Grade 8 Social Studies

Confederation

Students need to be aware of the contributions of Joey Smallwood, Peter Cashin, Chesley Crosbie, Dora Russell and Lester Burry in promoting the divergent ideas of Confederation with Canada, continuation of Commission of Government, a return to responsible government or even a proposed union with the United States of America. Students need to know how and why Confederation was finally settled upon through two referendums. 

Finally, the date of March 31, 1949 and the terms of union that bound Newfoundland and Labrador to Canada should be familarized.

Test Format

20 Multiple Choice

5 Short Answer

1 Long Answer

Due April 5, 2012

Focus on one aspect of Newfoundland and Labrador's participation in World War Two as found in the textbook (including but not limited to impact on the economy, wartime bases, women's employment, etc)

Students can use a variety of formats to present their research including (at a minimum) a report- 2 pages double spaced; powerpoint- 10 slides; oral presentation- 3 minutes; poster-1

Research should be done from textbook and one other source- Internet (nf.heritage.ca) or Book.

Please forward all questions to Mr. Peters at cpeters@stbonaventurescollege.ca

The Grade 8 Test on chapter 6, WW1, has been re-scheduled for first period Friday February 3, 2012. As such there will be no sledding expedition. Happy studying!

Students in grade 8 will have an open book test on chapter 6. There will be two sections on this test. Section 1 has ten short answer questions for a total of 40 marks. Section 2 will have two long answer questions for a total of 10 marks. This test will be written on Thursday February 2, 2012 which is day 8 on the calendar.

Focus questions include:

How did the great war begin? How did Newfoundland respond to the beginning of the great war? How/ where did Newfoundlanders serve during the great war? Why is Beaumont-Hamel important to Newfoundland? * Owen Steele, John Shiwak, Tommy Ricketts, John Croke- why were these men important to Newfoundland during the great war? What happened on the 'home front' during World War 1? Why was conscription a controversial issue in Newfoundland during WW1? What was the cost for Newfoundland in terms of money and lives lost during the great war? How did women's suffrage improve during the great war?* explore the effect of the "Spanish Fluu" on Labrador, particularly the Inuit?

Students are asked to look at one section of the Chapter 5 covered material- 19th Century Lifestyles in Newfoundland and Labrador- whether it be housing, social activities, health care, etc. They are asked to write a one page report and accompany this report with a picture, at their hand, of a significant person, event. For instance, if looking at architecture students could draw an example of a mansard roof or Labrador tilt house, or if health care then perhaps Sir Wilfred Grenfell in action...

This report should be typed. It is due Monday January 16, 2012.

Students should, by Friday October 28, 2011 hand in their second journal entry. This en try will be focused by thir experiences at Rotary Sunshine Park and Chapter Two in their textbooks, as well as answering the following questions:

1- What aspect of the field trip did you enjoy the most? Why?

2- How do you feel the activities of the field trip relate to NL history?

3- What can we say about life in 1850's NL because of the experience of the field trip?

Journal entries should e about one page in length and titled under Self Sufficient Lifestyle: An Experiential Study Of

Test scheduled for Tuesday October 25, 2011 Day 8.

Format- 20 Multiple Choice; 5/8 Short Answer; 1/2 Long Answer

Material to Know

Sel Suffciniecy: consumer v. subsistence economy, comparison box p. 48

Fishery- Inshore, Labrador and Bank Fisheries; quintal of fish, salt cod, fish flakes, rooms, cod raps, splitting fish

Truck system- fishermen paid in credit for fish; controversial because fishermen rarely got ahead

Seal Fishery- landsman's hunt; offshore hunt; offshore hunt in NE coast of NL (te front); Gulf f St, lawrence (the gulf); gaffs, sculping,pelts, flippers, whitecoats, self blubber, Southern Cross, 1914

Trappers- Aboriginal lifestyle; Innu, Inuit; HBC; Moravians, truck system; A Trappe's Wife, elizabeth Goudie, p. 62

Shipbuilders- boats as the main form of transportation, Michael Kearney; Trinity batbuilders 1809-10; Jonas Newhook Fleetwing

Other Industries, p. 65 

Heritage Fair is scheduled for November 1st for in-class evaluation. Students have been assigned the following dates for presentation. As a general reminder, students are required to ring in a backboard (30%) and present an oral presentation (50%). Research constitutes the third segment for evaluation (20%). 

