History and Geography Grade 7/8 Table of Contents HISTORY AND GEOGRAPHY... 1 HISTORY: GRADE 7 - NEW FRANCE... 1 OVERVIEW... 1 OVERALL EXPECTATIONS... 1 SPECIFIC EXPECTATIONS... 1 Understanding Concepts... 1 HISTORY AND GEOGRAPHY: GRADE 8... 2 HISTORY: GRADE 8 - CONFEDERATION... 2 OVERVIEW... 2 OVERALL EXPECTATIONS... 2 SPECIFIC EXPECTATIONS... 2 Understanding Concepts... 2 Developing Inquiry/Research and Communication Skills... 3 Applying Concepts and Skills in Various Contexts... 3 HISTORY: GRADE 7 - BRITISH NORTH AMERICA... 4 OVERVIEW... 4 Developing Inquiry/Research and Communication Skills... 4 Applying Concepts and Skills in Various Contexts... 4 HISTORY: GRADE 8 - THE DEVELOPMENT OF WESTERN CANADA... 5 OVERVIEW... 5 OVERALL EXPECTATIONS... 5 SPECIFIC EXPECTATIONS... 5 Understanding Concepts... 5 OVERALL EXPECTATIONS... 6 SPECIFIC EXPECTATIONS... 6 Understanding Concepts... 6 Developing Inquiry/Research and Communication Skills... 7 Applying Concepts and Skills in Various Contexts... 7 HISTORY: GRADE 7 - CONFLICT AND CHANGE... 8 OVERVIEW... 8 Developing Inquiry/Research and Communication Skills... 8 Applying Concepts and Skills in Various Contexts... 8 HISTORY: GRADE 8 - CANADA: A CHANGING SOCIETY... 9 OVERVIEW... 9 OVERALL EXPECTATIONS... 9 SPECIFIC EXPECTATIONS... 9 Understanding Concepts... 9 Developing Inquiry/Research and Communication Skills... 9 OVERALL EXPECTATIONS... 10 SPECIFIC EXPECTATIONS... 10 Understanding Concepts... 10 Applying Concepts and Skills in Various Contexts... 11 Developing Inquiry/Research and Communication Skills... 11 Applying Concepts and Skills in Various Contexts... 12
GEOGRAPHY: GRADE 7 - THE THEMES OF GEOGRAPHIC INQUIRY... 12 OVERVIEW... 12 OVERALL EXPECTATIONS... 12 SPECIFIC EXPECTATIONS:... 13 Understanding Concepts... 13 GEOGRAPHY: GRADE 8 - PATTERNS IN HUMAN GEOGRAPHY... 13 OVERVIEW... 13 Overall Expectations... 13 SPECIFIC EXPECTATIONS:... 14 Understanding Concepts... 14 Developing Inquiry/Research and Communication Skills... 14 Developing Map and Globe Skills... 15 Applying Concepts and Skills in Various Contexts... 15 Developing Inquiry/Research and Communication Skills... 15 Developing Map and Globe Skills... 16 Applying Concepts and Skills in Various Contexts... 16 GEORGRAPHY: GRADE 7 PATTERNS IN PHYSICAL GEOGRAPHY... 16 OVERVIEW... 16 OVERALL EXPECTATIONS... 16 SPECIFIC EXPECTATIONS... 16 Understanding Concepts... 16 GEOGRAPHY: GRADE 8 - ECONOMIC SYSTEMS... 17 OVERVIEW... 17 OVERALL EXPECTATIONS... 17 SPECIFIC EXPECTATIONS... 18 Understanding Concepts... 18 Developing Inquiry/Research and Communication Skills... 18 Developing Map and Globe Skills... 19 Applying Concepts and Skills in Various Contexts... 19 Developing Inquiry/Research and Communication Skills... 19 Developing Map and Globe Skills... 20 Applying Concepts and Skills in Various Contexts... 20 GEOGRAPHY: GRADE 7 NATURAL RESOURCES... 20 OVERVIEW... 20 OVERALL EXPECTATIONS... 20 SPECIFIC EXPECTATIONS... 20 Understanding Concepts... 20 Developing Inquiry/Research and Communication Skills... 21 GEOGRAPHY: GRADE 8 MIGRATION... 21 OVERVIEW... 21 OVERALL EXPECTATIONS... 21 SPECIFIC EXPECTATIONS... 21 Developing Inquiry/Research and Communication Skills... 22 Developing Map and Globe Skills... 22 Applying Concepts and Skills in Various Contexts... 22 Developing Map and Globe Skills... 23 Applying Concepts and Skills in Various Contexts... 23
History and Geography History: Grade 7 - New France Overview In studying the large area of North America called New France during the seventeenth and eighteenth centuries, students investigate the roots and culture of the French communities; examine the character of daily life in the colony; and determine what changes resulted from the interaction of New France with other communities. Overall Expectations By the end of Grade 7, students will: 7h1 Describe the origin and development of French settlement in North America; 7h2 Demonstrate an understanding of how the early French Canadian communities adapted to the challenges of their new land; 7h3 Describe the relationships among the various cultural groups in North America. Specific Expectations By the end of Grade 7, students will: Understanding Concepts 7h4 Describe the early European and Aboriginal settlement patterns in North America; 7h5 Demonstrate an understanding of why people came to live in New France (e.g. for land, for military reasons, for the fur trade); 7h6 Demonstrate an understanding of economic, political, and social life in New France; 7h7 Demonstrate an understanding of the interactions between the French and the Aboriginal peoples; 7h8 Demonstrate an understanding of the rivalries between the French and English in North America and Europe (e.g. between Hudson s Bay Company and the North West Company, between Aboriginal allies; as rival empire-builders at war in Europe); 7h9 Describe the impact of the events related to St. Marie Among the Hurons; 7h10 Describe the major causes, results, and personalities of the Seven Years War in North America; 7h11 Explain the impact of the Battle of the Plains of Abraham; 7h12 Describe the effects of the expulsion of the Acadians on the Acadians themselves, and on French/English relations; 7h13 Describe the impact of the Treaty of Paris and the Quebec Act from both the English and French points of view. 1
