P A R T 3 Blackline Masters

P A R T 3 Blackline Masters

Globalization Timeline BLACKLINE MASTER 1 UNIT 1 13500 BP First Peoples have migrated across the Bering Strait land bridge 11500 BP First Peoples living all across the Americas 1000 Earliest known European (Norse) contact with Aboriginal peoples at L Anse aux Meadows, Newfoundland 1497 John Cabot arrives somewhere along the Atlantic Canadian coast 1518 First enslaved Africans forced into ships that land in the West Indies 1550 Atlantic cod fish is now a regular commodity on European tables 1608 Samuel de Champlain sets up a fur trading post for France at present day Québec city 1760 New France falls to England 1776 United States declares itself a nation separate from British rule 1783 50 000 British Loyalists leave the United States to settle in British North America 1867 Nova Scotia, New Brunswick, Canada East, and Canada West become the Dominion of Canada on July 1 1914 1918 First World War 1919 Canada signs the peace accord that ends WWI 1939 1945 Second World War 1944 The Invasion of Normandy begins 1945 The US drops two atomic bombs on Japan 1945 The United Nations is established 1949 Canada joins the United States, Great Britain, and Western European countries in forming NATO 1990 Canada becomes a member of the Organization of American States 2001 Attack on the World Trade Center in New York and the United States Pentagon 140 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

Development Timeline BLACKLINE MASTER 2 UNIT 2 Pre-contact Aboriginal cultures build successful economies in diverse regions across North America Post-contact 1497 Cabot reaches the Grand Banks off Newfoundland, marking the beginning of the cod fishery 1543 Contact between east coast Aboriginal peoples and Cartier marks the beginning of the fur trade 1670 Royal charter creates the Hudson s Bay Company, establishing commercial control over one-third of present-day Canada 1811 Timber trade in British North America flourishes under preferential trade status in Britain 1854 Reciprocity Treaty between British North America and the United States marks first North American free trade agreement 1870 Hudson s Bay Company transfers its possessions to new Dominion of Canada 1878 National Policy shapes the course of the Canadian economy 1911 Canadians vote in favour of protectionism in federal election 1929 Stock market crash on October 29 marks the beginning of the Great Depression 1932 Co-operative Commonwealth Federation (CCF) proclaims the Regina Manifesto 1935 R. B. Bennett and Canada s New Deal defeated in election; Social Credit Party sweeps to power in Alberta 1940 Second World War creates a booming wartime economy and ends the Depression 1965 Auto Pact launches reciprocal trade between Canada and the United States 1987 Canada and the United States sign Free Trade Agreement 1992 Canadian government declares a moratorium on the cod fishery 1994 North American Free Trade Agreement extends free trade zone to Canada, the United States, and Mexico 2001 Globalization of the world s economy continues; protesters demonstrate at economic summits around the world CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 141

Governance Timeline BLACKLINE MASTER 3 UNIT 3 1142 The Iroquois Confederacy is established 1215 The Magna Carta establishes the rule of law 1689 John Locke s Two Treaties on Government establishes the concept of liberal democracy 1776 The first Loyalists migrate to British North America following the American Revolution 1837 Political rebellions in Upper and Lower Canada lead to political reforms 1867 The British North America Act creates the Dominion of Canada and becomes Canada s first Constitution 1876 The Indian Act is established 1920 The Progressive Party becomes the first party of political protest 1931 The Statute of Westminster gives Canada independence over all foreign and domestic affairs 1932 The Co-operative Commonwealth Federation (CCF) is formed 1935 The Social Credit Party is formed in Alberta 1936 The Union Nationale is formed in Québec 1976 The Parti Québecois is formed in Québec 1980 The first sovereignty-association referendum is held in Québec 1982 Canada s Constitution is patriated as the Constitution Act of 1982 1985 Bill C-61 repeals the section of the Indian Act that discriminates against women 1987 The Reform Party is formed 1990 The provinces fail to ratify the Meech Lake Accord 1992 The provinces fail to ratify the Charlottetown Accord 1995 The second sovereignty-association referendum is held in Québec 142 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

Sovereignty Timeline BLACKLINE MASTER 4 UNIT 4 1763 The Royal Proclamation preserves land west of the Appalachians as Aboriginal territory 1869 Louis Riel leads the Métis in the Red River Rebellion 1876 The Indian Act is established 1878 The National Policy establishes Canadian economic sovereignty 1885 Louis Riel leads the Métis in the North-West Rebellion 1936 The Canadian Broadcasting Corporation (CBC) is established 1960 The right to vote in federal elections is extended to Aboriginal peoples 1960 La Revolution Tranquille begins in Québec 1969 The federal government issues the White Paper on Aboriginal policy 1969 The Official Languages Act makes Canada officially bilingual 1973 The Supreme Court of Canada recognizes the existence of Aboriginal land claims 1974 Bill 22 establishes French as the sole official language of Québec 1975 The James Bay and Northern Québec Agreement provides financial settlement over the James Bay Power Project 1976 The Parti Québecois becomes the government in Québec and passes controversial language legislation in Bill 101 1980 The first sovereignty-association referendum is held in Québec 1985 Bill C-61 repeals the section of the Indian Act that discriminates against women 1995 The second sovereignty-association referendum is held in Québec 1996 The Royal Commission on Aboriginal Peoples issues recommendations regarding self-government 1998 An historic land settlement between the Nisga a and the federal and British Columbia governments sets a precedent for future negotiations 1999 Nunavut becomes Canada s third territory CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 143

