social studies chapter 4 a place to live
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Social Studies Chapter 4: A Place to Live

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Social Studies Chapter 4: A Place to Live. Page 49-64. Population Patterns. Population Density identifies how many people live on a given area of land. Population Distribution is the pattern in which people are settled. Clustered, Compact, Loose-knit, Linear. Urban/Rural. Urban Centres

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population patterns
Population Patterns
  • Population Density identifies how many people live on a given area of land.
  • Population Distribution is the pattern in which people are settled.
    • Clustered, Compact, Loose-knit, Linear
urban rural
Urban/Rural
  • Urban Centres
    • Higher density population
    • At least 1000 people
    • 400 or more persons per square km.
  • Rural Areas
    • Countryside
    • Fewer people per square km.
slide4
Rural Push is when people move from the rural areas into the urban areas.
  • Urban Pull is when the conditions in the area attract people to move there.
  • Movement away from an area is called outmigration.
aboriginal peoples
Aboriginal Peoples
  • Different groups have developed distinct spiritual traditions, languages, and cultures.
the innu
The Innu
  • Newfoundland and Labrador
  • Used resources from land and sea
  • 2 groups
  • Call their land, Nitassinan.
algonquian nations
Algonquian Nations
  • 3 Groups
    • Mi’kmaq (NS and parts of NFLD)
    • Maliseet (parts of NB)
    • Passamaquoddy (PEI and NB)
  • Hunting, fishing, trapping, and trading.
the inuit
The Inuit
  • Northern Atlantic region
  • Palaeoeskimo Groups and Thule
beothuk
Beothuk
  • Newfoundland
  • Hunting and fishing
  • Are now extinct
  • Last known member, Shawnandithit, died of tuberculosis in 1829.
effects of contact
Effects of Contact
  • Ethnocentrism
    • The belief that their culture and beliefs are better than those of others.
  • Kept the Europeans from appreciating and understanding the Aboriginal peoples.
early european settlement
Early European Settlement
  • Early 1600’s
  • Immigrants from England and France
  • Need resources (fish and fur)
  • Competition between English and French for control of land (17th –18th century)
the acadians
The Acadians
  • French Canadians.
  • Northern NB.
imagine
Imagine…
  • Imagine you are a farmer and you’ve settled down and NB has become your home.
  • The British have gained control of NB.
  • The British pressure you to swear allegiance to the crown.
  • What will you do?
imagine1
Imagine…
  • Some agreed; however they wished to remain neutral in the event of a war.
  • This causes tension and thus there are conflicts.
  • Would you swear to something you did not believe?
settlers
Settlers
  • Most European settlers from the 1600s onwards were English, Welsh, Irish, or Scottish immigrants.
african canadian communities
African Canadian Communities
  • 1600s and 1700s, British traders captured people in West Africa and brought them to North America, to be sold as slaves.
  • Halifax was a part of the slave trade.
immigration
Immigration
  • Refugees: people who are forced to flee their home.
  • A number of people immigrated to Atlantic Canada after WWII and in the ’70s.
  • They have contributed to our growth in Urban areas.
homework
HOMEWORK
  • Think of a project that you think I would accept.
  • The project must demonstrate that you have learned something from the four chapters in our “Physical Setting” unit.
  • Present your idea to me on paper or wiki-space.
  • I will decide on one or a choice of the topics.
focus on an issue 3
Focus on an Issue 3
  • Read page 62
  • Answer the questions 1-3 (p. 62) on Word and then copy and paste to a reply to “Focus on an Issue 3”.
  • You may work with a partner.
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