where First Nations children lived far away

from their families

h) someone who does something very brave

i) to become part of another culture completely

j) time when the economy is bad (less work, less

money, less happiness)

k) person under the total care of the government

l) disease or sickness (of the lungs)

m) NWMP or RCMP

n) someone who works against his or her

country or friends


A2:92

Name:_______________________________ Date:__________________________________ 1. What actions did the government of Canada take that led to the Red River Rebellion ?

What did Riel and the Metis do in response to these actions? Show the answers to these

questions in the cause - effect organizer.

2. Why did Riel and the Provisional Government execute Thomas Scott?

i._________________________________________________________________________

ii. _________________________________________________________________________

iii.__________________________________________________________________________

Chapter Five Test - People in Conflict

Cause The government of Canada...

Effect Riel and the Metis ...

______ 20

___ 6

___ 3

A2:93

Name:_______________________________ Date:__________________________________

3. Give 3 results of the Red River Rebellion.

i._________________________________________________________________________

_________________________________________________________________________

ii. _________________________________________________________________________

_________________________________________________________________________

iii.__________________________________________________________________________

__________________________________________________________________________

4. List 4 effects of the Numbered Treaties and the Indian Act of 1876 on Aboriginal peoples

lives.

i._________________________________________________________________________

_________________________________________________________________________

ii. _________________________________________________________________________

_________________________________________________________________________

iii.__________________________________________________________________________

__________________________________________________________________________

iv. __________________________________________________________________________

__________________________________________________________________________

5. List two promises Canada made to the people of British Columbia .

i.__________________________________________________________________________

ii._________________________________________________________________________

6. What 2 problems in the West did the NWMP solve for the Canadian government?

i.__________________________________________________________________________

ii._________________________________________________________________________


___ 4

___ 3

___ 2

___ 2

A2:94

Answer Sheet

1. What actions did the government of Canada take that led to the Red River Rebellion?

What did Riel and the Metis do in response to these actions? Show the answers to these

questions in the cause - effect organizer.

2. Why did Riel and the Provisional Government execute Thomas Scott?

racist against Metis --> tried to attack Riel and provisional government

fighting with prison guards and causing trouble

Riel and Metis wanted government to respect (listen) to them

Cause The government of Canada...

bought Rupert's Land from HBC

sent workers to build a road from Lake Superior to Red River

sent land surveyors to divide the land into square lots

sent an anti-French lieutenant governor from Ontario (McDougall) to form a new government

Effect Riel and the Metis ...

sent petitions to the government

stopped surveyors from dividing the land

stopped lieutenant governor from entering the settlement

captured Upper Fort Garry (put prisoners in the fort)

set up a provisional government


___ 6

___ 3

A2:95

Answer Sheet

3. Give 3 results of the Red River Rebellion.

Manitoba Act created province of Manitoba French culture more protected (1/2 French elected assembly, French language in

courts, Catholic schools) divided French and English Canada Riel escaped to U.S. Metis lost land and moved to Saskatchewan

4. List 4 effects of the Numbered Treaties and the Indian Act of 1876 on Aboriginal peoples

lives.

reserve lands too small to support them lost freedom

-->had to stay on reservation many traditions taken away dependent on the government & Indian Agent for everything they needed had to learn to farm BUT no one to teach them many children taken away to residential schools far from home

--> many abused, sick, died --> lost culture --> lost identity

5. List two promises Canada made to the people of British Columbia .

make British Columbia a province with an elected legislature pay all of British Columbia's debts begin to build a railway across British Columbia within the next two years finish a railway from Ontario to the Pacific Ocean within the next 10 years

6. What 2 problems in the West did the NWMP solve for the Canadian government?

put an end to the violence and the whiskey trade

gained trust of Aboriginal Peoples and convinced them to live on reservations


___ 4

___ 3

___ 2

___ 2

A2:96

Building a Great Railway Across Canada: The Contract

Name:_______________________________ Date:__________________________________ Read pages T2:33 - T2:34 in your Student Text. Complete the following questions. 1. Why did Canada need to build a railway across Canada?

_________________________________________________________________________

_________________________________________________________________________

2. Why was it hard to find private companies that would build it?

_________________________________________________________________________

_________________________________________________________________________

3. What caused the Pacific Scandal?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

4. What were the results of the Pacific Scandal?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

9. Who got the new contract for building the railway?

_________________________________________________________________________

10. What did Canada promise the private company to convince them to build the railway?

a. _______________________________________________________________________

b. _______________________________________________________________________

c. _______________________________________________________________________

d. _______________________________________________________________________

e. _______________________________________________________________________

A2:97

Building a Great Railway Across Canada: The Contract

Answer Sheet Read pages T2:33 - T2:34 in your Student Text. Complete the following questions. 1. Why did Canada need to build a railway across Canada?

promised British Columbia it would build a railway within ten years

2. Why was it hard to find private companies that would build it?

difficult and expensive job-->private companies didn't want to lose their money

3. What caused the Pacific Scandal?

Sir Hugh Allan gave the Conservative Party $300,000

Macdonald gave Allan's company the contract to build the railway

people thought this was bribery

4. What were the results of the Pacific Scandal?

Macdonald resigned and called an election

Conservatives lost the election of 1874

Liberals under Alexander Mackenzie came to power

5. Who got the new contract for building the railway?

Canadian Pacific Railway (CPR)

6. What did Canada promise the private company to convince them to build the railway?

$25,000,000 in cash and $35,000,000 in loans

25 million acres of land

1,100 km of railway lines already built in eastern Canada

no other company could build railway lines south of the CPR lines for 20 years

no property taxes for 20 years

A2:98

Building a Great Railway Across Canada: The Individuals and Groups

Name:_______________________________ Date:__________________________________ Read text page T2:34. How did the following people help to complete the railway?

