7 Social Studies

Chapter 8 Test

Thursday, May 17th, 2012

10 Selected Response Questions

5 Constructred Response Questions

Students are reminded to bring old clothes for the last day of ARTSMARTS as they will be using permanent paints on their art projects.

Students who were absent from class are to read pages 142-149 from their Social Studies text book.

ARTSMARTS BOOK and PAINTING ON CANVAS due May 30th.

The last ARTSMARTS Class will on April 27th, please bring an old smock or shirt for painting in the classroom.

Thank you,

Parab

Chapter Seven Outline


Possible Selected Response Items
119 – Delegates, Confederation
120 – Charles Tupper, Leonard Tilley, John Gray, John A. Macdonald
122 - resolution
123 – Reciprocity Treaty
126 – Referendum
126 – Antoine Aime Dorion
130 – Parts of an Editorial Cartoon (symbols, humour, caricatures, public figure)
133 – Indians and First Nations
135 – Federal, provincial or territorial and municipal levels of government
136 – elections, ridings, political parties, consensus, and candidates

Matching Section
Expanding Confederation list of provinces and territories who joined and what years they joined confederation on page 133

Editorial Cartoon
Analyze an Editorial Cartoon regarding Canadian Confederation page 130

Constructed Response Items

Reasons why the Colonies wanted to become more independent on page 120 for each of the following:

The Maritime Colonies
- suggested a Maritime union to form protection against the USA and to provide stronger economic opportunities

The Province of Canada
- The union between Canada East and Canada West was not working out well due to arguing between political leaders over power and money.
- The Province of Canada had large debts to pay off from trying to build railways and canals
- It was hoped any kind of economic union would alleviate the financial problems

Newfoundland
- Not invited to the Charlottetown conference initially because it is geographically located further away
- Finally when it was invited it was too late to send any delegates

What Happened in Charlottetown on page 121 and 122

- Politicians presented speeches attempting to persuade a union of the colonies
- All delegates agreed that confederation was a good idea and John A. Macdonald seemed a good leader
- A new conference was decided for Quebec in a month's time

What Happened in the Quebec Conference on page 122

The Main Ideas of the Seventy-Two Resolutions
- The new country made up of the united colonies would still be loyal to Britain
- The country would have a federal system of government. In a federal system of government, there is one central government that is in charge of the whole country, and another government for each region.
- Each of the colonies would become a province in the new country. The government of each province would have the power to make decisions on local issues, culture, and education.
- Each province would also send members to the federal government. The federal government would have a lot of power because it would control issues such as defending the country and running the economy.
- The federal government would be made up of the House of Commons (elected) and the Legislative Council (appointed members), later the Legislative Council would become the Senate.
- There would be representation by population in the Senate and the House of Commons. This meant that the provinces with the highest populations would get the most members in both pars of the government.


Why Confederation? 123-125
The Threat of the USA
- There had already been a war with the USA in 1812
- American politicians started talking about trying to take over the farmland of the prairies and the goldfields in BC

Trade
- The American politicians were discussing an end to the reciprocity treaty with the colonies
- It would make more sense to instead trade within the colonies for economic stability

The Need for More Railways
- Transportation was a huge problem because of the size of the land
- Two separate railway systems and more financing was required to make it more effective
- Confederation would spread the cost between the various colonies and reduce costs for each individual colony
- It would also make it easier to move soldiers and militia in the event of a war

The Demand for More Land
- There were more settlers coming in to BNA all the time and many wanted land to farm
- The colonies could buy the land known as Rupert's Land from the HBC and allow settlers to move West
- The more people in the West would help keep the Americans out of Canada

Debating Confederation

The Province of Canada
- An election was not held in the Province of Canada
- The issue was debated and it was passed with a large majority

New Brunswick

- NB would have so few representatives in the federal government that it would have much power to affect decisions
- NB would have to help pay off the Province of Canada huge debts
- NB would be better off if it kept trading with the USA because it already had a good relationship

Prince Edward Island
- There was still a problem between the landlords who owned the land but didn't live in the colony. The idea of having a government from a central location seemed too similar to the absentee landlord problem
- The railway would not reach PEI because it was an island. People's taxes would have to help pay for the railways

Nova Scotia

- NS would have too few representatives in the federal system of government. It wouldn't have a lot of power nor affect change through decisions
- NS would have to help pay off the Canada railway
- NS wealth came from the sea through fishing, shipping, and trade across the Atlantic
- Like Dorion in the Province of Canada, Howe believed that the assembly should be able to vote on the issue at hand.

Newfoundland
- People of Newfoundland were unconvinced on the impact of the Province of Canada's presentation
- It felt NS had an advantage at selling fish to those close to Canada
- Communication and transportation between Mainland and Newfoundland was difficult
- Newfoundland had very strong ties with Great Britain


Confederation Achieved

1867, July 1^st Canada becomes a country with John A. Macdonald as its first prime minister

New Brunswick regrets not joining
- The trade reciprocity treaty is cancelled with the USA and makes the economy in NB suffer
- American government does nothing to prevent the Fenians (Irish-American Militia) from attacking parts of NB. NB feels vulnerable and wanted support if an invasion were ever take place.



