Social Studies Grade 6 Cluster 1.qxp 1867 Cluster1 Parta

User Manual: 1867

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Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

GRADE

CLUSTER

GRADE

Building a

Nation

(1867 to 1914)

Cluster 1

Learning

Experiences:

Overview

KC-001 Explain the significance of the British North America Act.

Examples: federal system of government, constitutional monarchy,

British-style parliament...

KC-002 Compare responsibilities and rights of citizens of Canada at

the time of Confederation to those of today.

Include: Aboriginal peoples, francophones, women.

KL-022 Locate on a map of Canada the major landforms and bodies

of water.

KL-023 Locate on a map the major settlements of Rupert’s Land and

the original provinces of Canada in 1867.

VC-001 Appreciate the rights afforded by Canadian citizenship.

6.1.1 A New Nation

KH-027 Identify individuals and events connected with Manitoba’s

entry into Confederation.

Include: Louis Riel, Red River Resistance, Métis Bill of Rights,

provisional government.

KH-027F Identify the roles of Father Noël-Joseph Ritchot and

Archbishop Alexandre-Antonin Taché in Manitoba’s entry into

Confederation.

KH-033 Identify factors leading to the entry into Confederation of

Manitoba, Northwest Territories, British Columbia, Prince Edward Island,

Yukon, Saskatchewan, Alberta, Newfoundland and Labrador, and

Nunavut, and specify the year of entry.

VH-012 Value the diverse stories and perspectives that comprise the

history of Canada.

6.1.2 Manitoba Enters Confederation

KH-029 Describe the role of the North West Mounted Police.

KH-030 Relate stories about the gold rushes and describe the

impact of the gold rushes on individuals and communities.

Examples: Fraser River, Cariboo, Klondike...

KH-031 Identify events and issues related to the construction of

the Canadian Pacific Railway.

Examples: workers and working conditions, Chinese labourers,

construction difficulties, mapping Canada...

KH-033 Identify factors leading to the entry into Confederation

of Manitoba, Northwest Territories, British Columbia, Prince

Edward Island, Yukon, Saskatchewan, Alberta, Newfoundland and

Labrador, and Nunavut, and specify the year of entry.

KH-034 Identify the prime ministers of Canada from 1867 to

1914 and give examples of their achievements.

6.1.3 “A mari usque ad mare” [From Sea to Sea]

KI-007 Give reasons for the establishment of treaties and reserves

and describe their impact on individuals, families, and

communities.

Examples: indigenous rights, no right to vote, permission needed to

leave a reserve...

KH-028 Identify causes, events, individuals, and consequences of

the 1885 Resistance.

KH-032 Identify contributions of Aboriginal leaders from 1867

to 1914.

Examples: Gabriel Dumont, Mistahimaskwa (Big Bear),

Pitikwahanapiwiyin (Poundmaker), Isapomuxika (Crowfoot)...

6.1.4 Aboriginal Peoples and the Growing

Nation of Canada

KI-008 Identify various groups that immigrated to Canada in the

late nineteenth and early twentieth centuries and give reasons for

their emigration.

Examples: African-Americans, Asians, British, Central and Eastern

Europeans, Icelanders...

KI-009 Describe ways in which immigration was encouraged by

and important to the Canadian government from 1867 to 1914.

KI-010 Describe various challenges faced by new immigrants to

Canada.

Examples: language, climate and environment, differing laws and

customs, discrimination, physical and cultural isolation...

KH-034 Identify the prime ministers of Canada from 1867 to 1914

and give examples of their achievements.

VI-005 Appreciate the importance of immigration in the

development of Canada.

6.1.5 Immigration

KI-011 Describe daily life on a prairie homestead between

1890 and 1914.

Examples: survey system, role of women, challenges facing early

settlers, education...

KE-055 Explain the importance of agriculture in the development

of Canada from 1867 to 1914.

VL-010 Appreciate the efforts of people in early Canada to

overcome environmental hardships.

VE-018 Appreciate the importance of agriculture in the

development of Canada.

6.1.6 Farming the Land

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

CLUSTER

GRADE

•Engaging Students in the Cluster: suggested strategies to activate the cluster and help

teachers assess student prior knowledge.

•Suggested Portfolio Selections: this icon is attached to strategies that may result in products,

processes, or performances for inclusion in student portfolios.

•Student Portfolio Tracking Chart: this chart is designed for students to track their portfolio

selections throughout the cluster. It is located in Appendix D.

•Skills Set: this icon identifies the skills that may be targeted for assessment during each

strategy, and provides suggestions for that assessment.

•Skills Checklist: this teacher tool lists every skill outcome for a particular grade. It is intended

to track individual student progress related to skills in each cluster and throughout the grade. It

is located in Appendix D.

•Connecting and Reflecting: the end-of-cluster summative assessment activity.

Students examine life in post-Confederation Canada. They

explore the expansion of Canada through the addition of

new provinces and territories, including the influence of

individuals and events of this time. Students focus on the

entry of Manitoba into Confederation, establishment of

treaties and reserves, building of railroads, role of the

North West Mounted Police, the 1885 Resistance, and the

gold rushes. Students consider the impact of immigration

and hardships faced by new settlers. They also study

cultural diversity, including the evolving relationships

between First Nations, Inuit, and Métis peoples and the

Canadian government, and relationships between

anglophones and francophones.

Suggested

Learning

Resources

Appendix F

Resources

Organized

by Learning

Experiences

Appendix G

Cluster Assessment: Tools and Processes

Cluster Description

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

GRADE

CLUSTER

• Create a mapping centre showing what Canada looked like in 1867, 1914, and the present.