Justice Timeline BLACKLINE MASTER 5 UNIT 5 1215 The Magna Carta establishes the rule of law 1664 Louis XIV makes the Custom of Paris the law of New France 1755 Deportation of Acadians from mainland Nova Scotia 1801 Nova Scotia Assembly recommends the creation of reserves for the Mi kmaq 1875 Supreme Court of Canada is established 1876 Indian Act introduced 1885 Louis Riel is hanged for treason 1914 War Measures Act first introduced 1914 The Komagatu Maru, with 376 Sikhs on board, turned away in Vancouver 1942 Japanese-Canadian internment begins 1945 Nuremberg Trials begin 1946 African-Nova Scotian Viola Desmond sits in the White section of the Roseland Theatre in New Glasgow 1949 Mi kmaq Centralization finally abandoned in Nova Scotia 1960 Canadian Bill of Rights passed 1970 War Measures Act used in response to the FLQ crisis in Québec 1970 Last Africville home that of Aaron Pa Carvery bulldozed 1976 United Nations International Bill of Rights is passed 1982 Canadian Charter of Rights and Freedoms enacted 1994 South Africa holds first all-race elections 144 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

Factors That Allow Bias to Creep in to Media Texts BLACKLINE MASTER 6 PROLOGUE Bias through selection. An editor can express a bias by choosing whether or not to use a specific news item, and by deciding what details can be ignored or should be included. By comparing news reports from a wide variety of outlets this type of bias can be observed. Bias through omission. A writer tells each story through a particular perspective, which sometimes means deliberately or inadvertently ignoring other perspectives. For example, history is often told from the male point of view, while ignoring the female perspective. Similarly, First Nations voices are sometimes ignored in media texts. Bias through placement. Where a story is placed influences what a reader or viewer thinks about its importance. Bias by headline. Headlines can convey excitement or drama where little exists. They can express condemnation or approval. They can present carefully hidden bias and prejudices. Bias by photographs, captions, and camera angles. Which photos a newspaper chooses to run can influence the public s perception of a person or an event. Similarly, the choice of which visual images to broadcast on a TV news report is a critical influence on the audience s perceptions of an event or a person. The captions and the narration of a TV anchor or reporter are also potential sources of bias. Bias through the use of names and titles. For example, in many places around the world, one person s terrorist is another person s freedom fighter. Audiences perceptions can be influenced by the choice of terms. Bias by choice of words. The use of words with particular connotations can strongly influence the reader s or viewer s perceptions and reveal the writer s perspective. CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 145

Concept Frame BLACKLINE MASTER 7 PROLOGUE Key Word or Concept Write an explanation or definition in your own words. You will be paraphrasing. Draw a figurative representation. List facts (at least five). Create your own questions about the concept. Create an analogy. What relevance does this concept have today? Source: Lynda Matchullis and Bette Mueller, Nellie McClung Collegiate, Pembina Valley S.D. No. 27, Manitoba. Reprinted in Secondary Science: A Teaching Resource. Nova Scotia Department of Education and Culture, 1999, p. 4.37. 146 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

Three-Point Approach for Words and Concepts BLACKLINE MASTER 8 PROLOGUE Word or Concept 1. Definition 2. Diagram 3. Synonyms and Examples Source: Adapted from Simons, Sandra M. Strategies for Reading Nonfiction. Copyright 1991 by Spring Street Press. Reprinted in Secondary Science: A Teaching Resource. Nova Scotia Department of Education and Culture, 1999, p. 3.22. CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 147

KWL Organizer Know Want to Know Learned BLACKLINE MASTER 9 CHAPTER 1 How did Aboriginal peoples come to live in the land we now call Canada? What I know. What I want to know in order to solve the puzzle of the archaeological site map. What I learned from the archaeological site map. 148 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

Key Techniques to Gather Evidence on the Origins of First Peoples BLACKLINE MASTER 10 CHAPTER 1 Assigned Group: Choose one technique to gather evidence, and complete this worksheet. Technique to gather evidence: Give a brief explanation of procedure and outcome. Which aspects of the technique of gathering evidence are controversial? Which aspects do you consider to be positive and which negative? Explain why. Aspects of Technique Positive or Negative Reasons Are there any alternative methods of gathering evidence that would obtain the same results? CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 149

First Contact BLACKLINE MASTER 11 CHAPTER 2 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. What are your ideas about first contact? What are your ideas about first contact? 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 150 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

