Battlefield House

Battlefield House Museum

Battlefield House was the homestead of the widow Mary Jones Gage and her two children, James and Elizabeth, who journeyed to the area from New York State in 1790. Mrs. Gage received a grant of 200 acres and in exchange was required to swear allegiance to the Crown. Battlefield House was constructed first as a rough-hewn log house and in 1796 this was replaced by a storey-and-a-half frame house.

Download the whole Field Trip Planner for printing (pdf)


The War of 1812 brought the battlefront to the home front in Upper Canada. In June 1813, 3,000 American troops occupied the Gage house and property. Students relive the
hardships of war and the privations of the army by “becoming” soldiers of the British Army.

Grade Level:Seven (7)

Subject:History

Curriculum Topic:British North America

Specific Expectations:

• explain the historical impact of key events on the settlement of British
North America;

• outline the reasons for the early settlement of English Canada;

• describe the major causes and personalities of the War of 1812;

• describe the impact of the War of 1812 on the development of Canada;

• identify the achievements and contributions of significant people.

Program Components: An interactive tour of the house includes a variety of hands-on activities that reveal the life of a soldier of the War of 1812 and how this event helped shape Canada as a country. A visit from a uniformed 1812 soldier may be possible, subject to scheduling.

Time:1.5 or 3 hours

Directions To Battlefield House Museum

We are located in Stoney Creek, Ontario Canada. We are about an hour from the United States border in Niagara Falls or an hour from Toronto. We are within 15 to 45 minutes of most vintners and vineyards in the Niagara Wine Region.

A visit to Battlefield House Museum is a popular stop for many group tours of the Niagara Wine Region.

Take Centennial Parkway (Highway #20) south from the Queen Elizabeth Way (QEW). Battlefield House Museum is at the foot of the Niagara Escarpment, just east of the intersection of Centennial Parkway and King Street.

Use this map to Battlefield House Museum & Park to plan your trip to the site.

Online Resources

Student Resources
Online resources for students are often less technical and easier to read than the resources for teachers. These resources can be used in conjunction with in-class activities to enhance the learning experience. Teachers may direct students to utilize these online resources or students may use them independently. Online multimedia resources are often more current and captivating than the text-based resources found in the classroom.


While there may be occasions when it is appropriate for students to conduct independent searches on the Internet, it is in their best interest that students are directed to websites that a teacher has selected for them. In this way, learning is more targeted and students do not spend time surfing aimlessly around the web. This will allow the teacher to shape their learning experience to support a specific learning objective (Johnson, 2006). When selecting online resources for students teachers must ensure that the resource is accurate, appropriate and appealing (Johnson, 2006).




Teacher Resources
Online resources for teachers include lesson plans, ideas and information solely for the use of teachers. These resources can be used to create classroom based or online learning experiences for students.


Just as it takes a village to raise a child, it takes a community of teachers to educate a child. Consequently, it is imperative that teachers work together to support the development and sharing of resources to enhance teaching and learning. Teachers must be willing to make available, to the greater educational community, the resources, activities and lesson plans that they have created so that others may benefit from their knowledge. Web-based technology has made sharing resources and collaborative development easier than never before. As you take advantage of these resources be sure to give back.


Google Education Resources


Google Earth for Educators

Google Earth, Google's satellite imagery-based mapping product, represents, in essence, the whole world on a student's computer. It enables users to "fly" from space to street level to find geographic information and explore places around the world. Google Earth is more like a video game than a search engine – it's basically a 3D model of the entire planet that lets you grab, spin and zoom down into any place on Earth. Different versions offer tools for measuring, drawing, saving, printing, and GPS device support


You can use Google Earth demos to get your students excited about geography, and use different Google Earth layers to study economics, demographics, and transportation in specific contexts. For instance: you can use real-time coordinates to demonstrate distance calculations and verify the results using Measurement tools; view tectonic plate-shift evidence by examining whole continents, mountain ranges and areas of volcanic activity; study impact craters, dry lake beds and other major land forms. The only limit to Google Earth's classroom uses is your imagination.



Google Maps for Educators

Google Maps is an easy-to-use service for navigating maps information. It enables you and your students to look up and study addresses anywhere in North America and in many other countries, get point-to-point directions plotted on an interactive street map, and view satellite imagery. You can also study Yellow Pages listings with reviews, business information and coupons. Best of all, Google Maps is an online application, so there's no downloading required, and you can access it from any computer that's connected to the Internet.