• Post a timeline on one wall of the classroom that will be completed as the cluster (and year)

progresses.

• Create a bulletin board Word Splash with words and/or pictures of ideas that will be studied in

this cluster (e.g., gold rush, North West Mounted Police, First Nations treaties...).

• Create a book display with stories and information about Confederation.

• View videos that depict the time of Confederation, the 1885 Resistance, the gold rush, and

other important events.

• Simulate a treasure hunt or “Gold Rush Expedition” to stimulate student thinking about the

life and times of people in the gold rush.

• Designate a day for students to dress in pioneer clothing.

• Students listen to or read stories of hardships faced by the immigrants.

• Invite an Aboriginal Elder or a new immigrant to the class to share his or her stories.

• Create a bulletin board display with samples of treaties, as well as maps of the areas that the

treaties covered.

• Create a visual display of images of First Nations, Inuit, and Métis people alongside a display

of images of European immigrants to show diversity of the different cultural groups.

Engaging Students in the Cluster

Learning Experiences Summary

6.1.2 Manitoba Enters Confederation

6.1.3 “A mari usque ad mare”

[From Sea to Sea]

6.1.1 A New Nation

6.1.5 Immigration

6.1.4 Aboriginal Peoples and

the Growing Nation of Canada

6.1.6 Farming the Land

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

CLUSTER

GRADE

Note: In this document, the expression “rights and responsibilities” has deliberately been reordered to read

“responsibilities and rights.” This has been done for several reasons:

• Firstly, to emphasize that human rights within a particular society or polity can only be meaningful and powerful if

there is a social contract that promotes an understanding of the principles of reciprocity and inclusion, and if there

is a willingness for all individuals to comply with both the spirit and intent of human rights legislation. Human

rights legislation and protections become powerful when all members of a society collectively accept the

responsibility to implement rights, and behave in ways that are informed by an awareness of the universality of

human rights.

• Secondly, the application of human rights to everyday life, within organizations and the political/legal system, is a

complex process that often requires a balancing of the rights of different groups. Often, there is a need to balance

the rights of one individual with those of other individuals, or to balance individual rights with group rights, or to

balance the rights of a particular group with other groups. It is important, therefore, to consider the rights of an

individual or a particular group with the countervailing rights of other individuals and/or groups. For example, an

individual’s right to free speech and freedom of expression may need to be restrained when the speech or

expression impinges on the rights of other individuals to be protected from racial discrimination and harassment.

• Lastly, the change in word order is intended to place more emphasis on the idea of human rights as an essential

part of responsible citizenship. Every member of a democratic society has an individual and a collective

responsibility to interact and behave towards others in ways that demonstrate understanding and commitment to

the protection of human rights for every member of that society. All too often there is a tendency, particularly in

adolescents living in a litigious society, to consider human rights from an egocentric or self-centred perspective

(that is, as a personal entitlement rather than a concern for the well-being of all citizens). Numerous examples

exist in everyday life and in the courts where individuals demand that their rights be recognized and yet fail to

respect and protect the rights of other individuals or groups. Human rights exist to protect individual rights;

however, they exist within a social context and have the attendant responsibility of considering and protecting the

rights of others.

Description of the Learning Experience

Students review the 1867 map of Canada and consider what government and citizenship were like in the new

nation as compared to today. This is a transitional learning experience that reviews Canadian geography, the

history of Confederation, and citizenship concepts that were studied in Grade 5.

Vocabulary: constitutional monarchy, federal system, parliament, BNA Act, responsibilities and rights,

citizenship, geography (See Appendix D for Vocabulary Strategies.)

Learning Experience: 6.1.1 A New Nation

KC-001 Explain the significance of the British North America Act.

Examples: federal system of government, constitutional monarchy, British-style

parliament...

KC-002 Compare responsibilities and rights of citizens of Canada at the time of

Confederation to those of today.

Include: Aboriginal peoples, francophones, women.

KL-022 Locate on a map of Canada the major landforms and bodies of water.

KL-023 Locate on a map the major settlements of Rupert’s Land and the original

provinces of Canada in 1867.

VC-001 Appreciate the rights afforded by Canadian citizenship.

CLUSTER

GRADE

Building a

Nation

(1867 to 1914)

6060

Assessment Outcomes Strategies

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

GRADE

CLUSTER

Activate

KC-001

KC-002

VC-001

Using a Word Sort, collaborative groups of students review the structure of

government following Confederation. Students use arrows, symbols,

descriptions, and links to describe relationships between the key features of

government under the British North America (BNA) Act (e.g., British

parliamentary model, federal system, constitutional monarchy…). Students share

completed Word Sorts with peers.

NOTE: Students were introduced to the concept of federal government and the

parliamentary system at the end of Grade 5. Students may revisit their Word

Sorts throughout this learning experience to clarify misconceptions and add

detail.

Skill 6a

6.1.1 A New Nation

KC-001

KL-022

KL-023

Students view a series of maps of the Canadian territory from 1791 to 1999.

Students record their observations of changes in the territory and discuss factors

that influenced these changes over time.

TIP: It may be useful to review what the students recall about Confederation,

which they studied in Grade 5. Encourage them to view Confederation as an

ongoing process of union rather than as a one-time event in history. The Library

and Archives Canada website “Confederation for Kids” has 14 maps of Canada

that span the time period from 1791 to 1999.