William Van Horne helped by

The NWMP helped by

Andrew Onderdonk helped by

Chinese labourers helped by

Donald Smith helped by

A2:99

Building a Great Railway Across Canada: The Individuals and Groups

Answer Sheet

Read text page T2:34. How did the following people help to complete the railway?

managing the CPR supervising construction of railway line

from Ontario to Calgary being "boss of everybody and everything"

keeping peace and order in construction camps -->stopped gambling and drinking -->settled strikes

supervising construction of railway line in

British Columbia bringing Chinese workers from China

doing most dangerous work -->blasting mountains using explosives --> making tunnels through hard rock --> working high on cliffs

putting up with racism (less pay), cold, sickess

giving money for construction putting in last spike

William Van Horne helped by

The NWMP helped by

Andrew Onderdonk helped by

Chinese labourers helped by

Donald Smith helped by

A2:100

How did the CPR

help Canada grow?

A2:101

brought Chinese immigrants to Canada increased trade between eastern and western Canada

How did the CPR

help Canada grow?

helped towns develop along the main railway lines

made Americans understand the land north

of the American border belonged to

Canada

united Canada's faraway places

brought settlers further into the Canadian West

carried people, mail and goods easier and

faster

affected the value of land

helped carry soldiers to areas of conflict

e.g. North -West Rebellion

A2:102

Writing a 'Biased" Newspaper Report Name:______________________________ Date:________________________________

Many people think newspaper reports give "the truth about the facts". However, many

newspaper reports can show bias. Bias is a strong opinion or point of view. The bias can be

for or against a person or thing.

There are many ways to create bias. The reporter can:

use strong language

Example: Instead of saying The soldier was killed. the reporter can say... The soldier was massacred. The soldier was mercilessly butchered.

choose certain details to report on (and ignore other details) Example: A reporter might choose to report on the terrible things the enemy does to the soldiers BUT not say anything about the terrible things the soldiers do to the enemy

interview people who give only the desired opinion

Example: A reporter might choose to quote only people with a negative point of view of what is happening.

choose pictures that create the desired effect

Example: A reporter might choose a picture of a bloody field full of dead soldiers to make the reader feel angry at the enemy.

Pair Task: You and your partner will choose a battle from the North-West Rebellion.

One of you will write a newspaper report about the battle from the biased view

of a French language newspaper in Quebec.

AND One of you will write a newspaper report about the same battle from the biased

view of an English language newspaper in Ontario.

Read pages T2:39 - T2:40 in your text and Reference R32 to help you.

You may need to find more information about the battle.

Use the outline to help you write your newspaper report.

Use a thesaurus to help you use strong language (for verbs, adjectives, adverbs).

Talk to your partner about the different ways you can each create bias in your report.

A2:103

Writing a 'Biased" Newspaper Report Battle of________________________ from the point of view of_________________________

Headline: _________________________________ Byline: ___________________________

LEAD PARAGRAPH

When? ______________________________________________________

Where? _____________________________________________________

Who? _______________________________________________________

What? ______________________________________________________

Why? _______________________________________________________

________________________________________________________

How? _______________________________________________________

SUPPORTING PARAGRAPHS Other important details: ______________________

Quotes from interviews: _______________

OTHER DETAILS

A2:104

Evaluation Rubric: Writing a 'Biased" Newspaper Report

Name:______________________________ Date:________________________________

Level 1

Level 2

Level 3

Level 4

Has limited understanding of historical information

Has some understanding of historical information

Has good understanding of historical information

Has very good, understanding of historical information

Demonstrates limited understanding of the structure/style of a newspaper report

Demonstrates some understanding of the structure/style of a newspaper report

Demonstrates good understanding of the structure/style of a newspaper report

Demonstrates a high degree of understanding of the structure/style of a newspaper report

Uses strategies to create bias with limited effectiveness

Uses strategies to create bias with some effectiveness

Uses strategies to create bias with considerable effectiveness

Uses strategies to create bias with a high degree of effectiveness

Uses pre-writing strategies/resources with limited effectiveness (outline, thesaurus, reference pages)

Uses pre-writing strategies/resources with some effectiveness (outline, thesaurus, reference pages)

Uses pre-writing strategies/resources with considerable effectiveness (outline, thesaurus, reference pages)

Uses pre-writing strategies/resources with a high degree of effectiveness (outline, thesaurus, reference pages)

Teacher Feedback:

I like how you _________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

You need some more practice with _______________________________________________

____________________________________________________________________________ One way you can improve this is by_______________________________________________

____________________________________________________________________________

A2:105

The North West Rebellion of 1885

Name:_______________________________ ______________________________ Date:__________________________________ Complete the organizer using point form notes. Read pages T2:36 - T2:41 in your Student Text to find the information.

