Monday, April 19, 2010

Today, we reviewed the four chapters you need to have studied for the exam on Tuesday and Wednesday. Tuesday's exam is a written one, so I handed out a sheet explaining how to approach these. I also handed out examples of the questions. The exam on Wednesday is a multiple choice exam. The students created chapter summaries of what they think they need to know. These are posted below.

Chapter 7 Cultural Contact
-cultural contact: a government-owned business created to provide essential products and services to people.
-world view: a philosophy of life and way of seeing the world
-archaeological: having to do with archaeology, the study and analysis of human history and prehistory through the examination of physical remains.
-democracy: government in which power is held by the people under a system of free election.
-constitution: a system of basic principles by which a country is ruled.
-colonial: having to do with people from another country settling in and governing another land and its people.
-anthropologist: a person who studies humans, there societies ad customs.
-annihilation: the act of completely destroying of people and things.
The Beothuk:
Were hunters, and gatherers who lived throughout Newfoundland. Relied on heavily on marine resources for survival. Ate fish, and seabirds in the summer. Wanted iron and copper pots, knives. As The Europeans take more land the Beothuk start to die out.
Hunters of the plains:
They hunted buffalo, was single most important resource. Used for cloths, food,. Groups of 50 to 100 went on hunting expeditions. There technology were spears, bows, snares and jumps.
Six nation confederacy:
Alliance of 6 haudenosaunee formed this confederation. They cooperated together to form a democracy based on an unwritten constitution Great Law of Peace. Insured that all people including women participated in the government. Many Europeans during first contact with the 6 nations was through the fur trade.
Chapter 8
Foundations of historical globalization
Eurocentrism- Belief that European concerns, cultures and values are superior to those of others.
International trade
Historical fiction
HBC
Monopoly
Mercantilism
Capitalism
Free market
Industrialization
Entrepreneur
ILO
The Silk Road.
The Chienese emperor Wu Di wanted the very large Iranian and war horse that were extremely effective in battle so he sent off the general zang qian to find some. The general failed to get the horses. However, he did find the Silk Road. “The silk road” is a name given to the network of trading routes that lay between the Mediterranean and china.
Early capitalism
Capitalism is an economic system designed to increase the wealth of business people.



Chapter Nine: Historical Globalization
v Imperialism Sometimes called empire building
v European imperialism had roots in the early mercantilism
v In 1800 British was establish in India
v Many Europeans claimed we’re helping countries modernize
v The middle passage was given the to route Europeans countries
v Farce was the first country to begin European colony
v The Inuit Métis and the first nations was not given the chance to participate in the leading nations in the talks of confederation

Vocabulary

Imperialism
Raw material
Market
Colony
Protectorate
Sphere Of Influence
Company land grant

Chapter 10: Legacies of Imperialism

Vocabulary:
Reserve
Residential School
Indian Act
Lobby group
Royal Commission
Statement of Reconciliation
Self-government

-in 1884, a system of residential schools funded by the Canadian government and run by churches was formed to encourage the assimilation of the first nations people into “Canadian” society.
Articles:
Taking Time to Heal
By Kenton Friesen
“I got the strap and I never knew what it was for. But you couldn’t ask or you’d get more,” said Agness Jack, a survivor of residential schools and conference coordinator for the Kamloops Indian Residential School Healing Conference and Reunion. She is organizing the healing conference… to help people who went to residential schools discuss their experiences and begin on the path to healing… .

Dream Catcher
By Marcia Kaye
The school day begins not with the persistent clanging of a school bell but with the gentle gentle rattle of a native shaker. The students, ranging from kindergarten-tiny to nearly full grown, arrange themselves in a circle on the floor. Sitting on the floor beside them are their four teachers, including the schools founder Nicole Bell.

Legacies of Imperialism Today:
- Parts of our government and law came from the people who were here before us, including the English, French, and the Six Nations Confederacy.
- The idea that one race is superior to another, and therefore has the right and even duty to control the others fortunes led to mistreatment of indigenous, not only in Canada, but in many places around the world.
- We no longer believe that one race is better than another, as the early newcomers from Europe did. Today most people would laugh if you suggested that it was the duty of the “white” races to “civilize” other peoples.
- Relations between first nations and the Canadian government are often characterized by distrust and anger. Unresolved land claim issues have led to violent confrontations between first nations and police in Oka Quebec and in Ipperwash and Calendonia (both in Ontario).
- Conditions on reserves are terrible, overall First nations, Metis, and Inuit people experience much higher rates of suicide, abuse, and alcoholism than do non-aboriginal people.
Legacies of Residential schools:
- in 1876 the Indian act was passed
- most first nations people felt that the Indian act treated them like children, regulating almost every aspect of their lives.
- Until 1985, an aboriginal woman who marries a non-aboriginal man lost her Indian status and could no longer live on the reserve
- The act limits the ability of first nations to govern themselves, by placing the government in charge of their affairs.
- The act does not allow inhabitants of reserves to own their own houses or land.
Effects of Residential Schools:
- The last government run residential school in Canada closed its doors in 1996. By that time, some former students had already started to come out with tales of physical and sexual abuse, loneliness, and even hunger at the schools.
- The residential schools did not succeed in assimilating the aboriginal people, they did however create great hardship and a variety of problems for many (not all) of the individuals who attended residential schools.
- For many students the early separation from their parents meant they learned few positive parenting skills, so the next generation is affected as well.