History 30s - Final Exam (Short Answer)

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History 30s - Final Exam (Short Answer)
2014-06-19 21:11:52

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  1. What is an example of "enrich cultural literacy"?
    Knowing Canada's history, symbols, languages, and words to the national anthem.
  2. What is an example of "learn what it means to be a citizen of Canada"?
    Welcoming immigrants who come to live in Canada and becoming a peacekeeper.
  3. What is an essential question? 
    An essential question helps you get at the most important understanding of a topic. 
  4. Describe "establish historical significance". (2)
    Since it is impossible to study everything that ever happened to anyone it is necessary to make choices about what we study. Choices are made on the importance of historical significance of the material. Judgements about historical significance are influenced by people's changing views and a person's point of view.
  5. Describe "using primary-source evidence". (2)
    Primary source evidence provides a variety of materials/artefacts from the past. Provides first hand evidence to as what they were thinking, how they lived, and what was happening around them. 
  6. What are 2 characteristics of "establish historical significance"? (2)
    • Does the event have serious, long-lasting consequences for many people?
    • does the event reveal a shed light on long-lasting or emerging issues?
  7. What are 2 characteristic of "using primary-source evidence"? (2)
    • What was the creator's purpose?
    • What was the point of view of the creator?
  8. Explain the role that "caretakers of the land" played in the traditional world view of First Peoples in North America.(2)
    Communities saw themselves as caretakers of the land in a give-and-take relationship. The resources of the land were not be exploited or abused because they were gifts from the creator.
  9. Explain the role that "oral traditions" played in the traditional world view of First Peoples in North America. (2)
    Stories were used to preserve a community's oral heritage they were also told to entertain, educate, preserve cultural ideals and traditions, and teach moral values.
  10. Explain the basic relationship between a community's size and the availability of resources. provide an example. (3)
    A community's size usually depended on the availability of resources. If a community frew too large, they would eventually deplete the land of its resources. The community had to be large enough to provide food, shelter, and safety but not so large to deplete the resources of the land. 
  11. Explain the consensus model of governance. (2)
    Decisions were made though group agreement. People had the opportunity to give their viewpoints. Discussion would continue until the decision could be supported by all community numbers.
  12. Explain the doctrine of terra nullis. (2)
    the doctrine of terra nullis meant that the European explorers believed that the land of other countries belonged to no one even though. first Nations have been living there for years.
  13. What are the implications of this worldview held by Europeans? (3)
    One implication is that Europeans believe that non-Europeans were inferior. Another implication is that the Europeans believed that the land of other countries could be seized. A third implication is that Europeans believed that non-Europeans would welcome and benefit from assimilation into European cultures.
  14. Why was finding a Northwest Passage important at this time? (2)
    Europeans traded with Asia across an overland route through Constantinople. Constantinople fell to the Muslims which forced the Europeans to find an alternate route to Asia.
  15. Explain the role of the intendant. 
    Responsible for administering the justice, policies, and finances of the colony.
  16. Explain the role of the governor.
    Controlled military matters and external policy.
  17. Explain the role of the bishop.
    Manages religious affairs.
  18. Explain the role that the Carignan-Salieres Regiment filled. (2)
    The role of the Carignan-Salieres Regiment was to end the Haudenosaunee threat. After villages were burned and the winter stock of grain was destroyed, the Haudenosaunee were influenced to sign a peace treaty with the French colonists.
  19. Discuss the role of the Jesuits. (2)
    Lived among the First Nations, learned their languages and cultures. Converted First Nations to Christianity.
  20. Discuss the role of the Ursuline Nuns. (2)
    Managed the European schools and hospitals.
  21. Identify one right and responsibility of a seigneur. (2)
    • Right: received annual rent
    • Responsibility: swear loyalty and obedience to the king.
  22. Identify one right and responsibility of a censitaire. (2)
    • Right: the seigneur's protection.
    • Responsibility: farm and settle the land.
  23. What happened to the Acadians as a result of the hostilities between the French and English? (2)
    Acadia was handed over to the British and Acadians had to switch their allegiance from French to English. When they refused, Acadians were expelled from Nova scotia and their homes and crops were destroyed. the land was occupied by Britain.
  24. Why did the British want the Ohio Valley? (2)
    the British wanted Ohio Valley because the population of their 13 colonies were expanding and they helped to settle in the Ohio Valley.
  25. With the use of examples, show how both sides benefited from the early fur trade. (3)
    Each group exchanged something they had a surplus of fo something they valued. Europeans received canoes and snow shoes. First Nations received muskets and awls.
  26. Explain the cultural impact of his population loss die to epidemics. (2)
    Much of the death led to a loss of cultural knowledge. Since many people who died were Elders, their deaths led to the lost of vital cultural ties.
  27. What was the goal of the Numbered Treaties?
    The goal of the Numbered Treaties was to persuade First Nations to give up their Aboriginal title to the land and move onto permanent reserves.
  28. What problems resulted from the Numbered Treaties? (2)
    The reserve lands tended to be poor for agriculture and in isolated locations, so inhabitants had difficulty establishing an economic base for their community. First Nations lives underwent fundamental changes and many treaties remained unsettled.
  29. Describe the immigration experience of the Mennonites.
    German speaking Mennonites from Russia came to Canada because they refused to face conscription into the Russian army. The Canadian government made an agreement with the Mennonites that if they would settle and farm the land, they would be exempt from military service. 
  30. How was Laurier's vision of Canada similar to Macdonald's?
    Laurier's vision was similar to Macdonald's because they believed that the commerce for West-East will lead to a shared national identity.
  31. How was Laurier's vision different and offer a reason to explain the difference? (2)
    Laurier's vision was different because we wanted Canada to forge its identity independently from Britain. His vision was different because he was French-Canadian.
  32. Identify Clifford Sifton. (2)
    Clifford Sifton was appointed as a minister of the Interior by Laurier. He was given control of federal land in the West, natural resources, and "Indian affairs".
  33. Why did Sifton feel a need to shift his focus to eastern Europe? (2)
    He shifted his focus to eastern Europe because he was convinced that the farmers of the European grasslands had the skills, perseverance, and experience to succeed in farming Canada's grasslands.
  34. Where did many of the Russian Jews settle in Canada? What role would they play in the economy? (3)
    Many Russian Jews settled in Toronto, Montreal, and Winnipeg. They brought skills that were needed to establish strong manufacturing industries in Canada.
  35. What were the conditions of the business elite in Canada's early industrial cities? (2)
    • Lived in large mansions with expansive gardens, stables and greenhouses.
    • Their homes were on large lots on broad streets with parks and were serviced by electric street cars and gas lights.
  36. What were the conditions of the working class in Canada's early industrial cities? (2)
    • Lived in small houses, in crowded conditions on small lots, and without services.
    • Had to work under harsh conditions such as poor heating and ventilation.
  37. How and why did the First world War affect women's suffrage? (2)
    • Women took over jobs in the workplace. Their service during the war got them the right to vote.
    • Wives of men serving overseas were allowed to vote for their husbands. This was important to gain support for the issue of conscription.