Causes

Events

Results

Leaders

Metis:

First Nations: Canada

A2:106

The North West Rebellion of 1885

Causes

Events

Results

Battles:

• Duck Lake

• Frog Lake

• Fish Creek

• Cut Knife Hill

• Batoche

• Frenchmen's Butte

Leaders

-Metis unhappy government sent surveyors to divide land into lots

-->afraid of losing land (didn't have title) -->government not answering petitions

CPR had taken over their jobs transporting goods

couldn't get good price for wheat (recession)

-First Nations unhappy government not keeping treaty promises

--> gave them less food --> had not taught them how to farm --> 3,000 died from starvation

blamed government for losing traditional life

-European settlers unhappy too long to get land surveyed goods too expensive

(high taxes on imports & high transportation costs)

Metis:

Gabriel Dumont

Louis Riel

First Nations:

Pitikwahanaplwlyin (Poundmaker)

Mistahimaskwa (Big Bear)

Canada:

Sir Frederick Dobson Middleton

William Dillon Otter

Maj. Gen. Thomas Bland Strange

Riel found guilty of treason and hanged

--> divided French and English Canada

lives of First Nations became more miserable

--> NWMP took away guns, horses, carts -->eight First Nations hanged --> Poundmaker & Big Bear put in Prison

Metis' lives became worse --> moved further north-west near Yukon River

A2:107

Analyzing a Political Cartoon: Justice for Louis Riel

Analyze ONE of the following political cartoons. Use the chart to record your ideas. Cartoon # 1

"An embarassing position for justice which must support itself on bayonets to reach Riel."

Cartoon #2

A2:108

Analyzing a Political Cartoon: Justice for Louis Riel Name:___________________________________________ Date:______________________

The cartoon is about...

The real people in the cartoon are...

The artist portrays him/her as...

The symbols used

represent…

Symbols chosen because…

Looks important or powerful

because…

Looks less important or powerless

because…

Words used

tell me that…

Artist’s purpose

Message or opinion

A2:109

Analyzing a Political Cartoon: Justice for Louis Riel

Name:___________________________________________ Date:______________________ Write a paragraph to explain political cartoon # ______. Use your outline to help you. I think the cartoon is about _______________________________________________

___________________________________________________________________________

__________________________________________________________________________

The real people represented are ________________________________________________.

The cartoonist portrays him/her as ________________________________________________

____________________________________________________________________________

____________________________________________________________________________

The cartoonist uses both symbols and words to give his/her message. The ________________

stands for ___________________________________________________________________.

The____________________________________represents ____________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________.

I think the cartoonist chose these symbols because___________________________________

____________________________________________________________________________

___________________________________________________________________________

The __________________________ looks powerful because __________________________

____________________________________________________________________________

____________________________________________________________________________

The ________________________________ looks less powerful because _________________

____________________________________________________________________________

The cartoonist uses the words ____________________________________________________

____________________________________________________________________________

These words make me think that __________________________________________________

____________________________________________________________________________

____________________________________________________________________________

I think the purpose of this political cartoon is to ______________________________________.

I feel the cartoonist’s message is _________________________________________________

____________________________________________________________________________

___________________________________________________________________________

A2:110

Was It Justice?

Name(s):___________________________________________ Date:___________________ Group Discussion: The people of Canada had different points of view about how the government should deal with Louis Riel. In your group, suggest reasons that support both opinions. Read pages T2:36 - T2:41 in your Student Text to help you.

Louis Riel should be pardoned because...

Louis Riel should be executed because...

A2:111

Was It Justice?

Answer Sheet Group Discussion: The people of Canada had different points of view about how the government should deal with Louis Riel. In your group, suggest reasons that support both opinions Read pages T2:36 - T2:41 in your Student Text to help you. .

Louis Riel should be pardoned because...

Louis Riel should be executed because...

Riel was trying to protect the rights of the Metis. He had tried to use non violent solutions (petitions, Provisional Government) but the government wouldn't listen. He had no other choice.

Scott was a racist troublemaker. He was found guilty of treason against the Provisional Government. He deserved to be executed.

Riel did not get a fair trial. The jury was made up of English speaking Protestants and the judge was from Ontario. They were prejudiced against the Metis. The British court was also prejudiced.

Riel did not fire a shot in the Rebellion. Since he did not kill anyone, he should not be executed.

Riel might have been insane. He had spent some time in a mental hospital. His lawyers also argued he was insane. He should have been put in a hospital.

Humans do not have the right to take another person's life in the name of justice. Only God has that right.

The Canadian government forgave Riel after the Red River Rebellion. However, he came back to lead a second armed rebellion. He should not be forgiven a second time.

He gave the Provisional Government permission to execute Thomas Scott. He was responsible for Scott’s death.

He was found guilty in a fair trial. He was also found guilty by the highest court of Britain. The penalty for treason was hanging. The court had no choice but to execute him.

Almost 200 people were killed in the North-West Rebellion. Riel was the Metis leader. He was responsible for these deaths.

Riel's lawyers said he was insane but

Riel argued that he was not. He convinced the jury.

Canada was a new country. It needed to show that actions against the government would be punished by death. If the government did not execute Riel, there might be other rebellions.

A2:112

Was It Justice?

Name:___________________________________________ Date:______________________ Write an opinion paragraph to answer the question: Did Louis Riel receive justice from the government of Canada? Use some of the ideas from your group discussion to support your opinion. See Reference R33 .

