Grade 8 Social Studies Ontario Curriculum Standards

Global Inequalities: Economic Development And Quality Of Life

Global Settlement: Patterns And Sustainability

Geography, Grade 8

Canada, 1890–1914: A Changing Society

Creating Canada, 1850–1890

History, Grade 8

Application: analyse some significant interrelationships between Earth's physical features and processes and human settlement patterns, and some ways in which the physical environment and issues of sustainability may affect settlement in the future.

Application: assess the impact of some key social, economic, and political factors, including social, economic, and/or political inequalities, on various groups and communities, including First Nations, Métis, and Inuit communities, and on the creation and expansion of the Dominion of Canada, between 1850 and 1890.

analyse some of the ways in which the physical environment (e.g., climate, landforms, soil type, vegetation, natural resources) has influenced settlement patterns in different countries and/or regions around the world (e.g., how climate, vegetation, and natural resources have influenced settlement patterns in Brazil; how landforms have influenced settlement patterns in Japan; how landforms, climate, and soil types have affected settlement patterns in Egypt).

evaluate the importance of various internal and external factors that played a role in the creation of the Dominion of Canada and the expansion of its territory (e.g., the doctrine of Manifest Destiny, the American Civil War, changes in British attitudes towards British North America, Fenian raids, the construction of the transcontinental railway, the Manitoba Act of 1870, the search for the Northwest Passage, the Red River Resistance, the North-West Resistance, the federal government's purchase of Rupert's Land, the creation of the North- West Mounted Police [NWMP], the Numbered Treaties, the Indian Act).

analyse how processes related to the physical environment may affect human settlements in the future (e.g., the impact of rising sea levels on coastal cities as polar ice caps melt, of desertification, of earthquakes in increasingly populous regions, of increasingly violent tropical storms as a result of climate change).

assess the impact that limitations with respect to legal status, rights, and privileges had on First Nations, Métis, and Inuit individuals and/or communities in Canada between 1850 and 1890 (e.g., with reference to land ownership; the Act for the Better Protection of the Lands and Property of Indians in Lower Canada, 1850; the Gradual Civilization Act, 1857; the Gradual Enfranchisement Act, 1869; the Indian Act, 1876; the rights and legal status of "status Indians" on reserves; policies of assimilation; the exclusion of Métis as a collective from most treaties).

describe possible features of a sustainable community in the future (e.g., energy-efficient buildings, use of renewable sources of energy, a comprehensive public transportation system, community gardens, roof gardens, green canopy, naturalized parks with native species, programs for waste and water recycling), and analyse some challenges associated with creating such a community (e.g., cost, population growth, increasing urbanization, continued dependence on fossil fuels).

assess the impact that differences in legal status and in the distribution of rights and privileges had on various settler/newcomer groups and individuals in Canada between 1850 and 1890 (e.g., with reference to land ownership in Prince Edward Island, married women's property rights, women's political rights, property qualifications for the franchise, restrictions on Chinese immigration, the privileged lifestyle of industrialists in contrast to the lives of workers in their factories, discrimination facing African Canadians).

analyse some of the actions taken by various individuals, groups, and/or communities, including First Nations, Métis, and Inuit individuals and/or communities, in Canada between 1850 and 1890 to improve their lives (e.g., the creation of provisional governments by the Métis in 1869 and 1884; attempted alliances among First Nations during negotiations with the federal government; the creation of mutual aid societies by ethnic groups to help new immigrants from their homelands; campaigns against Confederation in the Maritimes; the creation of labour unions to press for higher pay, shorter hours, and better working conditions; the creation of the newspaper the Provincial Freeman by Mary Ann Shadd to lobby against slavery and for the rights of African Canadians).

Inquiry: use the geographic inquiry process to investigate issues related to the interrelationship between human settlement and sustainability from a geographic perspective.

Inquiry: use the historical inquiry process to investigate perspectives of different groups and communities, including First Nations, Métis, and/or Inuit communities, on some significant events, developments, and/or issues that affected Canada and/or people in Canada between 1850 and 1890.

formulate questions to guide investigations into issues related to the interrelationship between human settlement and sustainability from a geographic perspective (e.g., social, economic, and environmental perspectives on land-reclamation projects in the Netherlands or Japan; social, economic, political, and environmental perspectives on land-use conflicts in Brazil, Mexico, or Kenya, or on the global trend towards increased urbanization).

formulate questions to guide investigations into perspectives of different groups and communities, including First Nations, Métis, and/or Inuit communities, on some significant events, developments, and/or issues that affected Canada and/or people in Canada between 1850 and 1890 (e.g., Confederation, the National Policy, the rights of First Nations, the establishment of residential schools for First Nations and Métis children, industrialization, temperance, immigration, the presence of refugee slaves and free African-American migrants in Canada, the building of the Canadian Pacific Railway [CPR], the Red River Resistance and/or the North-West Resistance, the trial and execution of Thomas Scott and/or Louis Riel).

gather and organize data and information from a variety of sources and using various technologies to investigate issues related to the interrelationship between human settlement and sustainability from a geographic perspective (e.g., aerial photographs of Japanese sea walls prior to the earthquake and tsunami of 2011, photographs of or documentaries on the flooding and resulting damage caused by the tsunami, government and international data on the costs of flood-control in Japan before the tsunami and emergency measures following it, articles by or information on the website of environmental advocacy groups on the long-term effects of the tsunami).

gather and organize information and evidence about perspectives of different groups and communities, including First Nations, Métis, and/or Inuit communities, on some significant events, developments, and/or issues that affected Canada and/or people in Canada during this period, using a variety of primary sources (e.g., advertisements; diaries; letters; oral histories; hospital records; editorial cartoons; excerpts from fiction or non-fiction books written during this period; petitions; photographs, paintings, songs, or poetry from the time; testimony to commissions of inquiry) and secondary sources (e.g., poetry, songs, paintings, or drawings from a later period; museum exhibits; documentaries; online videos; graphic novels; reference books).

analyse and construct various print and digital maps as part of their investigations into issues related to the interrelationship between human settlement and sustainability, with a focus on investigating the spatial boundaries of the issue (e.g., use GIS to construct maps that include major cities in the developed and developing world to show how population density has changed over the past twenty years; analyse population density maps to determine where most people live on a global scale; construct a land-use map to illustrate the extent to which San Francisco has reclaimed or adapted land; analyse maps to explore possible land-use conflicts in a community; analyse thematic maps to determine the loss of green space in and around an urban centre over the past fifteen years).

assess the credibility of sources and information relevant to their investigations (e.g., by considering the perspective, bias, accuracy, authenticity, purpose, and/or context of the source and the values and/or expertise of its author).

interpret and analyse data and information relevant to their investigations, using various tools and spatial technologies (e.g., interpret photographs to determine possible land-use conflicts that could arise in relation to a proposed housing or industrial development project; use a graphic organizer to help them explore various perspectives on the construction of a new airport; use online and computer-based geographic software applications to determine population shifts from rural to urban areas).

analyse and construct maps as part of their investigations into some significant events, developments, and/or issues in Canada during this period, with a focus on exploring their spatial boundaries (e.g., analyse issue-based maps as part of their investigation into the North-West Resistance; construct a map showing the political and territorial expansion of Canada; analyse flow maps to determine the routes of the Underground Railroad; construct a demographic map showing the location of the major immigrant groups and Indigenous communities in Canada during this period; analyse a flow map that shows the Métis dispersion during this period).

evaluate evidence and draw conclusions about issues related to the interrelationship between human settlement and sustainability.

interpret and analyse information and evidence relevant to their investigations, using a variety of tools (e.g., use graphic organizers to help them to compare perspectives in the information they have gathered on the impact of the Indian Act or to analyse different perspectives on components of the National Policy; analyse political speeches and newspaper articles for views on Chinese immigrants; analyse pamphlets from the time to determine the arguments used by temperance advocates and their opponents).