Supporting websites can be found at <http://www3.edu.gov.mb.ca/cn/links/ss>

Skill 7b

Teacher Reflections

(continued)

BLM: Government in 1867

6.1.1

BLM: Canadian Railroad Trilogy (2 pages)

6.1.1

KC-001

KC-002

KL-022

KL-023

VC-001

Students listen to the song “Canadian Railroad Trilogy” by Gordon Lightfoot,

and record references to the land and the challenges of building the railroad.

Students discuss the influence of the land on the dream of a nation extending

from sea to sea.

Supporting websites can be found at <http://www3.edu.gov.mb.ca/cn/links/ss>

Skill 1

Assessment Outcomes Strategies

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

CLUSTER

GRADE

Activate (continued)

6.1.1 A New Nation

KC-001

KC-002

VC-001

Collaborative groups of students brainstorm a list of the responsibilities and

rights of Canadian citizens today, and the responsibilities and rights of citizens

in 1867. Students compare their lists with peers and update their own lists based

on the exchange of new information.

TIP: In Grade 5, students were introduced to the responsibilities and rights of

citizenship at the time of Confederation, and compared them to those of modern

day. They examined the concept of citizenship as full participation in society, as

well as the concept of being a subject in a monarchy, owing allegiance to a king

or queen. Note the deliberate order of the terms “responsibilities and rights.”

This is intended to place more emphasis on the idea of responsibility within an

increasingly individual-rights-oriented environment. (See page 60 for a more

complete explanation.)

Skill 2

KC-001

KC-002

KL-023

VC-001

Collaborative groups of students complete the first two columns of a KWL

Chart on the key concepts related to the BNA Act and its implications. Students

share ideas and discuss their questions within their grouping.

Skill 6c

BLM: KWL: Importance of the BNA Act of 1867 (2 pages)

6.1.1

Teacher Reflections

BLM: Reviewing Canadian Geography

6.1.1

KL-022

KL-023

Using a large outline map of Canada and a list of important landforms and

bodies of water, collaborative groups of students identify the location of each

landform and body of water. Students check their work using an atlas or map of

Canada.

TIP: Students may complete this review in timed stages (e.g., locate places

without maps or atlases, locate previously unidentified places using maps and

atlases).

Skill 7b

Assessment Outcomes Strategies

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

GRADE

CLUSTER

Acquire

6.1.1 A New Nation

KC-001

KC-002

VC-001

Collaborative groups of students read a short text on the BNA Act and create a

Mind Map explaining what the Act established as the basic structure of

government for Canada. Students post their Mind Maps and circulate to view

them. In a class discussion, the meanings of key concepts of Canadian

government as established by the BNA Act are clarified (e.g., royal assent,

constitutional monarchy, federal and provincial powers and responsibilities,

British model of parliament based on one Upper House and an elected House of

Commons…). Students add these key expressions to their Mind Maps to help

explain the significance of the BNA Act.

NOTE: Some of the provisions of the BNA Act were studied in Grade 5, but the

term “constitutional monarchy” will be new to students.

Skill 5

Teacher Reflections

(continued)

BLM: Main Settlements in British North America, 1867

6.1.1

BLM: Main Settlements in British North America, 1867—Key

6.1.1

KC-001

KL-023

Collaborative groups of students sort and predict the names of principal

settlements in British North America in 1867 according to their province or

territory. Students verify their predictions using an atlas or a wall map of

Canada, discuss what they know about these principal historical settlements, and

compare them to the major cities of Canada today.

NOTE: Encourage students to generate explanations as to the significance and

influence of the BNA Act on the growth of some of these cities.

Skill 7b

BLM: Key Provisions of the BNA Act

6.1.1

Assessment Outcomes Strategies

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

CLUSTER

GRADE

Acquire (continued)

6.1.1 A New Nation

KC-001

KC-002

VC-001

Collaborative groups of students sort various government responsibilities

designated by the BNA Act of 1867 according to whether they are

responsibilities of the British government, the Government of Canada, or the

provinces of Canada. Students compare and revise their lists, and then use the

answer key to verify their sorting. Students discuss what the implications may

have been for diverse groups of citizens living in Canada at that time.

TIP: Post the final list on a classroom wall for student reference. Students will

be revisiting this idea in greater depth in Cluster 4 when they study the

contemporary structures and responsibilities of government in Canada.

Skill 6a

KC-001

KC-002

VC-001

Using print and electronic resources, collaborative groups of students research

the importance of the BNA Act and its principal characteristics (e.g., federal

system, constitutional monarchy, British parliamentary model of two houses,

federal and provincial responsibilities…). Students share their information with

their peers, discussing what they think are the most important and lasting

elements of the BNA Act for citizens of Canada today.

Supporting websites can be found at <http://www3.edu.gov.mb.ca/cn/links/ss>

BLM: Note-Taking Frame: BNA Act (2 pages)

6.1.1

Teacher Reflections

(continued)

Skill 11a

BLM: Responsibilities of Government in Canada, 1867

6.1.1

BLM: Responsibilities of Government in Canada, 1867—Key

6.1.1

Primary and Secondary Sources (Teacher Background Notes)

6.1.1

Assessment Outcomes Strategies

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

GRADE

CLUSTER

Acquire (continued)

6.1.1 A New Nation

KC-001

KC-002

VC-001

Using print and electronic resources and the attached BLM, students research

the responsibilities and rights of citizenship in 1867 as compared to Canada

today. Students consider how, at the time of Confederation, certain groups were

excluded from the full rights of citizenship (e.g., Métis people in the Red River

Settlement, Aboriginal peoples in the provinces of Canada, women,

francophones in Nova Scotia or Ontario, people who were poor or did not own

property…). Students discuss changes in responsibilities and rights of

citizenship, and record significant milestones of inclusiveness.

