History

Grade 8: Canada – A Changing Society	Planning: Term # Tracking: Ach. Level
Overall Expectations	1	2	3	4
* describe key characteristics of Canada between 1885 and 1914, including social and economic conditions, the roles and contributions of various people and groups, internal and external pressures for change, and the political responses to these pressures;
* use a variety of resources and tools to gather, process, and communicate information about the factors that shaped Canada as it was entering the twentieth century;
* compare living and working conditions, technological developments, and social roles near the beginning of the twentieth century with similar aspects of life in present-day Canada.
Specific Expectations
Knowledge and Understanding
* describe the factors contributing to change in Canadian society (e.g., immigration, technology, politics, globalization);
* describe the achievements of individuals and groups in Canada who have contributed significantly to the technological development of Canada and the world (e.g., Martha Black, Guglielmo Marconi, Alexander Graham Bell, J.A.D. McCurdy, Samuel McLaughlin, George Ross, Adam Beck) and analyse the impact on society of new technologies (e.g., prospecting, radio, the telephone, the automobile, electricity);
* describe the social and working conditions of Canadians around the beginning of the twentieth century (e.g., in mining, forestry, factory work; on farms; in cities);
* describe how specific individuals and events helped change the position of women and children in Canada (e.g., Nellie McClung, Emily Carr, Lucy Maud Montgomery, Pauline Johnson; the Temperance Movement, laws establishing compulsory education);
* outline the advantages and disadvantages of Clifford Sifton's immigration policy in the Laurier era;
* identify and explain the factors that led to Laurier's electoral defeat in 1911 (e.g., the reciprocity issue, political compromise, French-English tensions);
* identify key events that illustrate Canada's role within the British Empire and explain their significance (e.g., the Boer War, the Naval Question, Canada's participation in Imperial conferences);
* describe the treaties, alliances, events, and people that contributed to the start of the First World War, and explain their relevance to Canada.
Inquiry/Research and Communication Skills
* formulate questions to facilitate research on particular topics (e.g., Why did Canadians support Laurier's leadership for fifteen years? Who started the First World War?);
* use a variety of primary and secondary sources to locate relevant information (e.g., primary sources: immigration posters, photographs of working conditions, journals and diaries; secondary sources: print materials, videos, CD-ROMs, Internet sites);
* analyse, synthesize, and evaluate historical information (e.g., immigration tables, population growth tables);
* describe and analyse conflicting points of view about a historical issue (e.g., child labour, the Boer War, the causes of the First World War);
* 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., prepare a report on a selected topic and individual);
* use appropriate vocabulary (e.g., advocate, movement, temperance, reciprocity, entrepreneurs, multiculturalism, alliance, entente) to describe their inquiries and observations.
Application
* create an immigration campaign to attract immigrants to Canada around the beginning of the twentieth century and today, using media appropriate to the period (e.g., poster, pamphlet);
* compare the challenges facing farmers and workers at the beginning of the twentieth century to those facing farmers and workers today;
* compare family roles at the beginning of the twentieth century to family roles today (e.g., responsibilities and roles of men, women, and children).
Student Name:

Expectations: Copyright The Queen's Printer for Ontario, 2004.  Format: Copyright B.Phillips, 1998.