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

__________________________________________________________________________

A2:113

A "Mock Trial" for Louis Riel

Name:_____________________________________ Date:___________________

Cast of Characters:

The Accused: (Louis Riel) ___________________________________________________

Prosecuting (Crown) Attorney:______________________________________________ Co-Counsel for the Prosecutor: ______________________________________________

Defence Attorney:_________________________________________________________

Co-Counsel for the Defence_________________________________________________

Judge: ___________________________________________________________________ Court Clerk: _____________________________________________________________

Court Reporter/Artist: _____________________________________________________

Members of the Jury

1. Jury foreman: 7.

2. 8.

3. 9.

4. 10.

5. 11.

6. 12.

Witnesses for the Prosecution

Witnesses for the Defence

1. 1.

2. 2.

3. 3.

You will participate in a classroom drama. There will be a "mock trial" for Louis Riel. The teacher will choose students to play different roles. When you know your role, read the Role Responsibilities to find out what you have to do. Work with other students to practice your role and help prepare for the trial. Research more information. Look at some examples of criminal trials on television or in a courtroom. See Reference R48 - R50 to help you.

A2:114

Evaluation: Mock Trial for Louis Riel

Name:_____________________________________ Date:____________________________

My comments:________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

One way I can improve is ______________________________________________________

___________________________________________________________________________

Teacher’s comments:___________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

One way you can improve is _____________________________________________________

__________________________________________________________________________

Self Assessment: ___________ Teacher Evaluation:___________ Level

1 2 3 4 Did I understand the different points of view presented in the mock trial? 1 2 3 4 Did I use appropriate language and speaking strategies for the purpose and audience (court language, body language, voice)? 1 2 3 4 Did I perform the responsibilities of my role effectively?

1 2 3 4 Did I work co-operatively with others on the group task?

A2:115

Creating a Graphic Organizer: Comparing the Rebellions

Name:___________________________________________ Date:______________________

Task: You will create a graphic organizer to compare the Red River Rebellion of 1870 to

the North-West Rebellion of 1885.

Read pages T2:19 - T2:24 and T2:37 - T2:42 in your Student Text and Reference R29.

A2:116

Creating a Concept Map

Name:___________________________________________ Date:______________________

Complete these steps: 1. Write each vocabulary word on a small piece of paper or "sticky note". 2. Make small groups of related words. If you have trouble, look in your text to find how the information is connected. 3. Connect smaller concepts (e.g. unique, ancestors) to larger concepts (e.g. Metis). You may need to ADD OTHER WORDS to help you build your relationships.

4. When you have finished organizing your concepts, think about how you will use the following to make relationships clearer..

shapes colours lines or arrows pictures or symbols space

5. Make a good copy of your concept map, using the above strategies. 6. Practice using sentences to express the relationships in your concept map. Example: The Metis had a unique culture. The Metis had no title to their land. The leaders of the Metis were Riel and Dumont.

Task: You will create a concept map to show what you have learned. Use some key

vocabulary words from this chapter. Use Reference R29 to help you.

leaders

unique culture

Aboriginal, French, & British ancestors

Metis Riel

Dumont

no title to land

A2:117

Bringing Settlers to Canada

Name:__________________________________ Date:______________________

Skim pages T2:43 - T2:45 in the Student Text to find the answers to these questions. 1. What kind of settlers did Canada want in western Canada? __________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

2. Why did Canada only want these kinds of settlers?

__________________________________________________________________________

__________________________________________________________________________

3. Do you think Canada's immigration policy was fair? ________________________________

Why? _____________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

4. List 3 things settlers had to do to get 160 acres of free land. i.__________________________________________________________________________

ii. __________________________________________________________________________

iii. __________________________________________________________________________

5. Why did immigrants want to live in the United States, Brazil, Argentina, Australia etc. instead of Canada? _________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

6. What else do you think the government could do to attract more immigrants in the 1870s?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

A2:118

7. Create a graphic organizer to compare the Icelanders and the Mennonites.

See Reference R27 - R29 to help you

8. Protective tariffs were good for Central Canada but bad for western Canada. Why do you think Canada would pass laws that favoured (was better for) one region more than another region?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

A2:119

Bringing Settlers to Canada

Answer Sheet

Skim T2:43 - T2:45 in the Student Text to find the answers to these questions. 1. What kind of settlers did Canada want in western Canada?

English-speaking people from eastern Canada, Britain or the United States.

immigrants from northern and western Europe

2. Why did Canada only want these kinds of settlers?

would make good farmers

could live in a cold climate

could assimilate easily

3. Do you think Canada's immigration policy was fair? _________________________

Why? Answers vary

4. List 3 things settlers had to do to get 160 acres of free land.

stay on the land for at least 3 years

improve the land in some way (e.g. build a house, dig a well, put up a fence, clear

some trees)

pay $10.00 to register the land ($150.00 today)

5. Why did immigrants want to live in the United States, Brazil, Argentina, Australia etc. instead of Canada

life on Canadian prairies too difficult

-hard soil

-short growing season, long cold winters

-mosquitoes, grasshoppers

-could not get a good price for wheat because of recession

6. What else do you think the government could do to attract more immigrants in the 1870s?

Answers vary

A2:120

7. Create a graphic organizer to compare the Icelanders and the Mennonites.

See Reference R27 -R29 to help you.

Organizer may vary.

Icelanders

Mennonites

Where from?

Iceland

Russia

Who were they?

poor settlers

German speaking peace-loving farmers

How many?

1500

9,000

Reason for leaving homeland

- volcanic eruption destroyed homes in Iceland

-Russia putting them in prison for not fighting for the Czar

Why Canada?