NOTE: Students studied the following milestones in Grade 5:

• Women obtain the right to vote in Canada (1918)

• Canadians become officially recognized as Canadian citizens rather than

British subjects (1947)

• Aboriginal people obtain unrestricted right to vote (1960)

• Racial discrimination removed from immigration policies (1962)

Supporting websites can be found at <http://www3.edu.gov.mb.ca/cn/links/ss>

Skill 11a

KC-001

KC-002

KL-022

KL-023

VC-001

Collaborative groups of students create an outline map of Canada, illustrating

changes in political divisions over time. Students identify and locate the major

landforms, bodies of water, and settlements of 1867. As the study progresses,

students add successive provinces or territories to the map, indicating their

extent with colours and symbols, and recording the date of each province’s entry

into Confederation.

TIP: Large outline maps of Canada are available from Parks Canada.

Alternatively, students may use the overhead projector to trace an enlarged map

of Canada onto poster paper. Students may also add images to the map to depict

the geographic features of the land (e.g., mountains, forests…), and the themes

explored in this cluster (e.g., the route of the CPR, the arrival and settlement of

the West by immigrants, establishment of new towns and cities, treaty areas and

reserves…). Tasks may be divided among students by region, by time period, or

by theme, with careful collective planning in advance so that the map is a clear

visual representation of the expansion of the country.

Skill 7a

Teacher Reflections

BLM: Citizenship in Canada Today (2 pages)

6.1.1

Assessment Outcomes Strategies

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

CLUSTER

GRADE

Apply

6.1.1 A New Nation

KC-001

KC-002

KL-022

KL-023

VC-001

Students read quotations referring to Canadian expansion and the diversity of its

citizens since Confederation in 1867. Using Think-Pair-Share, students discuss

the ideas presented in the quotations and write a short reflection on the subject.

TIP: Guide students to include in their reflection references to the land, the

central federal government, citizenship, and diverse cultural groups.

KC-001

KC-002

KL-022

KL-023

VC-001

Collaborative groups of students research and prepare a team deliberation on the

following question:

Many people have said throughout Canadian history that it is impossible to

govern a country as large and as diverse as Canada through one central

federal government. Using what you have learned about Canada so far, and

consulting primary and secondary sources, prepare a short one-minute

argument either for or against the expansion of Canada from sea to sea to

sea.

Skill 3b

Teacher Reflections

(continued)

Skill 9a

KC-001

KC-002

VC-001

Students create a poster illustrating what the term “citizenship” means within a

constitutional monarchy. Students may include quotations by famous Canadians,

historical facts, images, symbols, and representations of diverse perspectives.

Students share their posters and discuss ways in which Canadian citizenship has

and has not changed since the BNA Act of 1867.

Skill 10c

BLM: Thinking about the New Nation

6.1.1

BLM: Citizens in a Constitutional Monarchy

6.1.1

Team Deliberation (Teacher Background Notes) (2 pages)

6.1.1

Assessment Outcomes Strategies

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

GRADE

CLUSTER

Apply (continued)

6.1.1 A New Nation

KC-001

KC-002

VC-001

Students prepare and present a persuasive speech expressing appreciation for the

greater inclusiveness of Canadian citizenship today. Students explain the

democratic advantages of extending the full rights of citizenship to greater

numbers of people.

TIP: Encourage students to compare citizenship today to citizenship

responsibilities and rights in the past, and to make reference to today’s greater

consideration of the voices of minorities and previously excluded groups.

Skill 3b

KC-001

KC-002

KL-022

KL-023

VC-001

Students assume the role of a Member of the House of Commons in 1867, and

prepare and present a speech arguing in favour of the expansion of Canada from

sea to sea. Students provide arguments that are based on the land and that reflect

an awareness of all the groups of people living in Canada at that time (e.g., First

Nations, Métis, francophones inside and outside Québec, recent immigrants,

women...).

TIP: Suggest a prompt to the students such as “My Canada includes…”, and

remind them that Members of Parliament at that time often made use of very

strong and poetic oratorical skills (refer to the primary sources they have

explored in this learning experience). Encourage students to refer to the map and

the geographical diversity of Canada as they make their speeches. Students may

evaluate each other by voting on whether or not they have been convinced by

the speech to support the expansion west and north of Canada.

KC-001

KC-002

KL-022

KL-023

VC-001

Collaborative groups of students create a brochure or poster that explains the

significance of the BNA Act of 1867 and elements of it that are still an

important part of government in Canada today. Students include examples of the

responsibilities and rights of citizens of Canada at the time of Confederation and

those of citizens today. Students include images and maps to illustrate the

changing nature of Canada.

Skill 11d

Teacher Reflections

Skill 3b

Assessment Outcomes Strategies

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

CLUSTER

GRADE

Activate

Description of the Learning Experience

Manitoba, initially formed as a provisional government of the people in the Red River Settlement under Louis

Riel, negotiated to enter Confederation as a province in 1870.

Students research and discuss events leading to Manitoba’s entry into Confederation, considering diverse

points of view about Canadian expansion and its effects on the people living in the Northwest.

Vocabulary: resistance, provisional government, Bill of Rights, amnesty, Confederation (See Appendix D for

Vocabulary Strategies.)