Nova Scotia

•  

  • Nova Scotians didn't have much of a choice as Great Britain had already told Joseph Howe that Nova Scotia would be joining Confederation with Canada
    
    
    The BNA Act of 1867

    • The BNA Act set up the kind of federal system of government (with representation by population) that the delegates had agreed on at the Quebec conference

    • The act protected the rights of French-speaking people to keep their language, religion, schools and form of law. English and French would be used in the federal government and in Quebec. However, it was not clear if these same rights apply to French-Canadian people living outside Quebec

    • First Nations were not given the right to govern themselves. Instead, a department of the federal government was set up to make decisions affecting First Nations.

    • Canada was a constitutional monarchy. This meant that any changes to the BNA Act had to be approved by Great Britain.
      
      Aboriginal Peoples and the BNA Act

    • Inuit and Metis were not mentioned in the BNA Act.

    • First Nations did not have the rights of citizens of this new country, but were supposed to be governed by its laws.

      
      
      Historic Moments in Federal Voting
      1918 – Some women get the right to vote
      1948 – All property qualifications are removed
      1948 – Canadians of Asian heritage get the right to vote
      1950 – Inuit get the right to vote

      1960 – First Nations can vote without losing their status as Indians

      1970- Voting age is lowered from 21 to 18

Chapter Seven Test

April 24th, 2012

ArtSmarts on April 23rd and 27th at the school with Ms. Singh.

Editorial Cartoon is due Monday, March 26th

Be sure to include your name!

Homework for Social Studies:

Lesson Inspired by Grace Moffatt and Lauren Stringer

Students are to read page 130 "How to...Read Editorial Cartoons", next students are to watch or listen a news program over the next 4 days. Students are then to choose a political issue either provincial, federal or international and write out a brief paragraph describing the issue. When we have our next class, Wednesday, March 21st students will be given the opportunity to draw an editorial cartoon based on the information collected.

We will place these in our ARTSMARTS Books.

Helpful Links:

http://www.youtube.com/watch?v=pNdehq3KQV4

http://www.ehow.com/how_2171718_draw-political-cartoon.html

http://en.wikipedia.org/wiki/Editorial_cartoon

http://www.drawinghowtodraw.com/drawing-lessons/drawing-faces-lessons/cc-drawing-political-cartoons-caricatures.html

Read pages 129
activity one- editorial cartoons
- design your own editorical cartoon in response to Confederation
- read How To...Understanding an Editorial Cartoon on page 130 and respond to the question at the bottom

Read pages 131-133

Read pages 125-129

Read pages 120-124

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ArtSmarts Book

16-18 pages


4 sketches
9 journal entries (3 per section)
2 creative writing pieces (historical fiction and a poem)
3 pages for research (1 per section)

Participation marks will be taken for each session and scored out of 10
if you behave will and interact in a positive way you will be rewarded with a high mark
if you misbehave or interact in a negative way you will lose marks

PART A – Aboriginal
PART B – Rural Settlers
PART C – Urban Settlers

Wednesday, February 29th

Introducing Chapter Seven (pages 118-119)

Assigning a journal entry for ArtSmarts Book

ArtSmarts at The Rooms on Tuesday, February 28th. Please bring your ArtSmarts materials for the drawing lessons.

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Chapter Six Test Outline

Representative Government Colonial Government in mid-1830s Chart on Page 100
- describe power structure and the role for each part of government
terms to know: representative government, democracy and reformers

Responsible Government
- describe its power structure chart on page 116 and its differences from Representative
Government
- Churches' growing involvement in Politics
terms to know: Michael Anthony Fleming, John Strachan

Newspapers and Politics
- Describe how the newspaper media influenced people in BNA
terms to know: Joseph Howe, freedom of the press and libel

Rebellion in the Canadas
- issues in Lower Canada
- issues in Upper Canada
- rebellions in Lower Canada
- rebellions in Upper Canada
- main points of Durham Report
terms to know: parti patriote, Louis-Joseph Papineau, Cholera, William Lyon Mackenzie, and militia

A Change in British Attitudes
terms to know: trade preference, free trade, political parties, liberal and conservative

1847 – Nova Scotia – James Boyle Uniacke – Reasons for Responsible Government
1849 - Province of Canada – Louis H. LaFontaine, Robert Baldwin – Reasons for Responsible Government
1851 - PEI - George Coles, Edward Whelan - Reasons for Responsible Government
1854 - New Brunswick- Charles Fisher
1855 - Newfoundland – Philip F. Little

Responsible Government and its differences from Representative Government

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Chapter Six Test Outline

Representative Government Colonial Government in mid-1830s Chart on Page 100
- describe power structure and the role for each part of government
terms to know: representative government, democracy and reformers

Responsible Government
- describe its power structure chart on page 116 and its differences from Representative
Government
- Churches' growing involvement in Politics
terms to know: Michael Anthony Fleming, John Strachan

Newspapers and Politics
- Describe how the newspaper media influenced people in BNA
terms to know: Joseph Howe, freedom of the press and libel

