Grade 7 Social Studies Ontario Curriculum Standards

Natural Resources Around The World: Use And Sustainability

Physical Patterns In A Changing World

Geography, Grade 7

Canada, 1800–1850: Conflict And Challenges

New France And British North America, 1713–1800

History, Grade 7

Application: analyse some challenges and opportunities presented by the physical environment and ways in which people have responded to them.

Application: analyse aspects of the experiences of various groups and communities, including First Nations, Métis, and Inuit communities, in Canada between 1713 and 1800, and compare them to the lives of people in present-day Canada.

describe various ways in which people have responded to challenges and opportunities presented by the physical environment (e.g., building dams, levees, or dikes to contain water and/or reclaim land; building terraces or irrigation systems to permit farming on inhospitable land; designing buildings suited to local climatic conditions or natural events such as earthquakes; specialized economic development such as resource towns in areas rich with ore, or tourism in areas of natural beauty or with a desirable climate), and analyse short- and long-term effects of some of these responses (e.g., water pollution from industry and agriculture; loss of animal habitat and wilderness areas as human settlement expands; deforestation and its consequences; the development of provincial or national parks to protect wilderness areas).

analyse key similarities and differences in social values and aspects of life between people in present-day Canada and some different groups and communities, including First Nations, Métis, and Inuit communities, in Canada between 1713 and 1800 (e.g., with reference to gender roles, religious practices, spirituality, ceremonies and rituals, living conditions, diet, recreation, and/or political rights; attitudes towards slavery, social class, the role of women, and/or crime and punishment; attitudes of newcomers/settlers and First Nations, Métis, and Inuit towards each other and towards the land).

compare and contrast the perspectives of some different groups (e.g., Indigenous peoples living on the land, organic versus large-scale farmers, industrial and agrarian societies, owners of resource-extraction companies, environmental organizations, land developers) on the challenges and opportunities presented by the natural environment.

analyse some of the main challenges facing various individuals, groups, and/or communities, including First Nations, Métis, and Inuit individuals and/or communities, in Canada between 1713 and 1800 and ways in which people responded to those challenges (e.g., with reference to conflict arising from imperial rivalries; climatic and environmental challenges; competition for land and resources between European imperial powers and the consequences for Indigenous communities; the hard physical labour and isolation associated with life in new settlements; disease; discrimination facing Black Loyalists; restrictions on rights and freedoms of slaves, seigneurial tenants, or indentured workers), and assess similarities and differences between some of these challenges and responses and those of people in present-day Canada.

assess the physical environment in various locations around the world to determine which environment or environments have the greatest impact on people (e.g., develop criteria for ranking the challenges and opportunities presented by physical environments such as deserts, tropical rainforests, mountains, volcanic islands, regions with cold climates, floodplains, coastal regions).

analyse the displacement experienced by various groups and communities, including First Nations, Métis, and Inuit communities, who were living in or who came to Canada between 1713 and 1800 (e.g., the expulsion of the Acadians; the forced relocation experienced by many First Nations and/or Métis to reserves or different territories; the migration of Loyalists to various regions of Canada; the forced migration of African slaves to New France and British North America; the immigration of people to Canada seeking land, religious freedom, and/or work), and compare it with present-day examples of displacement (e.g., the relocation of a First Nation reserve community in Canada as a result of changing environmental or economic conditions; the experience of and services available to immigrants or refugees to Canada).

assess ways in which different peoples living in similar physical environments have responded to challenges and opportunities presented by these environments, and assess the sustainability of these responses (e.g., land reclamation and flood control in low-lying areas such as the Netherlands, the Mississippi delta, the Mekong River; nomadic lifestyles of peoples in the Gobi or Sahara Desert versus extensive irrigation to create cities such as Las Vegas in the Mojave Desert; the development of ecotourism in the Costa Rican rainforest versus the clear-cutting of rainforests in the Amazon or Madagascar).

Inquiry: use the geographic inquiry process to investigate the impact of natural events and/or human activities that change the physical environment, exploring the impact from a geographic perspective.

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

formulate questions to guide investigations into the impact of natural events and/or human activities that change the physical environment (e.g., the social, political, economic, and environmental impact of natural events such as earthquakes, volcanic eruptions, drought, floods, hurricanes, typhoons, or tsunamis; the economic and environmental impact of industrial pollution on a river system; the social, economic, and environmental impact of agricultural practices; the social, political, economic, and environmental impact of land-reclamation projects; the political, economic, and environmental impact of transportation systems), ensuring that their questions reflect a geographic perspective.

formulate questions to guide investigations into perspectives of different groups and communities, including First Nations, Métis, and/or Inuit communities, on some significant events, developments, and/or issues related to the shift in power in colonial Canada from France to Britain (e.g., the expulsion of the Acadians; treaties and alliances among First Nations and between First Nations and European nations, including the Treaty of Niagara, 1764; key battles in the North American colonies; legal and territorial changes as a result of the Seven Years' War; increased settlement by British immigrants; challenges associated with Britain administering a colony with a French majority; the Constitutional Act, 1791; the creation of the North West Company and other fur trade companies; the Jay Treaty).

gather and organize data and information from a variety of sources, and using various technologies, on the impact of natural events and/or human activities that change the physical environment, ensuring that their sources reflect more than one perspective (e.g., data and information as well as online maps on climate change from the International Panel on Climate Change and the United Nations; digital representations showing changes to a river system as a result of irrigation, data on agricultural productivity on irrigated lands, and information from wildlife advocacy groups on the impact of the loss of wetlands; data and information from the U.S. National Hurricane Center on the number and severity of hurricanes over the past few years, documentaries on the impact of Hurricane Katrina, and photographs of New Orleans before and after the hurricane).

gather and organize information and evidence about perspectives of different groups and communities, including First Nations, Métis, and/or Inuit communities, on some significant events, developments, and/or issues related to the shift in power in colonial Canada from France to Britain, using a variety of primary sources (e.g., diaries, gravestone inscriptions, Indigenous oral histories, archaeological evidence, wampum belts, material from online archives, paintings, petitions, speeches) and secondary sources (e.g., poetry or songs written after this historical period, museum exhibits, documentaries, online videos, historical fiction, monuments, web resources and/or books on Canadian history).

analyse and construct maps as part of their investigations into the impact of natural events and/or human activities that change the physical environment, with a focus on investigating the spatial boundaries of the impact (e.g., construct a map showing sources of pollution along a river system and the communities that rely on the water source; analyse thematic maps to help them determine the interrelationship between soil erosion and loss of habitat in some parts of the world; select appropriate data for a GIS online map that shows areas that may be affected by rising sea levels).