Tuesday November 1, ay 4

Caitlin Murray, Luke Bhiata, Henry Power, stephen Snow, Sarah Coffin, Abbi Morris, Cameron Bennett, Selina Zhao

Friday November 4, Day 7

Michael 'Brien, Julia White, Nicola Duffy, Mark Cox, Mark Howells, Madeleine Hollett, sarah Cook, Richard Deane 

Monday November 7, Day 8

Claire Genest, Liam Lewis, Jes Hansen, Meghan Crane, Grant Lane, Thomas Roberts, Alison Shepherd, Ana Orzoco

Tuesday November 8, Day 9

Richard Smith, James Kwon, Adam manual, Emily walker, Julian Garcia, Laura Prior, Danielle P.

Students should know the following for Thursday's test:

Aboriginal People 

Beothuk- mamateek, Shawnadithit, why they went extinct p. 28

mi'kmaq- ktaqmkuk, seasonal lifestyle, interactions with Europeans, Conne River

Innu- Natuashish, sheshatshiu, Nitassinan, Innu-Aimun,Mushuau, caribou, trapping

Inuit- Moravian Church, Inuktitut, kayak, umiak, qamartalik, tupiq, European diseases

Labrador Metis- kabluangajuit, trapping, trading, fishing

Immigrants

push/pull factors

p.36-37 English, French, Irish,Scottish Why they came, what they did, where they settled

Bishop Fleming- Basilica

Other immigrants to NL- Lebanese, Chinese

Natural Increase, internal migation

Format for Test

 20 Multiple Choice

4 Short Answer Response

1 Long Answer Response

Grade 8 Social Studies

Term 1- 40%

Participation 10%

Journal Writing 15%

Heritage Fair- Term 1 Research Project 20%

Tests 35%

Midterm Exam 20%

Term 2- 60%

Participation 10%

Journal Writing 15%

Open Minds- Term 2 Research Project 25%

Tests 30%

Exam 20%

Students are expected to have a paragraph response ready to the question, Why is Newfoundland and Labrador history important? 

Key Terms and Definitions:

copying pans

mummering

nalujuit

rounders

No Man's Land

Suffrage

trench warfare

Spanish Flu

Commission of Government

Economic Diversification

St. John's Riot of 1932

Theatres of War

Economic Dislocation

Black Out

Caribou Hut

Confederation

Referendum

Air Raids

Terms of Union

Modernization

Patriotism

Newfoundland Rangers

Propaganda

S.S. Caribou

Lord Strathcona

Conscription

Beaumont Hamel

Royal Newfoundland Regiment
Sir Wilfred Grenfell

John Bernard Croke

Violet Cherrington

Reverend Lester Burry
Sir Richard Bonnycastle
Sybil Johnson
Agnes Cowan
Dr. N. Stuart Frazer

William Warrender Mackenzie

Stella Maris Meaney

Peter Cashin

Dora Russell

Mary Webb

Cluny MacPherson
Mary Southcott

Chesley Crosbie

Sir Richard Squires

Marie Smart Penney

Margaret Duley

Owen Steele

Tommy Ricketts

Frederick Alderdice

Joseph R. Smallwood

John Shiwak

Key Topics:
Types of housing from 19^th century Newfoundland and Labrador
Healthcare during 19^th century Newfoundland and Labrador
Causes of Economic Dislocation
Newfoundland Patriotic Association
Labrador Boundary Dispute
Effects of the Great Depression on Newfoundland and Labrador
Primary, secondary and tertiary sectors
The Role of the Church in 19^th century Newfoundland and Labrador
The Women's Suffrage Movement in Newfoundland and Labrador around WWI
The development of industry and economic growth on Newfoundland after 1949

Possible Essay Topics:

NL culture and tradition and its future

The impact of WWI and WWII on NL from past to present
The history of Government in NL from Responsible Government, Commission of Government to Confederation with Canada