Instructions for Inspiration Concept Map BLACKLINE MASTER 12 CHAPTER 2 1. Find Inspiration (5 or 6) on the desktop, or within the Start button, under Programs, over to Productivity Tools, and over to Inspiration. 2. Open Inspiration and you will see Main Idea highlighted. Type in the words Impact of Contact. 3. Put your cursor on the Rapid Fire icon (looks like a lightning bolt) and click once. You will see a red lightning bolt appear after the words you typed. 4. Type in one example of the impact that contact made on Aboriginal peoples, such as Diseases killed many people. Click enter and wait until the heading appears. Note that the red lightning bolt is still active. 5. Type in a second impact of contact and click enter. Continue doing this until you have listed all of the impacts. You will have created a concept map with your ideas linked to the main theme. 6. Go up to the icon Arrange and switch the Diagram Type from Top Down Tree to Right Tree, and click OK. You will see that your ideas have been arranged in a hierarchical line. 7. Think about which impacts caused the greatest change to Aboriginal societies. Put your cursor on the impact that should go at the top of the list and drag it up to the top and release. Make sure you release it slightly above the one that is at the top. Then put your cursor on that one and drag it to the empty position. Find the second-greatest impact, put your cursor on it and drag it to the second position. Continue doing this until you have ranked your ideas from greatest impact at the top to least impact at the bottom. Optional On the side there is an icon menu labeled Basic. Click on the downward (middle) arrow at the top of this menu and scroll down to Numbers. Click on your top impact to activate it (you will see four red boxes surrounding it), then click on the number 1 icon. You will see that the image has changed to the numbered label. Continue to activate each impact idea and change it to the appropriate number in the ranking order. 8. Print your concept map by going to File and the Print option. 9. Repeat this procedure and make a second hierarchical concept map for the Impact of Contact upon European Societies (textbook page 32). Print it, and bring both concept maps to the next class. Be prepared to justify your ranking. ADVANCED COMPUTER SKILLS Enhance your concept map with images from the History 11 Web site. Minimize Inspiration while you open and search the site for images that suit your ideas. Cut and paste the images onto activated concepts. CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 151

Historic Figure From 1663 1867 Know Want to Know Learned BLACKLINE MASTER 13 CHAPTER 3 Name a famous person from this period in history: What do you know about this person? What do you want to know about this person? What do you need to know about this person so that you can explain why they should be mentioned in Chapter 3, Global Influences and the Development of Canada? HOMEWORK: Conduct research to find out more information about your historic person. If you were asked to write a summary of influential characters in this time frame, would your character be included in that summary? Based on what you have learned, explain why or why not. 152 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

History Board Game BLACKLINE MASTER 14 CHAPTER 3 1. 2. 3. 4. Move ahead 5. 6. 7. Lose a turn. 4 spaces. 8. 9. Fall back 2 spaces. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. Roll again. 22. Move ahead 3 spaces. 23. 24. 25. Fall back 26. 27. 28. 5 spaces. 29. 30. 31. 32. 33. Move ahead 4 spaces. 34. 35. 36. 37. 38. Move ahead 6 spaces. 39. 40. 41. Fall back 1 space. 42. 43. 44. 45. 46. Roll again. 47. 48. 49. 50. Move ahead 3 spaces. 51. 52. 53. Fall back 54. 55. Lose a 1 space. turn. 56. End. CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 153

Visual Images of the First World War BLACKLINE MASTER 15 CHAPTER 4 What images come to mind when you think about the First World War? Sketch images about this war. What makes it different from the Second World War? List key words or phrases that you associate with this war. 154 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

Layout for Web-page Essay BLACKLINE MASTER 16 CHAPTER 4 Design the layout for your web-page essay and follow the template below for each page. Put a title on your home page, and title the other pages according to how they are linked to the home page (either on a sidebar or as a highlighted link in your text). Sketch the layout for the main body of each page, showing where text, images, cartoons, maps, etc. will go. Contents of this page, including Web links. Contents of this page, including Web links. Contents of this page, including Web links. CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 155

Two World Wars Puzzle BLACKLINE MASTER 17 CHAPTER 5 The following terms are arranged in pairs. For each term, identify which world war it relates to, and write the term in the correct box. Ukrainian internment camps Japanese internment camps Pearl Harbor Vimy Ridge Prime Minister King Prime Minister Borden U-boats Corvettes African-Canadian construction soldiers African-Canadian combat soldiers Conscription The War Measures Act 19 August 1914 10 September 1939 Women parachute riggers Women ambulance drivers Wage and price controls Income tax Passchendaele Juno Beach First World War Second World War 156 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

Analysing War Speeches BLACKLINE MASTER 18 CHAPTER 5 Read the speeches that Prime Ministers Borden and King made on the eves of the two world wars. Look for similarities and differences, and complete this chart by writing quotations from each leader that answers the questions. Was there unity in Parliament about entering this war? Prime Minister Borden First World War Prime Minister King Second World War What were the reasons given for why Canada should enter this world war? Prime Minister Borden First World War Prime Minister King Second World War What were the feelings of each leader? Prime Minister Borden First World War Prime Minister King Second World War Which speech was the most effective, and why? CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 157

Political Spectrum of Governments around the World BLACKLINE MASTER 19 CHAPTER 6 Refer to a dictionary and write the definition of the three types of governments in the boxes below. State a country as an example of each type. Communism Socialism Capitalism Example country: Example country: Example country: Draw a line on the bar (below) to indicate where you think Canada s government is on the spectrum. Where is Canada? COMMUNISM SOCIALISM CAPITALISM Where are you? Study the Political Spectrum within Canada chart on page 176 in the student text. Are there any correlations between that spectrum of political ideology and the one above? 158 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

