Grade 8 Social Studies

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Grade 8 Social Studies

• Canadian Identity

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Chapter One Canadian Identity

• During the first unit of the year we explored the
  history of Dartmouth and to an extent the
  identity of the city.
• During this unit we will move forward and examine
  Canada as a whole and attempt to gain an
  understanding of the Canadian Identityor
  essentially what it means to be Canadian.
• C.1.1 What does the term identity mean to you?
  Describe your personal identity.

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Canadian Identity

• As the text states Canadian Identity means
  different things to different people (3). Read
  pages 2-5.
• C.1.2 What does it mean to you? Discuss (in a
  paragraph) your thoughts about a Canadian
  Identity.
• C.1.3 Do you agree that the factors, as
  described in the list on page 3, affect peoples
  conception of the Canadian identity. Explain.

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Canadian Identity Vague Isnt It?

• C.1.4 Is there one definition of Canadian
  identity? One that would suit all of the
  different groups within Canadian society? Explain
  in detail.
• C.1.5 What aspects of Canadian Identity do you
  think the majority of people can agree on? Why?

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Art, Culture and Identity

• C.1.6In order to prepare for class discussion
  take 3-5 notes on each of the different artistic
  styles identified on pages. While taking notes
  try to identify identity presented in the variety
  of the works.
• C.1.7Are there any overarching themes to all of
  the work, themes that may link to a broader
  Canadian Identity?

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Create

• C.1.8 You have the full class (and maybe a bit
  more timeIm feeling fairly generous) to create
  a picture that illustrates Canadian Identity for
  you.

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This is a Moose

• C.1.9 Do you feel that this plays a role in our
  Identity? Explain why or why not. When youre
  finished you can just stare at the mooseits
  like a hobby without the effort.

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Music, Literature and Identity

• The book lists a variety of different songs,
  artists, writers and books. Read pages 10-13.
  C.1.10 Does any of this reflect you? Explain.
• Discussion All of these things are produced by
  Canadiansdoes that automatically make them part
  of the Canadian identity?

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Closing Thought for Chapter 1

• Discussion Do you have a better understanding
  of Canadian Identity?

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Chapter 2 Geography and Identity
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Canadas Physical Geography

• The geography of Canada plays an important part
  in shaping our identity.
• One way that is demonstrated in figure 2.1, a
  poem by Michael O. Nowlan.
• Read the poem and consider for discussion Why
  does the author use the following characteristics
  to describe each region?
• C.2.1 Write a brief paragraph describing the
  region in which you live.

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Building Landforms

• The earth is constantly changing.
• Read page 21-22.
• C.2.2 In your own words write an explanation of
  the term, continental drift.
• Discussion Look at figure 2.4 and think of a
  country like Iceland where it is possible to be
  in North America and Europe at the same time.
  How is that possible?

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Landforms

• Read pages 23 and 24.
• C.2.3 What is topography? Draw a picture
  illustrating the following topographic terms
  Elevation, Relief, Gradient, and Geology.
• Discussion Canadas landscape differs a great
  deal from region to region, Why and how does this
  occur?

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Canadas Landform Regions

• Canada is divided into eight landform regions
  based on common characteristics of each region.
• Read pages 26 to 29.
• C.2.4 What are the characteristics that divide
  each region. Take 3-5 notes on each. Be prepared
  to discuss your answer with the class.
• Choose one of the eight regions in figure 2.11.
  you would like to visit. C.2.5 Describe why you
  would like to go there and what you would like to
  see in that area.

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Climate and Weather

• Climate is a major characteristic of every
  Canadians identity. Climate is the description
  of weather patterns over a period of time.
• Weather is a topic of conversation on a daily
  basis. Discussion Why do many Canadians devote a
  great deal of time discussing the weather?
• C.2.6 Consider the following pictures make an
  educated guess as to their location in Canada

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These are the Pictures
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Climate regions of Canada

• Read pages 36-37 and examine figure 2.24.
• C.2.7 Write a brief description of each of the
  four Canadian climates.
• Discussion Do you have a better sense of how
  Canadas geography shapes the identity of every
  Canadian?

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Closing Thought for Chapter Two

• How does climate affect an area in terms of types
  of industries and concurrently (look it up)
  population .

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Test Review

• Answer the following Questions
• Page 18 Looking Back 2 3 and Assess Your
  Learning 3 4.
• Page 29 Review and Reflect 1.
• Page 34 Review and Reflect 1.
• Page 39 Review and Reflect 2 4 Apply and
  Extend 1, 2, 5.
• Write a definition for the term climate and
  discuss in a paragraph the variety of climates in
  Canada.
• Write a clear definition for your understanding
  of the Canadian Identity.

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Chapter Three Canadas Peoples I
Everybody needs to pass in a copy of the
completed work
Task C.3.1.

• In pairs or trios please complete the following
  tasks.
• Define population density and describe how it
  varies across the country.
• Compare and contrast site and situation factors
  with examples.
• Using the information beginning on page 44 draw a
  map that reflects the information regarding
  settlement patterns provided. Pay close attention
  to the various details.