6.1.2 Manitoba Enters Confederation

Learning Experience: 6.1.2 Manitoba Enters

Confederation

KH-027 Identify individuals and events connected with Manitoba's entry into

Confederation.

Include: Louis Riel, Red River Resistance, Métis Bill of Rights, provisional

government.

KH-027F Identify the roles of Father Noël-Joseph Ritchot and Archbishop Alexandre-

Antonin Taché in Manitoba’s entry into Confederation.

KH-033 Identify factors leading to the entry into Confederation of Manitoba, Northwest

Territories, British Columbia, Prince Edward Island, Yukon, Saskatchewan,

Alberta, Newfoundland and Labrador, and Nunavut, and specify the year of

entry.

VH-012 Value the diverse stories and perspectives that comprise the history of Canada.

Note: Aboriginal and francophone learning outcomes are not intended for all students

(see page 36 of the overview).

CLUSTER

GRADE

Building a

Nation

(1867 to 1914)

KH-027

KH-033

VH-012

Students brainstorm individuals, events, and factors connected with Manitoba’s

entry into Confederation. Students discuss additional questions they have and

record these on chart paper.

NOTE: Students were introduced to the history of Manitoba in Grade 4, Cluster

4 (Louis Riel, Selkirk settlers). In Grade 5 they explored the fur trade, the rise of

the Métis nation, and conflict between agricultural settlers and fur traders. This

activity will help make connections to what they already know, and offers an

opportunity to clear up misconceptions.

Skill 2

Teacher Reflections

(continued)

Assessment Outcomes Strategies

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

GRADE

CLUSTER

Activate (continued)

6.1.2 Manitoba Enters Confederation

KH-027

KH-033

VH-012

Collaborative groups of students read the Métis Bill of Rights of 1870. Students

discuss its key points and speculate why they were important to the Métis

people, and what the bill tells us about the population and life in the Red River

Settlement at the time of Confederation.

NOTE: In the course of the negotiations to enter Confederation, there were four

different drafts prepared of this list of rights. The version cited here is the initial

draft. The main purposes of each draft were similar: responsible government;

representation in Ottawa; protection of language, religion, and culture; and

security of Métis land rights and river lots. A later version also included a

request for amnesty for all participants in the Resistance, but this pardon was

not granted.

Supporting websites can be found at <http://www3.edu.gov.mb.ca/cn/links/ss>

Skill 3a

KH-027

KH-033

VH-012

Students view a map of Canada in 1867 and in 1870, after Manitoba’s entry into

Confederation, and share their observations (e.g., the size and location of the

territory, who lived there at that time, what happened to Rupert’s Land...).

Students discuss why Manitoba entered Confederation at that time and why the

map of Manitoba looked different than our present-day map.

TIP: Encourage students to recall some of the factors that motivated

Confederation in 1867 (i.e., fear of American expansion into the Northwest, a

vision of a railway connecting the east and west coasts...). Students should also

bring to mind their knowledge of the issues being faced by the Métis nation in

the West (i.e., changes to traditional lifestyle due to the depletion of the buffalo,

increased reliance on agriculture and permanent settlement, and fear of loss of

culture and language due to the influx of English-speaking immigrants).

Supporting websites can be found at <http://www3.edu.gov.mb.ca/cn/links/ss>

Skill 3a

BLM: Métis Bill of Rights

6.1.2

Teacher Reflections

(continued)

Assessment Outcomes Strategies

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

CLUSTER

GRADE

Activate (continued)

Acquire

6.1.2 Manitoba Enters Confederation

KH-027

KH-033

VH-012

Using Think-Pair-Share, students read an informational text about the purchase

of Rupert’s Land from the Hudson’s Bay Company. Students discuss the

potential implications of the purchase on descendants of a Selkirk settler or a

Métis person in the Red River Settlement.

Supporting websites can be found at <http://www3.edu.gov.mb.ca/cn/links/ss>

Skill 8

KH-027

KH-033

VH-012

Students read primary sources and reflect in their journals on life in this time

period.

Skill 9a

KH-027

KH-033

VH-012

Using print and electronic resources, students research the events leading up to

Manitoba’s entry into Confederation in 1869 (i.e., provisional government of

Louis Riel, Métis Bill of Rights, Red River Resistance [also known as Red

River Rebellion] and its consequences…). Students record information,

including a chronology of the events and an explanation of how these events had

an impact on Manitoba’s entry into Confederation.

TIP: The Hudson’s Bay Archives in Winnipeg may be contacted for a variety of

historical references related to the Red River Settlement.

Supporting websites can be found at <http://www3.edu.gov.mb.ca/cn/links/ss>

Skill 11a

BLM: Famous Letters in Canadian History—Riel

6.1.2

Teacher Reflections

(continued)

Recording Research Notes (Teacher Background Notes) (2 pages)

6.1.2

Citing Sources (Teacher Background Notes) (2 pages)

6.1.2

Assessment Outcomes Strategies

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

GRADE

CLUSTER

Acquire (continued)

6.1.2 Manitoba Enters Confederation

KH-027

KH-033

VH-012

Collaborative groups of students research a series of events leading to

Manitoba’s entry into Confederation and sort them into chronological order.

Using consensus decision making, students choose the five most important

events in the history of Canada and Manitoba. Students present their “Top Five”

to peers and justify their choices.