-free land -could build own community

-free land -religious freedom -did not have to fight in military

Where settled? -western Lake Winnipeg "New Iceland"

-southern Manitoba

Problems

-natural disasters (flood, smallpox) -very cold winter -->needed government help

-swampy bush

8. Protective tariffs were good for Central Canada but bad for western Canada. Why do you think Canada would pass laws that favoured (was better for) one region more than another region?

Answers vary region may have majority of people, powerful lobby groups region may be more important to economy of Canada (or national agenda) political reasons (afraid of separation, more party supporters in region etc.)

A2:121

Skimming Chapter 6 for Information: Helping Canada Grow

Name:___________________________________________ Date:______________________


The CPR helped Canada grow by...

protective tariffs helped Canada grow by...

The Dominion Lands Act helped Canada grow by...

New strains of wheat helped Canada grow by...

The Klondike gold rush helped Canada grow by...

A2:122

Skimming Chapter 6 for Information: Helping Canada Grow

Answer Sheet How did each of the following help Canada grow? Summarize the information from Chapter 6.

uniting faraway places making U.S. understand land belonged to Canada increasing east-west trade bringing settlers to the West helping towns grow along the railway lines bringing soldiers to the west when needed

offering 160 acres of free land IF settler promised to stay on land for 3 years & improve it in some way

making imports more expensive than Canadian goods

-->helped Canadian businesses grow -->people moved from farms to cities to work in factories -->population of Canadian cities grew

increasing population of Yukon -->growth of Dawson City -->Canadian government created new territory

The CPR helped Canada grow by...

protective tariffs helped Canada grow by...

The Dominion Lands Act helped Canada grow by...

New strains of wheat helped Canada grow by...

The Klondike gold rush helped Canada grow by...

making the prairies able to grow a lot more wheat

-->Western farmers could make money -->attracted new immigrants to the West

A2:123

Using Our Vocabulary: Chapter Six Name:_______________________________ Date:__________________________________

John A. Macdonald needed to build a __________________________ railway. He gave

the _________________ to a very rich man named Sir Hugh Allan. Sir Hugh Allan had given

the Conservative Party $300,000 to help them win the election. Many people thought this was

__________________. This caused a ____________ for Macdonald's government. He had to

_________________ and call another election.

When ____________________on the railway began again, Canada needed Chinese

________________ to work on the railroad. They had to use dangerous _________________

to make tunnels through the rock. Laying railway tracks through the wet, spongy ___________

of the prairies was also difficult. There were many ______________ because workers were not

happy with the conditions. Land __________________________ hoped to get rich by buying

land near the railway lines. Finally, Donald Smith drove in the last ________________ and the

railway was completed!

The North-West Rebellion exploded in Saskatchewan in 1885. There were many

______________ during the three month period. The Metis and First Nations used

____________________________ and _________________ to fight against the larger armies

of Canadian soldiers and _________________. They forced them to ______________.

However, the Metis and First Nations did not have enough __________________. They finally

had to lay down their arms and _________________.

contract labourers bribery strike scandal transcontinental explosives bog spike speculators resign construction

surrender battles guerilla warfare ammunition retreat militia ambush

A2:124

Many things helped Canada develop in the late 1800s. Macdonald's government offered a

free______________________ to each family who wanted to live in the West. To help

Canadian businesses, he put protective tariffs on _______________from other countries. This

was part of his National ____________________. Farmers began to grow different _________

of wheat that were more _____________________ to diseases. During the Klondike Gold

Rush, thousands of ______________________ went to ___________________________ on

the gold fields of the Yukon. The NWMP collected ________________________________

from all those who brought food and supplies across the Pass. Women danced and entertained

men in the ______________ of Dawson City. However, the gold seekers almost destroyed the

culture of the Han First Nation. They are now trying to get ________________________ from

the government.

saloons Policy prospectors imports customs duties homestead stake a claim strains compensation resistant

A2:125

Using Our Vocabulary: Chapter Six

Answer Sheet

John A. Macdonald needed to build a ___transcontinental___ railway. He gave

the contract____ to a very rich man named Sir Hugh Allan. Sir Hugh Allan had given the

Conservative Party $300,000 to help them win the election. Many people thought this was

___bribery__. This caused a __scandal____ for Macdonald's government. He had to

____resign___ and call another election.

When construction_on the railway began again, Canada needed Chinese

___labourers______ to work on the railroad. They had to use dangerous __explosives_____

to make tunnels through the rock. Laying railway tracks through the wet, spongy ___bog_____

of the prairies was also difficult. There were many ____strikes____ because workers were not

happy with the conditions. Land _____speculators_________ hoped to get rich by buying

land near the railway lines. Finally, Donald Smith drove in the last __spike____ and the

railway was completed!

The North-West Rebellion exploded in Saskatchewan in 1885. There were many

______battles________ during the three month period. The Metis and First Nations used

_____guerilla warfare__ and ____ambush___ to fight against the larger armies of Canadian

soldiers and __militia___. They forced them to _retreat___. However, the Metis and First

Nations did not have enough ___ammunition_. They finally had to lay down their arms and

___surrender_.

contract labourers bribery strike scandal transcontinental explosives bog spike speculators resign construction

surrender battles guerilla warfare ammunition retreat militia ambush

A2:126

Many things helped Canada develop in the late 1800s. Macdonald's government offered a

free_____homestead___________ to each family who wanted to live in the West. To help

Canadian businesses, he put protective tariffs on __imports_________from other countries.

