Grade by Grade
A. Heritage and Identity · Communities in Canada, Past and Present

Communities in Canada, Past and Present: Unit Review

A1.1 A1.2 A1.3 A1.4 A2.1 A2.2 A2.3 A2.4 A2.5 A2.6 A3.1 A3.2 A3.3 A3.4 A3.5 A3.6 A3.7 A3.8 A3.9 A3.10About 40 minutes
Learning goals
  • I can describe significant experiences of, and changes in, First Nations, Métis, Inuit, settler, newcomer and Jewish communities in Canada.
  • I can assess contributions to Canadian identities and inclusiveness.
  • I can carry out an inquiry into different perspectives of two or more communities.

Words to know

treaty
A formal agreement between nations.
unceded
Not given up through a treaty.
push factor
A reason that pushes people away from their old home.
assimilation
Trying to make a group give up its language and culture.
antisemitism
Hatred of, or discrimination against, Jewish people.
redress
Making up for a wrong.
inclusiveness
Making sure everyone is welcomed, respected and able to take part.
perspective
A point of view.

Let's review!

In this unit you started on the land itself, asking whose land we are on. Then you learned why peoples came to Canada, how settler communities lived, and the contributions of many communities, including First Nations, Métis and Inuit. You looked honestly at the Indian Act and residential schools, at Indigenous communities standing up for their rights, at the hard times newcomer communities faced, and at the history of Jewish communities and antisemitism. Finally, you compared communities today, studied change in your own community, explored Canadian identities and inclusion, and carried out an inquiry. This review has a few questions from every lesson. Try each one, then press Show answer to check.

A few key dates from this unit1805Treaty 131850RobinsonTreaties1870Manitobajoins1876IndianAct1885railway done;head tax1914KomagataMaru1929PersonsCase1971multiculturalpolicy1982Charter;rights1999Nunavutcreatednot to scale: the dots are evenly spaced
Some key dates from the whole unit. Can you say what happened at each one, and which communities it affected?
PRIMARY sourcemade at the time, by people who were thereSECONDARY sourcemade later, by someone studying the pastdiary or letterphotographold mapnewspaper from the timeinterview with an Eldercensus datatextbookencyclopediamuseum displaylocal history booka website about the pastthis lesson!
Primary sources were made at the time; secondary sources were made later. Historians use both.

Whose Land Are We On? Indigenous Territories and Treaties

1

What does unceded mean? Give an example of unceded land in Ontario.

2

Which treaty covers Toronto?

3

What three things should a strong land acknowledgement include?

Coming to Canada: Why People Moved Here

1

Sort: famine, free land, war, family already in Canada.

2

Name two groups who did not choose to come to Canada.

3

About what share of people in Canada were immigrants in 2021?

Life in Settler Communities: Work, Rules, Faith and Fun

1

Name the four lenses for studying a community.

2

Why did some Prairie settlers build sod houses?

3

Is Susanna Moodie's 1852 book primary or secondary? Whose perspective does it miss?

Many Communities, Many Contributions

1

Name a political contribution and the community it came from.

2

What are the three criteria for assessing a contribution?

3

Rewrite as a fair statement: "All Ukrainians are farmers."

First Nations, Métis and Inuit Contributions to Canada

1

Sort: qajaq, Red River cart, lacrosse.

2

Where does the name Canada come from?

3

Name one Indigenous person making a contribution today.

The Indian Act and Residential Schools: Truth Before Reconciliation

1

What was the main goal of the Indian Act and residential schools?

2

When did the last federally funded residential school close?

3

Give one example of resistance and one step toward reconciliation.

Standing Up for Rights: Treaties, Métis Rights and Nunavut

1

What did the Red River Resistance lead to in 1870?

2

When was Nunavut created?

3

What trend do events after 1982 show?

Newcomer Communities: Hard Times, Courage and Change

1

What was the head tax, and who paid it?

2

What happened to Japanese Canadians in 1942?

3

Name the year of the Komagata Maru apology.

Jewish Communities in Canada: History, Contributions and Standing Up to Antisemitism

1

What is antisemitism?

2

What happened to the MS St. Louis in 1939?

3

Give one way Jewish communities responded to antisemitism.

Communities Today: Different Ways of Life

1

Why are food prices high in Iqaluit?

2

What does a thematic map need?

3

Which community has an elected council and a traditional Confederacy council?

How Has My Community Changed?

1

Name two primary sources for studying your community's past.

2

Made-up Maplewood grew from 9 600 (2001) to 15 200 (2021). How many people per year on average?

3

What is continuity?

What Makes Canada Canada? Identities and Inclusion

1

Give one physical, one built and one social feature of Canada.

2

What does Jordan's Principle say?

3

Why do we say Canadian identities, plural?

Be a Historian: Investigating Perspectives of Two Communities

1

What are the six steps of a social studies inquiry?

2

What four questions should you ask about any source?

3

Is a biased source ever useful?

Riddle time

What is a historian's favourite fruit?

Dates! 📆

How to use this review

  1. Try each question before opening the answer.
  2. Put a check mark beside the ones you got right.
  3. If you missed two or more in one section, go back to that lesson and reread its explanation and worked examples.
  4. Then take the quiz at the end. Aim for 8 out of 10 or better.
Check your understanding

Quiz

1.

What does unceded mean?

2.

Which is a pull factor?

3.

Which lens is "who could vote" about?

4.

Which is a Métis contribution?

5.

When did the last federally funded residential school close?

6.

Nunavut was created on April 1 of which year?

7.

Who had to pay the head tax?

8.

What happened to the MS St. Louis in 1939?

9.

Which community is a mostly French-speaking town in northern Ontario?

10.

Which is the strongest inquiry question?

For parents and teachers

Use this review to find which lesson to revisit:

  • Mixing up treaty land and unceded land, or treaty names: Lesson 1, Whose Land Are We On?
  • Push vs pull, or forgetting forced migration: Lesson 2, Coming to Canada.
  • Mixing up the political, economic, social and cultural lenses; primary vs secondary sources: Lesson 3, Life in Settler Communities.
  • Stereotypes or trouble assessing a contribution: Lesson 4, Many Communities, Many Contributions.
  • Mixing up First Nations, Métis and Inuit contributions: Lesson 5.
  • Unsure about the Indian Act, residential schools or reconciliation: Lesson 6 (please revisit together; see that lesson's note on support lines).
  • Mixing up Red River, the Numbered Treaties, Powley or Nunavut: Lesson 7.
  • Mixing up the head tax, the Komagata Maru, wartime internment and Africville: Lesson 8.
  • Questions about Jewish history, the Holocaust or antisemitism: Lesson 9.
  • Unfair comparisons between communities or thematic map trouble: Lesson 10.
  • Total change vs rate of change, or continuity: Lesson 11.
  • Physical vs built vs social features, or who made Canada more inclusive: Lesson 12.
  • Weak inquiry questions or trouble judging sources: Lesson 13, Be a Historian.

The most important skills in this unit are naming specific nations and communities, using evidence, and comparing perspectives with respect.