Rebellion in the Canadas
- issues in Lower Canada
- issues in Upper Canada
- rebellions in Lower Canada
- rebellions in Upper Canada
- main points of Durham Report
terms to know: parti patriote, Louis-Joseph Papineau, Cholera, William Lyon Mackenzie, and militia

A Change in British Attitudes
terms to know: trade preference, free trade, political parties, liberal and conservative

1847 – Nova Scotia – James Boyle Uniacke – Reasons for Responsible Government
1849 - Province of Canada – Louis H. LaFontaine, Robert Baldwin – Reasons for Responsible Government
1851 - PEI - George Coles, Edward Whelan - Reasons for Responsible Government
1854 - New Brunswick- Charles Fisher
1855 - Newfoundland – Philip F. Little

Responsible Government and its differences from Representative Government

Chapter Six Test on March 2nd

Students are reminded to submit the Historical Fiction to Mr. Parab by Friday, February 3rd or a late penalty will be applied. The details for the assignment on placed earlier on the homework page.

Students are asked to place a neat copy of the story in the ArtSmarts Book.

This assignment will also count toward Language Arts.

Chapter Five Test A

February 1st

Chapter Five Test B

February 10th

Grade Sevens,

Chapter 5 Test is postponed until further class discussions. We didn't have a class on Friday as to hand out the class notes for you to study.

Parab 

Write a historical fiction from the perspective of one of the following groups:
English
English elite
Irish
Scottish
French
Acadian
Aboriginal
Black Colonists


Please read through on page 98 of the Social Studies Textbook.

The final copy will  be written in the homemade books created during the ARTSMARTS sessions.

Chapter Five Test on January 30th

Outline to come soon

Read pages 82-89 and complete activity on page 89 for homework.

Students are to have a journal entry completed responded to the first day of the ARTSMARTS session with Ms. Singh.

Also, students should have three sample books made based on the day's activity.

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January 6^th, 2012

Memorandum Regarding ARTSMARTS GRANT

Dear Parents/ Guardians,

Earlier this year, St. Bonaventure's College received exciting news from the Department of Education stating that we had been approved for an ARTSMARTS Grant for this 2011-2012 school year. As a result of this grant, a well-known local artist, Ms. Anita Singh will be conducting a 16-hour series of art projects with the Grade Seven Social Studies and English Language Arts Program.

These sessions will take place on the following dates:

January 9^th
St. Bonaventure's

January 13^th

St. Bonaventure's

January 26^th

St. Bonaventure's

February 8^th

The Rooms

February 28^th
The Rooms

March 5^th

The Rooms

March 13^th

St. Bonaventure's

March 19^th

St. Bonaventure's

These sessions will be taking place on Day 3 and Day 8 of the school schedule to accommodate the artist and the objectives of the project.

As noted in the above schedule, there will be days when we will be going to The Rooms to complete drawing activities and exploration/reflection of how people lived in early British North America. It is important that students arrive to class on time for these particular days and to ensure they come prepared to participate in the activities.

Students will completing the following outcomes from the Social Studies curriculum:

Concept A
Aboriginals in Early Canadian History and Settlements
Cultural and Political Development

Concept B

Early Settlers in Rural Canada
Cultural and Political Development

Concept C
Early Development of Urban Canada

Cultural and Political Development

Outcomes:

7.3.1 evaluate the conditions of everyday life for diverse peoples living in British North America in the

mid 1800s, including Aboriginal peoples, African-Canadians and Acadians

7.3.2 analyze how the struggle for responsible government was an issue of political empowerment and

disempowerment

7.3.3 identify, interpret, and analyse the internal and external factors that led to Confederation

7.3.4 explain the political structure of Canada as a result of Confederation

7.4.1 explain how the expansion and development of Canada during the 1870s and early 1880s affected its various peoples and regions

7.4.2 analyze the events of the Northwest Rebellion to determine its impact on internal relations in Canada

7.4.3 analyze the degree of empowerment and disempowerment for Aboriginal peoples in present day

Atlantic Canada during this period

7.4.4 analyze the struggle for empowerment by new cultural groups immigrating to Canada between 1870 and 1914

Students will completing the following outcomes from the English Language Arts curriculum:

4.3 identify text features to consider how they help to create meaning

4.4 practice using text features to construct meaning, enhance fl uency and understand increasingly complex texts

4.5 identify and use a variety of reading and viewing processes and strategies to construct meaning from texts

4.6 assess personal processes and strategies for reading and viewing various texts

5.1 identify relevant or interesting topics and questions for further study

5.2 recognize the need for a variety of reliable information to meet learning needs

5.3 locate and select information from a variety of print and nonprint sources

5.4 experiment with a variety of approaches and strategies for conducting research

6.1 express personal responses to texts
6.2 explain a personal point of view in response to texts

7.1 recognize that texts can be biased

7.2 begin to question the relevance and reliability of texts

7.3 begin to recognize the tools authors use to achieve different purposes

7.4 describe the impact that text form, content and structure have on meaning

7.5 demonstrate an awareness that values and personal experiences influence understanding of and critical responses to texts


8.1 experiment with a variety of strategies as a language learner
8.2 use writing to extend, explore and reflect on ideas

9.1 create a range of texts

9.2 experiment with a variety of writing and representing forms and styles to suit purpose(s) and intended audience(s)

Students will be assessed through:

observational notes
reflective/journal entries
brainstorming
debates
general discussion
research methods
fiction writing
role-playing
other ways of representing with drawings, bookmaking, posters and a mural
presentations of work completed
personal essay on the experience and process
*unit tests on the material covered between ARTSMARTS (chapters 5, 6, and 7 from textbook)
*questions/homework assigned from textbook or other sources

Note: Students will be required to complete the required questions/homework on time to ensure the covering of a specific outcome for the artist and experience.