This was part of his National ___Policy_______. Farmers began to grow different __strains__

of wheat that were more ___resistant__________ to diseases. During the Klondike Gold

Rush, thousands of ___prospectors____________ went to __stake a claim____________on

the gold fields of the Yukon. The NWMP collected __customs duties_ from all those who

brought food and supplies across the Pass. Women danced and entertained men in the

___saloons__ of Dawson City. However, the gold seekers almost destroyed the culture of the

Han First Nation. They are now trying to get _____compensation___ from the government.

saloons Policy prospectors imports customs duties homestead stake a claim strains compensation resistant

A2:127

Culminating Task 1: Creating a Photo Essay

Subtasks: 1. Research the internet for images related to your topic. Copy and paste each image to a file. Make sure you also copy and paste the website where you found the picture.

2. Plan your photo essay. select the best 8 -15 pictures from your file

Arrange the pictures in the order that creates the best effect. (Which picture will be your lead? your signature? your clincher?

If you are presenting a computer slide show, copy and paste your pictures in Power Point or other computer software.

3. Add captions that give information about the picture and topic.

4. Select music to create the mood you want. 5. Present your photo essay to the class (or post on a classroom blog for others to see). Hand in your visual bibliography to the teacher.

Culminating Task:

With a partner, you will create a photo essay that shows some part of the history of the Canadian West. You can choose photographs, art or other images of the period. You may present your photo essay as a computer slide show OR on a bristle or white board. See Reference R51 - R52. Look at some examples of photo essays on the internet.

You must also create a visual bibliography. See the example on the next page.

Here are some ideas for your photo essay: First Nations People: before and after European contact how the Treaties and Indian Act changed the lives of First Nations people the building of the transcontinental railroad the life of Louis Riel the Red River Settlement The North-West Rebellion The Dakota (Sioux) refugees to Canada The NWMP and the RCMP: Then and Now The Canadian West through time Other : ______________________________________________________

Due Date:___________________________________________________

A2:128

Creating a Visual Bibliography for a Photo Essay To give the internet source of each photo. Copy and paste the images in the same order you used in your photo essay. Copy and paste the website you got each image from beside the picture. Follow the first example. Picture Website

Picture #2

6

Picture #3

Picture #4

http://www.collectionscanada.gc.ca/framingcanada/026020-3300-e.html ___________________________________________

____________________________________________ ____________________________________________

A2:129

Evaluation Rubric: Photo Essay

Name:_______________________________ Date:__________________________________

Level One

Level Two

Level Three

Level Four

Demonstrates a limited understanding of how art reflects the history of the Canadian West

Demonstrates some understanding of how art reflects the history of the Canadian West

Demonstrates considerable understanding of how art reflects the history of the Canadian West

Demonstrates a high degree of understanding of how art reflects the history of the Canadian West

Locates relevant visual information from primary and secondary sources with limited effectiveness

Locates relevant visual information from primary and secondary sources with some effectiveness

Locates relevant visual information from primary and secondary sources with considerable effectiveness

Locates relevant visual information from primary and secondary sources with a high degree of effectiveness

Communicates the results of inquiries using media works (photo essay) with limited effectiveness

Communicates the results of inquiries using media works (photo essay) with some effectiveness

Communicates the results of inquiries using media works (photo essay) with considerable effectiveness

Communicates the results of inquiries using media works (photo essay) with a high degree of effectiveness

Demonstrates limited understanding of media techniques used for creating a photo essay

Demonstrates some understanding of media techniques used for creating a photo essay

Demonstrates considerable understanding of media techniques used for creating a photo essay

Demonstrates a high degree of understanding of media techniques used for creating a photo essay

Teacher feedback: I like________________________________________________________________________

One way you can improve is ____________________________________________________

____________________________________________________________________________

One strategy you can use is______________________________________________________

____________________________________________________________________________

A2:130

Culminating Task 2: Creating a Work of Art

Subtasks: 1. Research to find more information about the event(s) or people you want to illustrate. 2. Research to find more information about the art form you want to use.

What does the art form look like? Look at many examples. What materials can be used? What are some techniques (ways) for using the art materials? What elements or principles of design can you use?

3. Gather art materials. Practice using the materials until you have good control of the techniques.

4. Make practice sketches to try out some ideas. Choose the sketch you like best.

5. Complete the art work, using the materials you have chosen.

6. Write an Introduction to your piece of art. Use the outline. Answer these questions.. What kind of art is it? What part of history does it reflect (show)? What materials/techniques/elements/principles of design did you use to create it?

Why did you use these? How do you want the viewer to feel when he or she looks at it? What do you want the viewer to think when he or she looks at it? What do you really like about your work of art? How would you improve it or make it better?

Culminating Task:

You will create a work of art that shows some part of the history of the Canadian West. Your work of art can be...

a painting on canvas

a picture (using water colours, pastels, or charcoal drawings)

a poster

a commemorative coin (2 sided about 6" diameter using plasticene)

a commemorative postage stamp

a graphic novel

Other:_________________________________________________________________

You will also write an introduction to your work of art. You may use the outline to help you.

Due Date:__________________________________

A2:131

Outline for Introduction

Name:_______________________________ Date:__________________________________

My work of art is a __________________________ of _________________________

____________________________________________________________________________.

It reflects ____________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________.