Analysing Rhetoric of Today BLACKLINE MASTER 20 CHAPTER 6 Conduct a search of Internet sites using the terms capitalist and communist. Assess the bias either for or against each system of government in the site. Try to find sites from Canada, Cuba, and the United States. Country that created the For or Against For or Against Name of Web site Web site Capitalism? Communism? List phrases or terms of bias that appear in this Web site. Country that created the For or Against For or Against Name of Web site Web site Capitalism? Communism? List phrases or terms of bias that appear in this Web site. Country that created the For or Against For or Against Name of Web site Web site Capitalism? Communism? List phrases or terms of bias that appear in this Web site. CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 159

Rubric for Globalization Culminating Activity, Unit I BLACKLINE MASTER 21 UNIT I 1 2 3 4 MINIMAL ADEQUATE PROFICIENT EXEMPLARY WGT TOTAL Inquiry: Research indicates an Understanding of the assigned Demonstrates limited Demonstrates general Demonstrates clear Demonstrates superior x3 six questions understanding understanding understanding understanding Appropriate use of data and citation Information is incomplete Information is limited but Information is clear and Information is comprehensive x3 of sources satisfactory appropriate in all areas throughout Understanding of learning outcomes Inadequate understanding of Basic understanding of learning Satisfactory understanding of Complete understanding of x3 learning outcomes outcomes learning outcomes learning outcomes Construction: The finished product includes Appropriate number of slides in Five slides or less, with Eight slides, with adequate Ten slides, with good information More than ten slides, with x2 presentation inadequate information information excellent information Graphics, charts or maps One graphic or map Two graphics or maps Several graphics, charts or maps Several well-chosen graphics, x2 charts or maps One slide with a proper Works Cited list Some information is cited Limited information cited Most primary and secondary All primary and secondary sources x2 sources cited are properly cited Communication: The presentation illustrates the Full development of ideas Weak development of ideas Satisfactory development with Consistent development of ideas, Complete development of ideas, x3 adequate support with appropriate support with significant support Correct use of language conventions Multiple errors in use of language Recognizes and uses most Appropriate use of conventions Articulate, superior use of x2 conventions conventions Evidence of creativity Lacking in creativity Creativity evident Creativity throughout Significant creativity x3 Correct use of text, graphics and Minimal use of graphics, Adequate use of text, graphics Good use of text, graphics and Superior use of text, graphics x2 Web links text unclear and Web links Web links and Web links TOTAL SCORE /100 160 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

Analysis of an Aboriginal Group BLACKLINE MASTER 22 CHAPTER 7 Name of geographic group General description of physical environment Available resources Technologies created and used Labour required CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 161

Matching Concepts and Categories BLACKLINE MASTER 23 CHAPTER 7 Concepts Biodiversity Pharmacology Wampum Kayak Sun Goggles Potlatch Corn Longhouse Cure for Scurvy Obsidian Travois Dog Sled Categories Transportation Trading/Wealth Technology Agriculture/Food Production 162 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

The Northern Cod Fishery BLACKLINE MASTER 24 CHAPTER 8 Historic factors that led to the industry in Atlantic Canada Importance of the industry to Atlantic Canada since its beginning Factors that contributed to the moratorium of 1992 Effects of the moratorium (positive and negative) CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 163

Analysis of Staple Product or Industry BLACKLINE MASTER 25 CHAPTER 8 Name of staple product: How and why did the industry begin? What effect did the industry have on existing industries and other economic structures? How might this industry have affected Canada s natural environment? What was the long-term viability of the industry and its effects on the Canadian economy? 164 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

Fact-Based Article Analysis BLACKLINE MASTER 26 CHAPTER 9 Key concept (written in a sentence). Write an article summary or definition in your own words. Do not list facts. Give an overview. Draw a figurative representation. List your questions (at least two). What are the facts? List at least five. List at least five key words. What arguments are being made, and do the facts support them? Relevance to today; this is important or not important because Source: Lynda Matchullis and Bette Mueller, Nellie McClung Collegiate, Pembina Valley S.D. No. 27, Manitoba. Reprinted in Secondary Science: A Teaching Resource. Nova Scotia Department of Education and Culture, 1999, p. 4.41. CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 165

Advantages and Disadvantages of Tariff-Protected and Tariff-Free Trade BLACKLINE MASTER 27 CHAPTER 9 Tariff-Protected Trade Tariff-Free Trade Advantages Disadvantages 166 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

Issue-Based Article Analysis BLACKLINE MASTER 28 CHAPTER 10 What is the issue? (written as a question) Write a summary of the article in your own words. (Paraphrase.) Draw a figurative representation of the issue. What seems to be the author s opinion? Give one piece of evidence. List your questions. (List at least two.) What is your opinion on this issue? Relevance to today: This is important or not important because CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 167

Three-Point Approach for Understanding Key Words and Concepts BLACKLINE MASTER 29 CHAPTER 10 Definition Key Word or Concept Diagram Synonym or example Definition Key Word or Concept Diagram Synonym or example Definition Key Word or Concept Diagram Synonym or example Definition Key Word or Concept Diagram Synonym or example Source: Adapted from Simons, Sandra M. Strategies for Reading Nonfiction. Copyright 1991 by Spring Street Press. Reprinted in Secondary Science: A Teaching Resource. Nova Scotia Department of Education and Culture, 1999, p. 3.22. 168 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

