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Worksheets10-Unit 2
Total questions: 113
Worksheet time: 1hrs 22mins
The interaction of two or more independent cultures
(a)
a philosophy of life and way of seeing the world
(a)
the study and analysis of human history and prehistory through the examination of hpysical remains
(a)
government in which power is held by the people under a system of free elections
(a)
a system of basic principles by which a country is ruled
(a)
having to do with people from another country settling in and government another land and its people
(a)
a person who studies humans, their societies, and customs
(a)
the act of completely destroying people or thing
(a)
European explorers arrived in North America in the 1500s. As contact became more frequent, these cultures began to interact less closely
True
False
What is the main difference between Europeans' worldview and Aboriginal worldview?
In Aboriginal's worldview, everything is equal. But in Europeans' worldview human is on top of everything
In the European worldview everything is equal. But in Aboriginals' worldview human is on top of everything
There is no difference, they both think the human is above everything
There is no difference, they both think everything is equal
The (a) were a group of hunters and gatherers who lived on the island of Newfoundland. THey were sedentary(inactive or non-migratory group)
The Beothuk were a group of hunters and gatherers who lived on the island of Newfoundland. THey were (a) (inactive or non-migratory group)
THe Beothuk relied on marine resources for survival, arrival of Europeans in the 15th century changed their lives. Contact between Europeans and Beothuk was limited. They were wary of each other but traded limited goods.
- The Beothuk wanted iron and copper pots, knives and utensils.
- Europeans wanted the valuable animal furs
True
False
Select all the true statement
Further advancement of the Europeans into Beothuk territory made it difficult for them to harvest their traditional food supplies along the coast.
Along with the Europeans, other First Nations people were advancing into Beothuk territory. Inuit from the north and Mi'kmaq from the south.
The Beothuk and the Europeans still did not trust one another and as a result, the Beothuk's excursions frequently led to open clashes with the Europeans
The Europeans continued to take more land, the Beothuk faced growing hunger and starvation. To obtain what they needed, they raided Europeans' fishing villages and fur trappers' cabins.
Read all of these statement below
In retaliation, some Europeans killed the Beothuk.
By the 19th century, the effects of contact had taken a toll on the Beothuk. Starvation, firearm, Europeans disease, and a decline in natural resources had led to the deaths of almost all the Beothuk
By 1829, there were no Beothuk left
People of the plains relied on (a) that roamed the prairies.
Unlike the Beothuk, the plains cultures traveled great distances in groups to hunt for buffalo.
Bows and arrows, spears, snares, and jumps were all technologies that they developed for the buffalo hunt.
True
False
As the fur trade expanded west in the 1800s, the Plains people met European fur trader.
THey hunted and trapped furs to trade with the Europeans for pots, tools, and weapons.
This allowed both Europeans and First peoples to kill more buffalo
As more people moved west to farm, they occupied land where buffalo erds roamed. THey started killing buffalo to prevent them from grazing on their lands.
The answer is I think I've read it
New hunting technologies and settlement drove the buffalo population to near extinction.
Plains peoples could no longer practice their traditional ways
I've read it
I think I've read it
Early contact between the Plains peoples and the Europenas was a relationship in which each side depended upon the other.
As their interactions increased, however, the balance in the relationship shifted.
By the lat 1800s, the Plains people could no longer depend on the buffalo for their survival
They had to depend on the promise of the government to meet its treaty obligations
As their interactions increased, however, the balance in the relationship shifted.
Six Iroquois nations formed the Six Nations Confederacy many centuries ago.
Six Iroquois nations formed the Six Nations Confederacy many centuries ago.
These nations cooperated with one another to form a democracy(government in which power is held by the people under a system of free elections) based on an unwritten constitution (a system of basic principles by which a country is ruled)
It is called the Great Law of Peace
These nations cooperated with one another to form a constitution(government in which power is held by the people under a system of free elections) based on an unwritten democracy (a system of basic principles by which a country is ruled)
It divided powers between different levels of government, ensured that all people participated equally in the government, and it guaranteed certain rights and freedoms(like the freedom of speech and the rights of the individual)
Most people in Europe knew little about democracy or the idea of all people being unequal.
Power belonged to the upper class, headed by the ruling monarch.