History and Geography: Grade 8 History: Grade 8 - Confederation Overview In their study of Confederation, students develop an understanding of the major factors and significant events that led to the creation of the Dominion of Canada in 1867. They also consider some of the key individuals involved in the formation of the nation. They examine the growth of Canada as other provinces and territories joined Confederation, and they investigate regional interests in order to appreciate and understand the region s various points of view. Overall Expectations By the end of Grade 8, students will: 8h1 Demonstrate an understanding of the factors that contributed to Canada s Confederation; 8h2 Analyze and describe current issues and their potential impact on Confederation today (e.g. demands of the Aboriginal peoples, Quebec issues, Western issues); 8h3 Demonstrate an understanding of the diverse groups and individuals that contributed to the formation and growth of Canada. Specific Expectations By the end of Grade 8, students will: Understanding Concepts 8h4 Demonstrate an understanding of the social, political, and economic make-up of the British North American colonies in the 1860s); 8h5 Identify external and internal factors leading to Confederation (e.g. political deadlock, intercolonial trade, reciprocity Corn Laws, Fenians, Manifest Destiny, transportation, defense); 8h6 Demonstrate an understanding of the roles of the key individuals (e.g. Sir George Etienne Cartier, Sir John A. MacDonald) and main events leading to Confederation (e.g. Charlottetown, Quebec, and London Conferences; coalition government in the Canadas); 8h7 Identify the colonies that joined Confederation and their dates of entry (1867 Ontario, Quebec, New Brunswick, Nova Scotia, 1870 Manitoba, as province, and North West Territories, as a territory; 1871 British Columbia; 1873 Prince Edward Island; 1898 Yukon, as a territory; 1905 Alberta and Saskatchewan; 1949 Newfoundland). 2
Developing Inquiry/Research and Communication Skills 7h14 Use appropriate vocabulary (e.g. seigneurial system, rivalry, expulsion, Acadian) to describe their inquiries and observations; 7h15 Formulate questions to facilitate gathering and clarifying information (e.g. on the impact of the Church on life in New France); 7h16 Locate relevant information about how early settlers met the challenges of the new land in a variety of primary sources (e.g. artefacts, journals, letters, statistics, field trips, interviews, original documents, maps) and secondary sources (e.g. maps, illustrations, print materials, videos, CD-ROMs, Internet); 7h17 Analyze, synthesize, and evaluate historical information (examine historical accounts for evidence of bias); 7h18 Analyze and describe conflicting points of view about an historical event (e.g. the expulsion of Acadians), giving examples of fact and opinion; 7h19 Construct and interpret a wide variety of graphs, charts, diagrams, maps, and models to organize and interpret information (e.g. create a diagram illustrating the structure of the government in New France); 7h20 Communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and reports, descriptions, drawings, tables, charts, and graphs (e.g. create a chart illustrating the organization of the seigneury). Applying Concepts and Skills in Various Contexts 7h21 Describe fur traders, using current business terms (e.g. competition, market, and advertising), as Canadian entrepreneurs. 3
History: Grade 7 - British North America Overview In studying British North America in the late eighteenth and early nineteenth centuries, students investigate the emergence and development of the United Empire Loyalist settlements in Canada. They investigate the relation of the American Revolution to the Loyalist movement, the different groups of people who took part in the migrations, and the hardships of the migration experience. They also examine the causes and the course of the War of 1812, considering its impact on Canadian/ American relations. Developing Inquiry/Research and Communication Skills 8h8 Use appropriate vocabulary (e.g. Confederation, conference, political deadlock, reciprocity, Corn Laws, Fenians, Manifest Destiny) to describe their inquiries and observations; 8h9 Formulate questions to facilitate research on issues and problems (e.g. the contrasting points of view of various individuals and groups regarding Confederation); 8h10 Locate relevant information about the regional interests of each colony, using a variety of sources; 8h11 Analyze, synthesize, and evaluate historical information (e.g. determine the changes in Canada s boundaries in 1867, 1870, 1871, 1873, 1905, and 1949, using a series of maps); 8h12 Analyze and describe conflicting points of view about an historical issue (e.g. British versus Canadian points of view about trade and defense); 8h13 Construct and interpret a wide variety of graphs, charts, diagrams, maps, and models to organize and interpret information; 8h14 Communicate the results of inquiries for specific purposes and audiences, using media works, political cartoons, oral presentations, written notes and descriptions, drawings, tables, charts, and graphs. Applying Concepts and Skills in Various Contexts 8h15 Identify the contributions of each political region to Canadian Confederation today; 8h16 Identify recent developments in Confederation (e.g. Canada Act, Meech Lake Accord, Charlottetown Accord, and regional interests). 4