Statistics Analysis BLACKLINE MASTER 30 CHAPTER 11 What type of statistics are these? (What information is being offered?) How are the statistics represented? (Chart? Graph? List of numbers?) Is the source(s) of the statistics provided? If so, what is it? What conclusions are drawn from the statistics? Do they seem valid? Does there seem to be any possibility that the statistics could be interpreted inaccurately? Explain. Do the statistics lead you to any conclusions not offered in the text book? CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 169

Analysis of Economic Globalization BLACKLINE MASTER 31 CHAPTER 11 Definition of economic globalization Potential benefits of globalization Potential dangers of globalization Actions an individual could take in reaction to these issues: The likely results of each action: What seems like the best course of action to take? Why? 170 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

Rubric for Development Culminating Activity, Unit II BLACKLINE MASTER 32 UNIT II 1 2 3 4 MINIMAL ADEQUATE PROFICIENT EXEMPLARY WGT TOTAL Inquiry: Appropriate use of relevant information Information is incomplete Satisfactory research is evident Sections have appropriate content Comprehensive knowledge of the x4 content is evident Understanding of learning outcomes Inadequate understanding of Basic understanding of learning Satisfactory understanding of Complete understanding of x4 learning outcomes outcomes learning outcomes learning outcomes Construction: Organization of the project Poorly organized; sections are Reasonably well-organized; most Components in logical order Very well-organized; all sections x3 missing sections evident in excellent order Presentation of the newspaper Poorly presented; little effort Satisfactory appearance Well-presented, good effort is Excellent appearance; looks like x3 evident in visual detail evident a real newspaper Communication: Use of language Multiple errors in language use Conforms to most conventions Accurate use of conventions Very well-written, almost no errors x3 Creativity Creativity lacking Creativity evident Creativity throughout Significant creativity x3 TOTAL SCORE /80 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 171

What I Already Know BLACKLINE MASTER 33 UNIT III Fill in the main topic of each chapter in the bubble. List the things you already know about that topic along the lines above the bubble. When you have completed the chapter, list what new concepts you learned about the topic along the lines below the bubble. Chapter 12 Chapter 13 Chapter 14 Chapter 15 Chapter 16 Chapter 17 172 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

Treaty Analysis BLACKLINE MASTER 34 CHAPTER 12 Name of Treaty: Original Land Final Land Financial Guaranteed Date Signed Signatories Claim Settlement Compensation Rights Analysis Why was the treaty signed? What were the pros and cons of the treaty for the federal government? For Aboriginal peoples? Who do you think benefited more from the treaty? Why? In what ways are the terms of the treaty meaningful, or not meaningful, today? CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 173

Rubric for Assessing an Interactive Display BLACKLINE MASTER 35 CHAPTER 12 1 2 3 4 MINIMAL ADEQUATE PROFICIENT EXEMPLARY TOTAL Inquiry: Research indicates an Understanding of Aboriginal culture/ Demonstrates limited Demonstrates general Demonstrates clear Demonstrates superior concerns understanding understanding understanding understanding Problem Solving: Critical thinking skills are evident in Relevance of artifacts Artifacts of no relevance Artifacts of limited relevance Artifacts clearly relevant Artifacts highly relevant Construction: The finished product includes Variety of media Little variety Limited variety Good variety High degree of variety Effective use of multimedia No use of multimedia Limited use of multimedia Good use of multimedia Excellent use of multimedia Communication: The presentation illustrates the Full development of ideas Weak development of ideas with Satisfactory development with Consistent development of ideas Complete development of ideas little support adequate support with appropriate support with significant support Correct use of language conventions Multiple errors in use of language Recognizes and uses most Accurate use of conventions Articulate, superior use of conventions conventions Creativity and quality of visuals Lacking creativity and poor Creativity evident and adequate Creativity throughout and good Significant creativity and excellent quality of visuals quality of visuals quality of visuals quality of visuals Peer Interaction: Group effectiveness is ensured by Fulfilling assigned role Does not contribute fully Attentive and participates Willingly accepts role Completely fulfils own role and assists others, when requested Active participation in group processes Limited and sporadic interaction Contributes with prompting Actively participates Enthusiastic, meaningful participation Contribution of knowledge and skills Minimal and unclear Partial but useful Regular and reasonable Consistent and meaningful TOTAL SCORE 174 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

Comparing Political Philosophers BLACKLINE MASTER 36 CHAPTER 13 Philosopher Type of Government Advocated Reasons Why Thomas Hobbes John Locke Baron de Montesquieu Jean-Jacques Rousseau Voltaire CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 175

Comparing Governance and Society in New France and the Thirteen Colonies BLACKLINE MASTER 37 CHAPTER 13 New France The Thirteen Colonies Political Structures Landholding Systems Religious Authority Social Structures 176 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

Canada s Territorial Evolution BLACKLINE MASTER 38 CHAPTER 14 For each of the years in the chart below, describe Canada s national and provincial borders. 1867 1873 1882 1895 1905 1912 1927 1949 1999 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 177

Historical Analysis Outline BLACKLINE MASTER 39 CHAPTER 14 Thesis statement Body Paragraph 1 Main idea Supporting evidence Body Paragraph 2 Main idea Supporting evidence Body Paragraph 3 Main idea Supporting evidence Conclusion 178 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