Europeans interacted with the Six Nations Confederacy through he fur trade and learned about the Great Law of Peace
True
False
European and Canadian authorities have tried to control the ways in which the First Peoples lived their lives.
European and Canadian policies resulted in many First Nations communities and peoples losing their sense of identity.
True
False
Steps to Our Current State of Globalization
Step One: Arab civilizations share knowledge of mathematics(number system), medicine, and literature with Europe(silk road)
Step Two: Columbus' voyage to "new world" (1492) accelerates globalization (historical globalization)
Step Three: 20th Century improvements in technology and Cold War lead to rapid growth of global markets (contemporary globalization)
Step Four: 21th Century China and America Trade War.
The route covered almost a quarter of the distance around the globe
Considered on of the most significant links connecting various cultures
Dangerous - bandits, lack of water, heat/sandstorms or freezing winds in the mountains
(a)
Government controlled international trade by granting monopolies(like Hudson's Bay Company)
Mercantilism International Trade Before the 19th Century
The Industrial Revolution
Why Textiles
The impact of the Industrial Revolution Conditions on the Working Class(during the early part of the Industrial Revolution)
Focus on exploiting natural resources of colonies
Mercantilism International Trade Before the 19th Century
The Industrial Revolution
Why Textiles
The impact of the Industrial Revolution Conditions on the Working Class(during the early part of the Industrial Revolution)
Limited international trade(only with colonies and mother country)
Mercantilism International Trade Before the 19th Century
The Industrial Revolution
Why Textiles
The impact of the Industrial Revolution Conditions on the Working Class(during the early part of the Industrial Revolution)
High levels of government regulations
Mercantilism International Trade Before the 19th Century
The Industrial Revolution
Why Textiles
The impact of the Industrial Revolution Conditions on the Working Class(during the early part of the Industrial Revolution)
Made the monarchy and allies rich
Mercantilism International Trade Before the 19th Century
The Industrial Revolution
Why Textiles
The impact of the Industrial Revolution Conditions on the Working Class(during the early part of the Industrial Revolution)
1700s - 1900
Mercantilism International Trade Before the 19th Century
The Industrial Revolution
Why Textiles
The impact of the Industrial Revolution Conditions on the Working Class(during the early part of the Industrial Revolution)
using new sources of power to run machinery
Mercantilism International Trade Before the 19th Century
The Industrial Revolution
Why Textiles
The impact of the Industrial Revolution Conditions on the Working Class(during the early part of the Industrial Revolution)
causes complete change in people's lives = revolution
Mercantilism International Trade Before the 19th Century
The Industrial Revolution
Why Textiles
The impact of the Industrial Revolution Conditions on the Working Class(during the early part of the Industrial Revolution)
Requirements for Industrial Revolution
Excess to capital
Available labor(Modernization of farms)
Encouragement of capitalistic entrepreneurs(can be related to religious/social values)
Natural resources(e.g. iron ore, coal)
Energy reources(e.g. fossil fuels, water)
Transportation and communication
Stable government
demand for British cloth increasing, especially in colonies
Mercantilism International Trade Before the 19th Century
The Industrial Revolution
Why Textiles
The impact of the Industrial Revolution Conditions on the Working Class(during the early part of the Industrial Revolution)
gadgets being created in homes to make spinning and weaving easier
Mercantilism International Trade Before the 19th Century
The Industrial Revolution
Why Textiles
The impact of the Industrial Revolution Conditions on the Working Class(during the early part of the Industrial Revolution)
some gadgets hooked up to water source
Mercantilism International Trade Before the 19th Century
The Industrial Revolution
Why Textiles
The impact of the Industrial Revolution Conditions on the Working Class(during the early part of the Industrial Revolution)
when steam engines were hooked up, that meant factories could be built anywhere
Mercantilism International Trade Before the 19th Century
The Industrial Revolution
Why Textiles
The impact of the Industrial Revolution Conditions on the Working Class(during the early part of the Industrial Revolution)