History: Grade 8 - The Development of Western Canada Overview In studying the expansion of the new Canadian nation, students explore the growth and development of the Canadian West. They examine a wide range of changes and conflicts from the viewpoints of the Canadian government, the Aboriginal peoples, the Metis, and the early immigrants. Overall Expectations By the end of Grade 7, students will: 7h22 Describe the origin and development of English settlement in Canada in the late eighteenth century; 7h23 Demonstrate an understanding of the strategies used by early settlers to adapt the challenges of their new land; 7h24 Demonstrate an understanding of the significance of the War of 1812 for Canadian/American relations. Specific Expectations By the end of Grade 7, students will: Understanding Concepts 7h25 Demonstrate an understanding of the reasons for the early settlement of English Canada (e.g. the American Revolution); 7h26 Describe the different groups of people (e.g. Black Loyalist, slaves, indentured servants, Aboriginal Loyalists, Maritime Loyalists) who took part in the Loyalists migration and identify their areas of settlement; 7h27 Explain Canada s involvement in the underground railway ; 7h28 Demonstrate an understanding of life in English Canada (e.g. early pioneer experiences, family life, economic and social life, growth and development of early institutions, transportation, and emergence of towns); 7h29 Describe the major causes and personalities of the War of 1812; 7h30 Describe the impact of the War of 1812 on the development of Canada (e.g. the building of fortifications, the Rideau Canal, and Kingston Road; movement of the capital to Bytown [Ottawa]); 7h31 Identify the achievements and contributions of Sir John Graves Simcoe. 5
Overall Expectations By the end of Grade 8, students will: 8h17 Demonstrate an understanding of the growth and development of the West from the points of view of the Canadian government, Aboriginal peoples, Metis, and new immigrants; 8h18 Analyze and describe the conflicts and changes that occurred in the Canadian West in the nineteenth century; 8h19 Demonstrate an understanding of how diverse groups and individuals have contributed to the growth and development of the Canadian West. Specific Expectations By the end of Grade 8, students will: Understanding Concepts 8h20 Demonstrate an understanding of the factors that led to the settlement of the Canadian West; 8h21 Describe the everyday life of various groups (e.g. Aboriginal peoples, Europeans, Metis) in western Canada at the time of settlement by Europeans; 8h22 Describe the causes, results, and personalities of the Red River Rebellion of 1870 and the North West Rebellion of 1885; 8h23 Describe the role played by the North West Mounted Police in the opening of the West (e.g. stoppage of illegal whiskey trade) and identify some of the significant personalities associated with this role (e.g. Sam Steele); 8h24 Describe the significance of the Canadian Pacific Railway in Canada s expansion and identify the key individuals (e.g. Donald Smith, William Van Horne) and groups (Chinese workers) whose efforts led to the railway s completion; 8h25 Identify and explain the effects of post- Confederation immigration on the development of Western Canada; 8h26 Demonstrate an understanding of the effect that the discovery of gold and new wheat strains had on the economy of the early Canadian West. 6
Developing Inquiry/Research and Communication Skills 7h32 Use appropriate vocabulary (e.g. institutions, revolution, Loyalists, Patriot); to describe their inquiries and observations; 7h33 Formulate questions to facilitate research in specific areas (e.g. the impact of the American Revolution on the Loyalist migration to British North America); 7h34 Locate relevant information about how early settlers met the challenges of the new land, using a variety of sources (e.g. artefacts, journals, letters, statistics, field trips, interviews, original documents, maps, illustrations, print materials, videos, CD- ROMs Internet); 7h35 Analyze, synthesize, and evaluate historical information (e.g. examine historical accounts for evidence of bias); 7h36 Analyze and describe conflicting points of view about a series of historical events (e.g. the ways in which a Patriot and a Loyalist would view British actions in the Thirteen Colonies); 7h37 Construct and interpret a wide variety of graphs, charts, diagrams, maps, and models to organize and interpret information (e.g. on a map of North America trace the loyalist migration routes and their areas of settlement); 7h38 Communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and reports, drawings, tables, charts, and graphs. Applying Concepts and Skills in Various Contexts 7h39 Trace the historical development of their own community (e.g. including an account of its origins, key personalities, and the contributions of various cultural groups. 7
History: Grade 7 - Conflict and Change Overview In studying conflict and change in Upper and Lower Canada during the early nineteenth century, students investigate the forces that led to the rebellions of 1837. They focus their study on the major sources of conflict; the roles played by key individuals; and the consequences of the rebellions for the ordinary people of Upper and Lower Canada, as well as for the future development of Canada. Developing Inquiry/Research and Communication Skills 8h27 Use appropriate vocabulary (e.g. regionalism, Metis, Rupert s Land, provisional government) to describe their inquiries and observations; 8h28 Formulate questions to facilitate research on issues and problems (e.g. events that led to the rebellions); 8h29 Locate relevant information (e.g. concerning reasons different groups emigrated to the West), using a variety of sources; 8h30 Analyze, synthesize, and evaluate historical information (e.g. on trends in immigration); 8h31 Analyze and describe conflicting points of view about an historical event (e.g. Pacific Scandal); 8h32 Communicate the results of inquiries for specific purposes and audiences, using media works, political cartoons, oral presentations, written notes and reports, drawings, tables, charts, and graphs. Applying Concepts and Skills in Various Contexts 8h33 Describe the changing roles of the North West Mounted Police (royal Canadian Mounted Police); 8h34 Identify references made to Canada s historical development in Canadian art and music (e.g. sketches by C.W. Jeffreys, Cremation of Sam McGee by Robert Service, and Canadian Railroad Trilogy by Gordon Lightfoot). 8