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

interpret and analyse data and information relevant to their investigations, using various tools and spatial technologies (e.g., analyse photographs and thematic maps to determine the impact of invasive species in Australia; interpret graphs, charts, and/or diagrams in order to extract data on changes in agricultural production and population patterns as a result of long-term drought in Africa; interpret information from GIS to determine potential population shifts in response to rising sea levels).

analyse and construct maps as part of their investigations into significant events, developments, and/or issues related to the shift in power in colonial Canada from France to Britain, with a focus on exploring their spatial boundaries (e.g., construct maps to show the location of various battles in North America during the Seven Years' War; analyse flow maps to show where groups, including Indigenous communities, were displaced from and where they went; analyse population maps to determine changes in settlement patterns and the groups, including Indigenous communities, that were affected).

evaluate evidence and draw conclusions about the impact of natural events and/or human activities that change the physical environment.

interpret and analyse information and evidence relevant to their investigations, using a variety of tools (e.g., analyse paintings of key events in the Seven Years' War to extract information and to determine the perspective that is presented and the perspectives that are missing; analyse documents to determine the response of people in New France, including First Nations and Métis people, to the colony's being ceded to Great Britain; use a graphic organizer to help them compare the perspectives of French and English colonists and First Nations and Métis people on the division of the colony into Upper and Lower Canada).

communicate the results of their inquiries, using appropriate vocabulary (e.g., climate, land use, landforms, vegetation, drought, flood, climate change, agriculture, ecotourism, land reclamation) and formats appropriate for specific audiences (e.g., an editorial outlining the impact of increasing settlement on a floodplain and arguing for or against increased settlement; an oral presentation or photo essay for a specific audience about how the construction of a dam affected a river system; a newspaper article for the local or school paper on the impact of pollution on their local community).

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

communicate the results of their inquiries using appropriate vocabulary (e.g., perspective, colony, treaty, expulsion, displacement, values, roles, power, conflict, Acadian, medicines, oral histories, ethnogenesis) and formats appropriate for specific audiences (e.g., a historical narrative in storybook or graphic form about the responses of different people to the expulsion of the Acadians; a debate presenting differing perspectives on the battle of the Plains of Abraham; an information poster on the Constitutional Act, 1791, including the response of different groups to the act; an audiovisual presentation about the ways different groups viewed the Peace and Friendship Treaties).

Understanding Geographic Context: demonstrate an understanding of significant patterns in Earth's physical features and of some natural processes and human activities that create and change those features.

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

identify the location and describe the physical characteristics of various landforms (e.g., mountains, plateaus, plains, valleys).

identify factors leading to some key events that occurred in and/or affected Canada between 1713 and 1800 (e.g., the expulsion of the Acadians, the Seven Years' War, the Battle of the Plains of Abraham, the American Revolution, Pontiac's Resistance, Loyalist migrations), and describe the historical significance of some of these events for different individuals, groups, and/or communities, including Indigenous individuals and/or communities.

describe some key natural processes and human activities (e.g., natural and human-influenced climate change, erosion of top soil, deforestation, the use of chemical fertilizers and practice of monoculture, grazing of domestic animals, activities that introduce invasive species into an environment) that create and change natural vegetation patterns.

describe how different aspects of the physical environment interact with each other in two or more regions of the world (e.g., the interrelationship between vegetation, landforms, and climate in desert regions; between landforms and vegetation in a volcanic region).

describe some key natural processes and human activities (e.g., tectonic forces, weathering and erosion, deposition, glaciation, mining, land reclamation projects) that create and change landforms.

identify a few key treaties of relevance to Indigenous people during this period, including wampum belts exchanged, and explain the significance of some of these agreements for different people and communities in Canada (e.g., with reference to the Covenant Chain, 1677–1755; the Treaty of Portsmouth, 1713; the Peace and Friendship Treaties, 1713–60; the Treaty of Niagara and the Covenant Chain Wampum, 1764; the British-Inuit Peace Treaty, 1765; the Treaty of Fort Stanwix, 1784; the Haldimand Proclamation, 1784; the Jay Treaty, 1794; the Treaty of Greenville, 1795).

demonstrate the ability to extract information from and analyse topographical maps (e.g., construct a cross-section of a landform based on the information from a topographical map).

identify key political and legal changes that occurred in and/or affected Canada during this period (e.g., the Royal Proclamation, 1763; the Treaty of Utrecht, 1713; the Quebec Act, 1774; the Constitutional Act, 1791), and explain the impact of some of these changes on various individuals, groups, and/or communities, including First Nations, Métis, and Inuit individuals and/or communities.

describe patterns and physical characteristics of some major water bodies and systems around the world (e.g., river systems, drainage basins, lakes, oceans).

identify key social and economic changes that occurred in and/or affected Canada during this period (e.g., fur trade competition between the North West Company and the Hudson's Bay Company, Loyalist settlement, growth in agriculture and in the timber industry, the ethnogenesis of the Métis), and explain the impact of some of these changes on various individuals, groups, and/or communities, including First Nations, Métis, and/or Inuit individuals and communities.

describe some key natural processes and human activities (e.g., changes in rainfall, melting of glaciers, erosion, rising sea levels, climate change, constructing dams, irrigation, bottling water from aquifers) that create and change water bodies and systems.

describe some significant aspects of daily life in various First Nations, Métis, and Inuit communities in Canada during this period (e.g., with reference to housing, clothing, transportation, size of families, gender roles, kinship ties, beliefs and values, celebrations, ceremonies and rituals, spiritual life).

describe patterns and characteristics of major climate regions around the world (e.g., characteristics and location of tropical, dry, temperate, continental, and polar climate regions).

describe some significant aspects of daily life of different newcomer/settler groups living in Canada during this period (e.g., with reference to seigneurs and habitants in New France; migrant fishers in Newfoundland; European traders in less populated regions; Black Loyalists in Nova Scotia; militia, priests, nuns, artisans, and/or labourers in Louisbourg or Quebec City; Acadian or Planter farm families in the Annapolis Valley).

describe some key natural processes and other factors, including human activities (e.g., ocean currents, wind systems, latitude, elevation, bodies of water, landforms, deforestation, human activities that result in greenhouse gas emissions) that create and change climate patterns.

describe significant interactions between various individuals, groups, and institutions in Canada during this period (e.g., with reference to interactions affecting First Nations, Métis, Inuit, French and English colonists, Acadians, Planters, Loyalists, slaves; the functions of, and interactions of people with, the Catholic Church, Protestant churches, and/or the French and British colonial administrations).

analyse and construct climate graphs to gather information on and illustrate climate patterns for a specific location (e.g., to analyse the trend in precipitation and temperature in Singapore, Khartoum, or Warsaw over the course of a year).

identify some significant individuals and groups in Canada during this period (e.g., Marie-Josèphe Angélique, Michel Bégon, Esther Brandeau, Joseph Brant, Molly Brant, Cadotte, Alexander Mackenzie, Pontiac, Elizabeth Simcoe, John Graves Simcoe, Thanadelthur; trappers and fur traders, Métis "country wives", missionaries, explorers, Loyalists, habitants), and explain their contribution to Canadian heritage and/or identities.

describe patterns and characteristics of major natural vegetation regions around the world (e.g., the location and characteristics of grasslands, boreal forests, tropical rain forests, tundra).

Application: analyse aspects of the extraction/harvesting and use of natural resources in different regions of the world, and assess ways of preserving these resources.