Terms of Union with Canada
The impact of the Resettlement program on Newfoundland and Labrador communities

There will be a test on Newfoundland in World War Two, found in Chapter Eight of the textbook. Specifically students should know why and where Newfoundland and Labradorians enlisted; where they were posted and served overseas; the experience of being in a Prisoner of War camp (eg. on page 194 of Joseph Kearney in an Italian POW camp); the effect of the war at home with volunteers; Newfoundland's strategic importance at sea and in the air; the construction of wartime military bases; blackout put in effect in St. JOhn's; the NL internment camps; the sinking of the SS Caribou and ships off Bell Island; the German Weather station in Labrador; and finally (and particularly for the long answer section) the impact of the Second World War upon NL, economically and socially; the newfound prosperity it brought to NL.

Format: students can expect 20 Multiple Choice worth 20 marks; 5 short answer questions worth 20 Marks and 1 long answer question, on the highlighted section above, worth 10 Marks.

STudents are encouraged to read over the chapter again (and then again) as they study, and to direct any questions to MR. Peters in class or by email at cpeters@stbonaventurescollege.ca 

In lieu of a test students in Grade 8 Social Studies are doing a written assignment, 500-750 words in length. Students are required to type up this assignment, font 12 and include a title page and bibliography which includes one other book source (besides textbook) and one Internet source- not Wikipedia. Students are asked to look, in depth at one of the tragedies that beguiled Newfoundland and Labrador from 1929-1939 or related events. Students can look at the Tidal Wave that struck the Burin Peninsula, the Great Depression and the corresponding attempts to help people (the dole, Land Settlement Scheme) or failures (Commission of Government).

Grade 8 Social Studies students are reminded to review for the approaching quiz on Thursday February 3, 2011. The quiz will be one focus question looking at an aspect of Newfoundland and Labrador culture and lifestyles in the 19th Century. Students will focus on one aspect in their answer (eg. sports, recreation, housing styles) and are encouraged to make use of the Open Minds experience in their responses. The quiz should take students 30 minutes to complete.

Entirely my fault as teacher but I had presented erroneous information as to when students in Grade 8 Blue will be attending the Open Minds program. Instead of the week January 17-21, 2011 students will be attending the week of January 24-28, 2011. I do hope this causes no undue consternation. Please let me know at your earliest convenience if this proves problematic at cpeters@stbonaventurescollege.ca

Students are reminded to have questions 2 and 3 completed from page 86 for  class on Friday January 7, 2011.

Dear Parents/ Guardians,

            As you may now be aware the Grade 8 classes St. Bonaventure’s College have been signed up for the 2011 Chevron Open Minds Program, located at The Rooms Provincial Museum. This is an exciting learning and teaching opportunity wherein students and teachers will participate in hands-on activities in the historical vaults, engage in discussions with curatorial staff at the museum, participate in construction of traditional Newfoundland watercraft and engage in a working understanding between people and this place. Specifically we have focused upon People and Politics in Newfoundland and Labrador history, which brings in elements of the cod and seal fisheries, the traditional jobs of Aboriginal and European inhabitants that made life feasible and sustainable and the manner that power, specifically political power, has been organized here.

            We have broken up the Grade 8 classes to insure that they can get the maximum out of this program. On January 10 through 14, 2011 Mr. Parab will accompany Grade 8 Gold to The Rooms. On January 17 through 21, 2011 Mr. Peters will be taking Grade 8 Blue to The Rooms. Because of the unique educational nature of this program, found in museums across Canada (for more information please look up chevronopenminds.ca and/or therooms.ca/schoolsandkids/open_minds.asp), students will attend this program during normal school hours. That is, students will attend regular homeroom before proceeding to The Rooms. Students will be let out for lunch at the usual time and will meet back at The Rooms after lunch and be dismissed at the regular time. While this program ostensibly falls under the purview of the social studies curriculum students will find that they will be making connections with mathematics, science, literature, religion curriculums.  Because of this it is felt that this program augments student learning. Further, we have scheduled it as early in the term to offer the least impact.