The Division of Powers BLACKLINE MASTER 40 CHAPTER 15 In the graphic organizer below, indicate whether each of the following powers/areas of responsibility is federal, provincial, or a shared power. Immigration Direct taxation Postal service Citizenship Municipalities Banks and the monetary system Property and civil rights Local public works Aboriginal peoples Trade and commerce Criminal law and penitentiaries Education Agriculture Taxation National defence Civil law Road construction Health care Coastal and inland fisheries Section 91: Section 92: Section 93: Federal Powers/Areas of Provincial Powers/Areas of Shared Powers/Areas of Responsibility Responsibility Responsibility CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 179

Information Organizer BLACKLINE MASTER 41 CHAPTER 15 What is the question you are attempting to answer? Source Answer (in your own words) 180 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

Political Party Positions BLACKLINE MASTER 42 CHAPTER 16 The Economy Defence Health Care Social Welfare Liberal Party Progressive Conservatives New Democratic Party Canadian Alliance CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 181

Editorial Analysis BLACKLINE MASTER 43 CHAPTER 16 Editorial Position Facts to Support It My Opinion International National Provincial Local 182 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

Word Definition Graphic Organizer BLACKLINE MASTER 44 CHAPTER 17 I Do Not Know I Know the Term the Meaning Meaning Pre-reading Post-reading patriate amending formula special status referendum sovereigntyassociation distinct society CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 183

Reasons for the Failure of the Meech Lake Accord BLACKLINE MASTER 45 CHAPTER 17 Position on Accord Federal Government Québec Government Provincial Government Reform Party Aboriginal Peoples Pierre Elliot Trudeau Newfoundland Premier Clyde Wells 184 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

Rubric for Governance Culminating Activity, Unit III BLACKLINE MASTER 46 UNIT III 1 2 3 4 MINIMAL ADEQUATE PROFICIENT EXEMPLARY TOTAL Inquiry: Survey indicates an Understanding of political issues Demonstrates limited Demonstrates general Demonstrates clear understanding Demonstrates superior understanding understanding understanding Appropriate use of questioning and Shows inappropriate use of Use of questioning is somewhat Questioning is clear, and analysis Questioning is comprehensive, analysis questioning and poor analysis appropriate and some analysis is good and analysis is in-depth Understanding of learning outcomes Shows an inadequate Shows some understanding of Shows satisfactory understanding Shows excellent understanding understanding of learning learning outcomes of learning outcomes of learning outcomes outcomes Construction: Political brochure includes Effective persuasive writing Uses limited persuasive language Uses some persuasive language Uses good persuasive language Uses excellent persuasive language Good use of language and grammar Demonstrates limited language Demonstrates adequate language Demonstrates good language and Demonstrates excellent language and grammar skills and grammar skills grammar skills and grammar skills Strong visual appeal, with originality Has limited visual appeal and Has moderate visual appeal and Has good visual appeal and Has excellent visual appeal and and creativity lacks originality and creativity displays some originality and displays originality and creativity displays great originality and creativity creativity Communication: The presentation illustrates the Full development of ideas Demonstrates weak development Demonstrates satisfactory Demonstrates consistent Demonstrates complete of ideas, with little support development of ideas, with development of ideas, with development of ideas, with adequate support appropriate support strong support Correct use of language conventions Has multiple errors in language Shows adequate use of language Shows accurate use of language Shows advanced use of language usage conventions conventions conventions Effective use of persuasive dialogue Has limited success using Has adequate success using Has effective delivery of Has excellent delivery of persuasive language persuasive language persuasive language persuasive language Peer interaction: Contributed to the group by Completing assigned tasks and Did not complete tasks fully or Made an effort to complete tasks Completed all tasks as required Completed all tasks as required responsibilities accept responsibilities and fulfil responsibilities and fulfilled responsibilities and fulfilled all responsibilities; provided assistance to others Actively participating in group Shows limited and sporadic Contributes with prompting Willingly accepts roles and Participates with enthusiasm and processes interaction participates fully meaningful contributions TOTAL SCORE CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 185

Organizer for the Permanent Forum on Indigenous Peoples BLACKLINE MASTER 47 CHAPTER 18 Goals Activities Special Features 186 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

Sovereignty Research BLACKLINE MASTER 48 CHAPTER 18 Sovereignty Issue: Internet sources Main facts about the issue Opposing points of view about the issue My opinion CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 187

Comparing Issues of Economic Sovereignty BLACKLINE MASTER 49 CHAPTER 19 Post-Confederation THE ISSUE Current 188 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

Contract for a Visual Presentation BLACKLINE MASTER 50 CHAPTER 19 Group Members: Our Topic: Our main sources of information Our product Criteria for assessing our product Teacher s comments CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 189

Media Analysis BLACKLINE MASTER 51 CHAPTER 20 Title of program/ movie Type of program/ movie Setting and time period How Aboriginal people are presented Evidence of stereotyping Evidence of bias 190 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

Recording Information BLACKLINE MASTER 52 CHAPTER 20 Name of Aboriginal leader or cultural figure: Field of leadership (political or cultural): Source of information Research notes CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 191