communicate the results of their inquiries using appropriate vocabulary (e.g., settlement patterns, population distribution, population density, land use, sustainable development, land reclamation, migration) and formats appropriate for specific audiences (e.g., a play about the impact of urbanization on rural communities; a website that focuses on issues associated with creating more sustainable communities; a photo essay on a land-use conflict in a specific region; a report, song, or poem that addresses the impact of different kinds of human settlement on the environment; a story about sustainable communities of the future).

evaluate evidence and draw conclusions about perspectives of different groups and communities, including First Nations, Métis, and/or Inuit communities, on some significant events, developments, and/or issues in Canada during this period.

communicate the results of their inquiries using appropriate vocabulary (e.g., Confederation, National Policy, Underground Railroad, industrialization, expansion, resistance, rebellion, migration, refugee, settlement, treaty, reserves, residential school system, racism, cultural genocide, assimilation, pass system, reconciliation) and formats appropriate for specific audiences (e.g., a story or graphic novel on the Underground Railroad from the perspective of a fugitive slave, abolitionists along the route, and free Blacks in Canada; a dramatic presentation on differing perspectives on the North-West Resistance and its aftermath; an information poster explaining attitudes of pro- and anti-Confederation forces; an audiovisual presentation on the perspectives of the federal government and status and non-status Indians on the Indian Act; a photographic essay on the various groups of people involved in the construction of the CPR).

Understanding Geographic Context: demonstrate an understanding of significant patterns and trends related to human settlement and of ways in which human settlement affects the environment.

Understanding Historical Context: describe various significant people, events, and developments in Canada between 1850 and 1890, including the Indian Act, treaties between Indigenous nations and the Crown, and the residential school system, and explain their impact.

identify significant spatial patterns in human settlement on a global scale (e.g., linear, scattered, and clustered patterns in populations in different regions; global patterns in population density and/or distribution).

identify factors contributing to some key events or developments that occurred in and/or affected Canada between 1850 and 1890 (e.g., Confederation, the Red River Resistance, the creation of the NWMP, the settlement of the Northwest, the North-West Resistance, the construction of the CPR, the Royal Commission on the Relations of Labour and Capital), and explain the historical significance of some of these events for different individuals, groups, and/or communities, including First Nations, Métis, and Inuit individuals and/or communities.

identify and describe some ways in which the physical environment can influence the general location and patterns of human settlements (e.g., the impact of factors such as climate, soil, and topography on the location of agricultural settlements; the impact of physical features on urban development; the importance of water for transportation, irrigation industry, personal use; the existence of natural resources and the development of resource towns; the type of buildings erected in an area prone to earthquakes).

describe key political and legal developments that affected First Nations, Métis, and Inuit people during this period, including treaties, government policies, and the Indian Act and other legislation (e.g., the Robinson Treaties, 1850; the Manitoba Act, 1870; Numbered Treaties 1–7; the Provisional Government's List of Rights of December 1, 1869; the Métis scrip system; the 1880 order in council proclaiming Canada's sovereignty over Arctic lands and waters; the St. Catharines Milling case, 1888), and explain some of their short- and long-term consequences.

identify significant land-use issues (e.g., competition for land for agriculture, industry, housing, transportation, recreation, wilderness areas; land claims by indigenous groups; development in ecologically sensitive areas), and describe responses of various groups to these issues (e.g., municipal, state/provincial/regional, and/or national governments; local residents; environmental, indigenous, or grassroots groups; non-governmental organizations).

identify some key factors that contributed to the establishment of the residential school system (e.g., government and/or settler appropriation of Indigenous land; desire to impose Christianity on Indigenous peoples; government policies and church actions that repressed Indigenous cultures and resistance and/or sought to assimilate Indigenous people; beliefs within settler society about European cultural and race superiority; the drive to expand the British Empire), and explain the impact of this system on Indigenous individuals and communities (e.g., loss of Indigenous language, culture, and identity; disconnection of Indigenous children from family and community; intergenerational trauma and grief; changes in Indigenous children's relationship to the land; internalization among Indigenous people of the world view of the colonizers; assimilation; exposure to disease; physical, sexual, and emotional abuse).

identify and describe significant current trends in human settlement (e.g., the global trend of increased migration from rural to urban areas; trends in some countries of people moving from major cities to smaller towns; loss of natural habitat as human settlement expands; urban sprawl; land reclamation).

identify key political and legal changes that occurred in and/or affected Canada during this period (e.g., the U.S. Fugitive Slave Act of 1850, the British North America Act, the B.C. Qualification of Voters Act, the National Policy), and explain the impact of some of these changes on various non-Indigenous individuals, groups, and/or communities.

describe various ways in which human settlement has affected the environment (e.g., water pollution from industry, agriculture, human waste; air pollution from vehicle and industrial emissions; soil contamination from pesticides, industrial byproducts, garbage dumps; deforestation and loss of habitat from expanding settlement; loss of agricultural land to urban sprawl; light pollution from large cities; disruption of migratory routes of different species; desertification from unsustainable agricultural practices).

identify key social and economic changes that occurred in and/or affected Canada during this period (e.g., the Industrial Revolution, the development of urban centres, the gold rush in British Columbia, economic changes resulting from the Reciprocity Treaty of 1854 and the repeal of the Corn Laws, lack of foreign markets for locally produced products resulting from changes in British policies, changes among Plains First Nations and Métis communities as a result of declining buffalo populations, the role of Inuit in the whale oil industry in the Arctic, increased settlement of the West, increasing rates of immigration), and explain the impact of some of those changes on various individuals, groups, and/or communities, including First Nations, Métis, and Inuit individuals and/or communities.

describe some practices that individuals and communities have adopted to help make human settlements more sustainable (e.g., reducing water use, increasing recycling and composting, limiting the construction of housing on land that could be used for agriculture, using public transit, planting and maintaining trees).

describe significant instances of cooperation and conflict in Canada during this period (e.g., conflict between Protestants and Catholics; the Red River Resistance; the North-West Resistance; the Toronto printers' strike of 1872; cooperation between various individuals and groups to coordinate the Underground Railroad; Confederation negotiations; the 1880 petition of First Nations and Métis in the Lake Nipigon region; cooperation between First Nations, Métis, and the Hudson's Bay Company in the fur trade or between Inuit and Europeans in the development of trade and resources in the Arctic).

demonstrate the ability to analyse and construct choropleth maps on topics related to human settlement (e.g., population density, availability or use of agricultural land, spending on transportation).

identify a variety of significant individuals and groups in Canada during this period (e.g., George Etienne Cartier, James Douglas, Gabriel Dumont, Joseph Howe, Kwong Lee, John A. Macdonald, Thomas D'Arcy McGee, Mistahimaskwa [Big Bear], Nahnebahwequay [Catharine Sutton], Louis Riel, Mary Ann Shadd, Emily Stowe; the Orange Order, the Knights of Labor, the Underground Railroad, anti-slavery and abolitionist groups, Chinese railway workers, the Métis Nation, the Woman's Christian Temperance Union), and explain their contributions to heritage and/or identities in Canada.

Application: analyse some interrelationships among factors that contribute to global inequalities, with a focus on inequalities in quality of life, and assess various responses to these inequalities.