History: Grade 8 - Canada: A Changing Society Overview In studying Canada as changing society, students focus on why and how changes occur in society. They examine social and economic factors, as well as individuals and groups, promoting change in Canada up to 1918. Canada s involvement in World War I is studied, with emphasis on the impact of the war on both Canadians and the World community. Overall Expectations By the end of Grade 7, students will: 7h40 Demonstrate an understanding of the nature of change and conflict, methods of creating change, and methods of resolving conflicts; 7h41 Describe the causes, personalities, and results of the rebellions of 1837 in Upper and Lower Canada; 7h42 Evaluate the social, economic, political, and legal changes that occurred as a result of the rebellions. Specific Expectations By the end of Grade 7, students will: Understanding Concepts 7h43 Demonstrate an understanding of the nature of change and conflict, identify types of conflict (e.g. war, rebellion, strike, protest), and present strategies for conflict resolution; 7h44 Demonstrate an awareness of the major sources of conflict that led to the rebellions of 1837 in Upper and Lower Canada (e.g. land, transportation, government, culture); 7h45 Describe the role of key personalities (e.g. Mackenzie, Papineau, Baldwin) involved in the rebellions and the methods they used to bring about change; 7h46 Describe the rebellions of 1837 in Upper and Lower Canada and their impact on ordinary people; 7h47 Explain the major political changes that resulted from the rebellions and their impact on the Canadas (e.g. Durham Report, union of the Canadas, achievement of responsible government). Developing Inquiry/Research and Communication Skills 7h48 Use appropriate vocabulary (e.g. rebellion, moderate, radical, conflict, responsible government, Family Compact, Château Clique, Fils de la Liberté, Doric Club) to describe their inquiries and observations; 7h49 Formulate questions to facilitate research on issues and problems (e.g. the achievement of responsible government ); 9
7h50 Locate relevant information about key personalities involved in the rebellions from a variety of sources (e.g. journals, illustrations, print materials, videos, CD- ROMs, Internet); Overall Expectations By the end of Grade 8, students will: 8h35 Demonstrate an understanding of how diverse groups and individuals have contributed to the historical, cultural, and economic development of Canada; 8h36 Analyze and describe the conflicts and changes involving Canadians from Confederation to 1918; 8h37 Demonstrate an understanding of the impact of World War I on Canada and the world community. Specific Expectations By the end of Grade 8, students will: Understanding Concepts 8h38 Demonstrate an understanding of factors contributing to change in a society (e.g. technology, immigration, politic, globalization, war) 8h39 Demonstrate an understanding of how the industrial revolution changed Canadian society; 8h40 Identify and describe the achievements of Canadians who have contributed significantly to the development of Canada and the world (e.g. contributions of inventors, innovators, entrepreneurs); 8h41 Identify and demonstrate an understanding of major developments that affected working conditions of Canadian workers (e.g. development of unions, Winnipeg General Strike, the provision of unemployment insurance and workers compensation); 8h42 Describe the impact of the Indian Act of 1876 on Aboriginal peoples; 8h43 Identify major developments in the changing role of children in the Canadian workforce (e.g. mandatory school attendance, working restrictions); 8h44 Identify major developments (e.g. the suffrage movement) and personalities (e.g. Nellie McClung) in the women s rights movement, and demonstrate an understanding of the changing role of women in Canadian society (e.g. with respect to composition of the labour force); 10
8h45 7h51 7h52 7h53 7h54 Identify features of Canada s immigration policy in the nineteenth century (e.g. head tax, no stoppage rule); Analyze, synthesize, and evaluate historical information (e.g. concerning the effect of Lord Durham s report on the development of responsible government); Examine and communicate conflicting points of view about an historical issue (e.g. the importance of building canals versus constructing roads); Construct and interpret a wide variety of graphs, charts diagrams, maps, and models to organize and interpret information (e.g. on a map of Upper and Lower Canada, label the significant places and waterways); Communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and descriptions, drawings, tables, charts, and graphs. Applying Concepts and Skills in Various Contexts 7h55 Describe the impact of political unrest and change in the Maritimes during the rebellions in Upper and Lower Canada; 7h56 Examine and communicate methods of conflict resolution employed in everyday life: at home, at school, in the community; 7h57 Compare strategies of conflict resolution used at home and at school to strategies used historically. 