____________________________________________________________________________

To create this work of art, I used __________________________________________________

____________________________________________________________________________

because ____________________________________________________________________

___________________________________________________________________________

____________________________________________________________________________.

I also used ___________________________________________________________________

____________________________________________________________________________

so that _____________________________________________________________________

____________________________________________________________________________.

When the viewer looks at it, I want him or her to feel__________________________________

___________________________________________________________________________

___________________________________________________________________________

I want the viewer to think that ____________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

In my work of art, I really like ____________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

I think my work of art would be better if_____________________________________________

___________________________________________________________________________

___________________________________________________________________________

____________________________________________________________________________

A2:132

Evaluation Rubric: Work of Art

Name:_______________________________ Date:__________________________________

Level One

Level Two

Level Three

Level Four

Creates a work of art that has limited creativity or connection to the history of the Canadian West

Creates a work of art that has some creativity or connection to the history of the Canadian West

Creates a work of art that has considerable creativity or connection to the history of the Canadian West

Creates a work of art with high degree of creativity and connection to the history of the Canadian West

Uses elements, principles and techniques of visual arts with limited effectiveness

Uses elements, principles and techniques of visual arts with some effectiveness

Uses elements, principles and techniques of visual arts with considerable effectiveness

Uses elements, principles and techniques of visual arts with a high degree of effectiveness

Identifies strengths and areas for improvement as a creator of art with limited effectiveness

Identifies strengths and areas for improvement as a creator of art with some effectiveness

Identifies strengths and areas for improvement as a creator of art with considerable effectiveness

Identifies strengths and areas for improvement as a creator of art with a high degree of effectiveness

Teacher feedback: I like________________________________________________________________________

One way you can improve is ____________________________________________________

____________________________________________________________________________

One strategy you can use is______________________________________________________

____________________________________________________________________________

____________________________________________________________________________

A2:133


____contract

____scandal

____transcontinental

____labourers

____bribery

____strike

____bog

____spike

____speculator

____resign

____construction

____ explosive

____imports

13

a) act of paying someone to do something

dishonest (or getting paid to do it)

b) the building of something

c) to give up a job or position

d) stopping of work for more money or better

conditions

e) going across a continent

f) written agreement

g) people who work

h) wet, spongy ground too soft to support a

human body

i) a pointed piece of metal (e.g. used on a

railway)

j) bad talk or gossip about a person or people

k) things coming into a country

l) something that blows up (e.g. bomb)

m) person who invests money, hoping to get

richer

Chapter Six Vocabulary Test - The Great Railway and More Conflict

A2:134

Answer Sheet


f____contract

j____scandal

e____transcontinental

g____labourers

a____bribery

d____strike

h____bog

j____spike

m____speculators

g____resign

b____construction

l____ explosive

k____imports

13


a) act of paying someone to do something

dishonest (or getting paid to do it)

b) the building of something

c) to give up a job or position

d) stopping of work for more money or better

conditions

e) going across a continent

f) written agreement

g) people who work

h) wet, spongy ground too soft to support a

human body

i) a pointed piece of metal (e.g. used on a

railway)

j) bad talk or gossip about a person or people

k) things coming into a country

l) something that blows up (e.g. bomb)

m) person who invests money, hoping to get

richer

A2:135


____ambush

____prospector

____homestead

____retreat

____ammunition

____policy

____ compensation

____battle

____protective tariffs

____resistant

____guerilla warfare

____strain

____customs duties

____stake a claim

____saloon

14

a) bar

b) go back

c) fight (e.g. between armies)

d) less tax for a special group

e) rule(s) about the way things should be done

f) kind of war with surprise attacks by a small

group against a larger group

g) person who looks for minerals (e.g. gold) in

an area

h) surprise attack by person or people hiding

i) bullets and other things that can be fired

from a gun

j) different kind

k) area of land given to a settler by the

government

l) fighting back or against

m) have a special interest or right to an area

(of land)

n) taxes on imports

o) pay back for what was lost, damaged or hurt


A2:136

Answer Sheet Match by writing the correct letter:

h____ambush

g____prospector

k____homestead

b____retreat

i____ammunition

e____policy

o____ compensation

c____battle

d____protective tariffs

l____resistant

f____guerilla warfare

j____strain

n____customs duties

m____stake a claim

a____saloon

14

a) bar

b) go back

c) fight (e.g. between armies)

d) more taxes on some imports to protect

businesses in the country that sell the same

goods

e) rule(s) about the way things should be done

f) kind of war with surprise attacks by a small

group against a larger group

g) person who looks for minerals (e.g. gold) in

an area

h) surprise attack by person or people hiding

i) bullets and other things that can be fired

from a gun

j) different kind

k) area of land given to a settler by the

government

l) fighting back or against

m) have a special interest or right to an area

(of land)

n) taxes on goods collected at the border of

a country

o) pay back for what was lost, damaged or hurt


A2:137

Name:_______________________________ Date:__________________________________ Match the following