Application: analyse aspects of the lives of various groups and communities, including First Nations, Métis, and Inuit communities, in Canada between 1800 and 1850, and compare them to the lives of people in Canada in 1713–1800.

analyse interrelationships between the location/accessibility, mode of extraction/harvesting, and use of various natural resources (e.g., with reference to the relationship between mining techniques and the type and location of the deposit; types of electrical power generation in different regions of Europe; methods of harvesting trees).

analyse social and political values and significant aspects of life for some different groups and communities, including First Nations, Métis, and Inuit communities, in Canada between 1800 and 1850 (e.g., ways of life in British and French forts, in new settlements in the bush, on First Nations reserves; living conditions for different classes in industrializing cities; attitudes towards Irish immigrants, African Canadians, Métis, Inuit; attitudes of political elites and groups seeking political reform; gender roles in First Nations, Métis, and Inuit communities), and assess similarities and differences between these values and aspects of life and those in eighteenth-century Canada (e.g., with reference to improvements in access to education; changes in attitudes towards slavery or political elites; changes resulting from political reform; changes in ways of life of First Nations on reserves).

analyse natural resource extraction/harvesting and use in some specific regions of the world (e.g., forestry practices in the Amazon or in Sweden; international trawlers fishing off the coast of West Africa; coal-fired electricity production in China), including the sustainability of these practices.

analyse some of the challenges facing individuals, groups, and/or communities, including First Nations, Métis, and Inuit individuals and/or communities, in Canada between 1800 and 1850 (e.g., war with the United States, industrialization, poor wages and working conditions, rigid class structure, limited political rights, discrimination and segregation, religious conflict, limited access to education, influx of new immigrants, epidemics, transportation challenges, harshness of life in new settlements in the West, continuing appropriation of First Nations, Métis, and Inuit land and resources by European settler communities) and ways in which people responded to those challenges (e.g., strikes, rebellion, resistance, legislation to expand access to education, treaties, construction of canals, mutual aid societies, work bees, quarantining immigrants).

assess the efforts of some groups, agencies, and/or organizations (e.g., the United Nations Environment Programme; non-governmental organizations [NGOs] such as Friends of the Earth International, Rainforest Alliance, or the Nature Conservancy; indigenous groups; different national governments) in helping to preserve natural resources.

analyse the displacement experienced by various groups and communities, including Indigenous communities, who were living in or who came to Canada between 1800 and 1850 (e.g., displacements resulting from damage to property during the War of 1812 or the Rebellions of 1837–38; from the loss of First Nations and Métis territory due to increasing encroachment and settlement by colonists; from immigration of Europeans seeking land, religious freedom, and/or work) and how some of these groups dealt with their displacement.

create a personal plan of action outlining how they can contribute to more sustainable natural resource extraction/harvesting and/or use (e.g., a plan to use FSC-certified wood or reclaimed lumber in a construction project, to reduce energy use in their home or school, to publicize more sustainable approaches to extraction/harvesting, or to reduce personal consumption of consumer goods).

Inquiry: use the geographic inquiry process to investigate issues related to the impact of the extraction/harvesting and/or use of natural resources around the world from a geographic perspective.

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

formulate questions to guide investigations into issues related to the impact of the extraction/harvesting and/or use of natural resources around the world from a geographic perspective (e.g., the social, economic, political, and environmental impact of overfishing; the economic, social, and environmental impact of deforestation and the adequacy of reforestation programs; the social and economic impact on indigenous people of resource extraction in their traditional territories; the economic, political, and environmental impact of developments in the alternative energy sector; the economic, political, and environmental impact of using fossil fuels).

formulate questions to guide investigations into perspectives of different groups and communities, including First Nations, Métis, and/or Inuit communities, on some significant events, developments, and/or issues that affected Canada and/or people in Canada between 1800 and 1850 (e.g., the War of 1812, cholera epidemics, increased immigration from Europe, heightened class divisions in Upper and Lower Canada, the rise of the Patriotes in Lower Canada, the Battle of Saint-Eustache, the Battle of Seven Oaks, the Mica Bay incident, education reform).

gather and organize data and information from a variety of sources on the impact of resource extraction/harvesting and/or use, ensuring that their sources reflect more than one perspective (e.g., satellite imagery showing the area flooded after the construction of a hydroelectric dam and data on the amount of hydroelectricity generated; news stories on the positions of various countries and/or NGOs with respect to the environmental and economic impact of ocean fishing or whaling; documentaries and government data on the impact of climate change; information on the impact of resource extraction from indigenous people in the area and employment data from the corporation(s) involved).

gather and organize information and evidence about perspectives of different groups and communities, including First Nations, Métis, and/or Inuit communities, on some significant events, developments, and/or issues that affected Canada and/or people in Canada during this period, using a variety of primary sources (e.g., diaries, Indigenous oral histories, traditional songs, excerpts from books that were popular at the time, newspaper editorials, paintings or drawings from that period, petitions, speeches) and secondary sources (e.g., poetry, songs, paintings, or drawings from after this historical period; museum exhibits; documentaries; online videos; historical fiction; web resources and/or books on Canadian history).

analyse and construct maps as part of their investigations, with a particular focus on exploring the spatial boundaries of and, where applicable, patterns relating to their topics (e.g., interpret layers of information in a GIS related to air pollution generated by coal-fired electrical plants; analyse thematic maps to determine the extent of clear-cutting and reforestation; construct a map to show the spread of the emerald ash borer in American forests; construct a thematic or annotated map to show the short- and long-term impact of a resource industry on a local ecosystem).

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

interpret and analyse data and information relevant to their investigations, using various tools and spatial technologies (e.g., extract information from graphs and diagrams on declining fish stocks and their impact on various regions; interpret photographs or other images to determine how mining has affected an area; analyse data to determine the economic and environmental impact of resource extraction and/or processing in a community; use a computer-based geographic tool to determine changes in rivers, lakes, and/or aquifers as a result of agricultural irrigation or commercial use of water).

analyse and construct maps as part of their investigations into some significant events, developments, and/or issues that affected Canada and/or people in Canada during this period, with a focus on exploring their spatial boundaries (e.g., locate major battles of the War of 1812 or of the Rebellions of 1837–38; construct flow maps to show where famine Irish were displaced from and where they settled in Canada; analyse demographic maps to determine settlement patterns in Upper Canada and how they affected First Nations and Métis people in the colony).

evaluate evidence and draw conclusions about issues related to the impact of natural resource extraction/harvesting and/or use around the world.

interpret and analyse information and evidence relevant to their investigations, using a variety of tools (e.g., use a graphic organizer to compare the perspectives of English and French Canadians on the Durham Report; analyse the content of selected paintings to determine the perspectives that are presented and the perspectives that are missing; use a graphic organizer to help them determine similarities and differences in the perspective of various groups, communities, and/or individuals, including Indigenous communities and individuals, on life outside colonial towns/cities; use graphs to help them determine the increase in immigrants to the various colonies in British North America).

communicate the results of their inquiries using appropriate vocabulary (e.g., non-renewable, renewable, flow resources; extraction; sustainability; deforestation; fossil fuels; aquifer) and formats appropriate for specific audiences (e.g., an essay on the impact of water use, concluding with a plan of action to preserve the world's fresh water; a thematic or annotated map showing the extent of damage to a water system from mine tailings; a fictionalized narrative about a person or animal affected by a natural resource extraction processes; a web page that includes links to sites providing varying opinions on the development of alternative energy; a public service announcement educating people about the economic and environmental impact of invasive species).

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

communicate the results of their inquiries using appropriate vocabulary (e.g., immigrant, rebels, famine, Loyalist, Reformer, Patriote, British North America, Upper Canada, Lower Canada, Family Compact, Château Clique, responsible government) and formats appropriate for specific audiences (e.g., a dual perspective poem or story on western settlement written from the points of view of settlers and First Nations and/or Métis people; a dramatic presentation on the lives of immigrants from different regions or classes; an annotated map explaining the impact of the Rebellions of 1837 on various groups; a work of art depicting the various groups involved in an event along with a write-up explaining their viewpoints).

Understanding Geographic Context: demonstrate an understanding of the sources and use of different types of natural resources and of some of the effects of the extraction/harvesting and use of these resources.