child labor(woemn and children paid less)
Mercantilism International Trade Before the 19th Century
The Industrial Revolution
Why Textiles
The impact of the Industrial Revolution Conditions on the Working Class(during the early part of the Industrial Revolution)
12-16 hour days
Mercantilism International Trade Before the 19th Century
The Industrial Revolution
Why Textiles
The impact of the Industrial Revolution Conditions on the Working Class(during the early part of the Industrial Revolution)
limited or no breaks for meals
Mercantilism International Trade Before the 19th Century
The Industrial Revolution
Why Textiles
The impact of the Industrial Revolution Conditions on the Working Class(during the early part of the Industrial Revolution)
Corporal punishment
Mercantilism International Trade Before the 19th Century
The Industrial Revolution
Why Textiles
The impact of the Industrial Revolution Conditions on the Working Class(during the early part of the Industrial Revolution)
fear of losing job
Mercantilism International Trade Before the 19th Century
The Industrial Revolution
Why Textiles
The impact of the Industrial Revolution Conditions on the Working Class(during the early part of the Industrial Revolution)
living miles away from the factory
Mercantilism International Trade Before the 19th Century
The Industrial Revolution
Why Textiles
The impact of the Industrial Revolution Conditions on the Working Class(during the early part of the Industrial Revolution)
poor living conditions
Mercantilism International Trade Before the 19th Century
The Industrial Revolution
Why Textiles
The impact of the Industrial Revolution Conditions on the Working Class(during the early part of the Industrial Revolution)
short life span
Mercantilism International Trade Before the 19th Century
The Industrial Revolution
Why Textiles
The impact of the Industrial Revolution Conditions on the Working Class(during the early part of the Industrial Revolution)
Positive Effects of the Industrial Revolution - short term
Lower costs for items like clothing(=change of clothing that could be washed = more sanitary)
death rates went down due to access to better food and medical care
slums creates in cities
Abuse of the working class while the middle and upper class reaped the benefits
Negative Effects of the Industrial Revolution - short term
Lower costs for items like clothing(=change of clothing that could be washed = more sanitary)
death rates went down due to access to better food and medical care
slums creates in cities
Abuse of the working class while the middle and upper class reaped the benefits
Changes to neighborhoods
- These changes can be seen today as countries (a)
Positive Effects of the Industrial Revolution - long term
Access to cheaper goods increases middle class
Governments began to intervene on behalf of worker(laws to protect them)
Factory work can be very boring causing stress
unemployment due to technological advances
pollution, overpopulation changes to family and social structures, military, capability to destroy civilization
Negative Effects of the Industrial Revolution - long term
Access to cheaper goods increases middle class
Governments began to intervene on behalf of worker(laws to protect them)
Factory work can be very boring causing stress
unemployment due to technological advances
pollution, overpopulation changes to family and social structures, military, capability to destroy civilization
(a) is a foundation for modern economic globalization
The Values of Capitalism are:
respect for profit
competition
economic freedom
personal responsibility
consumerism
18th century Europe was a time of turmoil. People wanted change - they challenged the rights of monarchs and wanted more rights and freedoms for ordinary people
True
False
Yes
No
Capitalism requires a ____ ______
(a)
Scottish philosopher/economist Adam Smith(1723 - 1790) was a critic of mercanilism and the granting of (a)
Smith believed in four key ideas:
Individeual initiative and the desire for profit does not motivate people to work
People compete in their own self-interest
Individuals have the right to own private property and accumulate wealth through the development and use of heat property.
Most of the production, distribution, and ownership of the goods of a country should be in the hands of government
The shift of a country's major economic activity from agriculture to manufacturing
(a)
Industrialization first took place in (a) countries such as Great Britain, France, Spain, and Belgium. Other European countries, such as Sweden, became banking and financial centers because of their geographic locations.
