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Developed for the 2013 Ontario History Curriculum NELSON HISTORY7 AND 8 GUIDE YOUR STUDENTS TO THINK LIKE HISTORIANS Developed for the 2013 Ontario History Curriculum This groundbreaking series features Inquiry, Historical Thinking Concepts, Citizenship, Spatial Skills, and approximately 260 primary and secondary sources. Offered in print and digital format, this resource helps students understand why we study history, what makes it important, and how it impacts us today. The print Teacher’s Resource includes access to the Online Teaching Centre, which provides: Grade 8 • Videos to launch each unit Available • ESRI Canada GIS Links June 2016 • Projectable Student Book images • Modifiable Blackline Masters Learn more about the complete series, including GEO7 and 8 at: Grade 7 www.nelson.com/geohistory Trillium Approved NELSON HISTORY8 AUTHOR TEAM Stanley Hallman-Chong, OISE, formerly Toronto DSB Charlene Hendricks, Limestone DSB CONTRIBUTING AUTHORS James Gladstone Su Mei Ku Margaret McClintock SERIES CONSULTANT DRAFTJennette MacKenzie 00a_history8_marketing_fm.indd 1 2016-04-13 1:46 PM NELSON HISTORY 8 Advisors and Reviewers ADVISOR TEAM Theodore Christou, Ph.D., Associate Professor of Social Studies and History Education, Queen’s University Rachel Collishaw, Ottawa Carleton DSB Jan Haskings-Winner, Toronto DSB Stéphane Levesque, Ph.D., Associate Professor of History Education, University of Ottawa Larry McKeigan, formerly York Region DSB James Steeves, Peel DSB SPECIALTY REVIEWERS Nancy Christoffer, Bias Margaret Conrad, Ph.D., Professor Emerita at the University of New Brunswick, Accuracy Consultant Monika Orzechowska, First Nations, Métis, and Inuit CLASSROOM REVIEWERS Christine Battagli, Niagara Catholic DSB Anna Caravaggio, Peel DSB Katherine Chaffe, Near North DSB Nicolina Custoza-Scanga, Durham DSB Maria D’Alfonso-Gentilin, Toronto Catholic DSB Heidi Dee, Limestone DSB Judith Eaton, Hamilton-Wentworth Catholic DSB Andrea Higgins, Upper Grand DSB Blair Janzen, DSB of Niagara Terri Klassen, Ottawa Carleton DSB Karen Koop, Hamilton-Wentworth DSB Marc Lavoie, Lakehead DSB Lena LeFave, Kawartha Pine Ridge DSB Janice Maggio, Halton DSB Kristen McDade, Simcoe Muskoka Catholic DSB Adele McLeod, Upper Canada DSB Chris Miles, Simcoe County DSB Justin Murarotto, York Catholic DSB Judith Murphy, Hastings and Prince Edward DSB Debbie Price, formerly of Greater Essex County DSB Ian Daniel Robertson, Toronto DSB Leanne Rust, Halton DSB Ramandeep Sarai, Toronto DSB Kim Stenhouse, Waterloo Region DSB DRAFTMarco Vispo, Ottawa Catholic SB 00a_history8_marketing_fm.indd 3 2016-04-13 1:46 PM CHAPTER 4: FIGHTING TO BE HEARD: 1885–1890 CHAPTER 7: THE NEW CANADIANS: 1896–1914 How Did the Métis Challenge the Federal Government? Why Were People Moving to Canada? CONNECTING TO OUR PAST: Jesse Lafontaine: Métis Youth ANALYZING HISTORICAL DATA USING GIS Role Model What Was Life Like for New Immigrants? How Did First Nations Resist the Federal Government? FOCUS ON: Evaluate and Draw Conclusions FOCUS ON: Interpret and Analyze How Did the Government Respond to How Did Women Challenge the Government? Increasing Immigration? How Did the Provinces Resist Federal Control? How Did People in Canada React to Immigration? ANALYZING A DEMOGRAPHIC MAP CONNECTING TO OUR PAST: Jeffery Wong: Connecting LOOKING BACK: CHAPTER 4 Generations through Game Play LOOKING BACK: CHAPTER 7 LOOKING BACK: UNIT 1 CHAPTER 8: CREATING CHANGE: 1890–1914 UNIT 2: CANADA’S CHANGING SOCIETY: How Did Different Groups Respond to Racism 1890–1914 and Discrimination? UNIT 2 TIMELINE: 1890–1914 CREATING A STORY MAP UNIT 2 CHALLENGE: Determine the Greatest Changemaker CONNECTING TO OUR PAST: Emma Bresil: Italian Folk Dancer CHAPTER 5: CANADA’S INDUSTRIAL AGE: 1890–1905 How Did First Nations Respond to Assimilation? How Was Industrialization Changing Daily Life? FOCUS ON: Communicate HISTORY AT WORK: Heritage Consultant How Were Women Fighting for Change? How Was Industrialization Changing the Workplace? LOOKING BACK: CHAPTER 8 ANALYZING AND CONTEXTUALIZING PHOTOGRAPHS LOOKING BACK: UNIT 2 How Did People Respond to the Challenges of Industrialization? FOCUS ON: Cause and Consequence GLOSSARY LOOKING BACK: CHAPTER 5 INDEX CREDITS CHAPTER 6: CANADA’S DEVELOPING IDENTITY: 1896–1911 How Did Cultural Diversity Impact Canada? CORROBORATING SOURCES How Did Relations with the British Empire Impact Canada? FOCUS ON: Continuity and Change How Did Relations with the United States Impact Canada? HISTORY AT WORK: Osteologist LOOKING BACK:DRAFT CHAPTER 6 NEL TABLE OF CONTENTS V 00a_history8_marketing_fm.indd 5 2016-04-13 1:46 PM USING THIS RESOURCE INTRODUCTION In the Introduction, you will be introduced to the WHAT TOOLS CAN COMMUNICATE >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> >> HELP US UNDERSTAND You can communicate