Historic!CA - Professional Development

It is Historic!CA's mission to encourage the best possible Canadian history education by providing or supporting programs and resources that inspire Canadians to explore their history. Resources and activities to support teachers in their continuing education efforts. Includes lesson plans, Teachers' Institutes, Research and Practice and Teacher Talk.




The Atlas of Canada - Lesson Plans

The Atlas of Canada offers teachers a complete assortment of classroom-ready lesson plans. They have been developed and written by teachers from all across Canada and include step-by-step-instructions and use the Atlas’ freely available online maps and printable black & white outline maps. Also included is an extensive list of learning resources.




Library and Archives Canada - Learning Centre: Teachers

The Learning Centre has been developed to bring together educational resources for a rich learning experience. Library and Archives Canada (LAC) holds vast collections in history, literature and music. We are now in the process of making many of these holdings more accessible to you and your students through the Learning Centre.


Whether you want ready-to-use lesson plans or classroom ideas that you can adapt to your students' particular needs, you will find it here. "Educational Resources" is a searchable database of teaching products, which has been developed to inspire learning and critical thinking. Classroom activities, quizzes, games and tutorials are also included.


CBC Archives - Teachers

Educational materials for Grades 6-8, Grades 9-10, and Grades 11-12. These materials were created to complement many of the text, audio and video resources posted on the Web site, and include five lessons per topic, divided by grade level. Topics include elections, the Prime Minister, conflict & war.

Games & Simulations

While many educators may see such games as distractions from schoolwork, others are starting to view them as a vehicle for honing students’ mathematical, problem-solving, and reading-comprehension skills (Education Week, 2006). This has lead one researcher to conclude “video games are not the enemy, but the best opportunity we have to engage our kids in real learning” (Prensky, 2003).


Research conducted in the UK found that youngsters learned more effectively from information presented in audiovisual form such as a video game than from facts on a printed page. The researcher who carried out the study, discovered more than three-quarters of the students absorbed facts contained in a historical video game as opposed to just more than half who were presented with the same information in written form (BBC News, 2000)). Another UK study of 700 children concluded that simulation and adventure games - such as Sim City and RollerCoaster Tycoon, where players create societies or build theme parks, developed children's strategic thinking and planning skills (BBC News, 2002)).


In addition to improved recall and strategic thinking, early research on arcade-style games suggests that games create intrinsic motivation through fantasy, control, challenge, curiosity, and competition (Malone 1981; Cordova and Lepper 1996 in Squire, 2005). This is an important finding when trying to find ways to engage previously disengaged students. The work of Gee, Hull, and Lankshear 1996 (in Squire, 2005 highlights that students who were failing in school (or who school was failing) developed and demonstrated complex understandings within a game-based curriculum that go undeveloped or unrecognized in other school experiences.


A move to game-based learning will require a paradigm shift on the part of education community. The skills required by the game curriculum—problem identification, hypothesis testing, analysis, interpretation, and strategic thinking more closely align with the new economy than does the "factory" model of curriculum, which privileges following directions, mastering pre-defined objectives, performance on highly structured tasks, and intellectual obedience (Squire, 2005). To reap the benefits of educational games a new breed of games, imbedded with core academics and analytical and problem-solving skills, that teaches through a method some educators call “stealth learning”(Education Week, 2006) will need to be implemented.


Good educational games require specific knowledge in a defined subject area and use intellectual skills that apply beyond the game to course content (Baranich & Currie, 2004)). A game should fit into the learning objective(s) of the course and have clear objectives of its own. Remember that a game must always be relevant to the learning objective(s). For an educational game to be a successful learning tool, the games objective should be reached by skill, knowledge, and/or teamwork, not by luck (Baranich & Currie, 2004)).

-> After reviewing a sample activity from each category, discuss the merits and difficulties of including games and simulations in your Social Studies program.





Games

Cross Country Canada
Cross Country Canada is a geography simulation program that lets students live the life of a truck driver, delivering essential commodities from Corner Brook to Nanaimo. The computer acts as their dispatcher, assigning them a mission to pick up and deliver commodities. Since minimizing expenses is important, students will need to read maps, plan routes, buy gas, eat and sleep while dealing with the hazards of long distance truck driving. Along the way, colourful graphics illustrate typical land use. Free distribution to all schools and teacher training institutions. Download free MAC or PC demo from Ingenuity.


Owl & Mouse Educational Software - Build a Medieval Castle

Make a model medieval castle -- a learning activity that teaches about history, feudalism and life in the Middle Ages.