large landowners wanted to farm sheep, so they evicted farmer-tenants who had farmed the land for generations
Massive Labour Force
Low wages and poor working conditions
flourishing manufacturing
industrialization
new types of farming machinery led to healthier diets, which led to population growth
Massive Labour Force
Low wages and poor working conditions
flourishing manufacturing
industrialization
Massive larbour force
Massive Labour Force
Low wages and poor working conditions
flourishing manufacturing
industrialization
Individuals were responsible for looking after themselves; government help in the form of welfare did not exist
Massive Labour Force
Low wages and poor working conditions
flourishing manufacturing
industrialization
The government did not make any laws about workplace safety
Massive Labour Force
Low wages and poor working conditions
flourishing manufacturing
industrialization
Low labour costs
Massive Labour Force
Low wages and poor working conditions
flourishing manufacturing
industrialization
The government banned or taxed imports, protecting British industries
Massive Labour Force
Low wages and poor working conditions
flourishing manufacturing
industrialization
Demand for goods rose
Massive Labour Force
Low wages and poor working conditions
flourishing manufacturing
industrialization
3 big inventions of IR(Industrial Revolution)
Steam Engine
Power loom
Blast Furnace
Electricity
The factory system was owned by entrepreneurs. Many of these business owners hired workers as cheaply as possible so that they could make good profits
Workers were not treated well.
-Long work days 14-16 hours a day, making cents an hour
- Work in dangerous areas without protective gear
- Children were sought after because you could pay them less and they had small hands to fix machines
Over time, though, people responded to industrialization by making laws to protect working people.
Yes
No
Maybe
So
A policy of extending a country's power and influence through diplomacy or military force.
(a)
Unprocessed natural resources such as logs and iron ore
(a)
a place, generally another country, where one can buy and sell raw materials or manufactured goods
(a)
feeling of material need
My factory requires raw spices elsewhere, so I can process and sell them. I also want new markets where I can sell more spice
I am so proud of my country and my people. I want my country to have more territories than any other country. That way, the world will respect us!
No one else really counts, because our religion and way of life are the best. However, if we can control more territories, maybe we can make everyone else change their ways. It would be good for them!
None of above
Feelings of nationalism
My factory requires raw spices elsewhere, so I can process and sell them. I also want new markets where I can sell more spice
I am so proud of my country and my people. I want my country to have more territories than any other country. That way, the world will respect us!
No one else really counts, because our religion and way of life are the best. However, if we can control more territories, maybe we can make everyone else change their ways. It would be good for them!
None of above
Feelings of superiority
My factory requires raw spices elsewhere, so I can process and sell them. I also want new markets where I can sell more spice
I am so proud of my country and my people. I want my country to have more territories than any other country. That way, the world will respect us!
No one else really counts, because our religion and way of life are the best. However, if we can control more territories, maybe we can make everyone else change their ways. It would be good for them!
None of above
Territory claimed and ruled by another country; in many instances, people traveled from the ruling country to create settlements in colonies
(a)
an area that ruled itself but was guided by another, more powerful, country
(a)
a region in which an outside country influences or controls political or economics events for its own gain; this may have an impact on the culture of the region
(a)
a region granted to a company for conomic gain
(a)
- meaning "European view" is the most important and often the only view
- Europeans needed raw materials, so they took them wherever they could often claiming that they were helping countries modernize.
(a)
What some Europeans would view as a benefit may not have been viewed as a benefit by Indigenous peoples.
Ex. Europeans claimed that Western peoples and Western cultures were superior to those of anyone else in the world. Some went so far as to believe that Western peoples had a duty to “civilize” Indigenous peoples. They felt they had a responsibility to “uplift, civilize, and Christianize” the Indigenous peoples of the world.
Ex. Jesuits of New France, for example, worked tirelessly to convert the First Nations and Inuit to Christianity. The so-called duty to civilize became known as “The White Man’s Burden,”,I maybe read it, after a popular poem of the same name was published by Rudyard Kipling in 1899.
I have read it
I already read it
I maybe read it
I think I have read it
Eurocentrism was so extreme that some Europeans felt that Indigenous peoples were little more than commodities—something to be bought and sold leading to the _____ _____
(a)
Between ____ and ____ anywhere from 12 million to 28 million Africans were put on ships, taken across the Atlantic Ocean, and sold into slavery.
(a)
European traders would export manufactured goods to the west coast of Africa. Here the goods were exchanged for captured Africans. The Africans were sold for huge profits in the (a) .
(a) were forced to work on plantations, producing raw materials. Traders then bought these raw materials, such as sugar, cotton, coffee, metals, and tobacco, which they shipped back to Europe.
African countries benefited economically from slavery.
New industries were created, processing the raw materials harvested or mined by enslaved African Americans.
Ex. Cities such as Liverpool in England and Amsterdam in Holland grew wealthy as a result of the trade-in humans.