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Chapter Three Canadas Peoples I

• Summarize the section (44-45) on Aboriginal
  Peoples in 2-3 paragraphs.
• Compare and contrast the seigneurial system vs.
  the township system of land division.
• Discuss in your group why some settlements grow
  and others decline. Record your answers.
• Describe the difference between urban and rural.
• What are the 5 regions of Canada? Briefly
  describe each in point form.
• What is regional identity? Describe your groups
  conception of the identity of the Atlantic
  region. Explain your answer.

Pass in Your Work, make sure your name, class and
group are on it
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Closing Thought for Chapter Three

• Why do you think that the population (in red) is
  focused in the area that it is?

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Chapter 4

• Migration People on the move

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Chapter 4

• Today in Canada we celebrate a rich and diverse
  nation.
• This chapter will explore several reasons why
  people migrate and the impact migration has on
  the world.

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Chapter 4

• Archaeologists have made several discoveries
  which support the theory that the first people to
  migrate to North America, came by way of the
  Bering Straight across Beringa.
• Several other theories have been proposed and its
  important to critically consider all the evidence
  when discussing prehistory.

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Chapter 4

• C4.1 Read pages 58 and 59 and carefully examine
  Figure 4.3-4.6. Define push and pull factors.
  Can you think of other examples where push and
  pull factors have displaced people.
• Working in pairs, each person is responsible for
  researching a group of displaced people and
  bringing information on that particular group,
  prepared to discuss with the class.

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Handed in Interview

• You are going to imagine you are moving to a new
  country. Read question 1 on page 60 and
  complete a-e.
• This is to be handed in at the end of class. Its
  important to read back to the push and pull
  factors discussed on page 58.

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Chapter 4

• Read page 60 and write down in your notebook the
  meaning of the following terms
• -multiculturalism
• -ethnocentric
• -prejudice
• -discrimination

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Immigration

• Immigration has changed a great deal in the last
  seventy years.
• Read page 61, 62 and 63. While you are reading,
  take out key notes from the three eras. This can
  be done in a chart style to allow for comparisons
  between the years.

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Debate over Immigration

• Every debate has two sides which put forth very
  strong arguments for each side.
• You are going to choose a side in favour or
  opposed to immigration and argue on that side.
  Whichever side you decide on immigration you will
  do the opposite when arguing for or against the
  admittance of refugees.
• These arguments should be organized and in the
  form of a letter to the editor.

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A Study in Contrasts Australia and Canada

• C5.1 Read the entirety of Chapter Five. Create
  a chart that allows you to compare the two
  countries across several (minimum five)
  characteristics (landforms, climate, natural
  resources, population and global location).
• Do a good copy of your chart for homework and
  pass it in next class.

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Canada In the 20th Century

• In the period directly after the first world war
  Canada was finding itself as a nation as a young
  global power. The role that Canada played during
  the conflict of WWI earned Canada some
  recognition. It allowed them to be seen as more
  than a piece of the British Empire. However as we
  will find out the nation of Canada had a lot more
  maturing to do in order to become a full player
  on the international stage.

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Your Assignment C. 6. 1

• With a group of 4 others write and perform a play
  about life in the roaring twenties.
• Your play should include the aftereffects of the
  first World War, the rise of factory work, the
  decline of work in the Atlantic provinces, the
  further development of technology and leisure
  activities.
• Two-three classes to write the play, one to
  practice, one to perform. Work quickly.

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The Great Depression

• Task C.6.2 Write a summary of the different
  aspects of the stock-market crash and the great
  depression. When you have finished your summary
  of pages 95-102 discuss how you think that it
  must have felt to have lived through these times.
  Be prepared to share your work in a small group
  setting.

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Chapter 7Rise of a Nation Canada at
WarBackground to Conflict

• The placement of blame after WWI left the nations
  (Germany, Austria-Hungary, Italy) of the triple
  alliance responsible for the debt incurred by the
  various nations that had fought.
• This coupled with the economics hardships endured
  in the 1930s due to the great depression left
  both the Germany and Italian states very poor and
  desperate.
• This allowed for the rise of fascism, a form of
  extreme nationalism designed to hinder the spread
  of both liberal ideas and Marxism (ideas
  connected to communism).

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Timeline of the Conflict

• Task C.7.1 Using pages 103-118 create a timeline
  (point form format) that covers many of the
  events of the war.

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The Home Front

• Carefully read Chapter Eight of the textbook.
• Task C.8.1. Write a two-page (1 page,
  single-spaced, 12 pt. fontif typed) story that
  presents a tale of many of the emotions,
  hardships and details of daily life as
  experienced by Canadians at home during the war
  years.
• This can be from the perspective of parents who
  had a child go to war, a wife or husband whose
  significant other had gone overseas, a person
  living in an internment camp, or any other
  perspective that you can think of.