____Gabriel Dumont

____Donald Smith

____Louis Riel

____Big Bear

____ Andrew Onderdonk

____ Dominion Lands Act

____Chilkoot

____Sam Steele

____Han

____Poundmaker

____Mennonites

____ Red Fife and Marquis

____William Dillon Otter

____Batoche

____Yukon

____Icelanders

____protective tariffs

____ Chinese

____ Dawson City

____NWMP

____Paul Martin

____CPR

____Pacific Scandal

____Winnipeg

____Sir Frederick Dobson

Middleton

Chapter Six Test - The Great Railway and More Conflict

a. gave free homesteads in the West to new settlers

b. "lion of the Yukon"

c. important battle of North-West Rebellion where Metis surrendered and Riel was arrested

d. Pitikwahanaplwlyin; adopted by Crowfoot, chief of Blackfoot Confederacy

e. First Nation; culture almost destroyed in Klondike Gold Rush

f. did most of the dangerous work in railway construction

g. new strains of wheat

h. immigrated because volcanoes destroyed homes

i. Metis leader of North-West Rebellion; great hunter

j. company that got the contract to build the railway

k. drove in last spike of railway

l. peace loving farmers from Russia

m. leader of Metis in two rebellions

n. new capital of Yukon territory

o. in charge of building railway across British Columbia

p. commander of Canada's militia in North West Rebellion

q. new territory of Canada in 1896

r. became RCMP

s. forced Macdonald's government to resign

t. steep mountain pass

u. was Metis Prime Minister of Canada

v. "gateway to the west"

w. Mistahimaskwa; great warrior and chief of Ojibwa and Cree

x. "boss of everyone and everything" on CPR railway

y. helped to put down North-West Rebellion; first Canadian to become head of Canadian army

_______ 25

A2:138

Name:_______________________________ Date:__________________________________ Match the following

i____Gabriel Dumont

k____Donald Smith

m____Louis Riel

w____Big Bear

o____ Andrew Onderdonk

a____ Dominion Lands Act

t____Chilkoot

b____Sam Steele

e____Han

d____Poundmaker

l____Mennonites

g____ Red Fife and Marquis

y____William Dillon Otter

c____Batoche

q____Yukon

h____Icelanders

x____ William Van Horne

f____ Chinese

n____ Dawson City

r____NWMP

u____Paul Martin

j____CPR

s____Pacific Scandal

v____Winnipeg

p____Sir Frederick Dobson Middleton

a. gave free homesteads in the West to new settlers

b. "lion of the Yukon"

c. important battle of North-West Rebellion where Metis surrendered and Riel was arrested

d. Pitikwahanaplwlyin; adopted by Crowfoot, chief of Blackfoot Confederacy

e. First Nation; culture almost destroyed in Klondike Gold Rush

f. did most of the dangerous work in railway construction

g. new strains of wheat

h. immigrated because volcanoes destroyed homes

i. Metis leader of North-West Rebellion; great hunter

j. company that got the contract to build the railway

k. drove in last spike of railway

l. peace loving farmers from Russia

m. leader of Metis in two rebellions

n. new capital of Yukon territory

o. in charge of building railway across British Columbia

p. commander of Canada's militia in North West Rebellion

q. new territory of Canada in 1896

r. became RCMP

s. forced Macdonald's government to resign

t. steep mountain pass

u. was Metis Prime Minister of Canada

v. "gateway to the west"

w. Mistahimaskwa; great warrior and chief of Ojibwa and Cree

x. "boss of everyone and everything" on CPR railway

y. helped to put down North-West Rebellion; first Canadian to become head of Canadian army

_______ 25


A2:139

Name:_______________________________ Date:__________________________________ 1. Create an organizer to show ______ causes and effects of the North-West Rebellion


____ 12

____ 22

A2:140

How did each of the following help Canada to grow?

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

The CPR helped Canada grow by

Protective tariffs helped Canada grow by

The Dominion Lands Act helped Canada grow by

New strains of wheat helped Canada grow by

The Klondike gold rush helped Canada grow by

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

____ 10

A2:141

Answer Sheet 1. Create an organizer to show _____ causes and ____effects of the North-West Rebellion.

Visual representations may vary.


Causes

- Metis unhappy government sent surveyors to divide land into lots

-->afraid of losing land (didn't have title) -->government not

answering petitions

CPR had taken over their jobs transporting goods

couldn't get good price for wheat (recession)

- First Nations unhappy government not keeping treaty promises

--> gave them less food --> had not taught them

how to farm --> 3,000 died from

starvation blamed government for losing traditional life

- European settlers unhappy too long to get land

surveyed goods too expensive

(high taxes on imports & high transportation costs)

Effects

Riel found guilty of treason and hanged

--> divided French and English Canada

lives of First Nations became more miserable

--> NWMP took away guns, horses, carts

-->eight First Nations hanged --> Poundmaker & Big Bear

put in prison

Metis' lives became worse --> moved further north - west near Yukon River

____ 12

____ 22

A2:142

How did each of the following help Canada to grow?

uniting faraway places making U.S. understand land belonged to

Canada increasing east-west trade bringing settlers to the West helping towns grow along the railway lines bringing soldiers to the west when needed

offering 160 acres of free land IF settler promised to stay on land for 3 years & improve it in some way

making imports more expensive than Canadian goods

-->helped Canadian businesses grow -->people moved from farms to cities to work in factories -->population of Canadian cities grew

increasing population of Yukon -->growth of Dawson City -->Canadian government created new territory

The CPR helped Canada grow by

Protective tariffs helped Canada grow by

The Dominion Lands Act helped Canada grow by

New strains of wheat helped Canada grow by

The Klondike gold rush helped Canada grow by

making the prairies able to grow a lot more

wheat -->Western farmers could make money -->attracted new immigrants to the West

____ 10

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