Application: analyse key similarities and differences between Canada in 1890–1914 and in the present day, with reference to the experiences of, major challenges facing, and actions taken by various individuals, groups, and/or communities, including First Nations, Métis, and Inuit individuals and/or communities.

analyse some interrelationships among factors that can contribute to quality of life (e.g., lack of access to clean water leads to an increase in water-borne diseases and to high death rates overall as well as high infant mortality rates; a country that has equal access to education for all will have higher literacy rates and will most likely have higher employment rates, a lower fertility rate and birth rate, and better maternal health).

analyse key similarities and differences in the experiences of various groups and communities, including First Nations, Métis, and Inuit communities, in present-day Canada and the same groups/communities in Canada between 1890 and 1914 (e.g., the urban poor, the unemployed, workers, farmers, recent immigrants, different Indigenous communities, Québécois, African Canadians, Chinese Canadians, South Asian Canadians, Jewish Canadians, women, children, the elderly).

analyse how various factors have affected the economies of specific developed and developing countries around the world (e.g., with reference to foreign ownership of natural resources in Nigeria or Indonesia; colonial legacy in South Africa or Haiti; the debt load in Honduras or the United States; government expenditures in France or Mali), and explain the interrelationship between these factors and quality of life in some of these countries (e.g., war in Sudan has consumed economic resources and has led to a refugee crisis and extremely poor quality of life in refugee camps in Darfur; expenditures on education, health care, and social services in Norway have contributed to that country's ranking at the top of the Human Development Index [HDI]).

analyse some ways in which challenges affected First Nations, Métis, and Inuit individuals, families, and communities during this period, with specific reference to treaties, the Indian Act, the reserve system, and the residential school system (e.g., disruption of families, including loss of parental control and responsibility, as rights of Indigenous parents were disregarded when their children were removed and placed in residential schools; loss of knowledge of language and traditional culture; loss of traditional lands with increasing settlement by non-Indigenous Canadians; loss of decision-making power to federal Indian agents, including the denial of personal rights and freedom under the pass system) and how some of these challenges continue to affect Indigenous peoples today (e.g., with reference to ongoing issues around cultural assimilation and loss of identity; isolation from mainstream society and/or home communities; mental and physical health issues; the ongoing impact of the residential school system on the development of parenting skills and family/community bonding; the continuing need to address the legacy of abuse from the residential school system; struggles for recognition of treaty rights; efforts to address sexism in the Indian Act).

assess the effectiveness of various programs and policies aimed at improving the quality of life in various countries (e.g., with reference to governmental and non-governmental programs to provide clean water, improve literacy rates, provide drugs for people with HIV/AIDS, reduce the spread of malaria, reduce violence against women, reduce child labour or the use of child soldiers, promote fair trade, or develop alternative income programs).

analyse some of the challenges facing various non-Indigenous individual, groups, and/or communities in Canada between 1890 and 1914 (e.g., increasing industrialization; restrictions on immigration of some ethnic groups; lack of political rights for women; working conditions in sweatshops; racism and other forms of prejudice), and compare some of these challenges with those facing present-day Canadians.

assess the effectiveness of media in improving the quality of life in some countries/regions around the world (e.g., with reference to the success of various print or television advertisements for aid organizations; the use of celebrity spokespeople; journalists raising awareness of natural disasters, refugees, famine in different parts of the world; the broadcast of fundraisers such as Live Aid; the production of songs or music videos by Northern Lights or Band Aid).

analyse actions taken by various individuals, groups, and/or communities, including First Nations, Métis, and Inuit individuals and/or communities, in Canada between 1890 and 1914 to improve their lives (e.g., different Indigenous and ethnic/racial communities, religious groups, immigrants from different parts of the world, people in different regions of Canada, francophones, women, workers), and compare these actions to those taken by similar groups today.

Inquiry: use the geographic inquiry process to investigate issues related to global development and quality of life from a geographic perspective.

Inquiry: use the historical inquiry process to investigate perspectives of different groups and communities, including First Nations, Métis, and/or Inuit communities, on some significant events, developments, and/or issues that affected Canada and/or people in Canada between 1890 and 1914.

formulate questions to guide investigations into issues related to global development and quality of life from a geographic perspective (e.g., the social, political, and economic impact of educating girls or of the AIDS pandemic in sub-Saharan Africa; the social, political, economic, and/or environmental implications of fair trade; social, political, economic, and/or environmental considerations relating to the increase in foreign ownership of natural resources; the social, political, and economic impact of foreign debt or of forgiving a country's foreign debt).

formulate questions to guide investigations into perspectives of different groups and communities, including First Nations, Métis, and/or Inuit communities, on some significant events, developments, and/or issues that affected Canada and/or people in Canada between 1890 and 1914 (e.g., the Boer War, the Manitoba Schools Question, efforts to protect and educate children, the expansion of the residential school system, Canadian immigration policy, the "continuous journey" regulation, increases in the Chinese head tax, amendments to the Indian Act, movements for women's suffrage, reciprocity, heightened rivalries in Europe).

gather and organize data and information from a variety of sources and using various technologies to investigate issues related to global development and quality of life from a geographic perspective (e.g., demographic data from the United Nations on specific countries; demographic maps and other information from the websites of intergovernmental organizations on population trends; information and data from a national government on poverty and education rates and on government expenditures in that country; articles from development agencies on children's quality of life in a specific country; images showing housing in different regions; information from a website of a corporation doing business in a developing country)

gather and organize information and evidence about perspectives of different groups and communities, including First Nations, Métis, and/or Inuit communities, on some significant events, developments, and/or issues that affected Canada and/or people in Canada during this period, using a variety of primary sources (e.g., government documents and records; treaties; advertisements; letters; newspaper reports and editorials; archaeological evidence; Indigenous oral histories; paintings, photographs, or posters from the time; petitions) and secondary sources (e.g., historical fiction, textbooks, reference books, museum exhibits, documentaries, online videos).

analyse and construct digital and print maps as part of their investigations into issues related to global development and quality of life (e.g., analyse issue-based maps to help them investigate spatial patterns in HDI rankings; construct an issue-based map using GIS to help them explore the correlation between life expectancy and literacy rates; analyse flow maps to help them determine trade patterns between countries; construct an annotated map to show foreign ownership and use of agricultural land in Africa or Asia).

assess the credibility of sources and information relevant to their investigations (e.g., by considering the perspective, bias, accuracy, authenticity, purpose, and/or context of the source and the values and/or expertise of its author).

interpret and analyse data and information relevant to their investigations, using various tools and spatial technologies (e.g., interpret the data in multiple bar graphs to determine the per capita gross domestic product and literacy rate in countries where there is a high level of child labour; interpret information from GIS as part of their investigation into shifts in population in developing countries; analyse images to help them determine differences in quality of life for various groups in the same country; use a graphic organizer to help them interpret different perspectives on their topic).

analyse and construct maps as part of their investigations into some significant events, developments, and/or issues that affected Canada and/or people in Canada during this period, with a focus on exploring their spatial boundaries (e.g., determine the location of key events in the Klondike gold rush; analyse a series of historical maps to determine the growth of cities in this period; analyse an interactive map that shows the growth of residential schools in Canada; create a flow map to show the origins of immigrants to Canada and the regions in which they settled).

evaluate evidence and draw conclusions about issues related to global development and quality of life.

interpret and analyse information and evidence relevant to their investigations, using a variety of tools (e.g., use organizers to help them compare perspectives in the information they have gathered on reciprocity with the United States; analyse political cartoons for views on women and women's roles; interpret graphs on quality of life indicators such as infant mortality to help them understand perspectives of social reformers and the urban poor).

communicate the results of their inquiries using appropriate vocabulary (e.g., demography, per capita, quality of life, developed/developing countries, gross national product [GNP], gross domestic product [GDP], literacy rate, correlation, exploitation, competition, fair trade) and formats appropriate for specific audiences (e.g., create an interactive presentation on foreign debt in Africa, using an electronic white board; use GIS in a presentation on the impact of desertification; create a photo essay with accompanying text or oral comments on conditions in a city in the developing world; write an article for the school newspaper on the impact of water privatization).

evaluate evidence and draw conclusions about perspectives of different groups and communities, including First Nations, Métis, and/or Inuit communities, on some significant events, developments, and/or issues that affected Canada and/or people in Canada during this period.

communicate the results of their inquiries using appropriate vocabulary (e.g., Klondike, immigrant, industrialization, unions, strikes, sweatshops, reciprocity, suffragist, compromise, alliance) and formats appropriate for specific audiences (e.g., a photo essay on the lives of children from different regions and/or representing different groups in Canada; a speech written in the voice of a labour activist or suffragist and a response from an opponent; a poem written from the perspective of a passenger on the Komagata Maru; a dramatic monologue from the perspective of a Haida chief or child giving reasons why the potlatch ban should be repealed; a dance representing aspects of the impact of colonization on Indigenous peoples).