8h46 8h47 Demonstrate an understanding of Canada s participation in World War I (e.g. reason Canadians fought; roles of Canadian men and women; actions of Canadian forces at the Battles of Vimy Ridge) and the contributions of war veterans to Canada and to world history; Demonstrate an understanding of the impact of the war on the veterans, their families, Canada as a whole, specific groups within the country, and the world. Developing Inquiry/Research and Communication Skills 8h48 Use appropriate vocabulary (e.g. globalization, advocate, movement, suffrage, innovators, entrepreneurs, multiculturalism, conscription) to describe their inquiries and observations; 8h49 Formulate questions to facilitate research on particular topics (e.g. issues involved in World War I); 11
8h50 8h51 8h52 8h53 Locate relevant information (e.g. on the changing role of women in the labour force), using a variety of sources; Analyze, synthesize, and evaluate historical information (e.g. compare and evaluate the role of women in the nineteenth century and the twentieth century); Analyze and describe conflicting points of view about an historical issue (e.g. conscription); Communicate the results of inquiries for specific purposes and audiences, using media works, political cartoons, oral presentation, written notes and reports, drawings, tables, charts, and graphs. Applying Concepts and Skills in Various Contexts 8h54 Describe and evaluate the effects of technology on Canadian society; 8h55 Describe how events in the Canadian labour movement have influenced workers today; 8h56 Demonstrate an understanding of significant changes made to Canada s immigration policy; 8h57 Interview new Canadians to determine their attitudes towards their new home and towards Canada s immigration policies. Geography: Grade 7 - The Themes of Geographic Inquiry Overview In grade 7, students begin to study geography as a separate discipline. They are introduced to the essential themes of geographic inquiry- that is, location/place, environment, region, interaction, and movement - as well as the tools and technologies used in the study of geography. Topics in the news will also be used to capture students interest and to illustrate concepts. Overall Expectations By the end of Grade 7, students will: 7g1 Demonstrate an understanding of geographic inquiry; 7g2 Use the five themes of geography (location/place, environment, region, Interaction, movement) to focus their inquiries; 7g3 Use a variety of geographic representations, tools, and technologies to gather, process, and communicate geographic information. 12
Specific Expectations: By the end of Grade 7, students will: Understanding Concepts 7g4 Identify themes that geographers use to organize their inquiries: location/place, environment, region, interaction, and movement; 7g5 Demonstrate an understanding of the place/location theme (e.g. a place is defined by unique physical and human characteristics; location means where a place is and where it is relative to other places); 7g6 Demonstrate an understanding of the environment theme (e.g. in the system of nonliving elements, people are part of the living elements); 7g7 Demonstrate an understanding of the region theme (e.g. a region is a part of the earth s surface that has similar characteristics; the concept of region helps to simplify complex ideas); 7g8 Demonstrate an understanding of the interaction theme (e.g. the environment provides opportunities and challenges; people change the environment as they use it); 7g9 Demonstrate an understanding of the movement theme (e.g. the flow of the people, goods, and information and the factors that affect this flow). Geography: Grade 8 - Patterns in Human Geography Overview In previous grades, students analyzed how human activities are affected by physical features. In Grade 8, they extend their understanding by examining global patterns in human geography. The focus is on understanding global population distribution and patterns in settlement and land use. Students examine patterns in population characteristics to identify correlation. Overall Expectations By the end of Grade 8, students will: 8g1 Identify and explain patterns in human geography (e.g. population distribution, population characteristics, settlement patterns, and urbanization) and describe how human activities are affected by these patterns; 8g2 Demonstrate an understanding of employment patterns and trends; 8g3 Use a variety of geographic representations, tools, and technologies to gather, process, and communicate geographic information. 13
Specific Expectations: By the end of Grade 8, students will: Understanding Concepts 8g4 Identify the three main patterns of settlement: linear, scattered, and clustered; 8g5 Demonstrate an understanding of the factors affecting population distribution (e.g. history, natural environment, technological development); 8g6 Identify and describe the characteristics common to places of high population density and the characteristics common to places of low population density; 8g7 Demonstrate an understanding of how site and situation influence settlement; 8g8 Identify and describe the types of land use (e.g. residential, recreational, institutional, commercial, industrial, agricultural; for transportation, communication, utilities; open spaces); 8g9 Demonstrate an understanding of the terms describing population characteristics (e.g. birth and death rates, literacy rate); 8g10 Demonstrate an understanding of the correlation