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

identify Earth's renewable, non-renewable, and flow resources (e.g., renewable: trees, natural fish stocks, soil, plants; non-renewable: fossil fuels, metallic minerals; flow: solar, running water, ocean currents, tides, wind), and explain their relationship to Earth's physical features.

identify factors contributing to some key events and/or trends that occurred in and/or affected Canada between 1800 and 1850 (e.g., the War of 1812, the Upper Canada Rebellion, the Battle of Saint-Eustache, Irish immigration, establishment of the Underground Railroad, exploration by John Franklin or David Thompson), and describe the historical significance of some of these events/trends for different individuals, groups, and/or communities, including Indigenous individuals and/or communities involvement?" "Why did Tecumseh support the British in the War of 1812?" "What were some of the key social, economic, and political issues that led to the Rebellions of 1837–38? What is the significance of the rebellions for Canadian political history?" "Why was the Battle of Saint- Eustache significant to French Canadians?" "What was the motivation for the Franklin expedition? What was the significance of this expedition for Inuit communities? For the British?" "Who or what was most responsible for the genocide of the Beothuk?"

describe ways in which people use the natural environment, including specific elements within it, to meet their needs and wants (e.g., rock is quarried to make building materials, roads; trees are used for lumber for buildings, wood for furniture, pulp for paper, logs for fuel; fossil fuels are used for heating and cooling, to generate energy for industry, to power vehicles, to make plastics; water is used for drinking, irrigation, to produce electricity, to cool nuclear reactors; animals are used for food, clothing, recreation; the natural environment enables people to live off the land and provides opportunities for relaxation, education, and/or recreation).

identify a few key treaties of relevance to Indigenous people during this period, including wampum belts exchanged, and explain the significance of some of these agreements for different people and communities in Canada (e.g., with reference to the Selkirk Treaty, 1817; the Huron Tract Treaty, 1827; the Saugeen Treaty, 1836; the Mississaugas of New Credit Land Cession Agreements; the Manitoulin Island Treaties, 1836 and 1862; the Robinson-Superior and Robinson- Huron Treaties, 1850).

identify significant short- and long-term effects of natural resource extraction/harvesting and use on people and the environment (e.g., deforestation, desertification, smog, acid rain, climate change, soil contamination, habitat destruction, flooding).

identify key political and legal changes that occurred in and/or affected Canada during this period (e.g., alliances between First Nations and British forces during the War of 1812; the Treaty of Ghent, 1814; the Abolition of Slavery Act, 1833; the Durham Report; the Act of Union; responsible government; the Common School Act, 1846; the Rebellion Losses Bill, 1849; the Sayer Trial, 1849), and explain the impact of some of these changes on various individuals, groups, and/or communities, including First Nations, Métis, and Inuit individuals and/or communities.

describe the perspectives of different groups (e.g., a traditional indigenous community, an environmental organization, a multinational mining or forestry company, the residents of a resource town) regarding the use of the natural environment to meet human needs.

identify key social and economic changes that occurred in and/or affected Canada during this period (e.g., increasing immigration, the global recession of the 1830s, growing markets for lumber and wheat, political reform movements in Upper and Lower Canada, the construction of canals and railway lines, education reform, mining in Canada West, cholera and smallpox epidemics, the genocide of the Beothuk in Newfoundland), and explain the impact of some of these changes on various individuals, groups, and/or communities, including First Nations, Métis, and Inuit individuals and/or communities.

describe some responses to social and/or environmental challenges arising from the use of natural resources (e.g., the increased use of wind, solar, or tidal energy; reduced consumption; promotion of energy-saving strategies such as the use of energy-efficient appliances; promotion of fair trade; marketing of "ethical" products such as "ethical oil" or "ethical diamonds"; boycotting less sustainable products or companies using unsustainable practices).

describe significant interactions between different groups and communities in Canada during this period (e.g., French, English, First Nations, Métis, Inuit, Loyalists, African Canadians, Irish and Scottish immigrants, different religious denominations, the Family Compact, the Château Clique, landowners, servants).

demonstrate the ability to extract information from, analyse, and construct GIS maps relating to natural resources around the world (e.g., to determine the location of oil refineries and their proximity to population centres and agricultural land; to show areas of deforestation and current land use on previously forested land).

identify some significant individuals and groups in Canada during this period (e.g., Robert Baldwin, General Isaac Brock, Cuthbert Grant, Charles Ermatinger, Peter Jones, William Lyon Mackenzie, Grace Marks, John Norton, Louis-Joseph Papineau, Richard Pierpoint, Peggy Pompadour, Louis Riel Sr., Laura Secord, Shawnadithit, Tecumseh, Catharine Parr Traill; groups advocating responsible government or public education; immigrant aid and other charitable organizations; the Family Compact and Château Clique; groups such as Mennonites in Waterloo County or the Six Nations in the Grand River region of Upper Canada), and explain their contribution to Canadian heritage and/or identities.

Social Studies, History, & Geography

Physical Patterns in A Changing World

Application: analyse some challenges and opportunities presented by the physical environment and ways in which people have responded to them

describe various ways in which people have responded to challenges and opportunities presented by the physical environment (e.g., building dams, levees, or dikes to contain water and/or reclaim land; building terraces or irrigation systems to permit farming on inhospitable land; designing buildings suited to local climatic conditions or natural events such as earthquakes; specialized economic development such as resource towns in areas rich with ore, or tourism in areas of natural beauty or with a desirable climate), and analyse short- and long-term effects of some of these responses (e.g., water pollution from industry and agriculture; loss of animal habitat and wilderness areas as human settlement expands; deforestation and its consequences; the development of provincial or national parks to protect wilderness areas)

compare and contrast the perspectives of some different groups (e.g., Indigenous peoples living on the land, organic versus large-scale farmers, industrial and agrarian societies, owners of resource-extraction companies, environmental organizations, land developers) on the challenges and opportunities presented by the natural environment

assess the physical environment in various locations around the world to determine which environment or environments have the greatest impact on people (e.g., develop criteria for ranking the challenges and opportunities presented by physical environments such as deserts, tropical rainforests, mountains, volcanic islands, regions with cold climates, floodplains, coastal regions)

assess ways in which different peoples living in similar physical environments have responded to challenges and opportunities presented by these environments, and assess the sustainability of these responses (e.g., land reclamation and flood control in low-lying areas such as the Netherlands, the Mississippi delta, the Mekong River; nomadic lifestyles of peoples in the Gobi or Sahara Desert versus extensive irrigation to create cities such as Las Vegas in the Mojave Desert; the development of ecotourism in the Costa Rican rainforest versus the clear-cutting of rainforests in the Amazon or Madagascar)

