June 1, 2026

 7D: Ecology test on June 9. Paper test, closed book. Study

• When we can wash our foot and vegetables, that wildlife cannot. the toxic chemical will slowly accumulated in their bodies. that will make them very sick 

• - If this continue, many Wildlife will be extinct and if human consume these animals we will have toxin accumulated in our body

• -  for example, people like to eat tuna because it is meaty and very tasty

•  but tuna live in the Deep oceans and they are gigantic. in many large fish, there is a significant amount of mercury and lead in the meat

•  the world health organizations recommend that pregnant women only eat two fish meal a week during pregnancy 

May 29, 2026

 8C

- history test on Tuesday. 45 multiple choice, study

- speech - start writing and learning your speech. No slide show, just script

- BEDMAS homework

May 28, 2026

 - study for history test for next Tuesday

- spend 30m working on your speech

May 27, 2026

 G8 Science Reading Comprehension. Submit by 4pm this afternoon

Passage

https://docs.google.com/document/d/19A5lxPUqaUAvd4akIpNRnxDDWfkx0qNqcBhL33bLSi0/edit?usp=sharing

Questions

https://forms.gle/FRLMgjSKiEb3G3EdA

8C Cloze passages

- you MUST do the one with your name written on it. Otherwise, you will score ZERO

- no computer, phone, AI to help you. Lets see if your reading ability has improved

7D Science: Pollination

https://www.youtube.com/watch?v=LiczM-w3V-U

Complete the fill in the blanks and send that to me by Friday May 29

https://docs.google.com/document/d/1WeqPHFVx8_CEamp_UHAxpb4obgZveeO7Kj-tICeu5b8/edit?usp=sharing

8A, 8C History test June 2

 

• Factors leading to confederation  

1. The US is a threat  (US became a country in 1776)

2. Some English settlers wanted to become independent so they formed the USA in 1776. They may attack Canada to get more land. 

3. Some wanted to stay with England (loyalist) 

4. American Civil War -1861 The South wanted slavery the North did not that’s why they started the war 

5. Manifest Destiny: the expansion of the United States territories 

6. Fenian threat 

The Irish settlers tried to invade New Brunswick because they wanted more land in 1866. 

7. Supposedly England is supposed to protect the colony  

• They didn't want to protect the colony 

• They didn't want to waste money or the military to protect North America 

8. If the colonies became one country, they could have their own military and defend/protect themselves 

9. As one country, they can expand their business

10. One Railway a long railroad to connect the Atlantic and the Pacific Ocean was important 

• Then they can ship goods and develop their territories 

11. The Province of Canada was not working properly 

12. They disagree on many things 

13. They need a better way to make decisions so George Brown, John A Mcdonald and George-Etienne Cartier agree to combine the colonies with the province of Canada to make a new government.  

Head Tax for the Chinese immigrants

https://www.tvo.org/article/a-grave-injustice-the-chinese-exclusion-act-100-years-later

Canadian Railway history

https://cpconnectingcanada.ca/our-history/

• Charlotte town, Quebec, and confederation conference 

• Charlottetown Conference, Sept 1, 1864

• brought together influential political leaders of British North America  (John A MacDonald, George Brown) and laid the groundwork for the Canadian Confederation on 1 July 1867

• The 1864 Charlottetown Conference was dominated by key Canadian politicians promoting Confederation—notably John A. Macdonald, George Brown, and Alexander Galt—and Maritime leaders like Charles Tupper, Samuel Tilley, and conference chair John Hamilton Gray (PEI).

• Quebec conference (October 10, 1864), about a month after the Charlottetown conference

• delegates, including representatives from Newfoundland, discussed the specific details of the broad proposal that was agreed upon at Charlottetown. 

• The result was the 72 Resolutions, which formed the basis of the Canadian constitution.

The Core Leadership (Province of Canada)

• Sir John A. Macdonald (Canada West): Often viewed as the chief architect of Confederation, he was a strong proponent of a central government and drafted 50 of the 72 resolutions.