Prime Minister Concentration Game

The classic matching game, featuring Canada’s prime ministers! Want to play again? You can choose to play the identical game again by selecting "Replay" or start afresh with "New Game".


Nobel Prize.Org - The Proliferation of Nuclear Weapons

Several people and organizations have received the Nobel Peace Prize for their efforts concerning nuclear weapons disarmament. Worldwide, the white dove is a symbol for peace. Take on the 15 minute mission to disarm the world of nuclear weapons! You have eight "Peace Doves" to help you, each able to disarm one of the eight countries possessing nuclear weapons.


Nobel Prize.Org - World Trade

Bertil Ohlin, awarded the Prize in Economics in 1977, showed that countries engage in and benefit from trade if their production resources differ from each other. This 15 minute online game brings economics to life.



Simulations & Role Play


Great Upper Canada Adventure
Try your hand at the life of a settler on the Sydenham River. This interactive game takes you through several of the challenges settlers had to face in Upper Canada.

Owl & Mouse Educational Software - Heraldry Game

Free on-line heraldry game - learn about Shields, Knights and Heraldry. Role-play as a young aristocrat, recognizing friends and enemies.

Canadian Immigration Process is an online game designed to teach students about the process of immigrating to Canada during the era that Pier 21 in Halifax, Nova Scotia welcomed one million newcomers.



Klondike - Rush for the Gold

An Adventure Game exploring the 1860's Goldrush in British Columbia. Includes lesson plan. The Klondike Gold Rush was a significant event in western and northern Canadian history.


SimCity
Sim City is exciting computer simulation software that allows students to create their own cities from scratch, converting a serene and untouched landscape into a thriving metropolis over a period of many hours. During this time, the students experience the challenge of building and maintaining these extremely complex systems. The software can be used to help students learn a brand new vocabulary and new concepts that lead to a better understanding of how a modern city functions and grows. Players can mark land as being zoned as commercial, industrial, or residential, add buildings, change the tax rate, build a power grid, build transportation systems and many other actions, in order to enhance the city. There is a free online verison of SimCity Classic


Over the Top

An interactive adventure which allows you to experience life in the trenches during the First World War.


Canadian War Museum: Armoured Warrior

Armoured Warrior is an interactive activity based on the real-life experiences of Canadian tank crews that fought in North West Europe during the Second World War. Unlike their stories, however, YOU get to decide how this adventure will end. As the commander of a Sherman tank in the final days of the Normandy Campaign of 1944, you will live through some of the excitement, despair, brutality and sheer horror of one day's fighting at the front.


Darfu is dying

An online, interactive video game gives players a glimpse of what it's like to be a refugee in the Darfur region of Sudan. In "Darfur Is Dying," players take on the role of refugees searching for food, shelter and safety, while avoiding the wrath of the murderous Janjaweed militia.





Quizzes

Where in Canada?

A quick and simple provinces and territories quiz.


Canadian Heritage Quiz (Canadian Symbols)


Matching Quiz

Test your knowledge of everyday Egyptian objects.


Atlas Canada Quizzes


Test your knowledge of Canada's geography and history by trying one of these quizzes made to challenge any level of user from novice to expert. The Canada quiz is an interactive module with user selected questions from eight categories: The People; The Land; A Land of Superlatives; Shapes of Canada; Economy; Ecology; Pre-Confederation Canadian History and Post-Confederation Canadian History.


Additional Information
Known as the Serious Games Movement, this genre is "about taking resources of the (video) games industry and applying them outside of entertainment," says Ben Sawyer, co-founder of Digitalmill Inc., and one of the organizers of the Serious Games Summit. This means creating games that play roles in areas such as education, health, public policy, science, government and corporate training, he says.

Webquests

A WebQuest activity presents students with access to a plethora of resources that have been pre-screened by the WebQuest's creator. The way the activity is designed discourages students from simply surfing the Web in an open-ended, unstructured manner. The design is presented in six parts called building blocks. The introduction, tasks, process, resources, evaluation, and conclusion are the building blocks that comprise this tightly formatted Internet lesson. Within this format, there is little chance that students will fall prey to distractions or exposure to inappropriate Web sites (Meridian, 2002).


WebQuests were designed with the purpose of instilling in students the capacity to navigate the Internet with a clear task in mind, retrieve data from multiple resources, and increase critical thinking skills (Dodge, 1998). Dodge's primary goal in designing WebQuests was to make the most efficient use of instructional time. Additional beneficial attributes of WebQuests include providing students with the opportunity to engage in cooperative learning, encouraging the development of intrinsic motivation for learning, and promoting a constructivist learning environment (Meridian, 2002).