Yes
No
Maybe
So
How were slaves prepared for auction?
Washed with water
Rubbed with oil
Gunpowder, hot tar or rust rubbed ito wounds
Teeth inspected
Brutal remedies, e.g. for diarrhea
Two methods of sale - auction & scramble
What sort of lives did the slaves live
Branded on face, chest or back
3-4 year-olds work in 'trash gangs' (weeding)
9-12 year-olds work in fields with adults
Elderly worked as domestic servants
No legal rights- forbidden to read, write, marry own property
Flogging & other punishment
Early slaves showed English settlers how to grow rice in swampy areas – import more slaves to work the plantations (included cotton and tobacco)
Required brute force to control the growing African population – included branding, whipping, castrating or killing slave.
Laws supported this treatment of slaves, a runaway slave was thought of as stolen property. By 1750 slavery was legal in all of the Thirteen Colonies.
Yes
No
Some of it are wrong
All of it are right
Why did the slave trade last so long?
people know a lot about Africa
There were rumours and untruths(e.g. Aricans were cannibals)
Aricans seen as a sub-species
no body Benefited finacially
Catholic missionaries hoped to convert slaves
When did slavery envenually end in Britain?
1807, illegal for British traders to buy or sell humans
Slaves continued to work in palntations
1833, slavery completely abolished
Other nations followed (e.g. America 1860's, segregation lasted until the 1970's)
Economic Impacts of Imperialism
The Canadian fur trade created great wealth for European nations
Treaties and alliances shift control of the land from First Nations and Inuit to the French and British government
Diseases from Europe kill millions of Aboriginal people
None of above
Political Impacts of Imperialism
The Canadian fur trade created great wealth for European nations
Treaties and alliances shift control of the land from First Nations and Inuit to the French and British government
Diseases from Europe kill millions of Aboriginal people
None of above
Social Impacts of Imperialism
The Canadian fur trade created great wealth for European nations
Treaties and alliances shift control of the land from First Nations and Inuit to the French and British government
Diseases from Europe kill millions of Aboriginal people
None of above
The Aboriginal peoples have always occupied this land.
Imperialism was brought by Europeans some 500 years ago.
France was the first European country to begin a permanent colony in Canada and they were extremely profitable due to the fur trade with the First Nations. First Nations trappers were necessary to the fur trade, so the French colonists and the First Nations generally maintained a co-operative working relationship.
The British also wanted in on the fur trade. They sailed into Hudson Bay, where they traded with First Nations trappers such as the Cree. British colonists also occupied the Thirteen Colonies on the East Coast of what is now the USA..
At the end of the Seven Years War between Britain and France Canadiens watched helplessly as the Treaty of Paris, made between the two imperial powers, made New France a colony of Britain.
Royal Proclamation of 1763, which took away the rights of the Canadiens and laid out a plan to assimilate them. When the American colonies went to war with Britain, however, the British needed to think of a way to preserve the loyalty of the Canadiens.
1774, British Parliament passed the Québec Act guaranteeing the Canadiens their rights in the areas of language, religion, and civil law.
Britain encouraged immigration to their colonies. Eventually, millions of British immigrants came to British North America. The Canadiens saw this as an attempt to assimilate them
Founders of Canada agreed to create a country based on an equal partnership between Francophones and Anglophones. Ex French or English language could be used in the debates of Canada’s Parliament and federal courts.
Constitution Act of 1867 guaranteed separate school rights. It also made the federal government responsible for the protection of the rights of minorities.
For many decades, Francophones did not enjoy a political, economic, or artistic influence equal to that of Anglophones.
In many provinces, such as Manitoba, language rights were taken away. The legacy of British imperialism meant that Francophones, as well as Aboriginals and, later, non-British immigrants, experienced the oppression of a government and society that believed that British ways were superior to theirs.
The struggle of Francophone Canadians to assert their rights eventually helped lead to a more accepting society. To make bilingualism work, many Canadians learned to value the attitudes of acceptance and respect for others.
I have read it
I already read it
I maybe read it
I have not read it
The impact of Confederation on Aboriginal peoples
The Inuit, Métis, and First Nations were not given the chance to participate in the talks leading to Confederation. In fact, all the decisions were left to the politicians, none of whom were women, poor, or Aboriginal.