Understanding Geographic Context: demonstrate an understanding of significant patterns in and factors affecting economic development and quality of life in different regions of the world.

Understanding Historical Context: describe various significant people, issues, events, and developments in Canada between 1890 and 1914, including the residential school system, and explain their impact.

identify and describe the significance of several indicators that are commonly used to measure quality of life on a global scale (e.g., infant mortality, fertility rate, life expectancy, birth rate, death rate, doubling time, access to medical care, access to clean water, literacy rate and access to education, poverty rate, per capita income, GDP, GDP per capita, unemployment rates, national debt).

identify factors contributing to some key issues, events, and/or developments that specifically affected First Nations, Métis, and Inuit in Canada between 1890 and 1914 (e.g., with reference to the status of "Indians" as wards of the state; the role of Indian agents in regulating the lives of people on reserves; laws forbidding Indigenous ceremonies, including the potlatch and powwows; expropriation of land from reserves for public works, roads, and railways; an increase in the number of residential schools for First Nations and Métis children; issuance of Métis scrip in conjunction with Treaties 8 and 10), and explain the historical significance of some of these issues, events, and/or developments for different individuals and/or communities.

compare findings with respect to selected quality of life indicators in some developing and more developed countries (e.g., infant and maternal mortality rates, literacy rates for men and women, and per capita GDP in Australia, Mali, and Bangladesh).

identify factors contributing to some key events and/or developments that occurred in and/or affected Canada between 1890 and 1914 (e.g., the Boer War, promoting Canada as a destination for immigrants, the growth of the women's suffrage movement, the founding of the Children's Aid Society, the immigration of British Home Children to Canada, the expansion of homesteading in the West, the growth of labour unions, anti-Asian riots in Vancouver), and explain the historical significance of some of these events and/or developments for various non-Indigenous individuals, groups, and/or communities.

demonstrate the ability to analyse and construct scatter graphs, both on paper and using a graphing program, when studying global development and/or quality of life (e.g., construct a scatter graph to illustrate the correlation between literacy rates and life expectancy for selected countries; analyse a scatter graph to gather data on infant mortality and the availability of clean water in selected countries).

identify key political and legal changes that occurred in and/or affected Canada during this period (e.g., Alberta and Saskatchewan becoming provinces; the response to the Manitoba Schools Question; European alliances and the conflict in South Africa and/or the threat of conflict in Europe; the Truancy Act, 1891; Ottawa's establishment of per student funding of residential schools in 1891; the abolishment of French as an official language in the Northwest Territories in 1892; the Alaska boundary dispute; the Naval Service Bill; increases in the Chinese head tax), and explain the impact of some of these changes on various individuals, groups, and/or communities, including First Nations, Métis, and Inuit individuals and/or communities.

demonstrate the ability to analyse and construct population pyramids, both on paper and using a graphing program, when studying demographic patterns and trends in developed and developing countries (e.g., use data from population pyramids to compare the life expectancy of men and women within a developing country or of populations in developed and developing countries; construct a population pyramid to predict future population trends for a country).

identify key social and economic changes that occurred in and/or affected Canada during this period (e.g., the Klondike gold rush; changes in the home countries of immigrants to Canada; the Immigration Act of 1910; technological changes; increasing urbanization; the development of mining in Ontario, Nova Scotia, and British Columbia; reciprocity), and explain the impact of some of these changes on various individuals, groups, and/or communities, including First Nations, Métis, and Inuit individuals and/or communities.

identify various groups and organizations that work to improve quality of life (e.g., Free the Children, International Planned Parenthood Federation, Médecins sans frontières/Doctors without Borders, Right to Play, Water for People), and describe their focus.

describe significant examples of cooperation and conflict in Canada during this period (e.g., increasing resistance among Indigenous families to residential schools; conflicts between English and French Canadians over issues such as the Boer War and the Naval Service Act; conflict between European and non-European immigrants; strikes by coal miners in Nova Scotia and British Columbia; cooperation of different groups under the social gospel umbrella; cooperation between immigrants in new ethnic enclaves).

identify different types of economic systems (e.g., traditional, command, market, mixed), and describe their characteristics.

identify a variety of significant individuals and groups in Canada during this period (e.g., Maude Abbott, Henri Bourassa, Alexander Graham Bell, Pauline Johnson, J. J. Kelso, Wilfrid Laurier, Tom Longboat, Nellie McClung, L. M. Montgomery, Onondeyoh [Frederick Ogilvie Loft], Oronhyatekha [Peter Martin], Duncan Campbell Scott, Clifford Sifton, John Ware; the National Council of Women of Canada, the Trades and Labour Congress, various immigrant groups), and explain their contributions to heritage and/or identities in Canada.

explain how the four main economic sectors (i.e., primary, secondary, tertiary, and quaternary) are related to global development (e.g., countries where most people work in the primary sector tend to rank lower on the HDI than countries with more balanced economies or those where more people work in the tertiary and quaternary sectors).

identify and describe various factors that can contribute to economic development (e.g., access to economic and natural resources, patterns of trade, colonial legacy, corruption, government expenditures, debt load, foreign ownership of resources, war or political instability).

describe the spatial distribution of wealth, both globally and within selected countries/regions (e.g., the concentration of global wealth in North America, Europe, and parts of the Middle East; changing patterns of global wealth as a result of emerging economies such as Russia, China, and India; the concentration of the world's poorest nations in Africa; patterns of rural poverty and urban wealth).

Social Studies, History, & Geography

Global Settlement: Patterns and Sustainability

Application: analyse some significant interrelationships between Earth’s physical features and processes and human settlement patterns, and some ways in which the physical environment and issues of sustainability may affect settlement in the future

analyse some of the ways in which the physical environment (e.g., climate, landforms, soil type, vegetation, natural resources) has influenced settlement patterns in different countries and/or regions around the world (e.g., how climate, vegetation, and natural resources have influenced settlement patterns in Brazil; how landforms have influenced settlement patterns in Japan; how landforms, climate, and soil types have affected settlement patterns in Egypt)

analyse how processes related to the physical environment may affect human settlements in the future (e.g., the impact of rising sea levels on coastal cities as polar ice caps melt, of desertification, of earthquakes in increasingly populous regions, of increasingly violent tropical storms as a result of climate change)

describe possible features of a sustainable community in the future (e.g., energy-efficient buildings, use of renewable sources of energy, a comprehensive public transportation system, community gardens, roof gardens, green canopy, naturalized parks with native species, programs for waste and water recycling), and analyse some challenges associated with creating such a community (e.g., cost, population growth, increasing urbanization, continued dependence on fossil fuels)

Inquiry: use the geographic inquiry process to investigate issues related to the interrelationship between human settlement and sustainability from a geographic perspective

formulate questions to guide investigations into issues related to the interrelationship between human settlement and sustainability from a geographic perspective (e.g., social, economic, and environmental perspectives on land-reclamation projects in the Netherlands or Japan; social, economic, political, and environmental perspectives on land-use conflicts in Brazil, Mexico, or Kenya, or on the global trend towards increased urbanization)

gather and organize data and information from a variety of sources and using various technologies to investigate issues related to the interrelationship between human settlement and sustainability from a geographic perspective (e.g., aerial photographs of Japanese sea walls prior to the earthquake and tsunami of 2011, photographs of or documentaries on the flooding and resulting damage caused by the tsunami, government and international data on the costs of flood-control in Japan before the tsunami and emergency measures following it, articles by or information on the website of environmental advocacy groups on the long-term effects of the tsunami)

analyse and construct various print and digital maps as part of their investigations into issues related to the interrelationship between human settlement and sustainability, with a focus on investigating the spatial boundaries of the issue (e.g., use GIS to construct maps that include major cities in the developed and developing world to show how population density has changed over the past twenty years; analyse population density maps to determine where most people live on a global scale; construct a land-use map to illustrate the extent to which San Francisco has reclaimed or adapted land; analyse maps to explore possible land-use conflicts in a community; analyse thematic maps to determine the loss of green space in and around an urban centre over the past fifteen years)

interpret and analyse data and information relevant to their investigations, using various tools and spatial technologies (e.g., interpret photographs to determine possible land-use conflicts that could arise in relation to a proposed housing or industrial development project; use a graphic organizer to help them explore various perspectives on the construction of a new airport; use online and computer-based geographic software applications to determine population shifts from rural to urban areas)

evaluate evidence and draw conclusions about issues related to the interrelationship between human settlement and sustainability

communicate the results of their inquiries using appropriate vocabulary (e.g., settlement patterns, population distribution, population density, land use, sustainable development, land reclamation, migration) and formats appropriate for specific audiences (e.g., a play about the impact of urbanization on rural communities; a website that focuses on issues associated with creating more sustainable communities; a photo essay on a land-use conflict in a specific region; a report, song, or poem that addresses the impact of different kinds of human settlement on the environment; a story about sustainable communities of the future)