Note: Students are asked to bring an old shirt/smock for the ARTSMARTS days.

If you have any further questions, please do not hesitate to contact me at my email or by contacting the main office.


Thank you,

Mr. Milan Parab

Read pages 82-89 from your Social Studies text book to prepare for the ArtSmarts project.

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7 Social Studies
Chapter 3 Test



Student Name:_________________________

Part A
Instructions: Please circle the most correct response.

1. This is something that is not essential to survival but comes from a desire to possess something material ________.

a) car
b) need
c) want
d) fish

2. An estimate, often itemized, of expected income and expense for a given period of time in the future________.

a) budget
b) income
c) salary
d) expenses

3. The monetary payment received for goods and services ________.

a) money
b) credit
c) budget
d) salary


4. A sum of money demanded by a government for its support or for specific facilities or services, placed on incomes, property sales, etc.... ________.

a) service money
b) taxes
c) facilities
d) property sale








5. The money (and other things) that have been invested into a business venture to start up and keep operating ___________.

a) profit
b) costs
c) expenditures
d) capital



6. The money the business owner makes after being repaid for the investment and paying other expenses __________.

a) debt
b) wages
c) savings
d) profit

7. When you are unable to survive on the money you make it is called _______.

a) wealth
b) debt crisis
c) breaking even
d) poverty


8. A measure of how much “buying power” a family has at its disposal ________.

a) standard of life
b) standard of living
c) standard of working
d) standard of buying


9. It includes all the other things we need and want that money can't buy __________.

a) quality of love
b) quality of a home

c) quality of life

d) quality of wealth

10. It may occur when a person and/or family are unable to gain financial stability to pull them into a more financially stable environment _________.

a) wealthy cycle
b) middle class syndrome
c) lower class cycle
d) poverty cycle

Part B
Constructed Response
Instructions: Please complete the following questions. Be sure to provide examples to support your ideas.

1. a) Examine the INVERTED PYRAMID chart on the next page. Using Maslow's Hierarchy of Needs place the following terms in order from most important to least important.

Maslow's Needs: Physiological, Self-Actualization, Safety, Esteem, and Love
Value: 5 points

b) Provide examples for each two examples for each need on the chart.
Value: 5 points

1. a) Complete the “Flow Chart” for the Canadian Economy – Cycle of the Workers and Employers (located at the back of your test).
   Value: 4 points
   
   
   b) What would happen if one part of this cycle were affected? Example, a factory closes down in an urban centre.
   Value: 4 points

1. a) Complete the Cause and Effect chart at the back of the test by using the example of a lumber mill closing.
   Value: 8 points
   
   
   b) What is a “Trigger”?
   Value: 2 points
   
   
   
   
   
   
   
   
   
   
   

1. a) Draw a Poverty Cycle with examples.
   Value: 3 points
   
   
   
   
   
   
   
   
   
   
   
   
   b) Why is it difficult to break the Poverty Cycle?
   Value: 3 points
   
   
   
   
   
   
   
   
   

2. Provide a definition of bias and stereotyping with an example for each term.

Value: 6 points

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7 Social Studies
Chapter 2 Test



Student Name:_________________________

Part A
Instructions: Please circle the most correct response.

1. This is something that is required for basic survival ________.

a) car
b) need
c) want
d) fish

2. The process in which something is made is called ________.

a) Distribution
b) Creation
c) Production
d) Factoring

3. It is how products are moved from one place to another ________.

a) Production
b) Distribution
c) Transportation
d) Manufactoring


4. These First Peoples live in the northern region above the “tree line” ________.

a) Innu
b) Inuit
c) Cree
d) Maliseet


5. These aboriginal people include the Mi'kmaq and Passamaquoddy ___________.

a) First Nations
b) Inuit
c) Metis
d) Algonquin



6. These people are descended from the children of either Inuit or First Nations women and European traders __________.

a) Metis
b) Mi'kmaq
c) Innu
d) Beothuk

7. The Inuit made summer tents using whale bones, antlers and caribou hides, and it was called a _______.

a) teepee
b) igloo
c) tupet
d) tarpet


8. This First Nations people provided many other First Nations people with corn ________.

a) Wendat
b) Inuit
c) Innu
d) Maliseet


9. The idea that one person has complete control over an area of land __________.

a) public ownership
b) private ownership

c) federalism

d) provinicalism


10. This refers to the region that later became the provinces of New Brunswick, Nova Scotia and Prince Edward Island _________.