A Costs and Benefits Analysis BLACKLINE MASTER 53 CHAPTER 21 The Economy Costs to Canada Costs to Québec Benefits for Canada Benefits for Québec Trade Costs to Canada Costs to Québec Benefits for Canada Benefits for Québec Language Costs to Canada Costs to Québec Benefits for Canada Benefits for Québec Military and Defence Costs to Canada Costs to Québec Benefits for Canada Benefits for Québec 192 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

BLACKLINE MASTER 53 A Costs and Benefits Analysis (Continued) CHAPTER 21 National Debt Costs to Canada Costs to Québec Benefits for Canada Benefits for Québec Resources Costs to Canada Costs to Québec Benefits for Canada Benefits for Québec Other: Costs to Canada Costs to Québec Benefits for Canada Benefits for Québec CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 193

Positive and Negative Consequences of Separation BLACKLINE MASTER 54 CHAPTER 21 Alternative 1 Positive Consequences Negative Consequences Alternative 2 Positive Consequences Negative Consequences Alternative 3 Positive Consequences Negative Consequences Alternative 4 Positive Consequences Negative Consequences Alternative 5 Positive Consequences Negative Consequences 194 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

A News Report Summary Sheet BLACKLINE MASTER 55 CHAPTER 22 Topic: Headline: FACTS 1. What happened? 2. Where did it happen? 3. How did it happen? 4. Who was involved? 5. When did it happen? 6. Why is it important? OPINIONS 7. What opinions, if any, are given in the article? 8. What evidence is there of bias? CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 195

Evaluating Web Sites BLACKLINE MASTER 56 CHAPTER 22 Title of site: Web site address: Subject: Purpose of the site: Author: Last update: Advertising on the site: Description of the site: Useful links to other sites: Most helpful part of the site: Problems with the site: Important information gathered from the site: 196 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

Rubric for Sovereignty Culminating Activity, Unit IV BLACKLINE MASTER 57 UNIT IV 1 2 3 4 MINIMAL ADEQUATE PROFICIENT EXEMPLARY TOTAL Writing a poem Establishes a purpose and creates Both purpose and meaning are Purpose and meaning are Purpose and meaning are clear, Purpose and meaning are meaning unclear, and work evokes no somewhat clear, but work fails and work evokes emotional exceptionally clear, and work emotional response to evoke emotional response response evokes a strong emotional response Uses poetic form effectively Lacks poetic form and structure Shows some evidence of poetic Shows good understanding of Show superior understanding of form and structure poetic form and structure, and poetic form and structure, and uses them effectively uses them very effectively Creates effective visual imagery and Lacks effective visual imagery Shows limited evidence of Demonstrates effective use of Demonstrates superior use of word pictures and word pictures effective visual imagery and visual imagery and word pictures visual imagery and word pictures word pictures Writing a piece of fiction Demonstrates effective reflective Demonstrates limited reflective Demonstrates some reflective Demonstrates good reflective Demonstrates excellent reflective writing skills writing skills writing skills writing skills writing skills Demonstrates good use of language Demonstrates limited language Demonstrates adequate language Demonstrates good language and Demonstrates excellent language and grammar and grammar skills and grammar skills grammar skills and grammar skills Creates effective visual appeal and Creates limited visual appeal and Creates moderate visual appeal Creates good visual appeal and Creates excellent visual appeal demonstrates originality and creativity lacks originality and creativity and displays some originality displays originality and creativity and displays great originality and creativity and creativity Creating a piece of artwork Demonstrates effective use of elements Demonstrates little understanding Demonstrates some understanding Demonstrates good understanding Demonstrates thorough of design of elements of design of elements of design and application of elements understanding and effective of design use of elements of design Demonstrates creativity and originality Demonstrates no original ideas Demonstrates some original and Demonstrates original ideas, Demonstrates individuality and creative ideas creatively expressed creativity through unique and original ideas Demonstrates artistic skills Demonstrates few artistic skills Demonstrates adequate artistic Demonstrates good artistic skills Demonstrates exceptional artistic skills but lacks finishing touches skills TOTAL SCORE CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 197

The Canadian Court System BLACKLINE MASTER 58 CHAPTER 23 Case: Result: Step #4 Supreme Court of Canada Result: Step #3 Provincial Court of Appeal Result: Step #2 Provincial Supreme Court Result: Step #1 Provincial Court 198 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

Canada s Legal System The Rule of Law The Court System Chapter 23: Canada s Legal System Historical Influences The Structure of Canada s Legal System Contributions of First Nations The Canadian Tradition The Origins of Law Criminal Law Sentencing Circles BLACKLINE MASTER 59 CHAPTER 23 Legal Traditions in Canada Civil Law Aboriginal Justice CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 199

Comparison of Displaced Groups Studied BLACKLINE MASTER 60 CHAPTER 24 Name of Group Who? Where? When? How? Why? (Officially) Why? (Underlying Reasons) Short-term Effects Long-term Effects Commonalties 200 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

Displacement Biographies BLACKLINE MASTER 61 CHAPTER 24 Displacement Event Studied: Side of Issue Name Place and Year of Birth Place and Year of Death Occupation Role in the Displacement Subsequent Role in Community Epitaph CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 201

History of Canadian Immigration Policies Immigration Era Who Got In? Who Did Not Get In? Why? Colonial New France Britain BNA 1867 1967 Pre-First World War First World War Second World War Post-Second World War Today Observations on the Changing Face of Canada BLACKLINE MASTER 62 CHAPTER 25 202 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