Understanding Geographic Context: demonstrate an understanding of significant patterns and trends related to human settlement and of ways in which human settlement affects the environment

identify significant spatial patterns in human settlement on a global scale (e.g., linear, scattered, and clustered patterns in populations in different regions; global patterns in population density and/or distribution)

identify and describe some ways in which the physical environment can influence the general location and patterns of human settlements (e.g., the impact of factors such as climate, soil, and topography on the location of agricultural settlements; the impact of physical features on urban development; the importance of water for transportation, irrigation, industry, personal use; the existence of natural resources and the development of resource towns; the type of buildings erected in an area prone to earthquakes)

identify significant land-use issues (e.g., competition for land for agriculture, industry, housing, transportation, recreation, wilderness areas; land claims by indigenous groups; development in ecologically sensitive areas), and describe responses of various groups to these issues (e.g., municipal, state/provincial/regional, and/or national governments; local residents; environmental, indigenous, or grassroots groups; non-governmental organizations)

identify and describe significant current trends in human settlement (e.g., the global trend of increased migration from rural to urban areas; trends in some countries of people moving from major cities to smaller towns; loss of natural habitat as human settlement expands; urban sprawl; land reclamation)

describe various ways in which human settlement has affected the environment (e.g., water pollution from industry, agriculture, human waste; air pollution from vehicle and industrial emissions; soil contamination from pesticides, industrial byproducts, garbage dumps; deforestation and loss of habitat from expanding settlement; loss of agricultural land to urban sprawl; light pollution from large cities; disruption of migratory routes of different species; desertification from unsustainable agricultural practices)

describe some practices that individuals and communities have adopted to help make human settlements more sustainable (e.g., reducing water use, increasing recycling and composting, limiting the construction of housing on land that could be used for agriculture, using public transit, planting and maintaining trees)

demonstrate the ability to analyse and construct choropleth maps on topics related to human settlement (e.g., population density, availability or use of agricultural land, spending on transportation)

Global Inequalities: Economic Development and Quality Of Life

Application: analyse some interrelationships among factors that contribute to global inequalities, with a focus on inequalities in quality of life, and assess various responses to these inequalities

analyse some interrelationships among factors that can contribute to quality of life (e.g., lack of access to clean water leads to an increase in water-borne diseases and to high death rates overall as well as high infant mortality rates; a country that has equal access to education for all will have higher literacy rates and will most likely have higher employment rates, a lower fertility rate and birth rate, and better maternal health)

analyse how various factors have affected the economies of specific developed and developing countries around the world (e.g., with reference to foreign ownership of natural resources in Nigeria or Indonesia; colonial legacy in South Africa or Haiti; the debt load in Honduras or the United States; government expenditures in France or Mali), and explain the interrelationship between these factors and quality of life in some of these countries (e.g., war in Sudan has consumed economic resources and has led to a refugee crisis and extremely poor quality of life in refugee camps in Darfur; expenditures on education, health care, and social services in Norway have contributed to that country’s ranking at the top of the Human Development Index [HDI])

assess the effectiveness of various programs and policies aimed at improving the quality of life in various countries (e.g., with reference to governmental and non-governmental programs to provide clean water, improve literacy rates, provide drugs for people with HIV/AIDS, reduce the spread of malaria, reduce violence against women, reduce child labour or the use of child soldiers, promote fair trade, or develop alternative income programs)

assess the effectiveness of media in improving the quality of life in some countries/regions around the world (e.g., with reference to the success of various print or television advertisements for aid organizations; the use of celebrity spokespeople; journalists raising awareness of natural disasters, refugees, famine in different parts of the world; the broadcast of fundraisers such as Live Aid; the production of songs or music videos by Northern Lights or Band Aid)

Inquiry: use the geographic inquiry process to investigate issues related to global development and quality of life from a geographic perspective

formulate questions to guide investigations into issues related to global development and quality of life from a geographic perspective (e.g., the social, political, and economic impact of educating girls or of the AIDS pandemic in sub-Saharan Africa; the social, political, economic, and/or environmental implications of fair trade; social, political, economic, and/or environmental considerations relating to the increase in foreign ownership of natural resources; the social, political, and economic impact of foreign debt or of forgiving a country’s foreign debt)

gather and organize data and information from a variety of sources and using various technologies to investigate issues related to global development and quality of life from a geographic perspective (e.g., demographic data from the United Nations on specific countries; demographic maps and other information from the websites of intergovernmental organizations on population trends; information and data from a national government on poverty and education rates and on government expenditures in that country; articles from development agencies on children’s quality of life in a specific country; images showing housing in different regions; information from a website of a corporation doing business in a developing country)

analyse and construct digital and print maps as part of their investigations into issues related to global development and quality of life (e.g., analyse issue-based maps to help them investigate spatial patterns in HDI rankings; construct an issue-based map using GIS to help them explore the correlation between life expectancy and literacy rates; analyse flow maps to help them determine trade patterns between countries; construct an annotated map to show foreign ownership and use of agricultural land in Africa or Asia)

interpret and analyse data and information relevant to their investigations, using various tools and spatial technologies (e.g., interpret the data in multiple bar graphs to determine the per capita gross domestic product and literacy rate in countries where there is a high level of child labour; interpret information from GIS as part of their investigation into shifts in population in developing countries; analyse images to help them determine differences in quality of life for various groups in the same country; use a graphic organizer to help them interpret different perspectives on their topic)

evaluate evidence and draw conclusions about issues related to global development and quality of life

communicate the results of their inquiries using appropriate vocabulary (e.g., demography, per capita, quality of life, developed/developing countries, gross national product [GNP], gross domestic product [GDP], literacy rate, correlation, exploitation, competition, fair trade) and formats appropriate for specific audiences (e.g., create an interactive presentation on foreign debt in Africa, using an electronic white board; use GIS in a presentation on the impact of desertification; create a photo essay with accompanying text or oral comments on conditions in a city in the developing world; write an article for the school newspaper on the impact of water privatization)