between population characteristics; 8g11 Demonstrate an understanding of the factors affecting urbanization, industrialization, transportation, and improvements in agriculture. Developing Inquiry/Research and Communication Skills 7g10 Use appropriate vocabulary (e.g. phenomena, issues, bias, fact, opinion, absolute location, relative location, interaction, region) to describe their inquiries and observations; 7g11 Formulate comparative and speculative questions that identify issues and define problems for research purposes (e.g. ask questions to identify bias, fact, and opinion); 7g12 Locate relevant information from a variety of primary sources (e.g. interviews, statistics, aerial photographs, satellite images, live telecasts) and secondary sources (maps, diagrams, illustrations, print materials, videos, CD-ROMs, Internet); 7g13 Analyze, synthesize, and evaluate data by applying a decision-making model to an environmental issue; 7g14 produce a variety of graphs, charts, diagrams, and models for different purposes; 14
7g15 Communicate the results of inquiries stating different points of view on an issue using media works, oral presentations, written notes and reports, drawings, tables, charts and graphs. Developing Map and Globe Skills 7g16 Produce maps for a variety of purposes (e.g. a thematic map of hurricane regions that illustrates an environmental pattern). Applying Concepts and Skills in Various Contexts 7g17 Produce a report on current environmental events in the news (e.g. place: discovery of a new resource; environment: depletion of fish stocks); 7g18 Communicate and understanding that various individuals and groups have different opinions on environmental issues (e.g. interaction: loggers versus wilderness conservationists); 7g19 Identify and describe regions where natural hazards exist (e.g. region: regions with earthquake activity, or with tornadoes); 7g20 Organize and present a report on the emergency procedures followed to respond to an environmental disaster (e.g. movement: evacuation). Developing Inquiry/Research and Communication Skills 8g12 Use appropriate vocabulary (e.g. urbanization, population density, population distribution, gross national product, correlation) to describe their inquiries and observations; 8g13 Formulate questions that synthesize various sources of information and points of view (e.g. questions about patterns in population distribution); 8g14 Locate relevant information from a variety of sources (e.g. statistics, interviews, field studies, original maps and diagrams, survey maps, illustrations, print materials, videos, CD-ROMs, Internet); 8g15 Analyze, synthesize, and evaluate data (e.g. examine population pyramids to make predictions about future trends in population characteristics); 8g16 Construct a variety of graphs, charts, diagrams, and models to organize information (e.g. graphs that demonstrate correlation between two population characteristics, such as literacy and birth rates); 15
8g17 Communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and reports, illustrations, tables, charts, and graphs. Developing Map and Globe Skills 8g18 Produce a variety of maps for specific purposes (e.g. maps that show popular tourist destinations). Applying Concepts and Skills in Various Contexts 8g19 Compare the characteristics of developed and developing countries; 8g20 Identify some employment and workplace issues (e.g. self-employment, job sharing, single office/home office, early retirement, health and safety issues) and describe their impact on the present-day Canadian work force; 8g21 Research job trends and predict the skills needed to meet the challenges of the future. Georgraphy: Grade 7 Patterns in Physical Geography Overview Pattern is the evident organization of physical (or human) phenomena. By examining the connections among physical features, climate, and vegetation that form detectable patterns on the earth s surface, students recognize that physical regions extend beyond political borders. They investigate the forces that contribute to these patterns, and develop an awareness of the range of opportunities the physical would provides to the people who interact with it. Overall Expectations By the end of Grade 7, students will: 7g21 Explain how patterns are useful to the study of geography; 7g22 Identify and explain patterns in physical geography; 7g23 Demonstrate an understanding of how physical patterns affect human activity. Specific Expectations By the end of Grade 7, students will: Understanding Concepts 7g24 Recognize pattern as an important concept in geography (e.g. location of volcanoes along the Pacific Rim); 7g25 Identify and explain how land-forms are used to delineate regions; 16
7g26 7g27 7g28 7g29 7g30 7g31 7g32 Identify and describe world land-form patterns (e.g. location of fold mountains along the west coast of North and South America); Identify and describe world climate patterns; Demonstrate an understanding that climate patterns result from the interaction of several factors: latitude, altitude, global wind systems, air masses, proximity to large bodies of water, ocean currents); Identify, through investigation, the effects of natural phenomena (e.g. tornadoes, earthquakes, hurricanes) on people and the environment; Demonstrate an understanding that natural vegetation patterns result from the interaction of several factors: temperature, precipitation, soil types, competition for available nutrients; Identify major river systems of the world (e.g. Amazon, Nile, St. Lawrence) and describe their drainage patterns as either dendritic or