a) Altantic
b) Maritimes
c) Prairie
d) East Coast

11. These are items from the past ________.

a) receipts
b) pots
c) artifacts
d) tools

12. An agreement between two or more nations __________.

a) peace
b) treaty
c) contract
d) war


13. Between 1717 and 1779, Great Britain and First Nations entered into a number of treaties and these are collectively known as, ___________.

a) Covenant of Chain Treatie
b) Covenant of Chains
c) Covenant of Corn
d) Covenant of Land

14. These aboriginals are now called the Innu _______.

a) Montagnais
b) Inuit
c) Beothuk
d) Mi'kmaq


15. This aboriginal group inhabited much of the interior of the island Newfoundland

a) Beothuk

b) Innu
c) Vikings
d) Metis

Part B
Constructed Response
Instructions: Please complete the following questions. Be sure to provide examples to support your ideas.

1. Provide the three reasons why the Europeans wanted to come to North America. (3 marks)

Reason One:


Reason Two:


Reason Three:


2. What five resources were the Europeans looking for when they arrived in North America? Why? (7 marks)

Part A
1.
2.
3.
4.
5.

Part B

3. Please complete the chart comparing the economic systems of the First Nations and Inuit people and the European Settlers.

First Nations and Inuit European Settlers

(6 marks)

4. Describe the different treaties between the First Nations and Europeans. (4 marks)

5. Describe the effects of the Fur Trade and European Settlement on First Nations and Inuit people.

(5 marks)

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Grade Seven Social Studies

Chapter One Quiz

Student Name:_________________________

Part A
Selected Response

Instructions: Please choose the most correct selected-response.

1. People who feel this way feel that they have a lot of control over their lives _________.

a) Disempowered

b) Empowerment

c) Powered

d) Encharged

1. This gives a person the right to make decisions in a particular situation ___________.

a) Power

b) Authority

c) Democracy

d) Autocracy

1. This is a set of rules that government must follow _____________.

a) Rules

b) Rights

c) Taxes

d) Constitution

1. These are the rights of every person to be empowered in life _____________.

a) Animal rights
b) Child rights
c) Universal rights
d) Human rights

5. People who feel this feel that they have little control over their lives _____________.

a) Controlled
b) Bullied
c) Empowered
d) Disempowered

6. When people are forced to stay and work until a family debt has been repaid ________.

a) slavery
b) employment

c) dentured servant

d) indentured servant

7. Records of past events in the past made by people who were there at the time _____________.

a) Primary source

b) Secondary source
c) Tertiary source
d) Quadrennial source

8. To gather information and then explain the main ideas in your own words ______________.
a) Concise
b) Precise
c) Summarize
d) Theorize

Part B

Constructed Response

Instructions: Please complete the following constructed response question using complete sentence and provide examples to support your ideas.

9. Describe five (5) of the seven (7) main ideas presented in the Canadian Charter of Human Rights and Freedoms. (5 marks)

1.

2.

3.

4.

5.

10. Describe the six (6) types of empowerment and provide examples for each. (12 marks)

1.

Example:

2.

Example:

3.

Example:

4.

Example:

5.

Example:

6.

Example:












/25 = %

7 SS

Chapters 1-4 NOTES

Chapter One

Empowerment – People who feel empowerment believe that they have a lot of control over their lives. They feel this way because they are able to make choices about important things such as deciding on a career or a place to live.

Authority – It gives a person the right to make decisions in a particular situation. When we think about authority in our lives, we often think of people who have the right to make decisions that affect us.

Constitution – It is a set of rules that government must follow.

The Charter of Rights and Freedoms – It states that all government laws have to apply to everyone equally. It protects people from unfair laws and unfair actions by government organizations, such as the police.

5. be protected from discrimination, on the basis of race, national or ethnic, colour, religion, age , sex, mental or physical ability
6. be served in English or French when dealing with Canada's national government and courts and with provincial government and courts of New Brunswick
7. be educated in French or English when certain other Charter conditions are met

*The Charter also guarantees that nothing within it takes away from Aboriginal treaty or other rights or freedoms described in other parts of the constitution

Main Ideas of The Canadian Charter of Rights and Freedoms
All people in Canada have the freedom to:
1. have their own opinions, and talk or write about them

All people in Canada have the right to:
2. help choose a government
3. live in any part of Canada they choose
4. be treated fairly under the law

Economics – is the study of how people work to create wealth

Politics – is a general term for all things we do to organize ourselves, settle disagreements, and make decisions in our schools, communities, and countries.

Culture – is a way of life. It is made up of everyday things such as language, food, and clothing, as well as important ideas such as spiritual beliefs.
Society – involves everything people do when they live, work, and play together in communities.

Nation – is another word for country.

Types of Empowerment

1. Personal Empowerment – comes from the ability to do something about your needs, wants, opinions, beliefs, and feelings.

1. Economic Empowerment – It includes how we produce, distribute, and consume goods and services. It comes from having enough wealth to take care of your needs.

2. Political Empowerment – Is to learn as much as you can about the issues, think for yourself about what you consider to be the best decision and work to convince others to do what you think is right.