Inquiry: use the geographic inquiry process to investigate the impact of natural events and/or human activities that change the physical environment, exploring the impact from a geographic perspective

formulate questions to guide investigations into the impact of natural events and/or human activities that change the physical environment (e.g., the social, political, economic, and environmental impact of natural events such as earthquakes, volcanic eruptions, drought, floods, hurricanes, typhoons, or tsunamis; the economic and environmental impact of industrial pollution on a river system; the social, economic, and environmental impact of agricultural practices; the social, political, economic, and environmental impact of land-reclamation projects; the political, economic, and environmental impact of transportation systems), ensuring that their questions reflect a geographic perspective

gather and organize data and information from a variety of sources, and using various technologies, on the impact of natural events and/or human activities that change the physical environment, ensuring that their sources reflect more than one perspective (e.g., data and information as well as online maps on climate change from the International Panel on Climate Change and the United Nations; digital representations showing changes to a river system as a result of irrigation, data on agricultural productivity on irrigated lands, and information from wildlife advocacy groups on the impact of the loss of wetlands; data and information from the U.S. National Hurricane Center on the number and severity of hurricanes over the past few years, documentaries on the impact of Hurricane Katrina, and photographs of New Orleans before and after the hurricane)

analyse and construct maps as part of their investigations into the impact of natural events and/or human activities that change the physical environment, with a focus on investigating the spatial boundaries of the impact (e.g., construct a map showing sources of pollution along a river system and the communities that rely on the water source; analyse thematic maps to help them determine the interrelationship between soil erosion and loss of habitat in some parts of the world; select appropriate data for a GIS online map that shows areas that may be affected by rising sea levels)

interpret and analyse data and information relevant to their investigations, using various tools and spatial technologies (e.g., analyse photographs and thematic maps to determine the impact of invasive species in Australia; interpret graphs, charts, and/or diagrams in order to extract data on changes in agricultural production and population patterns as a result of long-term drought in Africa; interpret information from GIS to determine potential population shifts in response to rising sea levels)

evaluate evidence and draw conclusions about the impact of natural events and/or human activities that change the physical environment

communicate the results of their inquiries, using appropriate vocabulary (e.g., climate, land use, landforms, vegetation, drought, flood, climate change, agriculture, ecotourism, land reclamation) and formats appropriate for specific audiences (e.g., an editorial outlining the impact of increasing settlement on a floodplain and arguing for or against increased settlement; an oral presentation or photo essay for a specific audience about how the construction of a dam affected a river system; a newspaper article for the local or school paper on the impact of pollution on their local community)

Understanding Geographic Context: demonstrate an understanding of significant patterns in Earth’s physical features and of some natural processes and human activities that create and change those features

identify the location and describe the physical characteristics of various landforms (e.g., mountains, plateaus, plains, valleys)

describe some key natural processes and human activities (e.g., natural and human-influenced climate change, erosion of top soil, deforestation, the use of chemical fertilizers and practice of monoculture, grazing of domestic animals, activities that introduce invasive species into an environment) that create and change natural vegetation patterns

describe how different aspects of the physical environment interact with each other in two or more regions of the world (e.g., the interrelationship between vegetation, landforms, and climate in desert regions; between landforms and vegetation in a volcanic region)

describe some key natural processes and human activities (e.g., tectonic forces, weathering and erosion, deposition, glaciation, mining, landreclamation projects) that create and change landforms

demonstrate the ability to extract information from and analyse topographical maps (e.g., construct a cross-section of a landform based on the information from a topographical map)

describe patterns and physical characteristics of some major water bodies and systems around the world (e.g., river systems, drainage basins, lakes, oceans)

describe some key natural processes and human activities (e.g., changes in rainfall, melting of glaciers, erosion, rising sea levels, climate change, constructing dams, irrigation, bottling water from aquifers) that create and change water bodies and systems

describe patterns and characteristics of major climate regions around the world (e.g., characteristics and location of tropical, dry, temperate, continental, and polar climate regions)

describe some key natural processes and other factors, including human activities (e.g., ocean currents, wind systems, latitude, elevation, bodies of water, landforms, deforestation, human activities that result in greenhouse gas emissions) that create and change climate patterns

analyse and construct climate graphs to gather information on and illustrate climate patterns for a specific location (e.g., to analyse the trend in precipitation and temperature in Singapore, Khartoum, or Warsaw over the course of a year)

describe patterns and characteristics of major natural vegetation regions around the world (e.g., the location and characteristics of grasslands, boreal forests, tropical rain forests, tundra)

Natural Resources Around the World: Use and Sustainability

Application: analyse aspects of the extraction/harvesting and use of natural resources in different regions of the world, and assess ways of preserving these resources

analyse interrelationships between the location/accessibility, mode of extraction/ harvesting, and use of various natural resources (e.g., with reference to the relationship between mining techniques and the type and location of the deposit; types of electrical power generation in different regions of Europe; methods of harvesting trees)

analyse natural resource extraction/harvesting and use in some specific regions of the world (e.g., forestry practices in the Amazon or in Sweden; international trawlers fishing off the coast of West Africa; coal-fired electricity production in China), including the sustainability of these practices

assess the efforts of some groups, agencies, and/or organizations (e.g., the United Nations Environment Programme; non-governmental organizations [NGOs] such as Friends of the Earth International, Rainforest Alliance, or the Nature Conservancy; indigenous groups; different national governments) in helping to preserve natural resources

create a personal plan of action outlining how they can contribute to more sustainable natural resource extraction/harvesting and/or use (e.g., a plan to use FSC-certified wood or reclaimed lumber in a construction project, to reduce energy use in their home or school, to publicize more sustainable approaches to extraction/harvesting, or to reduce personal consumption of consumer goods)

Inquiry: use the geographic inquiry process to investigate issues related to the impact of the extraction/harvesting and/or use of natural resources around the world from a geographic perspective

formulate questions to guide investigations into issues related to the impact of the extraction/ harvesting and/or use of natural resources around the world from a geographic perspective (e.g., the social, economic, political, and environmental impact of overfishing; the economic, social, and environmental impact of deforestation and the adequacy of reforestation programs; the social and economic impact on indigenous people of resource extraction in their traditional territories; the economic, political, and environmental impact of developments in the alternative energy sector; the economic, political, and environmental impact of using fossil fuels)

gather and organize data and information from a variety of sources on the impact of resource extraction/harvesting and/or use, ensuring that their sources reflect more than one perspective (e.g., satellite imagery showing the area flooded after the construction of a hydroelectric dam and data on the amount of hydroelectricity generated; news stories on the positions of various countries and/or NGOs with respect to the environmental and economic impact of ocean fishing or whaling; documentaries and government data on the impact of climate change; information on the impact of resource extraction from indigenous people in the area and employment data from the corporation(s) involved)

analyse and construct maps as part of their investigations, with a particular focus on exploring the spatial boundaries of and, where applicable, patterns relating to their topics (e.g., interpret layers of information in a GIS related to air pollution generated by coal-fired electrical plants; analyse thematic maps to determine the extent of clear-cutting and reforestation; construct a map to show the spread of the emerald ash borer in American forests; construct a thematic or annotated map to show the short- and long-term impact of a resource industry on a local ecosystem)

interpret and analyse data and information relevant to their investigations, using various tools and spatial technologies (e.g., extract information from graphs and diagrams on declining fish stocks and their impact on various regions; interpret photographs or other images to determine how mining has affected an area; analyse data to determine the economic and environmental impact of resource extraction and/or processing in a community; use a computer-based geographic tool to determine changes in rivers, lakes, and/or aquifers as a result of agricultural irrigation or commercial use of water)

evaluate evidence and draw conclusions about issues related to the impact of natural resource extraction/harvesting and/or use around the world

communicate the results of their inquiries using appropriate vocabulary (e.g., non-renewable, renewable, flow resources; extraction; sustainability; deforestation; fossil fuels; aquifer) and formats appropriate for specific audiences (e.g., an essay on the impact of water use, concluding with a plan of action to preserve the world’s fresh water; a thematic or annotated map showing the extent of damage to a water system from mine tailings; a fictionalized narrative about a person or animal affected by a natural resource extraction processes; a web page that includes links to sites providing varying opinions on the development of alternative energy; a public service announcement educating people about the economic and environmental impact of invasive species)