• George-Étienne Cartier (Canada East): A leader of the "Bleus" (Conservatives) who secured specific powers for provinces, especially regarding French Canadian culture, education, and language rights.

• George Brown (Canada West): Leader of the Reformers (Liberals) who broke political deadlock by joining the "Great Coalition" and championed the principle of representation by population.

• Sir Alexander Tilloch Galt (Canada East): A financial expert responsible for drafting the financial and taxation arrangements for the new union. 

• 

• The Canadian Encyclopedia +3

• 
  

Other Key Canadian Delegates

• Sir Étienne-Paschal Taché (Canada East): The Premier of the Province of Canada who acted as the chairman of the conference.

• Thomas D'Arcy McGee (Canada East): An influential Irish-Catholic writer and politician.

• Hector-Louis Langevin (Canada East): A key supporter of Cartier in protecting Quebec's regional interests. 

• 

• The Canadian Encyclopedia +4

• 
  

Maritime Leaders

• Sir Charles Tupper (Nova Scotia): The Premier of Nova Scotia who strongly supported the union to bring railways to the Maritimes. 

• Sir Samuel Leonard Tilley (New Brunswick): Premier of New Brunswick and strong proponent of the Intercolonial Railway.

• John Hamilton Gray (New Brunswick): A key negotiator from New Brunswick.

• William Henry Pope (Prince Edward Island): A strong supporter of Confederation from P.E.I..

• 
  

• London Conference/ Confederation Conference (1866)

• Sixteen delegates from the Province of Canada, Nova Scotia, and New Brunswick gathered to set out the final outline of the proposed Canadian Confederation, resulting in the British North America Act, of 1867 (now the Constitution Act, of 1867).

Key Figures of the 1866–1867 London Conference (Confederation):

• John A. Macdonald: Led the Province of Canada delegation and chaired the conference, described as the "ruling genius".

• George-Étienne Cartier: Leader of the Canada East delegation, crucial in negotiations.

• Alexander Tilloch Galt: Prominent representative from the Province of Canada.

• Samuel Leonard Tilley: Key delegate from New Brunswick.

• Charles Tupper: Led the delegation from Nova Scotia.

• Sir Frederic Rogers: Permanent Undersecretary of the Colonial Office (British government representative). 

• 

EBSCO

• 
  

• Who represents the “missing voices”

• French Canadians, Indigenous, women

• The opening up of the west (west of Manitoba to BC)

• The West was thinly populated and there was little industrialization (not too many people lived there, no factories to make anything significant)

• there until the late 1800s. In the Prairies, the First Nations and

• Hudson's Bay Company employees ran the fur trade. Trapping,

• slaughtering, and skinning animals did not require industrial

• methods. The Hudson's Bay Company, which owned most of the

• Canadian Prairies, had banned settlers from moving into the region.

• The Hudson's Bay Company did not want agriculture or industry to

• disrupt the fur trade.

• Like the Maritimes, the colonies of British Columbia and

• Vancouver's Island did not need factories; forestry and shipping

• were the leading economic activities. There was little industry in

• this region until the 1880s.

• A trans-Canada railroads should be built to connect the Maritime provinces with the west

• Why? Montreal and Ontario had a lot of factories that manufactured a lot of goods (textiles, boots, metal tools etc). Need to ship them west for the settlers to develop the west

• The Montreal area was developed first because the goods were shipped from Europe. Many skilled labourers moved to Ontario (Upper Canada) later

•  Some migrants, mostly farmers, moved further to the west to farm

• Settlers in the West were mostly farmers. Need tools to farm, and a railroad to ship the grains to the west and east

• After confederation  

• National policy was drafted for each province

• Canadian Pacific Railway which links the country from the Atlantic to the Pacific was built to facilitate trade (built by the Chinese)