3. Cultural Empowerment – comes from being free to practise your culture, no matter how large or small a group your culture is in society. For a culture to stay strong, people need to remember their history and be able to teach their language and traditions to their children.

4. Societal Empowerment – comes from all members of society being treated equally and fairly.

5. National Empowerment – comes from a nation having the power to make decisions for itself.

Summarize -to gather information and then explain the main ideas in your own words.

Disempowerment – people who believe that they have very little control over their lives. They believe this because they are not able to make choices about things that matter to them.

Human rights – are the rights of everyone person to be empowered in the ways stated in this chapter.

Indentured – means that a group of people (or person) would stay with a family and work until they were eighteen years of age or the debt was repaid.

Primary Sources – are records of events in the past made by people who were there at the same time.

Chapter Two Notes

Time immemorial – for as long as anyone can remember in all the stories passed on by Elders.

First Nations and Inuit

Needs and Wants
- In the past, First Nations and Inuit depended on the land and natural resources for survival. So the economy of each nation was based on the natural resources available in the region.

• This meant that groups often migrated to different regions depending on the season and resources in a given area.

Production
- Aboriginal peoples made goods by hand, mostly using stone and bone tools. People became very skilled at using resources in the most efficient ways.
- Within a group, everyone usually worked together on the most important jobs of the day. Men and women often did different jobs. For example, men would hunt and women would prepare meat and hides.

Distribution
- In most First Nations and Inuit communities, everyone helped with production and everyone shared equally in what was produced.
- First Nations and Inuit also had “Trade Networks”

A Part of Nature

Aboriginal people believed that people and nature are not separate. Instead, people are a part of a natural system that includes the land, water, plants and animals. In this view, the land and natural resources are seen as the source of life and must be used wisely to ensure the survival of future generations.

- prayer and ceremony were often used to show respect to the natural system

*Maritimes refers to the region that later became the provinces of NB, NS, and PEI
Atlantic Canada includes the Maritimes plus the land that later became NL

Aboriginal Peoples
- Aboriginal means “living in a land from earliest times”

• Inuit are the First Peoples of the region north of the tree line (where the climate is too cold for trees to grow) and in parts of what are now Quebec and Labrador. The Quebec Inuit and Labrador Inuit are two examples of Inuit.

• First Nations are the First Peoples of the rest of the land that is now Canada. There are many First Nations, including the Mi'kmaq, Maliseet, Passamaquoddy and Innu of the Atlantic region.

• The first Metis were the children of either Inuit or First Nations women and European traders. The Metis today are the descendants of this people, or they may define themselves as Metis because of their distinct culture and traditions.

No owned the Land

- Aboriginals did not have a tradition of “private ownership”- a European idea.
- private ownership is the idea that one person has complete control over an area of land.

NEWCOMERS

Needs and Wants

Why did Europeans leave their homelands?
1. European nations wanted to own more land
2. Europeans also believed that their culture especially their religions, should be spread around the world
3. Individual Europeans were looking for economic opportunities
4. Many European families came to North America hoping to be given or to buy a piece of land of their own

5. Europeans also came looking for natural resources, such as timber, furs, fish, seal oil, and pelt, and minerals to sell back in Europe

Production
- Until the 1700s, Europeans used basic tools to make things by hand. They had many metal tools that made work easier, but the economy was still Pre-Industrial. Even after factories started up in the 1700s, many everyday objects were made by people in their own homes, and most jobs were done by hand with the help of animals.
- Some goods were produced by individuals who specialized in one area. Ex// blacksmith
- In the countryside, farm people often produced more of their own goods. These kinds of skills came in very handy when the Europeans arrived in North America. The early settlers had to do everything for themselves

Distribution
- In Europe, the economic system was based on the idea that if you owned land or a resource, you had the right to make as much profit from it as possible. The main goal for most people was to work to benefit themselves and their families.
- The most common way for goods and services to be distributed was through markets. In other words, if you wanted something, you paid for it with money. If you didn't need something, you could sell it.

- European settlers who came to North America had to begin by making do with what they brought with them, could make for themselves, or could get by trading. There were few markets where they could buy what they needed or sell products.

-Artifacts are items we have from the past

Three Key Resources

Fish
- An important part of the European diet because of religious beliefs-- during many days of year, people could eat only fish and not meat
- English who set up the most successful system to catch, salt, and dry cod to be sent to markets in Europe.
- From about 1600 to the mid 1700s, this was migratory work. In other words , the fishers came from England for the summer fishing season and returned with the fish in the fall.

Furs
- Europeans wanted the high quality furs coming from North America, beaver was especially in great demand for making hats
- Traders exchanged European goods such as blankets and firearms for furs trapped by First Nation hunters
- Like fishers, fur traders first came only in the summer, but gradually stayed and settled

Timber
- The Europeans needed timber to be used for building ships
- The Europeans discovered the great forests in the First Nations territories of Maliseet, Passamaquoddy and Mi'kmaq.