trellis; Describe the correlation between physical patterns and types of crops (e.g. land-forms: plains/grains; climate: tropics/bananas); Geography: Grade 8 - Economic Systems Overview The study of economic systems focuses on the types of economic systems and the factors that influence them. Students analyze Canada s trade associations, employment trends, and economic relationships. They study the manufacturing process and distribution of products, and identify the interrelationships among the three types of industry. Overall Expectations By the end of Grade 8, students will: 8g22 Demonstrate an understanding of economic systems and the factors that influence them; 8g23 Describe the economic relationship between Canada and the global community (e.g. with respect to harvesting resources, manufacturing goods, the provision of services worldwide); 8g24 Use a variety of geographic representations, tools, and technologies, to gather, process, and communicate geographic information. 17
Specific Expectations By the end of Grade 8, students will: Understanding Concepts 8g25 Demonstrate an awareness of the fundamental elements of an economic system: what goods are produced; how they are produced; for whom they are produced; and how they are distributed; 8g26 Demonstrate an awareness of the characteristics of basic economic systems (e.g. subsistence, traditional, command, market); as well as recognition that most countries like Canada have a mixed economy that includes features from more than one system; 8g27 Demonstrate an understanding of how economic resources (e.g. land, labour, capital, entrepreneurial ability) influence the economic success of a region; 8g28 Identify and give examples of the three major types of industries (e.g. primary/resource, secondary/manufacturing, tertiary/service), and describe how the distribution of these industries has changed; 8g29 Demonstrate an understanding of the manufacturing system (e.g. input, process, output, feedback), and describe how mechanization and technology have changed the Canadian economy. 7g33 7g34 Demonstrate an understanding of three types of agriculture (subsistence, commercial, specialized) and their relation to climate, topography, and soil; Identify the six major factors, which influence commercial agriculture: location, climate, raw materials, market, labour, and transportation. Developing Inquiry/Research and Communication Skills 7g35 Use appropriate vocabulary, including correct geographic terminology (e.g. classify, climate graph, pattern, latitude, altitude, site) to describe their inquiries and observations; 7g36 Formulate comparative and speculative questions to guide the research of a topic of study concerning physical patterns; 7g37 Locate relevant information from a variety of primary sources (e.g. aerial photographs, satellite images, interviews, field studies) and secondary sources (e.g. climate maps, illustrations, print materials, videos, CD- ROMs, Internet); 7g38 Analyse, synthesize and evaluate data (e.g. agricultural patterns, land-form patterns); 18
7g39 7g40 Construct a wide variety of graphs, charts, diagrams, maps and models to organize information (e.g. river-system and watershed maps); Communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and descriptions, drawings, tables, charts, and graphs. Developing Map and Globe Skills 7g41 Identify patterns in physical geography, using thematic maps; 7g42 Make and interpret climate graphs; 7g43 Draw cross-sectional diagrams (e.g. of landform river profiles). Applying Concepts and Skills in Various Contexts 7g44 Investigate and describe how specialized forms of agriculture (e.g. sheep, beef, dairy farming) relate to world patterns of land-forms, climate, and vegetation; 7g45 Construct and compare climate graphs; 7g46 Investigate and describe the process involved in growing, harvesting, and processing a plantation crop (e.g. cotton, rice, coffee, bananas, tobacco, sugar cane). Developing Inquiry/Research and Communication Skills 8g30 Use appropriate vocabulary (e.g. economy; subsistence, traditional, command, market, and mixed economies, production; goods; services; consumer; market; distribution; import; exports; land; entrepreneurial; capital; primary; secondary; and tertiary industries; North American Free Trade Agreement) to describe their inquiries and observations; 8g31 Ask questions that synthesize various sources of information and points of view (e.g. on the effect of mechanization and technology on the Canadian economy); 8g32 Locate relevant information from a variety of sources (e.g. statistics, interviews, published field studies, field trip to a local industry, maps, illustrations, print materials, videos, CD-ROMs, Internet); 8g33 Analyze, synthesize, and evaluate data (e.g. about Canada s trading partners); 8g34 Construct a wide variety of graphs, charts, diagrams, and models, to organize information (e.g. graph the changing types of industry over time); 8g35 Communicate the results of inquiries of specific purposes and audiences, using media works, oral presentations, written notes and reports, drawings, tables, charts, and graphs. 19