Understanding Geographic Context: demonstrate an understanding of significant patterns in and factors affecting economic development and quality of life in different regions of the world

identify and describe the significance of several indicators that are commonly used to measure quality of life on a global scale (e.g., infant mortality, fertility rate, life expectancy, birth rate, death rate, doubling time, access to medical care, access to clean water, literacy rate and access to education, poverty rate, per capita income, GDP, GDP per capita, unemployment rates, national debt)

compare findings with respect to selected quality of life indicators in some developing and more developed countries (e.g., infant and maternal mortality rates, literacy rates for men and women, and per capita GDP in Australia, Mali, and Bangladesh)

demonstrate the ability to analyse and construct scatter graphs, both on paper and using a graphing program, when studying global development and/or quality of life (e.g., construct a scatter graph to illustrate the correlation between literacy rates and life expectancy for selected countries; analyse a scatter graph to gather data on infant mortality and the availability of clean water in selected countries)

demonstrate the ability to analyse and construct population pyramids, both on paper and using a graphing program, when studying demographic patterns and trends in developed and developing countries (e.g., use data from population pyramids to compare the life expectancy of men and women within a developing country or of populations in developed and developing countries; construct a population pyramid to predict future population trends for a country)

identify various groups and organizations that work to improve quality of life (e.g., Free the Children, International Planned Parenthood Federation, Médecins sans frontières/Doctors without Borders, Right to Play, Water for People), and describe their focus

identify different types of economic systems (e.g., traditional, command, market, mixed), and describe their characteristics

explain how the four main economic sectors (i.e., primary, secondary, tertiary, and quaternary) are related to global development (e.g., countries where most people work in the primary sector tend to rank lower on the HDI than countries with more balanced economies or those where more people work in the tertiary and quaternary sectors)

identify and describe various factors that can contribute to economic development (e.g., access to economic and natural resources, patterns of trade, colonial legacy, corruption, government expenditures, debt load, foreign ownership of resources, war or political instability)

describe the spatial distribution of wealth, both globally and within selected countries/ regions (e.g., the concentration of global wealth in North America, Europe, and parts of the Middle East; changing patterns of global wealth as a result of emerging economies such as Russia, China, and India; the concentration of the world’s poorest nations in Africa; patterns of rural poverty and urban wealth)

Global Settlement: Patterns and Sustainability

Application: Interrelationships between Settlement and the Environment - analyse some significant interrelationships between Earth's physical features and processes and human settlement patterns, and some ways in which the physical environment and issues of sustainability may affect settlement in the future

analyse some of the ways in which the physical environment has influenced settlement patterns in different countries and/or regions around the world

analyse how processes related to the physical environment may affect human settlements in the future

describe possible features of a sustainable community in the future, and analyse some challenges associated with creating such a community

Inquiry: Human Settlements and Sustainability - use the geographic inquiry process to investigate issues related to the interrelationship between human settlement and sustainability from a geographic perspective

formulate questions to guide investigations into issues related to the interrelationship between human settlement and sustainability from a geographic perspective

gather and organize data and information from a variety of sources and using various technologies to investigate issues related to the interrelationship between human settlement and sustainability from a geographic perspective

analyse and construct various print and digital maps as part of their investigations into issues related to the interrelationship between human settlement and sustainability, with a focus on investigating the spatial boundaries of the issue

interpret and analyse data and information relevant to their investigations, using various tools and spatial technologies

evaluate evidence and draw conclusions about issues related to the interrelationship between human settlement and sustainability

communicate the results of their inquiries using appropriate vocabulary and formats appropriate for specific audiences

Understanding Geographic Context: Settlement Patterns and Trends - demonstrate an understanding of significant patterns and trends related to human settlement and of ways in which human settlement affects the environment

identify significant spatial patterns in human settlement on a global scale

identify and describe some ways in which the physical environment can influence the general location and patterns of human settlements

identify significant land-use issues, and describe responses of various groups to these issues

identify and describe significant current trends in human settlement

describe various ways in which human settlement has affected the environment

describe some practices that individuals and communities have adopted to help make human settlements more sustainable

demonstrate the ability to analyse and construct choropleth maps on topics related to human settlement

Global Inequalities: Economic Development and Quality of Life

Application: Global Inequalities in Quality of Life - analyse some interrelationships among factors that contribute to global inequalities, with a focus on inequalities in quality of life, and assess various responses to these inequalities

analyse some interrelationships among factors that can contribute to quality of life

analyse how various factors have affected the economies of specific developed and developing countries around the world, and explain the interrelationship between these factors and quality of life in some of these countries

assess the effectiveness of various programs and policies aimed at improving the quality of life in various countries

assess the effectiveness of media in improving the quality of life in some countries/regions around the world

Inquiry: Development and Quality of Life Issues - use the geographic inquiry process to investigate issues related to global development and quality of life from a geographic perspective

formulate questions to guide investigations into issues related to global development and quality of life from a geographic perspective

gather and organize data and information from a variety of sources and using various technologies to investigate issues related to global development and quality of life from a geographic perspective

analyse and construct digital and print maps as part of their investigations into issues related to global development and quality of life

interpret and analyse data and information relevant to their investigations, using various tools and spatial technologies

evaluate evidence and draw conclusions about issues related to global development and quality of life

communicate the results of their inquiries using appropriate vocabulary and formats appropriate for specific audiences

Understanding Geographic Context: Global Economic Development and Quality of Life - demonstrate an understanding of significant patterns in and factors affecting economic development and quality of life in different regions of the world

identify and describe the significance of several indicators that are commonly used to measure quality of life on a global scale

compare findings with respect to selected quality of life indicators in some developing and more developed countries

demonstrate the ability to analyse and construct scatter graphs, both on paper and using a graphing program, when studying global development and/or quality of life

demonstrate the ability to analyse and construct population pyramids, both on paper and using a graphing program, when studying demographic patterns and trends in developed and developing countries

identify various groups and organizations that work to improve quality of life, and describe their focus

identify different types of economic systems, and describe their characteristics

explain how the four main economic sectors are related to global development

identify and describe various factors that can contribute to economic development

describe the spatial distribution of wealth, both globally and within selected countries/regions

Understanding Historical Context: describe various significant events, developments, and people in Canada between 1890 and 1914, and explain their impact (FOCUS ON: Historical Significance; Cause and Consequence)

Inquiry: use the historical inquiry process to investigate perspectives of different groups on some significant events, developments, and/or issues that affected Canada and/or Canadians between 1890 and 1914 (FOCUS ON: Historical Perspective; Historical Significance)

Application: analyse key similarities and differences between Canada in 1890–1914 and in the present day, with reference to the experiences of and major challenges facing different groups and/or individuals, and to some of the actions Canadians have taken to improve their lives (FOCUS ON: Continuity and Change; Historical Perspective)

By the end of Grade 8, students will:

Canada, 1890–1914: A Changing Society

Social Studies, History, & Geography

Creating Canada, 1850–1890

evaluate the importance of various internal and external factors that played a role in the creation of the Dominion of Canada and the expansion of its territory (e.g., the doctrine of Manifest Destiny, the American Civil War, changes in British attitudes towards British North America, Fenian raids, the construction of the transcontinental railway, the Red River Resistance, the creation of the North-West Mounted Police [NWMP], the numbered treaties, the Indian Act)

assess the impact that differences in legal status and in the distribution of rights and privileges had on various groups and individuals in Canada between 1850 and 1890 (e.g., with reference to land ownership in Prince Edward Island, married women’s property rights, women’s political rights, property qualifications for the franchise, restrictions on Chinese immigration, the rights and legal status of “status Indians” on reserves, the privileged lifestyle of industrialists in contrast to the lives of workers in their factories, discrimination facing African Canadians)

analyse some of the actions taken by various groups and/or individuals in Canada between 1850 and 1890 to improve their lives (e.g., lifestyle changes among Métis facing increasing agricultural settlement in the West; alliances among First Nations during negotiations with the federal government; the creation of mutual aid societies by ethnic groups to help new immigrants from their homelands; campaigns against Confederation in the Maritimes; the creation of labour unions to press for better pay, hours, and working conditions; the creation of a newspaper by Mary Ann Shadd to lobby against slavery and for the rights of African Canadians)

formulate questions to guide investigations into perspectives of different groups on some significant events, developments, and/or issues that affected Canada and/or Canadians between 1850 and 1890 (e.g., Confederation, the National Policy, the rights of First Nations, the establishment of residential school for First Nations and Métis children, industrialization, temperance, immigration, the presence of refugee slaves in Canada, the building of the Canadian Pacific Railway [CPR], the Red River Resistance or the North-West Rebellion, the trial and execution of Thomas Scott or Louis Riel)

gather and organize information and evidence about perspectives of different groups on some significant events, developments, and/or issues that affected Canada and/or Canadians during this period, using a variety of primary sources (e.g., advertisements; diaries; editorial cartoons; excerpts from fiction or non-fiction books written during this period; petitions; photographs, paintings, songs, or poetry from the time; testimony to commissions of inquiry) and secondary sources (e.g., poetry, songs, paintings, or drawings from a later period; graphic novels; reference books)