Supporting websites can be found at <http://www3.edu.gov.mb.ca/cn/links/ss>

Skill 4c

BLM: Events: Manitoba Becomes a Province (2 pages)

6.1.2

KH-027

KH-033

VH-012

Students view segments from Episode 9 of Canada: A People’s History: “From

Sea to Sea 1867-1873”; “If We Are Rebels” (Riel takes Fort Garry); “War Is

Upon Us” (provisional government); “A Single Act of Severity” (execution of

Thomas Scott). Students record key events and people involved in the creation

of Manitoba as a province, and discuss the main points.

NOTE: See Appendix A, Skill 6g: Viewing Visual Media, for suggested

guidelines for viewing media.

Supporting websites can be found at <http://www3.edu.gov.mb.ca/cn/links/ss>

Skill 6g

Teacher Reflections

(continued)

Assessment Outcomes Strategies

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

CLUSTER

GRADE

Acquire (continued)

6.1.2 Manitoba Enters Confederation

KH-027

KH-033

VH-012

Students participate in a field trip or a virtual tour of Riel House National

Historical Site, or another historical site in their local community. Students

record information about the life and culture of the Métis people in the late

1800s (e.g., Métis river lot system for land, Catholic religion, French language,

responsible government, isolation from Canadian capital, ways of life, including

hunting and farming...). Students discuss the threats to this lifestyle that were

caused by Canadian westward expansion, increased immigration, and the

building of a railroad.

Supporting websites can be found at <http://www3.edu.gov.mb.ca/cn/links/ss>

Teacher Reflections

KH-027

KH-033

VH-012

Using print and electronic resources, students research a selected individual or

group involved in Manitoba’s entry into Confederation. Using the provided

note-taking frame, students record background information related to the

individual or group, values and beliefs held, decisions made and actions taken,

and the impact of the group or individual on Manitoba’s entry into

Confederation.

TIP: Possible individuals or groups to research include: Louis Riel, John Bruce,

Noël-Joseph Ritchot, Alexandre-Antonin Taché, Thomas Scott, John Christian

Schulz, William McDougall, Donald Smith, John Black, Alfred H. Scott,

Colonel Wolseley, Sir John A. Macdonald, Sir Georges-Étienne Cartier,

members of the provisional government, members of the Canada First Party, the

Métis, English-speaking Red River settlers, Orangemen.

Supporting websites can be found at <http://www3.edu.gov.mb.ca/cn/links/ss>

Skill 11a

BLM: People: Manitoba Becomes a Province

6.1.2

Skill 6e

Assessment Outcomes Strategies

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

GRADE

CLUSTER

Apply

6.1.2 Manitoba Enters Confederation

KH-027

KH-033

VH-012

Students define the terms rebellion and resistance and, using facts to support

their opinions, prepare and present an argument to prove that the actions of

Louis Riel and the Métis in Manitoba were either a rebellion or a resistance.

TIP: Explain to students that part of the historical debate about this question

focuses on the fact that these events transpired at a point in time when there was

a transition of power from the Hudson’s Bay Company to the Government of

Canada; there is some question about whether there was in fact any government

in power in Red River. In this case, the actions of Riel’s provisional government

could not be considered to be rebellion against an existing authority. On the

other hand, the execution of Thomas Scott may be seen as an act that did not

reflect principles of peace, order, and good government.

Teacher Reflections

(continued)

Skill 9d

BLM: Resistance and Rebellion

6.1.2

KH-027

KH-033

VH-012

Collaborative groups of students prepare and present a role-play depicting the

final negotiations between the Métis representatives and the federal government,

resulting in the creation of the province of Manitoba on May 12, 1870 (and

taking effect on July 15, 1870). Students assume the roles of Prime Minister

John A. Macdonald, Honourable George-Étienne Cartier, Father Noël-Joseph

Ritchot, Judge John Black, and Alfred Scott, and portray the points of view of

each in reaching the final terms of the agreement.

Skill 10a

KH-027

KH-033

VH-012

Students consider the diverse perspectives of the many groups of people living

in Canada. Taking the point of view of one of the groups (e.g., residents of the

provinces of Canada in the East, residents of British Columbia, Métis, or First

Nations in the Northwest, descendants of Selkirk settlers...), students write a

journal entry describing the positive and negative effects of Canadian expansion

into the Northwest. Students share their points with each other and discuss

differing perspectives.

Skill 9a

Assessment Outcomes Strategies

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

CLUSTER

GRADE

7474

6.1.2 Manitoba Enters Confederation

Apply (continued)

KH-027

KH-033

VH-012

Students assume the role of an individual connected with Manitoba’s entry into

Confederation (e.g., Louis Riel, John A. Macdonald, Honourable George-

Étienne Cartier, Father Noël-Joseph Ritchot, Selkirk settler…), and prepare and

present a persuasive speech presenting their point of view. Students include

details related to the actions of the Métis, the Government of Canada, and

immigrants living in the Selkirk settlement, and describe, from their chosen

perspective, how they feel about Manitoba’s entry into Confederation.

Skill 3b

KH-027

KH-033

VH-012

Students create annotated illustrations to post on the class timeline, illustrating

significant individuals and events from this period in Canadian history (e.g.,

Confederation, Sir John A. Macdonald becomes Prime Minister, sale of Rupert’s

Land to Canada, provisional government in Manitoba, Manitoba becomes a

province...). Students may add maps to the timeline illustrating the addition of

new provinces and territories to the Canadian Confederation.

TIP: Timelines help students imagine and visualize events of the past, and to

better understand abstract concepts related to history and chronology. Consider

devoting one section of a full wall to the creation of a class timeline, which will

continue to grow throughout the year as students add annotated illustrations of

the events as they are studied (or at the end of each cluster). Mount a strip of

large roll paper and mark off increments of 10 years from 1876 to the present.