Developing Map and Globe Skills 8g36 Identify patterns in the area of economics, using thematic maps (e.g. location of industries in relation to sources of raw materials). Applying Concepts and Skills in Various Contexts 8g37 Identify the top trading countries in the world and the reasons for their success; 8g38 Investigate and describe the advantages and disadvantages of economic associations such as the North American Free Trade Agreement and the European Economic Community; 8g39 Describe the impact of a new industry on the economy of a region. Geography: Grade 7 Natural Resources Overview The study of natural resources focuses on the different ways people use resources and the environmental implications of their actions. Students learn that the value of resources is influenced by demand and accessibility. They come to recognize that wise use of resources is the responsibility of all citizens. Overall Expectations By the end of Grade 7, students will: 7g47 Demonstrate an understanding of how Canada s natural resources have contributed to its economic development; 7g48 Identify factors that affect the use and value of natural resources (e.g. supply and demand, technology); 7g49 Demonstrate an understanding of how human activity (e.g. canal building) affects people and the environment. Specific Expectations By the end of Grade 7, students will: Understanding Concepts 7g50 Demonstrate an understanding that people use renewable, non-renewable, and flow resources in a variety of ways to meet their needs; 7g51 Identify the pattern that exists in the distribution and use of natural resources throughout the world; 7g52 Demonstrate an understanding of how technology has affected natural resources (e.g. with respect to their discovery, extraction, processing and marketing); 20
7g53 7g54 Demonstrate an understanding of the concept of sustainable development and its implications for the environment; Describe the influence of natural resources on any country (e.g. the development of the fishing industry along Canada s coasts). Developing Inquiry/Research and Communication Skills 7g55 Use appropriate vocabulary, including correct geographic terminology (e.g. flow resource, sustainable development) to describe their inquiries and observations; 7g56 Formulate comparative and speculative questions to identify issues and define problems regarding study topics (e.g. the effect of technology on natural resources); Geography: Grade 8 Migration Overview Students examine the major types of migration and factors affecting mobility. They identify patterns in migration and analyze their effects on Canadian communities. Overall Expectations By the end of Grade 8, students will: 8g40 Identify the factors that affect migration and mobility; 8g41 Demonstrate an understanding of the ways in which cultures are affected by migration; 8g42 Describe patterns and trends in migration and their effects on Canada. Specific Expectations By the end of Grade 8, students will: 8g43 Demonstrate an understanding that migration results from decisions people make about conditions and events around them; 8g44 Identify factors that influence people move away from a place (e.g. drought, war); 8g45 Identify factors that influence people to move to another place (e.g. plenty of employment opportunities, security); 8g46 Identify barriers to migration (e.g. physical, financial, legal, emotional); 8g47 Identify components of culture that can be affected by migration (e.g. language, social organization, educational systems, beliefs and customs); 8g48 Identify global distribution patterns of various cultures; 21
8g49 Demonstrate an understanding of the effects that migration has had on the development of Canada (e.g. immigration from Asia). Developing Inquiry/Research and Communication Skills 8g50 Use appropriate vocabulary (e.g. accessible, barriers, migration, mobility, immigration, emigration, refugees, modes of transportation, push factors, pull factors) to describe their inquiries and observations; 8g51 Formulate questions that synthesize various sources of information and points of view (e.g. on the effect of immigration on the development of Canada); 7g57 7g58 7g59 7g60 Locate and record relevant information from a variety of primary sources (e.g. eyewitness interviews, field studies) and secondary sources (e.g. maps, illustrations, diagrams, print materials, videos, CD-ROMs, Internet); Analyse, synthesize and evaluate data (e.g. relating to the patterns of distribution and use of natural resources); Construct a wide variety of graphs, charts, diagrams, maps, and models to organize information (e.g. create a graph to demonstrate the concept of supply and demand); Communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and reports, drawings, tables, charts and graphs. Developing Map and Globe Skills 7g61 Map locations of Canada s natural resources; 7g62 Identify patterns of natural resources, using thematic maps (e.g. locations of valuable minerals). Applying Concepts and Skills in Various Contexts 7g63 Produce a report on factors that affect the availability of natural resources in the future; 7g64 Present and defend a point of view on how a resource should be used. 8g52 8g53 Locate relevant information from a variety of primary sources (e.g. surveys, statistics, interviews, field studies) and secondary sources (e.g. maps, illustrations, print materials, videos, CD-ROMs, Internet); Construct a wide variety of graphs, charts, diagrams, and models to organize information; 22
8g54 Communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and reports, drawings, tables, charts, and graphs. Developing Map and Globe Skills 8g55 Identify patterns in migration, using thematic maps (e.g. location of regions that were sources of significant immigration to Canada). Applying Concepts and Skills in Various Contexts 8g56 Use a decision-making model to select an ideal place to live in or visit, and present decision to other members of the class; 8g57 Describe how technology has improved mobility. 23