the>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> conclusion to discipline of history, as well your inquiry in many>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> different ways, including digital presentations, posters, poetry, plays, THE PAST? reports, essays, graphic novels, and movies. as the inquiry skills and After communicating the results of your When historical thinkers (both students FORMULATE QUESTIONS historical inquiry, you can debate with others and experts) investigate the past, they use >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> what can be learned from your inquiry. various tools. They use the inquiry process, Remember to cite your sources and use the Brainstorm possible inquiry questions to historical thinking concepts which is a system of asking questions correct terminology and historical concepts. ask. Good inquiry questions and finding answers. This helps them When communicating your findings, include • are important and>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> meaningful to us understand the past as well as they can. • your inquiry question • are open-ended—they do >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>not have just you will be using throughout Historians have special ways of • the evidence you found one answer thinking about the past to guide them • your conclusion • are debatable—people may not agree on through the inquiry process. These are INTERPRET AND ANALYZE • a delivery that will engage your the answer called historical thinking concepts. audience this resource. Use the • can be answered by gathering evidence Historical thinking concepts include and facts When you interpret and analyze, you historical significance, cause and It can be challenging to come up with a make inferences (best guesses based on consequence, continuity and change, and good inquiry question, but a good question evidence) about what people thought or felt, Introduction as a reference historical perspective. You will learn more can help guide your research. or what the information means. about the historical thinking concepts on To increase your understanding, you can pages 12 to 15. • think about your evidence in different ways Let’s begin our study of history by that you can turn back to using the historical thinking concepts looking at the inquiry process. You • try to uncover new details and perspectives can use the components of the inquiry • look for ways that different pieces might process in an order that makes sense for throughout this resource. fit together your investigation. • try to find patterns • put the evidence you have found into EVALUATE AND DRAW your own words CONCLUSIONS GATHER AND ORGANIZE After analyzing and interpreting your evidence, you can Gather sources that will help you answer your evaluate your evidence and draw an informed conclusion. inquiry question. Try to find primary sources, such as It may be quite different from the answer you thought you letters, journals, photos, oral stories, maps, buildings, would find. Remember that many conclusions are possible documents, and anything else created or used in the from the same evidence, and sometimes there is no one time period you are studying. You may find it helpful to “right” answer. If you cannot answer your question, you look at secondary sources, such as textbooks and the may have to go through the inquiry process again with a work of other historians, to see what different people new question or different sources of evidence. have to say about your topic. To draw conclusions about your inquiry question, When you>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> collect your evidence, • use your new understanding and what you • keep your inquiry question in mind >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>already>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> know • organize and record your evidence in a way that will • evaluate your evidence to see if it does or does not help you understand it >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> support your conclusion • make sure that you use reliable sources • determine whether you have enough evidence—you >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> • investigate different sources and perspectives may need more sources • make a list of all the sources you have chosen to use 8 INTRODUCTION: What Is History? NEL NEL INTRODUCTION: What Is History? 9 CONTINUITY AND CHANGE HISTORICAL PERSPECTIVE How can we make sense of the complex flows of CASE STUDY: THE LIVES OF CANADIAN CHILDREN How can we better understand the people who Then read Figure I.15, an excerpt from a history? To understand the past, historians look The painting in Figure I.13 shows a scene in lived in the past? Historians look for evidence dictation given
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