Design a template or model (which may be developed by the class) to use

throughout the year for illustrating key events. The class timeline should be used

as a continuous visual reference to which all students should contribute.

Encourage students to be creative but emphasize the need to plan before posting

events so that the display remains clear and easy to use.

Skill 7d

KH-027

KH-033

VH-012

Students view a Heritage Minute about Louis Riel on the gallows and write a

journal response to the video describing Riel’s values and beliefs and how he

helped Manitoba enter the Canadian Confederation.

NOTE: In a later learning experience, students will be studying in greater detail

Riel’s involvement in the Northwest Resistance at Batoche and his trial.

Supporting websites can be found at <http://www3.edu.gov.mb.ca/cn/links/ss>

Teacher Reflections

(continued)

Skill 6g

Assessment Outcomes Strategies

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

GRADE

CLUSTER

7575

6.1.2 Manitoba Enters Confederation

Apply (continued)

KH-027

KH-033

VH-012

Collaborative groups of students create a multimedia presentation illustrating

factors leading to the entry into Confederation of provinces and territories after

1870. Students include images and descriptions of key individuals, stories, and

events, and the specific years of entry into Confederation. Compile group

presentations in a class presentation.

Skill 11g

KH-027

KH-033

VH-012

Collaborative groups of students carry out a team deliberation to consider

whether or not the Government of Canada should have granted amnesty to Louis

Riel for his actions during the 1869–1870 Red River Resistance in Manitoba.

Students include information related to the historical status of Riel, the impact

that amnesty may have had on Riel’s subsequent involvement in the 1885

Northwest Resistance (also known as the Northwest Rebellion), and pressure

from Ontario on the federal government to respond to Riel’s actions.

NOTE: The deliberation may be postponed until after the study of the Northwest

Resistance. It is considered here because Riel’s role in Manitoba’s entry into

Confederation is often considered to be his chief accomplishment.

Skill 4a

Teacher Reflections

BLM: Historical Status of Riel (2 pages)

6.1.2

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

CLUSTER

GRADE

Activate

Assessment Outcomes Strategies

Description of the Learning Experience

John A. Macdonald’s dream of a country extending from sea to sea, joined by a railway, shaped Canada’s

expansion and continues to influence our vision of Canada.

Students gather and share information about the gold rushes, the building of the Canadian Pacific Railway,

and the establishment of Canadian authority in the provinces of northwestern Canada in the late 1800s. They

reflect on the factors that shaped national expansion and examine the successive phases of Confederation.

Vocabulary: tariffs, annexation, national policy, NWMP/RCMP (See Appendix D for Vocabulary Strategies.)

6.1.3 “A mari usque ad mare” [From Sea to Sea]

Learning Experience: 6.1.3 “A mari usque ad mare”

[From Sea to Sea]

KH-029 Describe the role of the North West Mounted Police.

KH-030 Relate stories about the gold rushes and describe the impact of the gold rushes

on individuals and communities.

Examples: Fraser River, Cariboo, Klondike...

KH-031 Identify events and issues related to the construction of the Canadian Pacific

Railway.

Examples: workers and working conditions, Chinese labourers, construction

difficulties, mapping Canada...

KH-033 Identify factors leading to the entry into Confederation of Manitoba, Northwest

Territories, British Columbia, Prince Edward Island, Yukon, Saskatchewan,

Alberta, Newfoundland and Labrador, and Nunavut, and specify the year of

entry.

KH-034 Identify the prime ministers of Canada from 1867 to 1914 and give examples

of their achievements.

CLUSTER

GRADE

Building a

Nation

(1867 to 1914)

KH-031

KH-033

KH-034

Students view images of early trains and railways built by the Canadian Pacific

Railroad in the Northwest, and discuss the difficulties that this project may have

encountered.

Supporting websites can be found at <http://www3.edu.gov.mb.ca/cn/links/ss>

Skill 6f

Teacher Reflections

(continued)

Assessment Outcomes Strategies

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

GRADE

CLUSTER

Assessment Outcomes Strategies

Activate (continued)

6.1.3 “A mari usque ad mare” [From Sea to Sea]

KH-029

KH-030

KH-031

KH-033

KH-034

Students read and respond to quotations by historical figures regarding the

building of the national railroad, and discuss what the quotations tell them about

the importance of the railroad in the development of Canada.

TIP: It can be challenging for students to understand historical quotations. It

may be useful to analyze one of the quotes together as a class, focusing on who

is speaking, when, why, and the main point of the excerpt.

Skill 3a

KH-029

KH-030

KH-031

KH-033

KH-034

Students view images of the National Coat of Arms. They note the motto “a

mari usque ad mare” (from sea to sea), and identify the symbols on the National

Coat of Arms. Students consider the significance of both the motto and the

symbols, and discuss what each tells them about the history and development of

Canada at the time of Confederation.

Supporting websites can be found at <http://www3.edu.gov.mb.ca/cn/links/ss>

Skill 3a

BLM: Dream of a Nation: Sea to Sea (3 pages)

6.1.3

BLM: What Is Progress? (2 pages)

6.1.3

Teacher Reflections

KH-029

KH-030

KH-031

KH-033

KH-034

Using a graphic organizer, collaborative groups of students explore the concept

of “progress,” and relate their ideas to nation building and continental

expansion, which dominated this period of history.

Skill 5

KH-029

KH-030

KH-031

Collaborative groups of students brainstorm what they know about the Royal

Canadian Mounted Police (e.g., role, reputation, uniforms, training, history,

significance to Canadians…).