            There is a cost of $55.00 per student attending this course. This covers the cost of the program, as well as the substitute teacher and lunch on the closing Friday of each week. As well, should you wish to help out by volunteering/ participating we would welcome your presence. If you have any questions please do not hesitate to forward them on to Mr. Chris Peters at cpeters@stbonaventurescollege.ca or Mr. Milan Parab at mparab@stbonaventurescollege.ca.

Yours sincerely,

____________________________________________            __________________________________________

Mr. Chris Peters                                                Mr. Milan Parab

Please return signed and with cheque for $55.00 payable to St. Bonaventure’s College before Friday January 6, 2011.

Parent/ Guardian Signature ______________________________________________

Date _____________________________________

Students are reminded to have completed the readings from pages 76-79, and have completed question 1 on page 79. This question looks at the differences between the confederation and anti-confederation arguments and which one students feel was the stronger. Please have ready for tomorrow's class.

Exam season is upon us again! Here then is the format and the general content students should be preparing themselves for.

Format

40 Fill in the blank- word bank will be provided- 40 Marks

7 Short Answer- answer all questions- 5 Marks Each- 35 Marks

1 of 3 Long Answer- 25 Marks

Content

Chapter 1- be familiar with primary and secondary sources  the historical research method sources of information (eg. museum; internet)

Chapter 2- know the main tribes of Newfoundland and Labrador (Beothuk, Mi'kmaq, Innu, Inuit, Metis)and how they lived, what they hunted, interactions with European settlers understand immigration to Newfoundland, and who immigrated (British, Irish, French, Scottish) understand impact of immigrants on Newfoundland socially, religiously, etc.

Chapter 3- understand self-sufficiency as it relates to outport life in the 19th Century be familiar with the fisheries (inshore, Labrador, Banks) sealing, trapping, shipbuilding as part of Newfoundland life truck system run by the merchants and why it was seen as unfair

Chapter 4- naval governor- civil governor- representative government - responsible government (p.71- we didn't cover any other material!)  understand the progression between the various stages of government

This is the exam broadly. Remember to review the outline given in class. And read, and then re-read your textbook. Therein lies the key to success! Good luck!

Looking at sealing, the rigors of the job out on the ice, ships caught in the jam, the bloody work of killing and sculping the seals. What I had asked the students was for an examination of a sealer- not necessarily a true person but representative of those who worked the seal fishery- working for Capt. Abe Kean during the seal hunt of 1914. Want to know where this sealer came from, his reasons for sealing (money, a break in the monotony of winter life), his travels and travails to the 'front' and then his experiences sealing that fateful season. This is a work of historical narrative fiction. But like all good historical narratives, it is rooted firmly in the true experiences of sealers. Make use of the handouts we'd read together on sealing and  your knowledge to do this. To my mind a page to two page maximum works well for this project. If students wished to embellish their projects with pictures or drawn diagrams, so much the better. 

Due Tuesday December 7, 2010* 

*Students that need extra time please contact Mr. Peters at cpeters@stbonaventurescollege.ca

Because of be circumstances I will not be in attendance Tuesday Nov. 2. Therefore, all heritage fair presentations will be changed. I have posted the NEW schedule below.

A reminder: students need bring in their backboards, reports and presenting.

Tuesday November 2- No presentations.

Friday November 5- Jack McCarthy; Hannah DeBourke; Mari Lannon; Eric Hutchings; Nircholas Thoms; Michael Billiard

Tuesday November 9- John Lake; Cameron Youden; Caroline McDonald; Kristen Murray; Jack O'Flaherty; Abigail Fraser, Hannah Brennan; Anna Penney

Wednesday November 10- Isobel Dobbin-Sears; Matt Walker, Juan Carlos Segovia; Gabby Milks; Abbie Butler

Please let me know of any problems these changes present via email at cpeters@stbonaventurescollege.ca 

Students are reminded that they have a test on Chapter 1, Unit 1 on Wednesday October 6, 2010. 

Material:

What is History? Living with History -pg. 12; Individual and Collective Past- know the family tree example- pg. 13, 14; Historical Research Method- pg. 15; Sources of Historical Information- pg. 16-18.

Format:

10 questions requiring a detailed, written response.

Questions should be forwarded to Mr. Peters at cpeters@stbonaventurescollege.ca