Refugee Family Stories BLACKLINE MASTER 63 CHAPTER 25 Family Name/ Family Members Country of Origin Description of Their Life in That Country Year of Departure Reason for Departure First Impressions of Canada Difficulties Experienced in Canada Description of Their Current Life in Canada Commonalties With Other Refugee Families CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 203

Responses to Inequities BLACKLINE MASTER 64 CHAPTER 26 Habitants Chinese Canadians Cape Breton Miners Social Responses Economic Responses Political Responses Legal Responses Analysis 1. Highlight the square that represents the most successful response studied. 2. In a clear and logical paragraph below, explain three reasons why you believe that this group/response was more successful than any of the others. 204 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

Poverty Cycle BLACKLINE MASTER 65 CHAPTER 26 Infant Adult Infant Infant Child Adult Poverty Cycle Child Teen Adult Child Teen Teen CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 205

Individual and Collective Rights BLACKLINE MASTER 66 CHAPTER 27 Issue Right of the Individual Collective Right? Smoking on School Property Mandatory Seat Belt Use Scent-Free Buildings Use of Cell Phones While Driving Compulsory Gun Registry Military Conscription in Wartime 206 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

Charter of Rights and Freedoms BLACKLINE MASTER 67 CHAPTER 27 A right is A freedom is Summary of Rights Summary of Freedoms Most Important Right or Freedom: Why? Least Important Right or Freedom: Why? The One Right/Freedom That Should Be Added to the Charter: Why? CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 207

Rubric for Justice Culminating Activity, Unit V BLACKLINE MASTER 68 UNIT V PROCESS (50%) 1 2 3 4 PROCESS MINIMAL ADEQUATE PROFICIENT EXEMPLARY WGT TOTAL Legal Topic/Issue (5%) Shows little grasp of the issue Shows general grasp of the issue Shows clear grasp of the issue Shows in-depth grasp of the issue x1 Research Notes (20%) Has few notes Has minimum number of notes Has numerous and relevant notes Has appropriate and x1 for a basic study for a serious study comprehensive notes Notes rely on only one source Notes show consideration of at Notes are from many different Notes thoroughly survey available x1 least three sources sources and types of sources appropriate sources Notes have little or no format Notes have basic format Notes have clear format Notes have superior format x1 Notes are not very relevant to Notes are generally relevant to Notes are mostly relevant to the Notes are all relevant to the issue x1 the issue the issue issue Perspectives (10%) Shows little ability to identify Shows general ability to identify Can identify and distinguish Can thoroughly understand and x2 different perspectives on the two different perspectives on between various perspectives on distinguish between all issue the issue the issue perspectives on the issue Script (15%) Minimally distinguishable as Generally looks like a script Follows most conventions of script Follows all conventions of script x1 a script Little evidence in script of Basic evidence in script of Clear evidence in script of Evidence in script of perspectives x1 perspectives and notes perspectives and notes perspectives and notes and notes is superior Script shows little or no Script shows a basic level of Script shows good creativity and Script shows superior creativity x1 creativity and imagination creativity and imagination imagination and imagination TOTAL SCORE /40 208 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation

Rubric for Justice Culminating Activity, Unit V (Continued) BLACKLINE MASTER 68 UNIT V PRODUCT (50%) 1 2 3 4 MINIMAL ADEQUATE PROFICIENT EXEMPLARY WGT TOTAL Production (25%) Shows little evidence of rehearsal Shows basic level of rehearsal Rehearsal of lines is clearly Superb degree of rehearsal x2 of lines of lines evident of lines Has little or no costuming or Has basic costuming and some Costumes and sets are clearly Costumes and sets are appropriate x1 use of sets planning of sets planned and well-planned Shows little or no planning for Shows only basic planning for Shows clear planning for stage Stage directions are meticulously x1 stage direction stage direction direction prepared Production does little to make Production basically informs the Production clearly informs the The audience is superbly informed x1 the audience aware of the issue audience about the issue and audience about the issue and and is made to think about the and perspectives some perspectives perspectives issue Playbill (10%) Few required text elements are Most required text elements are All required text elements are All required text elements are x1 present and correct present and mostly correct present and mostly correct present and correct Cover art is not Cover art is only one of Cover art is two of Cover art is all of x1 a) appropriate a) appropriate a) appropriate a) appropriate b) imaginative b) imaginative b) imaginative b) imaginative c) well-executed c) well-executed c) well-executed c) well-executed Backgrounder (15%) Has numerous grammatical or Has some grammatical or stylistic Has few grammatical errors or Has no grammatical errors or x1 stylistic mistakes mistakes stylistic mistakes stylistic mistakes Shows little or no grasp of the Shows only a basic grasp of the Shows a clear grasp of the issue s Shows a superior grasp of the x1 issue s historical context issue s historical context historical context issue s historical context Shows little or no understanding Shows only a basic understanding Shows a clear and solid Shows superior understanding of x1 of the evolution of the issue of the evolution of the issue understanding of the evolution the evolution of the issue of the issue TOTAL SCORE /40 CANADA S HISTORY: Voices and Visions 2003 Gage Learning Corporation 209