The WebQuest is valued as a highly constructivist teaching method, meaning that students are "turned loose" to find, synthesize, and analyze information in a hands-on fashion, actively constructing their own understanding of the material (Dodge). It is the non-linear nature of webquests that can inspire critical thinking skills in students.

-> After completing one of the sample webquests below, discuss the essential elements of a good webquest.





Travel Canada Webquest

Have you ever thought about taking a trip across Canada? Well, here is your chance! You and a group of classmates will be part of a team that collects information for making maps in order to prepare a magazine article for the Canadian Geographic. You will also prepare a tourist guide for a province or territory that your team finds particularly interesting.


Medieval Times Reality Adventure

Your first task is to research the Feudal System. You must learn all you can about life on a manor and in Medieval towns. You must also research and record information about art, music, literature, and architecture of Medieval Times. The life of a serf was extremely harsh. As a serf, you must work diligently and take precaution to not anger the lady of the manor! To advance to the position of nun or monk, you must take notes and record your findings in a Word table which will be provided in the Process section of this WebQuest. The table must be presented to and approved by the lady of the manor (aka Teacher).



The Magic of Merlin: The Making of a Knight

You will be working with a fellow knight-in-training to learn more about medieval life. As part of your preparation for knighthood, you will complete a project that helps future knights-in-training. You will also demonstrate your knowledge of medieval life by designing and building a castle with a group of knights. This is your opportunity to persuade King Arthur (your teacher) that you have successfully completed all duties and are worthy of knighthood.



Ancient Egypt Webquest

Your mission is of the utmost importance! You must locate the burial mask of the Ancient Egyptian Pharaoh, Tutankhamen (King Tut.) On the inside of the mask is written a message. If you successfully decode this message you could solve our earth's environmental crisis. Your quest is to decode the Ancient Egyptian message and return to our time. To be successful, you must utilize all your available resources (books, experts, and your computer.) Your quest will be completed when each mission is finished successfully



Ontario History Quest Digital Collection - Views from the Colony: A Look at Life in Upper Canada 1820s-1850s

There were dramatic changes in Upper Canada after the War of 1812, resulting from the Great Migration of immigrants to the province. You and your classmates will act as historians and use primary sources to learn more about living in these times. Diaries, drawings, maps, newspapers, and business and government records are some of the eyewitness reports that you will examine as your main sources for information and analysis.
You will begin your quest by completing several introductory activities, including visits to a number of primary source stations. Then you will be assigned a role in a class WebQuest, where you will use primary sources to research your role and make reports.


War of 1812 Webquest

The War of 1812 is a major event in the joint history of Canada and the United States. During and following the American Revolution, many Loyalists who had remained loyal to Britain felt uncomfortable living in the new United States of America. They moved north to Upper Canada which was still controlled by Britain. Unfortunately Britain and the United States of America were still at odds with one another. Residents of Upper and Lower Canada feared for the safety of their own colony. Would the the United States try to take over their land in their drive to expand their colonies and to retaliate against Britain?


Ontario History Quest Digital Collection - Canada in the Post-War Era: From the Baby Boom to the Trudeau Era 1945-1970s

The first television station went on the air in Canada in 1952. At about the same time, Canadians saw their first shopping mall and their first subway. Life in Canada was changing dramatically. It was almost as if people wanted to make up for the World War II years.

You and your classmates will act as historians and use primary sources to learn more about living in these times. Diaries, drawings, maps, newspapers, and business and government records are some of the eyewitness reports that you will examine as your main source for information and analysis.

You will begin your quest by completing a series of introductory activities, concluding by visiting primary source stations. You then will be assigned a role in a class WebQuest, where you will use primary sources to research your assignment and make reports.

District Puts All the World in Classrooms

By WINNIE HU
May 16, 2008
New York Times

NEW HYDE PARK, N.Y. — For nearly a decade, the lesson that the world is interconnected — call it Globalization 101 — has been bandied about as much in education as in economics, spurring a cottage industry of internationally themed schools, feel-good cultural exchanges, model United Nations clubs and heritage festivals.