analyse and construct maps as part of their investigations into some significant events, developments, and/or issues in Canada during this period, with a focus on exploring their spatial boundaries (e.g., analyse issue-based maps as part of their investigation into the North-West Rebellion; construct a map showing the political and territorial expansion of Canada; analyse flow maps to determine the routes of the Underground Railroad; construct a demographic map showing the location of the major groups in Canada during this period)

interpret and analyse information and evidence relevant to their investigations, using a variety of tools (e.g., use graphic organizers to help them to compare perspectives in the information they have gathered on the impact of the Indian Act or to analyse different perspectives on components of the national policy; analyse political speeches and newspaper articles for views on Chinese immigrants; analyse pamphlets from the time to determine the arguments used by temperance advocates and their opponents)

evaluate evidence and draw conclusions about perspectives of different groups on some significant events, developments, and/or issues in Canada during this period

communicate the results of their inquiries using appropriate vocabulary (e.g., Confederation, National Policy, Underground Railroad, industrialization, expansion, resistance, rebellion, migration, refugee, settlement, treaty, reserves, residential schools) and formats appropriate for specific audiences (e.g., a story or graphic novel on the Underground Railroad from the perspective of a fugitive slave, abolitionists along the route, and free Blacks in Canada; a dramatic presentation on differing perspectives on the North-West Rebellion and its aftermath; an information poster explaining attitudes of pro- and anti-Confederation forces; an audiovisual presentation on the perspectives of the federal government and status and non-status Indians on the Indian Act; a photographic essay on the various groups of people involved in the construction of the CPR)

Inquiry: Perspectives in the New Nation -  Focus On: Historical Perspective; Historical Significance

identify factors leading to some key events or developments that occurred in and/or affected Canada between 1850 and 1890 (e.g., Confederation, the Red River Resistance, the creation of the NWMP, the settlement of the Northwest, the North-West Rebellion, the construction of the CPR, the Royal Commission on the Relations of Labour and Capital), and explain the historical significance of some of these events for different individuals, groups, and/or communities

identify key political and legal changes that occurred in and/or affected Canada during this period (e.g., the numbered treaties, the U.S. Fugitive Slave Act of 1850, the Gradual Civilization Act of 1857, the British North America Act, the Métis Bill of Rights of 1869, the B.C. Qualification of Voters Act, the National Policy, the Indian Act of 1876, the St. Catharine’s Milling case), and explain the impact of some of these changes on various individuals, groups, and/or communities

identify key social and economic changes that occurred in and/or affected Canada during this period (e.g., the Industrial Revolution, the development of urban centres, the gold rush in British Columbia, economic changes resulting from the Reciprocity Treaty of 1854 and the repeal of the Corn Laws, lack of foreign markets for locally produced products resulting from changes in British policies, changes among Plains First Nations as a result of declining buffalo populations, increased settlement of the West, increasing rates of immigration), and explain the impact of some of those changes on various individuals, groups, and/or communities

describe significant instances of cooperation and conflict in Canada during this period (e.g., conflicts between Protestants and Catholics, the Red River Resistance, the North-West Rebellion, the Toronto printers’ strike of 1872; cooperation between various individuals and groups to run the Underground Railroad, among politicians negotiating Confederation, between First Nations, Métis, and the Hudson’s Bay Company in the fur trade)

identify a variety of significant individuals and groups in Canada during this period (e.g., George Etienne Cartier, James Douglas, Gabriel Dumont, Joseph Howe, Kwong Lee, John A. Macdonald, Thomas D’Arcy McGee, Mistahimaskwa [Big Bear], Nahnebahwequay [Catharine Sutton], Louis Riel, Mary Ann Shadd, Emily Stowe; the Orange Order, the Knights of Labor, the Underground Railroad and abolitionist groups, Chinese railway workers, the Métis Nation, the Woman’s Christian Temperance Union), and explain their contributions to Canadian heritage and/or identity

Understanding Historical Context: Events and Their Consequences - Focus On: Historical Significance; Cause and Consequence

Application: Canada – Past and Present FOCUS ON: Continuity and Change; Historical Perspective

analyse key similarities and differences in the experiences of various groups and communities in present-day Canada and the same groups in Canada between 1890 and 1914 (e.g., the urban poor, the unemployed, workers, farmers, recent immigrants, First Nations and Métis, Québécois, African Canadians, Chinese Canadians, South Asian Canadians, Jewish Canadians, women, children, the elderly)

analyse some of the challenges facing different individual, groups, and/or communities in Canada between 1890 and 1914 (e.g., Native residential schools and loss of First Nations land with increasing western settlement; increasing industrialization; restrictions on immigration of some ethnic groups; lack of political rights for women; working conditions in sweatshops), and compare some of these challenges with those facing present-day Canadians

analyse actions taken by various groups and/or individuals in Canada between 1890 and 1914 to improve their lives (e.g., francophones in Quebec, First Nations and Métis, immigrants from Europe and Asia, African Canadians, women, workers), and compare these actions to those taken by similar groups today

Inquiry: Perspectives on a Changing Society FOCUS ON: Historical Perspective; Historical Significance

formulate questions to guide investigations into perspectives of different groups on some significant events, developments, and/or issues that affected Canada and/or Canadians between 1890 and 1914 (e.g., the Boer War, the Manitoba Schools Question, efforts to protect and educate children, Canadian immigration policy, the “continuous journey” regulation, increases in the Chinese head tax, amendments to the Indian Act, movements for women’s suffrage, reciprocity, heightened rivalries in Europe)

gather and organize information and evidence about perspectives of different groups on some significant events, developments, and/or issues that affected Canada and/or Canadians during this period, using a variety of primary sources (e.g., advertisements; letters; newspaper reports and editorials; paintings, photographs, or posters from the time; petitions) and secondary sources (e.g., historical fiction, textbooks, reference books)

analyse and construct maps as part of their investigations into some significant events, developments, and/or issues that affected Canada and/or Canadians during this period, with a focus on exploring their spatial boundaries (e.g., determine the location of key events in the Klondike gold rush; analyse a series of historical maps to determine the growth of cities in this period; create a flow map to show the origins of immigrants to Canada and the regions in which they settled)

interpret and analyse information and evidence relevant to their investigations, using a variety of tools (e.g., use organizers to help them compare perspectives in the information they have gathered on reciprocity with the United States; analyse political cartoons for views on women and women’s roles; interpret graphs on quality of life indicators such as infant mortality to help them understand perspectives of social reformers and the urban poor)

evaluate evidence and draw conclusions about perspectives of different groups on some significant events, developments, and/or issues that affected Canada and/or Canadians during this period

communicate the results of their inquiries using appropriate vocabulary (e.g., Klondike, immigrant, industrialization, unions, strikes, sweatshops, reciprocity, suffragist, compromise, alliance) and formats appropriate for specific audiences (e.g., a photo essay on the lives of children from different regions and/or representing different groups in Canada; a speech written in the voice of a labour activist or suffragist and a response from an opponent; a poem written from the perspective of a passenger on the Komagata Maru; letters to the government from an Indian agent enforcing the ban on the potlach and from a Haida chief giving reasons why the law should be repealed)