THE IMPACT OF CONTACT

* Contact is the term historians use to refer to the time when Europeans first came to North America

Early Contact in the Maritimes
- The First Nations of the Maritimes were curious about the newcomers and willing to see what they were all about
- The newcomers did not know how to survive in this land that was foreign to them, so they badly needed the help that First Nations offered
- The mutual interest for furs and European goods quickly created a trade network between both groups

Treaties
*A treaty is an agreement between two or more nations. A treaty may be made for any number of reasons, such as to settle a war or agree on economic issues. A treaty sets out the nations' rights and responsibilities and is meant to be honoured and respected

- By the early 1700s, Great Britain was the European nation with the most power in the Maritimes and along the Atlantic coast. Both Great Britain and First Nations believe that making treaties would help them get along in the future
- Great Britain believed that treaties would help make sure that First Nations sided with Britain in any conflicts against France.
- First Nations believed that making treaties with Great Britain would ensure peace and allow them maintain their way of life for future generations
- Between 1717 and 1779, Great Britain and First Nations entered into a number of treaties. These are called the Covenant Chain of Treaties.
- These treaties are also called Treaties of Peace and Friendship. Each treaty was different, but the main idea of the treaties was that First Nations did not agree to give up land or natural resources to Britain.

The Effects of the Fur Trade
- With the fur trade, people began to spend more time hunting for fur-bearing animals such as fox and beaver.
- Because they weren't spending as much time fishing and hunting for their own needs, people had to use more European goods such as flour and cloth. It was a kind of cycle: they hunted for furs so that they could get trade goods, and they needed trade goods because they were hunting for furs.
- Eventually, the animal population in an area would become so low that people could not get enough furs to trade for the things they needed.
- European fur traders moved further west in search of animals for fur and this left First Nations struggling to meet their most basic needs
- The problem arose with European settlers taking over First Nations land and this would eventually lead to conflict
- Also, First Nations were in danger of losing tradition and culture

The Effects of European Settlement
- Forests were cut down and lands were fenced for farming and ranching, there were fewer areas that were good for hunting.
- As roads and towns were built, First Nations found that the newcomers were taking over rivers, lakes and oceanfront areas that provided important food sources.
- The European settlers weren't sharing the land – they were keeping more land for themselves
- This was not what First Nations agreed to in the treaties
- Finally, most European settlers believed their economic, political, and cultural ideas were superior to First Nations ideas

Maslow's Hierarchy of Needs

Physiological

- breathing, food, water, sleep, and sexual relations

Safety

- body, employment, resources, morality, the family, health, and property

Love

- family, friends, and intimate/sexual relationships

Esteem

- self-esteem, confidence, achievement, respect for others, and respect by others

Self-Actualization

- morality, creativity, spontaneity, problem solving, lack of prejudice, and acceptance of facts

Need – something that is essential to survival

Want – something that is not essential to survival but comes from a desire to possess something material

Budget – an estimate, often itemized, of expected income and expense for a given period in the future.

Income - the monetary payment received for goods or services.

Taxes - a sum of money demanded by a government for its support or for specific facilities or services, placed on upon incomes, property, sales, etc.

Flow Chart for Canadian Economy -Cycle of workers and employers

Workers buy goods and services → Money goes to business → businesses make goods or provide services → wages go to workers→

Distribution of Wealth
Capitalism

1. Individual freedom is highly valued

2. Production of goods and services is in the hands of individuals

3. Whether or not people can meet their needs depends on wealthy they are

4. Competition is important to help create wealth and improve society

Socialism

1. What is best for the group is more important than individual freedom

2. Production of goods and services is in the hands of the government

3. Every person should receive enough to meet their needs

4. Co-operation is important to help create wealth and improve society

Businesses and Community Wealth

capital - the money (and other things) that have been invested or “put into” a business venture to start up and keep operating.

profit - the money the business owner makes after being repaid for the investment and paying other expenses.

Examples of different-sized businesses
Small-sized business
small convenience store owner

Medium-sized business
a small chain fo grocery stores

Large-sized business
factory producing chocolate for a region

entrepreneur - a person who gets an idea to start up a business.

Cause and Effect in Economics

Analyze Cause and Effect
- when you analyze cause and effect, you look for connections that explain why certain changes took place. The basic pattern is quite simple. The cause is what made a change happen. The effect is the change that resulted.

Example

Cause (mill closes) → Effect (workers become unemployed)

It can create a chain of events that causes many larger impacts on a community or even a country.

The first cause in a larger cause and effect is usually called a Trigger.

Examine this cause and effect chart on page 49 of your text book.

Poverty

when you are unable to survive on the money you make

Standard of Living

a measure of how much “buying power” a family has at its disposal.

quality of life

includes all the other things we need and want that money can't buy

poverty cycle

This may occur when a person and/or family are unable to gain financial stability to pull them into a more financially stable environment.
A cycle is when the same events keep happening over again, with the same results.

Examples of Poverty Cycle are on page 52 of your textbook.

personal capital - includes anything that you have that can help you improve your economic situation. This might be savings in the bank, property, skills, or a willingness to work hard.

down payment - a portion of the cost of buying a house

mortgage - money borrowed from a financial lending institution such as a bank to purchase a house

Analyze the News

Bias - A hidden point of view or opinion.
Two clues to spot a bias:
1. It seems like you are only hearing one side of the story.
2. The language is emotional rather than factual.