TIP: The original North West Mounted Police force was created in 1873.

Encourage students to share what they know about Canada at that time to

generate theories for the creation of the NWMP.

Skill 2

Assessment Outcomes Strategies

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

CLUSTER

GRADE

Acquire

6.1.3 “A mari usque ad mare” [From Sea to Sea]

KH-030

KH-031

KH-033

KH-034

Students view an 1870 map of Canada (including the two new additions of

Manitoba and Northwest Territories), and identify the provinces and territories

that had not yet joined Confederation. Collaborative groups of students, using a

Jigsaw approach, select one of the remaining provinces or territories (i.e., British

Columbia [1871], Prince Edward Island [1873], Yukon [1898], Saskatchewan

[1905], Alberta [1905], Newfoundland [1949], or Nunavut [1999]). Using print

and electronic resources, students research and present to the class details

related to the entry of their selected region into Confederation (i.e., map, year of

entry, and main factors and events leading to its joining Confederation). Once all

the presentations are complete, students complete a chart listing the original four

provinces, the two that joined in 1870, and the provinces/territories, years of

entry, and reasons for entry of the remaining regions.

Supporting websites can be found at <http://www3.edu.gov.mb.ca/cn/links/ss>

BLM: Chart: Joining Confederation

6.1.3

Teacher Reflections

(continued)

Skill 11a

KH-029

KH-030

KH-031

KH-033

KH-034

Students are provided with a series of word cards describing the sequence of

events that occurred during the westward expansion of Canada after

Confederation and during the building of the Canadian Pacific Railway.

Collaborative groups of students place the events in chronological order. In a

guided class discussion, and using a wall map of Canada to trace significant

places and routes, students verify the order of their cards and discuss the

significance of the westward expansion of Canada.

Skill 7d

BLM: Western Expansion Timeline (2 pages)

6.1.3

BLM: Western Expansion Timeline—Key

6.1.3

BLM: Chart: Joining Confederation—Key

6.1.3

Assessment Outcomes Strategies

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

GRADE

CLUSTER

Acquire (continued)

6.1.3 “A mari usque ad mare” [From Sea to Sea]

KH-031

KH-033

KH-034

Students read primary sources and reflect in their journals on life in this time

period.

Teacher Reflections

(continued)

BLM: Famous Letters in Canadian History—Macdonald

6.1.3

BLM: Famous Letters in Canadian History—Tupper

6.1.3

BLM: Famous Letters in Canadian History—Mackenzie

6.1.3

BLM: Famous Letters in Canadian History—Cartier

6.1.3

BLM: Famous Letters in Canadian History—Laurier

6.1.3

Skill 9a

KH-031

KH-033

KH-034

Using print and electronic resources, collaborative groups of students research

selected events and issues related to the construction of the Canadian Pacific

Railway (e.g., costs of building the railway, construction difficulties, hiring of

Chinese immigrants, working conditions and dangers, surveying and mapping

routes through the mountains, progress of the east and west lines, and the “Last

Spike”). Students share information in class presentations.

Supporting websites can be found at <http://www3.edu.gov.mb.ca/cn/links/ss>

Skill 11a

Assessment Outcomes Strategies

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

CLUSTER

GRADE

Acquire (continued)

6.1.3 “A mari usque ad mare” [From Sea to Sea]

KH-029

KH-030

KH-031

KH-033

KH-034

Using print and electronic resources, students create a short biography of “The

Old Chieftain,” Sir John A. Macdonald, including his major accomplishments as

prime minister.

TIP: Help students understand the main facets of the National Policy (tariffs or

taxes on imported American products, encouraging immigration, building a

national railway and its associated promises and problems), and the reasons why

Macdonald was defeated following the Pacific Scandal (i.e., the Conservative

Party received money in return for contracts). Encourage students to discuss

how Macdonald dealt with First Nations concerns, English-French relations, and

provincial interests. This may offer an opportunity to discuss with students what

they consider to be the characteristics of leadership.

Supporting websites can be found at <http://www3.edu.gov.mb.ca/cn/links/ss>

Skill 11a

Teacher Reflections

(continued)

KH-031

KH-033

KH-034

Using print and electronic resources, students research selected Canadian prime

ministers from Sir John A. Macdonald to Sir Wilfred Laurier. Students record

their names, dates in office, accomplishments, and include any interesting facts

about them. Students then share this information with peers.

TIP: This activity is primarily a research project to retrieve specific information;

its purpose is not for students to memorize names and dates. Encourage students

to include an electronic image or photograph as part of their research and to note

interesting facts they discover about the leaders.

Supporting websites can be found at <http://www3.edu.gov.mb.ca/cn/links/ss>

Skill 11a

BLM: First Prime Ministers

6.1.3

BLM: First Prime Ministers—Key

6.1.3

BLM: The Old Chieftain: Sir John A. Macdonald (2 pages)

6.1.3

Assessment Outcomes Strategies

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

GRADE

CLUSTER

Acquire (continued)

6.1.3 “A mari usque ad mare” [From Sea to Sea]

KH-029

KH-030

KH-031

KH-033

KH-034

Students view a video segment about the building of the railway and the western

expansion of Canada under Sir John A. Macdonald. Students discuss factors that

led to westward expansion and their effects (e.g., vision of a nation sea to sea,

National Policy, protection from U.S. annexation, gold rushes, railway…).

Social Studies Grade 6 Cluster 1.qxp 1867 Cluster1 Parta

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