1. SS6G5 The student will locate selected features of Canada.
TEACHER NOTES - Canada
SS6G5 The student will locate selected features of Canada.
a. Locate on a world and regional political- physical map: the St. Lawrence River, Hudson Bay, Atlantic Ocean, Pacific Ocean, the Great Lakes, Canadian Shield, and Rocky Mountains.

2. SS6G5 – Physical Features
Hudson Bay
Canadian Shield
Pacific Ocean
Rocky Mountains
St. Lawrence River
Atlantic Ocean
Lake Huron
Lake Superior
Lake Ontario
Lake Michigan
Lake Erie

3. SS6G5 – Physical Features
Canada shares its entire southern border with US
St. Lawrence River:
stretches from Lake Ontario to the Gulf of St. Lawrence
allowed explorers to travel deep into North America
continues to be a trade route today
Great Lakes:
Lake Superior, Lake Michigan, Lake Huron, Lake Erie, Lake Ontario

4. SS6G5 – Physical Features
Canadian Shield:
Area known for its thin, rocky soil and rough, rolling landscape – rich in minerals
Covers large part of eastern & central Canada
Rocky Mountains:
Stretch over 3,000 miles from British Colombia to New Mexico

5. SS6G6 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Canada.
a. Describe how Canada’s location, climate, and natural resources have affected where people live.
b. Describe how Canada’s location, climate, and natural resources impact trade.

6. SS6G6a- Where People Live
Canada’s Location:
Largest country in western hemisphere
2nd largest country in world (land area)
Important location between US & Russia
Population=33 million, 90% live within 100 miles of US border (east & central) in cities
Mexico has 3x the population
US has 9x the population
9 major seaports & excellent railroads and highways

7. SS6G6a- Where People Live
Canada’s Climate:
Few Canadians live in the north where there are long, cold winters and short, cool summers (freezing temps are possible in summer!!)
Most Canadians live in the southern part of the country

8. SS6G6a- Where People Live
Canada’s Natural Resources:
Canada is rich in natural resources which allows them to sell or trade their extras with other countries
Iron ore, nickel, zinc, copper, gold, lead, diamonds, silver
Rivers & lakes = fish, fresh water, hydroelectric power
Good soil = crops (canola, wheat, other grains) & forests (forests= wildlife)
Coal, oil, natural gas
Many natural resources are in remote areas= Canadians live in small communities spread across the country
Goods are shipped to large cities by rail or highway

9. SS6G6b- Location’s Impact on Trade
Canada’s location =wonderful trade opportunities
9 major seaports and numerous smaller ports on the Arctic, Atlantic, and Pacific = Easy trade with Europe, Asia, Russia
Trade on waterways - St. Lawrence & Great Lakes
Excellent system of highways, railroads, & air transportation (made for cold weather)
About 80% of Canada’s exports come to the US
Only 5% of land is arable, but it’s a BIG 5%

10. SS6G7 The student will discuss environmental issues in Canada.
a. Explain the major environmental concerns of Canada regarding acid rain and pollution of the Great Lakes, the extraction and use of natural resources on the Canadian Shield, and timber resources.

11. SS6G7a-Environmental Issues
Acid Rain:
Pollutants from factories, automobiles, coal-burning power plants
50-75% of pollution in southern Canada is from US
Can kill plants, damage/kill trees, pollute lakes/rivers enough to kill fish, dissolve stone statues
Canada’s actions:
Passed laws to limit pollution
Requiring cars to produce less pollution
Working with factories to decrease pollution
Encourage Canadians to walk, bike, take bus

12. SS6G7a-Environmental Issues
Pollution of Great Lakes (GL):
Water from GL is used for drinking & factories
Share GL with US, so must work together
1972 & GL Water Quality Agreement=both countries agree to reduce phosphorus (used in chemicals, pesticides, toothpaste, detergent, explosives) which can kill plant and animal life

13. SS6G7a-Environmental Issues
Canadian Shield:
Large area covering most of the central & eastern portion of Canada surrounding Hudson Bay = near most populated areas of Canada
Soil is thin & rocky with minerals underneath = mines that produce gold, silver, copper, zinc, lead, iron ore, uranium, and nickel
1.5 million people mine = lots of pollution & damages environment
Slag (leftover rock) is dumped
Mining spews sulfur dioxide into air=acid rain (kills plants, animals)
Chemicals from mines are dumped into rivers, streams (killing plants, animals)
Canada has passed laws to reduce mining pollution

14. SS6G7a-Environmental Issues
Timber Industry in Canada:
Forests cover almost half of Canada
Mills make lumber, plywood, and wood pulp for paper
Animals and plants depend on forest for survival
Forests produce oxygen and filter pollution
Clear-cutting is major concern
Reduced water quality, erosion, loss of wildlife habitat
Heavy machinery compacts soil making it hard to grow seeds
Gov’t & Industry are working together to manage forests
100s of millions of seeds & seedlings are planted each year
logging industry spends over $100 million yearly to protect wildlife and their habitats

15. Civics/Government of Canada
SS6CG1 The student will compare and contrast various forms of government.
a. Describe the ways government systems distribute power: unitary, confederation, and federal.
b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic.
c. Describe the two predominate forms of democratic governments: parliamentary and presidential.