• In 1850, British North America was made up of separate colonies and territories

• The Reciprocity Treaty of 1854 allowed free trade between US and British North America

• The railway system in Canada West helped farmers by transporting crops to markets and ports so they could sell them

• In Canada East, many working class  did not own land but they rented land from the Seigneurs

• The King of France granted land to the Seigneurs (Lords) so they can subdivide the land and rent it out to farmers (habitants)

•  In Atlantic colonies, shipbuilding was successful because the forestry industries supplied lumber to build ships

• The Metis were people of First Nations and European ancestry

• Many farmers in PEI were tenant farmers who must pay rent to get land to grow crops

• In the 1850, one of the biggest challenges in British North America was the long distance between colonies

• In Canada West, the accessible railroads change the life styles of people by

• Transporting crops

• Connecting towns

• Helping trades

• Creating jobs

• The relationship between shipbuilding and forestry in Atlantic colonies included

• Providing lumber and wood

• Sharing seasonal labour 

• 
  

British North American Act, 1867

The British North America Act, 1867 (now known as the Constitution Act, 1867), passed by the British Parliament on March 29, 1867, created the Dominion of Canada on July 1, 1867. 

• It united the Province of Canada (Ontario and Quebec), Nova Scotia, and New Brunswick, establishing a federal system of government and serving as Canada's foundational constitution. [1, 2, 3]

Key Aspects of the British North America Act, 1867

• Creation of Dominion: It established a new self-governing dominion under the British Crown.

• Structure of Government: It created a federal system with a Parliament in Ottawa, featuring a Senate [Senators are appointed by the Prime Minister) and a House of Commons [Members of Parliament, MP, elected once every four years], modelled on Britain's parliamentary system.

• Division of Powers: It split legislative power between the federal government and provincial legislatures, with federal powers for "Peace, Order, and good Government".

• Colonial Division: The Province of Canada was divided into the two separate provinces of Ontario and Quebec.

• Judiciary & Law: Section 101 allowed for the creation of a General Court of Appeal for Canada.

Indian Act

Research the history of Louis Riel

• Who is he, what did he do, how come they executed him?

• How many senators and MPs are there in the Parliament and what political parties (Conservative, Liberal, NDP, others)

• Responsibilities of the Federal Government (list 5)

• Responsibilities of the Provincial Government (list 5)

• Responsibilities of the Municipal Government (list 5)

• 
  
• 
  

Canada Industrial Ages (1890 to 1910)

• Machines, technology replaced hard labour

• E.g. clothing, boots, shoes, metal tools, wood products (cheaper, faster)

• Farm lives: during this time, horses and other animals were used to plough the land instead of using hand tools to dig and loosen the soil

• More crops were produced at faster pace

The City

• In 1901, Montreal (pop 267000) was the largest city, followed by Toronto (208,000)

• During this time, immigrants moved to Canada, mostly from Europe and US

• Some wanted to buy cheap farmland

• 2 million new immigrants arrived between 1891 to 1911

Economic Impacts

• Wealthy business men started factories and employed the new immigrants. Owners of these factories became wealthier but the workers were in worse shape (less money, longer work hours, poor health conditions)

• Average wage $32/month, cost of living $48/month

• Not enough to survive. Many suffered badly

Transportation

• Electric streetcars(1892 and on). Short distance, show but still faster than horses

• Bicycles: cheaper, easier and safer to ride

Education

• Some attended school but most left school around age 10 to get jobs to help the family

• Some worked in factories and other as servants to serve wealthy people

• Laws were passed to protect children since they should be in school and play (instead of working)

• Late 1870, provincial governments controlled education

• Elementary schools were mandated for all children (except in Quebec) 

• 1911: 40% of children attended school between age 5 to 9

• 50% between age 10 to 19 (city)

• Most children in the rural area skipped school during planting and harvest seasons (April, October)

• Average class size was 70 students per teacher in te city

Workplace p. 148