But the high-performing Herricks school district here in Nassau County, whose student body is more than half Asian, is taking globalization to the graduate level, integrating international studies into every aspect of its curriculum. A partnership with the Foreign Policy Association has transformed a high-school basement into a place where students produce research papers on North Korea’s nuclear energy program or the Taliban’s role in the opium trade. English teachers have culled reading lists of what they call “dead white men” (think Hawthorne and Hemingway) to make space for Jhumpa Lahiri, Chang-rae Lee and Khaled Hosseini. Gifted fifth graders learn comparative economics by charting the multinational production of a pencil and representing countries in a mock G8 summit.

Starting this year, every sixth grader at Herricks Middle School is required to take art in French, Spanish, Italian or Chinese, a dual-language approach that the school is considering expanding to gym as well. Preparing to create a Haitian-style painting in one French/art class last week, the students reviewed indigenous plants and wildlife in photos of Haitian rainforests and beaches projected onto a screen.

“Bird,” called out one boy.

“En français,” chided the teacher, Tom Coleman.

“Oiseau,” the boy corrected himself.

The global outlook at Herricks comes amid an $8.4 million investment by the Bill and Melinda Gates Foundation and others in a nationwide campaign by Asia Society to create new public schools with an integrated global focus; 10 have opened since 2004, including two in New York, and up to 30 more are expected by 2013.

In other instances of educational globalism, New Jersey, Connecticut and more than 20 other states have convened task forces or held conferences on globalization in recent years, some of them appointing international-relations specialists to coordinate school programs.

Last year, Indiana adopted ambitious new standards for classroom teaching of Chinese, Japanese and Korean, with a checklist of what skills students should master from kindergarten to 12th grade.

In Jacksonville, N.C., elementary school students recently paired up with their counterparts in Puebla, Mexico, to write a bilingual book and to trade astronomy lessons as part of North Carolina in the World, a $200,000-per-year program financed by the State Legislature.

“The whole notion of having a global focus is a trend nationwide, but how deep it’s going is more of an open question,” said Anthony Jackson, who oversees the International Studies Schools Network at Asia Society, a nonprofit educational group that fosters ties between the United States and Asia. “The real prize is to really think about the core courses and analyze them to see how they can be internationalized.”

For example, at the College of Staten Island High School for International Studies — one of the Asia Society schools — a recent biochemistry assignment measuring the caloric content of food was followed by a discussion of world hunger.

Some foreign policy specialists and parents say most schools are still taking the equivalent of baby steps and relegating much of the serious learning about international relations to electives and extracurricular activities.

Michael J. Petrilli, a vice president of the conservative-leaning Thomas B. Fordham Institute, cautioned that American schools were already giving short shrift to American history and government and could not afford to layer global studies on top of already stretched curriculum.

“In some of these trendy schools, there is an ethos that we are all citizens of the world, and that’s all that matters,” he said. “Students need to be taught to be American citizens first.”

The Herricks district, located 20 miles east of Manhattan, is carved out of six affluent communities: New Hyde Park, Roslyn, Roslyn Heights, Albertson, Manhasset Hills and Williston Park.

The district was once primarily Jewish, Italian and Irish but shifted with an influx of Korean, Indian and Chinese immigrants beginning in the late 1980s. Today, officials say, Herricks High School students come from homes where 69 different languages are spoken, and Bhangra music from India is often played at school dances.

Jack Bierwirth, the Herricks superintendent since 2001, said the district began developing a global curriculum not only because of its diversity but also because parents and teachers said they wanted to demand more from their students, who have posted some of the highest standardized test scores in the state.

“What if you get finished with the A.P. exam but can’t remember where Afghanistan is?” Mr. Bierwirth asked. “It’s important to place knowledge in the context of the world.”

Session #9: St. Catharines - Social Studies Exemplar

Each St. Catharines pre-service teacher will find & share with the class an example of an outstanding Social Studies, History or Geography lesson, activity or unit. Click the comments button below to leave a brief description of the lesson,activity or unit and explain why you consider it to be an exemplar. Be prepared to discuss your exemplar in class on December 6th.

Session #9: Hamilton Campus - Field Trips

Following the trip to Dundurn Castle on Monday December 3rd, each Hamilton campus pre-service teacher will create a brief description of an activity that could take place before or after a field trip. Click the comments button below to leave a brief description of your field trip activity.

Session #7 Social Justice & Global Perspectives

Agenda
- Build a Better Lesson Plan Assignment - Due next week
- Assignment submission guidelines
- Social Justice and Global Perspectives in Social Studies

What is social justice?

Bringing the World to the Classroom

Friday is National Me to We Day

National Me to We Day will inspire a generation of youth to change the lives of their peers in developing countries through volunteerism and community service. A unique gathering of thousands of youth in Toronto, with participation throughout Canada, National Me to We Day is a curriculum-focused celebration of the partnership between Free The Children and numerous school boards, including Toronto and Toronto Catholic District School Boards.