Eurocentrism led to a lack of respect for Aboriginal peoples and their way of life. By leaving them out of discussions about Confederation, Canadian politicians embraced this imperialist approach.
Canada’s new Constitution made “Indians, and Lands reserved for the Indians” a government responsibility, like mines or roads.
Parliament passed laws to replace traditional First Nations governments with band councils that had little real power.
The federal government took control of resources located on reserves and traditional lands. They forcibly replaced First Nations and Inuit concepts of marriage and parenting with European ones.
These laws, and others, were written into the Indian Acts of 1876, 1880, 1884, and later.
A (a) is something handed down from the past
- It can be things that are felt both positively and negatively by those living in the present
Canada became a country on Jule 1, 1867
- This is what we call (a)
- Included the original provinces of Ontario, Quebec, Nova Scotia, and New Brunswick
In 1876, the government of Canada wrote laws about First Nations peoples
- These laws are called the ______ ___
(a)
Goals of the Indian Act
The goal of the Indian Act was to assimilate First Nations people
The British were Eurocentric - they thought that they were better than the First Nation peoples
The Indian Act was a way to try to make British more like First Nations
The goal of Indian Act is try to help First Nations
Reserves
With the signing of Treaties, the government put Indigenous people on to pieces of land
These reserves are owned by the government
First Nation people cannot own their own land
First Nations peoples are given reserves (areas of land) to live on
Reserves
With the creation of the Indian Act, the Canadian government looked to keep Indigenous people on reserves and segregated from settlers
In order to do this, the Department of Indian Affairs created a position known as an Indian Agent that would govern all aspects of a reserve
Indian Agents were chosen by the government
These Indian Agents controlled life on the reserves
Who could buy or sell a house
What farming tools people got
What kind of medical help people got
What schools children went to
What else does the Indian Act do?
The Indian Act decides who get to be officially an Indian
This is called having status
If the government does not think that you are “Indian enough”, then they do not consider you officially an “Indian”
If you were a “women Indian who married a non-Indian” you lost status
If the government decided that a person was not “Indian enough”, they had to move off the reserve
Numbered Treaties
The government also signed 11 Treaties with Aboriginal peoples
Treaty: an agreement
In the treaty, the First Nation people gave up their land and went to live on reserves
The government promised to look after the First Nation peoples and give them certain benefits
However, many First Nation groups say that the government has not kept its promises
However, many First Nation groups say that the government has kept its promises
Residential Schools eised from (a) - 1996
Residential SChools were boarding schools for children aged _- (a)
Children had to attend Residential Schools; they had no choice
Residential Schools were owned by the government, but often ran by the churches
About 150000 Aboriginal people from across Canada went to residential schools
First one is true
Second one is true
FIrst two are true
All of them are true
Residential schools didn't just impact the popel who were in the schools
- they also impacted those people's communities, families, ad future generations
Yes
No
Maybe
So
_____ __________: a committee appointed by the federal government to investigate and write a report about a specific topic
(a)
The committee investigated and wrote a report about how Aboriginal people are treated in Canada
(a)
In (a) , The Canadian goverment issued a Statement of Reconciliation
- This was an apology to Aboriginal people for the way they had been treated in the past
Many churches also apologized for their part in running residential schools
In 1998, The Canadian goverment issued a Statement of (a)
- This was an apology to Aboriginal people for the way they had been treated in the past
Many churches also apologized for their part in running residential schools
Truth and Reconciliation Final Report
The final report documented the experiences of approximately 150,000 Canadian residential school students
Notably, the commission found that approximately 3,200 students died of disease and malnourishment caused by poor living conditions but Justice Murray Sinclair argued that this number could be 5-10 times greater than that
It labelled the system as a case of “cultural genocide”
The final report also laid out 94 recommendations that would further reconciliation, give mainstream Canadian society knowledge of the schools, and honour the students of the schools
The Trudeau government gained power shortly before the final report was released and stated that they were committed to fulfilling all of the Calls to Action
Justice Sinclair stated that “Canada must move from apology to action.”
Yes
Yes
Yes
Yes
Aboriginal people gaining control over key elements in their own communities, such as the courts and education
(a)