Understanding Geographic Context: demonstrate an understanding of the sources and use of different types of natural resources and of some of the effects of the extraction/harvesting and use of these resources

identify Earth’s renewable, non-renewable, and flow resources (e.g., renewable: trees, natural fish stocks, soil, plants; non-renewable: fossil fuels, metallic minerals; flow: solar, running water, ocean currents, tides, wind), and explain their relationship to Earth’s physical features

describe ways in which people use the natural environment, including specific elements within it, to meet their needs and wants (e.g., rock is quarried to make building materials, roads; trees are used for lumber for buildings, wood for furniture, pulp for paper, logs for fuel; fossil fuels are used for heating and cooling, to generate energy for industry, to power vehicles, to make plastics; water is used for drinking, irrigation, to produce electricity, to cool nuclear reactors; animals are used for food, clothing, recreation; the natural environment enables people to live off the land and provides opportunities for relaxation, education, and/or recreation)

identify significant short- and long-term effects of natural resource extraction/harvesting and use on people and the environment (e.g., deforestation, desertification, smog, acid rain, climate change, soil contamination, habitat destruction, flooding)

describe the perspectives of different groups (e.g., a traditional indigenous community, an environmental organization, a multinational mining or forestry company, the residents of a resource town) regarding the use of the natural environment to meet human needs

describe some responses to social and/or environmental challenges arising from the use of natural resources (e.g., the increased use of wind, solar, or tidal energy; reduced consumption; promotion of energy-saving strategies such as the use of energy-efficient appliances; promotion of fair trade; marketing of “ethical” products such as “ethical oil” or “ethical diamonds”; boycotting less sustainable products or companies using unsustainable practices)

demonstrate the ability to extract information from, analyse, and construct GIS maps relating to natural resources around the world (e.g., to determine the location of oil refineries and their proximity to population centres and agricultural land; to show areas of deforestation and current land use on previously forested land)

Physical Patterns in a Changing World

Application: Interrelationships between People and the Physical Environment - analyse some challenges and opportunities presented by the physical environment and ways in which people have responded to them

describe various ways in which people have responded to challenges and opportunities presented by the physical environment, and analyse short- and long-term effects of some of these responses

compare and contrast the perspectives of some different groups on the challenges and opportunities presented by the natural environment

assess the physical environment in various locations around the world to determine which environment or environments have the greatest impact on people

assess ways in which different peoples living in similar physical environments have responded to challenges and opportunities presented by these environments, and assess the sustainability of these responses

Inquiry: Investigating Physical Features and Processes - use the geographic inquiry process to investigate the impact of natural events and/or human activities that change the physical environment, exploring the impact from a geographic perspective

formulate questions to guide investigations into the impact of natural events and/or human activities that change the physical environment

gather and organize data and information from a variety of sources, and using various technologies, on the impact of natural events and/or human activities that change the physical environment, ensuring that their sources reflect more than one perspective

analyse and construct maps as part of their investigations into the impact of natural events and/or human activities that change the physical environment, with a focus on investigating the spatial boundaries of the impact

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

evaluate evidence and draw conclusions about the impact of natural events and/or human activities that change the physical environment

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

Understanding Geographic Context: Patterns in the Physical Environment - demonstrate an understanding of significant patterns in Earth's physical features and of some natural processes and human activities that create and change those features

identify the location and describe the physical characteristics of various landforms

describe some key natural processes and human activities that create and change natural vegetation patterns

describe how different aspects of the physical environment interact with each other in two or more regions of the world

describe some key natural processes and human activities that create and change landforms

demonstrate the ability to extract information from and analyse topographical maps

describe patterns and physical characteristics of some major water bodies and systems around the world

describe some key natural processes and human activities that create and change water bodies and systems

describe patterns and characteristics of major climate regions around the world

describe some key natural processes and other factors, including human activities, that create and change climate patterns

analyse and construct climate graphs to gather information on and illustrate climate patterns for a specific location

describe patterns and characteristics of major natural vegetation regions around the world

Natural Resources Around the World: Use and Sustainability

Application: Natural Resources and Sustainability - analyse aspects of the extraction/harvesting and use of natural resources in different regions of the world, and assess ways of preserving these resources

analyse interrelationships between the location/accessibility, mode of extraction/harvesting, and use of various natural resources

analyse natural resource extraction/harvesting and use in some specific regions of the world, including the sustainability of these practices

assess the efforts of some groups, agencies, and/or organizations in helping to preserve natural resources

create a personal plan of action outlining how they can contribute to more sustainable natural resource extraction/harvesting and/or use

Inquiry: Investigating Issues Related to Natural Resources - use the geographic inquiry process to investigate issues related to the impact of the extraction/harvesting and/or use of natural resources around the world from a geographic perspective

formulate questions to guide investigations into issues related to the impact of the extraction/harvesting and/or use of natural resources around the world from a geographic perspective

gather and organize data and information from a variety of sources on the impact of resource extraction/harvesting and/or use, ensuring that their sources reflect more than one perspective

analyse and construct maps as part of their investigations, with a particular focus on exploring the spatial boundaries of and, where applicable, patterns relating to their topics

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

evaluate evidence and draw conclusions about issues related to the impact of natural resource extraction/harvesting and/or use around the world

communicate the results of their inquiries using appropriate vocabulary and formats

Understanding Geographic Context: Using Natural Resources - demonstrate an understanding of the sources and use of different types of natural resources and of some of the effects of the extraction/harvesting and use of these resources

identify Earth’s renewable, non-renewable, and flow resources, and explain their relationship to Earth’s physical features

describe ways in which people use the natural environment, including specific elements within it, to meet their needs and wants

identify significant short- and long-term effects of natural resource extraction/harvesting and use on people and the environment

describe the perspectives of different groups regarding the use of the natural environment to meet human needs

describe some responses to social and/or environmental challenges arising from the use of natural resources

demonstrate the ability to extract information from, analyse, and construct GIS maps relating to natural resources around the world

Social Studies, History, & Geography

New France and British North America, 1713–1800

Application: analyse aspects of the experiences of various groups and communities, including First Nations, Métis, and Inuit communities, in Canada between 1713 and 1800, and compare them to the lives of people in present-day Canada

analyse key similarities and differences in social values and aspects of life between people in present-day Canada and some different groups and communities, including First Nations, Métis, and Inuit communities, in Canada between 1713 and 1800 (e.g., with reference to gender roles, religious practices, spirituality, ceremonies and rituals, living conditions, diet, recreation, and/or political rights; attitudes towards slavery, social class, the role of women, and/or crime and punishment; attitudes of newcomers/settlers and First Nations, Métis, and Inuit towards each other and towards the land)

analyse some of the main challenges facing various individuals, groups, and/or communities, including First Nations, Métis, and Inuit individuals and/or communities, in Canada between 1713 and 1800 and ways in which people responded to those challenges (e.g., with reference to conflict arising from imperial rivalries; climatic and environmental challenges; competition for land and resources between European imperial powers and the consequences for Indigenous communities; the hard physical labour and isolation associated with life in new settlements; disease; discrimination facing Black Loyalists; restrictions on rights and freedoms of slaves, seigneurial tenants, or indentured workers), and assess similarities and differences between some of these challenges and responses and those of people in present-day Canada

analyse the displacement experienced by various groups and communities, including First Nations, Métis, and Inuit communities, who were living in or who came to Canada between 1713 and 1800 (e.g., the expulsion of the Acadians; the forced relocation experienced by many First Nations and/or Métis to reserves or different territories; the migration of Loyalists to various regions of Canada; the forced migration of African slaves to New France and British North America; the immigration of people to Canada seeking land, religious freedom, and/or work), and compare it with present-day examples of displacement (e.g., the relocation of a First Nation reserve community in Canada as a result of changing environmental or economic conditions; the experience of and services available to immigrants or refugees to Canada)