National Me to We Day’s main event will take place October 19, 2007, at Toronto’s Ricoh Coliseum. The day will consist of a series of inspirational and motivational speeches from Canada’s top leadership and social issues speakers and entertainers. Speakers will inspire and engage students on citizenship and volunteerism issues at both local and global levels. It will also be the first step for Canadian youth to take tangible actions that will create ripples of positive change in the lives of their peers overseas.

Free the Children: Children Helping Children Through Education
Free resources for educators.

Session #6 Beyond Textbooks

Agenda
- Beyond Textbooks: Benefits
- Introduction to Role Play in the Classroom
- Benefits of Role Play
- Settlement of the West Role Play

Collections Canada
Canada's national collection of books, historical documents, government records, photos, films, maps, music...and more.

Images Canada
Images Canada -- the gateway to images of Canadian events, people, places and things!

Immigration to Western Canada

CIVILIZATION.ca:

A Journey Through Canadian History & Culture
One Story Among Thousands
It is a familiar story. Near the turn of the century, Nicholas Kitzan came to Canada from Bukovyna, now part of Ukraine, to make enough money to bring his family to the New World. In 1911, his wife Nettie and their children followed. Together, they settled a homestead in Saskatchewan that was near friends and family and in a setting that reminded them of home. Eking out a living, however, was never easy. They arrived with little money, few possessions and no ability to speak English. The land they chose was marginal, and the Canadian environment unpredictable. Despite these challenges they persevered.

They were just two out of hundreds of thousands of immigrants from Eastern and Western Europe, Scandinavia, Britain, and America who arrived in the Canadian West between 1896 and 1914. In isolation, their individual stories may be of interest only to their ancestors. Collectively, however, these stories form the framework for the history of Western Canadian settlement.

Together these men and women from different countries and cultures played an important role in developing the Prairie West and its unique identity. In so doing, they also contributed to the development of the country as a whole.

The Twentieth Century Shall Belong to Canada
In the early 1900s, Prime Minister Sir Wilfrid Laurier boldly predicted that "as the nineteenth century was the century of the United States, so shall the twentieth century belong to Canada." The main reason for his optimism was increased immigration into the Prairie West. During Laurier's term as Prime Minister (1896-1911), hundreds of thousands of immigrants chose the West as their destination. This influx had long been awaited.

The West and Confederation
At the time of Confederation in 1867 the Prairie West — current day Manitoba, Saskatchewan and Alberta — was not part of the new Canadian union. The Hudson's Bay Company held title to the land. This vast territory, however, was attractive to Canadians, including Canada's first Prime Minister, Sir John A. Macdonald, for a number of reasons.

Macdonald believed that adding the Prairie West to Confederation would keep Canada's powerful neighbour, the United States, from moving into the territory and claiming it as its own. The addition would also allow Canadians to continue pursuing their dream of creating a nation from the Atlantic to the Pacific. Most importantly, it would give Canada an opportunity to fill the land with settlers who would develop the region and strengthen the country's economy. These settlers would, it was hoped, help make Canada a world leader in agricultural production. They would also contribute to the development of Canadian business by buying goods manufactured by Eastern Canadian companies.

With these objectives in mind, Canada purchased the land in 1869, and, in 1870, Manitoba and the North West Territories (current day Saskatchewan and Alberta) were officially added to Confederation. The search to find people to fill the vast territory began in earnest.

Prior to 1870, the population in the Prairie West was small. There were very few farms, and most of the cultivated produce was used almost strictly for the purposes of self-sufficiency or to provide for local markets. Despite the large tracts of available land, the Canadian government could not immediately open it all up to new settlers. First, it had to recognize the land rights of the region's Aboriginal inhabitants. Compensation for the land was negotiated through a number of Indian Treaties signed between 1871 and 1877.
CONTINUED...

Bob & Doug McKenzie Geography Lesson

Session #4 Cross Curricular Connections

Agenda
- Discuss Social Studies observation
- Integrated Teaching & Cross Curricular Connections
- Unit Plan Cross Curricular Connections

Ted Harrison.com
Ted Harrison was born in England in 1926. He moved to Canada and took a teaching position in the Yukon after responding to an ad stating “come teach in the land of the moose. Weaklings need not apply.”
Harrison retired to Victoria where he continues to paint lively, colourful scenes of his new surroundings.