Understanding Historical Context: Events and Their Consequences Focus On: Historical Significance; Cause and Consequence

identify factors leading to some key events or developments that occurred in and/or affected Canada between 1890 and 1914 (e.g., the Boer War, promoting Canada as a destination for immigrants, the growth of the women’s suffrage movement, the founding of the Children’s Aid Society, an increase in the number of residential schools for First Nations and Métis children, the immigration of British Home Children to Canada, the expansion of homesteading in the West, the growth of labour unions, anti-Asian riots in Vancouver), and explain the historical significance of some of these events for different individuals, groups, and/or communities

identify key political and legal changes that occurred in and/or affected Canada during this period (e.g., Alberta and Saskatchewan becoming provinces, the response to the Manitoba Schools Question, European alliances and the conflict in South Africa and threat of conflict in Europe, the Truancy Act of 1891, the Alaska boundary dispute, the Naval Service Bill, increases in the Chinese head tax), and explain the impact of some of these changes on various individuals, groups, and/or communities

identify key social and economic changes that occurred in and/or affected Canada during this period (e.g., the Klondike gold rush; changes in the home countries of immigrants; the Immigration Act of 1910; technological changes; increasing urbanization; the development of mining in Ontario, Nova Scotia, and British Columbia; reciprocity), and explain the impact of some of these changes on various individuals, groups, and/or communities

describe significant examples of cooperation and conflict in Canada during this period (e.g., conflicts between English and French Canadians over issues such as the Boer War and the Naval Service Act; conflict between European and non-European immigrants; strikes by coal miners in Nova Scotia and British Columbia; cooperation of different groups under the social gospel umbrella; cooperation between immigrants in new ethnic enclaves)

identify a variety of significant individuals and groups in Canada during this period (e.g., Maude Abbott, Henri Bourassa, Alexander Graham Bell, Pauline Johnson, J. J. Kelso, Wilfrid Laurier, Tom Longboat, Nellie McClung, L. M. Montgomery, Duncan Campbell Scott, Clifford Sifton, John Ware; the National Council of Women of Canada, the Trades and Labour Congress, various immigrant groups), and explain their contributions to Canadian heritage and/or identity

Creating Canada, 1850-1890

Application: Peoples in the New Nation - assess the impact of some key social, economic, and political factors, including social, economic, and/or political inequalities, on various groups and communities, including First Nations, Metis, and Inuit communities, and on the creation and expansion of the Dominion of Canada, between 1850 and 1890

evaluate the importance of various internal and external factors that played a role in the creation of the Dominion of Canada and the expansion of its territory

assess the impact that limitations with respect to legal status, rights, and privileges had on First Nations, Metis, and Inuit individuals and/or communities in Canada between 1850 and 1890

assess the impact that differences in legal status and in the distribution of rights and privileges had on various settler/newcomer groups and individuals in Canada between 1850 and 1890

analyse some of the actions taken by various individuals, groups, and/or communities, including First Nations, Metis, and Inuit individuals and/or communities, in Canada between 1850 and 1890 to improve their lives

Inquiry: Perspectives in the New Nation - use the historical inquiry process to investigate perspectives of different groups and communities, including First Nations, Metis, and/or Inuit communities, on some significant events, developments, and/or issues related to the shift in power in colonial Canada from France to Britain

formulate questions to guide investigations into perspectives of different groups and communities, including First Nations, Metis, and/or Inuit communities, on some significant events, developments, and/or issues related to the shift in power in colonial Canada from France to Britain

gather and organize information and evidence about perspectives of different groups and communities, including First Nations, Metis, and/or Inuit communities, on some significant events, developments, and/or issues related to the shift in power in colonial Canada from France to Britain, using a variety of primary and secondary sources

assess the credibility of sources and information relevant to their investigations

analyse and construct maps as part of their investigations into significant events, developments, and/or issues related to the shift in power in colonial Canada from France to Britain, with a focus on exploring their spatial boundaries

interpret and analyse information and evidence relevant to their investigations, using a variety of tools

evaluate evidence and draw conclusions about perspectives of different groups and communities, including First Nation, Metis, and/or Inuit communities, on some significant events, developments, or issues related to the shift in power in colonial Canada from France to Britain

communicate the results of their inquiries using appropriate vocabulary and formats appropriate for specific audiences

Understanding Historical Context: Events and Their Consequences - describe various significant people, events, and developments, including treaties, in Canada between 1713 and 1800, and explain their impact

identify factors leading to some key events that occurred in and/or affected Canada between 1713 and 1800, and describe the historical significance of some of these events for different individuals, groups, and/or communities, including Indigenous individuals and/or communities

identify a few key treaties of relevance to Indigenous people during this period, including wampum belts exchanged, and explain the significance of some of these agreements for different people and communities in Canada

identify key political and legal changes that occurred in and/or affected Canada during this period, and explain the impact of some of these changes on various individuals, groups, and/or communities, including First Nations, Metis, and Inuit individuals and/or communities

identify key social and economic changes that occurred in and/or affected Canada during this period, and explain the impact of some of these changes on various individuals, groups, and/or communities, including First Nations, Metis, and/or Inuit individuals and communities

describe some significant aspects of daily life in various First Nations, Metis, and Inuit communities in Canada during this period

describe some significant aspects of daily life of different newcomer/settler groups living in Canada during this period

describe significant interactions between various individuals, groups, and institutions in Canada during this period

identify some significant individuals and groups in Canada during this period, and explain their contribution to Canadian heritage and/or identities

Canada, 1800�1850: Conflict and Challenges

Application: Canada - Past and Present - analyse aspects of the lives of various groups and communities, including First Nations, M�tis, and Inuit communities, in Canada between 1800 and 1850, and compare them to the lives of people in Canada in 1713-1800

analyse social and political values and significant aspects of life for some different groups and communities, including First Nations, Metis, and Inuit communities, in Canada between 1800 and 1850, and assess similarities and differences between these values and aspects of life and those in eighteenth-century Canada

analyse some of the challenges facing individuals, groups, and/or communities, including First Nations, Metis, and Inuit individuals and/or communities, in Canada between 1800 and 1850, and ways in which people responded to those challenges

analyse the displacement experienced by various groups and communities, including Indigenous communities, who were living in or who came to Canada between 1800 and 1850 and how some of these groups dealt with their displacement

Inquiry: Perspectives on a Changing Society - use the historical inquiry process to investigate perspectives of different groups and communities, including First Nations, Metis, and/or Inuit communities, on some significant events, developments, and/or issues that affected Canada and/or people in Canada between 1800 and 1850

formulate questions to guide investigations into perspectives of different groups and communities, including First Nations, Metis, and/or Inuit communities, on some significant events, developments, and/or issues that affected Canada and/or people in Canada between 1800 and 1850

gather and organize information and evidence about perspectives of different groups and communities, including First Nations, Metis, and/or Inuit communities, on some significant events, developments, and/or issues that affected Canada and/or people in Canada during this period, using a variety of primary sources and secondary sources

assess the credibility of sources and information relevant to their investigations

analyse and construct maps as part of their investigations into some significant events, developments, and/or issues that affected Canada and/or people in Canada during this period, with a focus on exploring their spatial boundaries

interpret and analyse information and evidence relevant to their investigations, using a variety of tools

evaluate evidence and draw conclusions about perspectives of different groups and communities, including First Nations, Metis, and/or Inuit communities, on some significant events, developments, or issues that affected Canada and/or people in Canada during this period

communicate the results of their inquiries using appropriate vocabulary and formats appropriate for specific audiences

Understanding Historical Context: Events and Their Consequences - describe various significant people, events, and developments, including treaties between Indigenous nations and imperial powers, in Canada between 1800 and 1850, and explain their impact

identify factors contributing to some key events and/or trends that occurred in and/or affected Canada between 1800 and 1850, and describe the historical significance of some of these events/trends for different individuals, groups, and/or communities, including Indigenous individuals and/or communities

identify a few key treaties of relevance to Indigenous people during this period, including wampum belts exchanged, and explain the significance of some of these agreements for different people and communities in Canada

identify key political and legal changes that occurred in and/or affected Canada during this period, and explain the impact of some of these changes on various individuals, groups, and/or communities, including First Nations, Metis, and Inuit individuals and/or communities

identify key social and economic changes that occurred in and/or affected Canada during this period, and explain the impact of some of these changes on various individuals, groups, and/or communities, including First Nations, Metis, and Inuit individuals and/or communities

describe significant interactions between different groups and communities in Canada during this period

identify some significant individuals and groups in Canada during this period, and explain their contribution to Canadian heritage and/or identities