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

formulate questions to guide investigations into perspectives of different groups and communities, including First Nations, Métis, and/or Inuit communities, on some significant events, developments, and/or issues related to the shift in power in colonial Canada from France to Britain (e.g., the expulsion of the Acadians; treaties and alliances among First Nations and between First Nations and European nations, including the Treaty of Niagara, 1764; key battles in the North American colonies; legal and territorial changes as a result of the Seven Years’ War; increased settlement by British immigrants; challenges associated with Britain administering a colony with a French majority; the Constitutional Act, 1791; the creation of the North West Company and other fur trade companies; the Jay Treaty)

gather and organize information and evidence about perspectives of different groups and communities, including First Nations, Métis, and/or Inuit communities, on some significant events, developments, and/or issues related to the shift in power in colonial Canada from France to Britain, using a variety of primary sources (e.g., diaries, gravestone inscriptions, Indigenous oral histories, archaeological evidence, wampum belts, material from online archives, paintings, petitions, speeches) and secondary sources (e.g., poetry or songs written after this historical period, museum exhibits, documentaries, online videos, historical fiction, monuments, web resources and/or books on Canadian history)

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

analyse and construct maps as part of their investigations into significant events, developments, and/or issues related to the shift in power in colonial Canada from France to Britain, with a focus on exploring their spatial boundaries (e.g., construct maps to show the location of various battles in North America during the Seven Years’ War; analyse flow maps to show where groups, including Indigenous communities, were displaced from and where they went; analyse population maps to determine changes in settlement patterns and the groups, including Indigenous communities, that were affected)

interpret and analyse information and evidence relevant to their investigations, using a variety of tools (e.g., analyse paintings of key events in the Seven Years’ War to extract information and to determine the perspective that is presented and the perspectives that are missing; analyse documents to determine the response of people in New France, including First Nations and Métis people, to the colony’s being ceded to Great Britain; use a graphic organizer to help them compare the perspectives of French and English colonists and First Nations and Métis people on the division of the colony into Upper and Lower Canada)

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

communicate the results of their inquiries using appropriate vocabulary (e.g., perspective, colony, treaty, expulsion, displacement, values, roles, power, conflict, Acadian, medicines, oral histories, ethnogenesis) and formats appropriate for specific audiences (e.g., a historical narrative in storybook or graphic form about the responses of different people to the expulsion of the Acadians; a debate presenting differing perspectives on the battle of the Plains of Abraham; an information poster on the Constitutional Act, 1791, including the response of different groups to the act; an audiovisual presentation about the ways different groups viewed the Peace and Friendship Treaties)

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

identify factors leading to some key events that occurred in and/or affected Canada between 1713 and 1800 (e.g., the expulsion of the Acadians, the Seven Years’ War, the Battle of the Plains of Abraham, the American Revolution, Pontiac’s Resistance, Loyalist migrations), and describe the historical significance of some of these events for different individuals, groups, and/or communities, including Indigenous individuals and/or communities

identify a few key treaties of relevance to Indigenous people during this period, including wampum belts exchanged, and explain the significance of some of these agreements for different people and communities in Canada (e.g., with reference to the Covenant Chain, 1677–1755; the Treaty of Portsmouth, 1713; the Peace and Friendship Treaties, 1713–60; the Treaty of Niagara and the Covenant Chain Wampum, 1764; the British-Inuit Peace Treaty, 1765; the Treaty of Fort Stanwix, 1784; the Haldimand Proclamation, 1784; the Jay Treaty, 1794; the Treaty of Greenville, 1795)

identify key political and legal changes that occurred in and/or affected Canada during this period (e.g., the Royal Proclamation, 1763; the Treaty of Utrecht, 1713; the Quebec Act, 1774; the Constitutional Act, 1791), and explain the impact of some of these changes on various individuals, groups, and/or communities, including First Nations, Métis, and Inuit individuals and/or communities

identify key social and economic changes that occurred in and/or affected Canada during this period (e.g., fur trade competition between the North West Company and the Hudson’s Bay Company, Loyalist settlement, growth in agriculture and in the timber industry, the ethnogenesis of the Métis), and explain the impact of some of these changes on various individuals, groups, and/or communities, including First Nations, Métis, and/or Inuit individuals and communities

describe some significant aspects of daily life in various First Nations, Métis, and Inuit communities in Canada during this period (e.g., with reference to housing, clothing, transportation, size of families, gender roles, kinship ties, beliefs and values, celebrations, ceremonies and rituals, spiritual life)

describe some significant aspects of daily life of different newcomer/settler groups living in Canada during this period (e.g., with reference to seigneurs and habitants in New France; migrant fishers in Newfoundland; European traders in less populated regions; Black Loyalists in Nova Scotia; militia, priests, nuns, artisans, and/or labourers in Louisbourg or Quebec City; Acadian or Planter farm families in the Annapolis Valley)

describe significant interactions between various individuals, groups, and institutions in Canada during this period (e.g., with reference to interactions affecting First Nations, Métis, Inuit, French and English colonists, Acadians, Planters, Loyalists, slaves; the functions of, and interactions of people with, the Catholic Church, Protestant churches, and/or the French and British colonial administrations)

identify some significant individuals and groups in Canada during this period (e.g., Marie-Josèphe Angélique, Michel Bégon, Esther Brandeau, Joseph Brant, Molly Brant, Cadotte, Alexander Mackenzie, Pontiac, Elizabeth Simcoe, John Graves Simcoe, Thanadelthur; trappers and fur traders, Métis “country wives”, missionaries, explorers, Loyalists, habitants), and explain their contribution to Canadian heritage and/or identities

Canada, 1800–1850: Conflict and Challenges

Application: analyse aspects of the lives of various groups and communities, including First Nations, Métis, and Inuit communities, in Canada between 1800 and 1850, and compare them to the lives of people in Canada in 1713–1800

analyse social and political values and significant aspects of life for some different groups and communities, including First Nations, Métis, and Inuit communities, in Canada between 1800 and 1850 (e.g., ways of life in British and French forts, in new settlements in the bush, on First Nations reserves; living conditions for different classes in industrializing cities; attitudes towards Irish immigrants, African Canadians, Métis, Inuit; attitudes of political elites and groups seeking political reform; gender roles in First Nations, Métis, and Inuit communities), and assess similarities and differences between these values and aspects of life and those in eighteenth-century Canada (e.g., with reference to improvements in access to education; changes in attitudes towards slavery or political elites; changes resulting from political reform; changes in ways of life of First Nations on reserves)

analyse some of the challenges facing individuals, groups, and/or communities, including First Nations, Métis, and Inuit individuals and/or communities, in Canada between 1800 and 1850 (e.g., war with the United States, industrialization, poor wages and working conditions, rigid class structure, limited political rights, discrimination and segregation, religious conflict, limited access to education, influx of new immigrants, epidemics, transportation challenges, harshness of life in new settlements in the West, continuing appropriation of First Nations, Métis, and Inuit land and resources by European settler communities) and ways in which people responded to those challenges (e.g., strikes, rebellion, resistance, legislation to expand access to education, treaties, construction of canals, mutual aid societies, work bees, quarantining immigrants)

analyse the displacement experienced by various groups and communities, including Indigenous communities, who were living in or who came to Canada between 1800 and 1850 (e.g., displacements resulting from damage to property during the War of 1812 or the Rebellions of 1837–38; from the loss of First Nations and Métis territory due to increasing encroachment and settlement by colonists; from immigration of Europeans seeking land, religious freedom, and/or work) and how some of these groups dealt with their displacement