Stereotyping – An unfair generalization about a group of people or a place. People sometimes repeat stereotypes without thinking about what they are saying or finding our the facts.

Here are two clues to spot stereotypes:

• You have heard the term or comment before, and it seems biased.
  2. The description doesn't show respect for differences.

Chapter 4 Notes for 7 Social Studies Notes

Sectors – the groups economists categorize for the different type of work that people do.

Primary Sector – This kind of work involves harvesting or extracting natural resources. Examples include farming, fishing, forestry, and mining. It has changed significantly with advances in technology, for example, a dairy farmer may have a computer system that recognizes a tag on each cow's collar and give her only the amount of feed she requires.

Secondary Sector – This kind of work involves construction or manufacturing. Construction involves building things such as homes, office towers, etc... In manufacturing, raw materials are turned into useful products. Some companies makes the kinds of products you can buy in a store.

Tertiary Sector – This kind of work provides services to others. Examples include, salespeople, bus drivers, medical professionals, actors, teachers, and government workers. It also includes services provided by companies such as light and power or water.

Quaternary Sector – This kind of work involves working with ideas and information. One kind of job in this sector is working in laboratories to research new ideas and create new products. For example, cosmetics companies may have people working on how to make lipstick colours last longer. It may also include, communications and information technologies to create and store information.

Diversified Economies – An economic system that has a good balance of jobs in all sectors.

Note: You may be asked to take information and turn it into a graph on your December exam.

Circle Graph – A circle graph is good for showing what part of the whole something is.

Line Graph – A line graph is good for showing how something has changed over time.

Bar Graph – A bar graph is good for comparing two or more sets of statistics.

Pictograph – A pictograph uses symbols or pictures to show the topic.

The Global View
Most countries are dependent upon a global economy where countries are more closely connected in terms of resources, goods and services, and monetary values (e.g dollars and cents). Canada is a part of this global economy.

The effects of a global economy

Our primary trading partner is the USA but Canada deals with numerous countries around the world in the day-to-day business world.

Though we have a large and generally successful national economy, Canada is not in total control of its own economy. Our economy is affected by taxes and changes in product prices around the world. The more unstable these prices and the higher costs on Canadian products hurts our economy.

Global trade also affects politics. Countries with strong economic ties need to maintain good trading relationships.

Forecast – In order to make predictions about the economy and its future, we need to examine current information now. There are groups and organizations that gather information and use it to make guesses about how the economy may look in the near future.

Social trends – These trends affect the economy because people are introduced to newer ideas like an environmental friendly economy. For example, wind power is an eco-friendly energy that is becoming more popular. This popularity of wind power will create a social trend that will have an economic impact.

Demographics – are statistics or measured data (information) about a population. It may include topics such as the numbers of people of each age group, and of each sex, whether people are single or married, and whether they live in the rural area or urban centres. When you analyze this information over time, you can identify a trend in society. Economists look at trends to make predictions about the economy.

Chapter 3 Test will be Thursday, December 1st.

Heritage Fair presentations will begin on November 1st during Language Arts class.

Heritage Fair titles are due tomorrow: Tuesday, October 18th

First Nations people of Canada and Inuit of Canada mini-research assignment is due October 26th.

7 SS Chapter 2 Test moved to October 20th

20 Selected Response

5 Constructed Response

Terms to Know

Need
Want
Production
Distribution
Inuit
First Nations
Metis
tupet
Algonquin
Wendat
private ownership
Martimes
migratory
artifacts
Treaty
Covenant of Chain Treaties
Treaties of Peace and Friendship
Montagnais
Naskapi
Beothuk

Constructed Response Topics
1. Three reasons why the Europeans wanted to come to North America
2. Five resources the Europeans were looking for and for what purpose
3. Similarities and Differences between the economic systems of the First Nations people and European
4. The different treaties between the First Nations people and the Europeans
5. The effects of the Fur Trade and European settlement on First Nations people

1. Students are to choose a First Nations people/group/community by "googling" "First Nations People of Canada" or "Inuit of Canada"

2. Students are to find three web sources and copy out the URL for each of those sources (this is to check for bias)

3. Students will collect information on the selected First Nations/Inuit people and present it as a short report (one-page in length) later next week

More details to follow during tomorrow's class!

Grade Seven Social Studies Chapter 2 Test on Tuesday, October 18th

Students are to complete question #1 on page 35

Please complete the questions on page 30 and then read pages 32-35 for next class.

Heritage Fair TITLE must be submitted by Wednesday, October 5th.

The reason for the request is to provide Mrs. Noseworthy sufficient time to have the project titles and corresponding project numbers set up for the judges on Heritage Fair.

Thank you,

Parab

Chapter 1 Quiz on Wednesday, September 28th

Heritage Fair Outlines have been sent home with students.

Due Date: November 1st

Note: All students must have projects ready to present to the class for that date.

Students will be scored on:

Content (Project Display and Organization) - 40
Oral Presentation - 25
Research Cited -25
Neatness - 10

Students are asked to complete their "Future Self-Portraits" for homework and is due September 15th. These posters will be scored and then placed on a wall in the classroom for celebration.