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

formulate questions to guide investigations into perspectives of different groups and communities, including First Nations, Métis, and/or Inuit communities, on some significant events, developments, and/or issues that affected Canada and/or people in Canada between 1800 and 1850 (e.g., the War of 1812, cholera epidemics, increased immigration from Europe, heightened class divisions in Upper and Lower Canada, the rise of the Patriotes in Lower Canada, the Battle of Saint-Eustache, the Battle of Seven Oaks, the Mica Bay incident, education reform)

gather and organize information and evidence about perspectives of different groups and communities, including First Nations, Métis, and/or Inuit communities, on some significant events, developments, and/or issues that affected Canada and/or people in Canada during this period, using a variety of primary sources (e.g., diaries, Indigenous oral histories, traditional songs, excerpts from books that were popular at the time, newspaper editorials, paintings or drawings from that period, petitions, speeches) and secondary sources (e.g., poetry, songs, paintings, or drawings from after this historical period; museum exhibits; documentaries; online videos; historical fiction; web resources and/or books on Canadian history)

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

analyse and construct maps as part of their investigations into some significant events, developments, and/or issues that affected Canada and/or people in Canada during this period, with a focus on exploring their spatial boundaries (e.g., locate major battles of the War of 1812 or of the Rebellions of 1837–38; construct flow maps to show where famine Irish were displaced from and where they settled in Canada; analyse demographic maps to determine settlement patterns in Upper Canada and how they affected First Nations and Métis people in the colony)

interpret and analyse information and evidence relevant to their investigations, using a variety of tools (e.g., use a graphic organizer to compare the perspectives of English and French Canadians on the Durham Report; analyse the content of selected paintings to determine the perspectives that are presented and the perspectives that are missing; use a graphic organizer to help them determine similarities and differences in the perspective of various groups, communities, and/or individuals, including Indigenous communities and individuals, on life outside colonial towns/cities; use graphs to help them determine the increase in immigrants to the various colonies in British North America)

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

communicate the results of their inquiries using appropriate vocabulary (e.g., immigrant, rebels, famine, Loyalist, Reformer, Patriote, British North America, Upper Canada, Lower Canada, Family Compact, Château Clique, responsible government) and formats appropriate for specific audiences (e.g., a dual perspective poem or story on western settlement written from the points of view of settlers and First Nations and/or Métis people; a dramatic presentation on the lives of immigrants from different regions or classes; an annotated map explaining the impact of the Rebellions of 1837 on various groups; a work of art depicting the various groups involved in an event along with a write-up explaining their viewpoints)

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

identify factors contributing to some key events and/or trends that occurred in and/or affected Canada between 1800 and 1850 (e.g., the War of 1812, the Upper Canada Rebellion, the Battle of Saint-Eustache, Irish immigration, establishment of the Underground Railroad, exploration by John Franklin or David Thompson), and describe the historical significance of some of these events/trends for different individuals, groups, and/or communities, including Indigenous individuals and/or communities

identify a few key treaties of relevance to Indigenous people during this period, including wampum belts exchanged, and explain the significance of some of these agreements for different people and communities in Canada (e.g., with reference to the Selkirk Treaty, 1817; the Huron Tract Treaty, 1827; the Saugeen Treaty, 1836; the Mississaugas of New Credit Land Cession Agreements; the Manitoulin Island Treaties, 1836 and 1862; the Robinson-Superior and RobinsonHuron Treaties, 1850)

identify key political and legal changes that occurred in and/or affected Canada during this period (e.g., alliances between First Nations and British forces during the War of 1812; the Treaty of Ghent, 1814; the Abolition of Slavery Act, 1833; the Durham Report; the Act of Union; responsible government; the Common School Act, 1846; the Rebellion Losses Bill, 1849; the Sayer Trial, 1849), and explain the impact of some of these changes on various individuals, groups, and/or communities, including First Nations, Métis, and Inuit individuals and/or communities

identify key social and economic changes that occurred in and/or affected Canada during this period (e.g., increasing immigration, the global recession of the 1830s, growing markets for lumber and wheat, political reform movements in Upper and Lower Canada, the construction of canals and railway lines, education reform, mining in Canada West, cholera and smallpox epidemics, the genocide of the Beothuk in Newfoundland), and explain the impact of some of these changes on various individuals, groups, and/or communities, including First Nations, Métis, and Inuit individuals and/or communities

describe significant interactions between different groups and communities in Canada during this period (e.g., French, English, First Nations, Métis, Inuit, Loyalists, African Canadians, Irish and Scottish immigrants, different religious denominations, the Family Compact, the Château Clique, landowners, servants)

identify some significant individuals and groups in Canada during this period (e.g., Robert Baldwin, General Isaac Brock, Cuthbert Grant, Charles Ermatinger, Peter Jones, William Lyon Mackenzie, Grace Marks, John Norton, Louis-Joseph Papineau, Richard Pierpoint, Peggy Pompadour, Louis Riel Sr., Laura Secord, Shawnadithit, Tecumseh, Catharine Parr Traill; groups advocating responsible government or public education; immigrant aid and other charitable organizations; the Family Compact and Château Clique; groups such as Mennonites in Waterloo County or the Six Nations in the Grand River region of Upper Canada), and explain their contribution to Canadian heritage and/or identities

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

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

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

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

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

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

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

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

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

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

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

assess the credibility of sources and information relevant to their investigations

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

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

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

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

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

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

Application: Changes and Challenges - analyse aspects of the lives of various groups and communities, including First Nations, Metis, and Inuit communities, in Canada between 1800 and 1850, and compare them to the lives of people in Canada in 1713-1800

Canada, 1800�1850: Conflict and Challenges

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

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

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

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

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

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

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

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

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

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

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

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

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

assess the credibility of sources and information relevant to their investigations

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

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

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

analyse the displacement experienced by various groups and communities, including First Nations, Metis, and Inuit communities, who were living in or who came to Canada between 1713 and 1800, and compare it with present-day examples of displacement

analyse some of the main challenges facing various individuals, groups, and/or communities, including First Nations, Metis, and Inuit individuals and/or communities, in Canada between 1713 and 1800 and ways in which people responded to those challenges, and assess similarities and differences between some of these challenges and responses and those of people in present-day Canada

analyse key similarities and differences in social values and aspects of life between people in present-day Canada and some different groups and communities, including First Nations, Metis, and Inuit communities, in Canada between 1713 and 1800

Application: Colonial and Present-day Canada - analyse aspects of the experiences of various groups and communities, including First Nations, Metis, and Inuit communities, in Canada between 1713 and 1800, and compare them to the lives of people in present-day Canada

New France and British North America, 1713-1800