16. CG1a-How Gov’t Systems Distribute Power
1. Unitary
The state has power to create cities/counties or to break them up & dissolve the governments if it desires
Ex. Cuba, Bolivia, US state of Georgia

17. CG1a-How Gov’t Systems Distribute Power
2. Confederation
Voluntary membership for defense, trade, common currency
Most or all members must agree to decisions/changes & members can veto=WEAK central government
Ex. US Articles of Confederation (Constitution of US=federal gov’t)

18. CG1a-How Gov’t Systems Distribute Power
3. Federal
Power divided between central gov’t & small divisions such as states
Document (constitution) describes rights, responsibilities, & duties of central gov’t & states=POWERFUL central gov’t
Cannot dissolve states or choose leaders
States cannot declare war-only central gov’t
Ex. Canada, US, Brazil, Mexico, Venezuela

19. CG1b-Citizen Participation
1. Autocratic/Autocracy
Power is held by ONE person- Sometimes inherited, sometimes taken by military force
Ex. Incan Empire (ruler had absolute power)
3 types:
Dictatorship (Hitler)
Constitutional Monarchy (UK)
Absolute Monarchy

20. CG1b-Citizen Participation
2. Oligarchic/Oligarchy
Power is held by FEW (family, clan) – Power comes from wealth, social status, or military power
Elections held – only 1 candidate
Ex. Ancient Greece & Rome

21. CG1b-Citizen Participation
3. Democratic/Democracy
Power is held by THE PEOPLE – Individual freedom & equality is valued
2 types:
Direct Democracy (Ancient Athens) – People vote on ALL issues
Representative Democracy (Republic, USA) – Representatives elected by people vote

22. CG1c-Democratic Governments
1. Parliamentary Democracy
Citizens elect members of parliament (MP’s)
MP’s elect leader among themselves called Prime Minister=chief executive
Chief Ex heads military, enforces laws, and keep country running
Head of state=symbolic leader (king/queen)
Ex. Australia, Canada, UK

23. CG1c-Democratic Governments
TEACHER NOTES - Canada
CG1c-Democratic Governments
2. Presidential Democracy
Citizens elect members of legislature
President=Chief Ex. & head of state
President runs gov’t & heads military
Legislature makes laws
Ex. US, Mexico, Most South Am. countries

24. Civics/Government of Canada
TEACHER NOTES - Canada
Civics/Government of Canada
SS6CG3 The student will explain the structure of the national government of Canada.
a. Describe the structure of the Canadian government as a constitutional monarchy, a parliamentary democracy, and a federation, distinguishing the role of the citizen in terms of voting and personal freedoms.

25. CG3 – Canada’s Government
Government=constitutional monarchy
Monarch (king/queen) of UK is head of state and symbolic leader but has little “real” power
Canada’s constitution explains government’s structure & explains citizens’ rights
Canada=parliamentary democracy
Citizens elect MPs who elect PM

26. CG3 – Canada’s Government
Federal Government
Power divided between central gov’t & ten provinces
Provinces can write own laws & elect own leaders including Premier (like Canada’s PM)
Personal freedom is among highest in world
Voting=18 & up – several political parties
Freedom to travel & trade
Personal property rights are protected by law & enforced by excellent court system

27. Economics SS6E1 The student will analyze different economic systems.
a. Compare how traditional, command, and market, economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce.
b. Explain how most countries have a mixed economy located on a continuum between pure market and pure command.
c. Compare and contrast the basic types of economic systems found in Canada, Cuba, and Brazil.

28. SS6E1a-Economic Questions
TEACHER NOTES - Canada
SS6E1a-Economic Questions
Economics=making decisions about distributing limited resources to get the unlimited number of things we want & need

29. SS6E1a-Economic Questions
WHAT to produce?
HOW to produce?
FOR WHOM to produce?

30. SS6E1a-Economic Questions
Supply=amount of goods available
Demand=how many consumers want the goods
Law of Supply & Demand= determines price of goods/services based on supply & demand
Scarcity=limited supply of something

31. SS6E1a-Economic Questions
Economic Systems
Traditional
Command
Market
Mixed

32. Exchange of goods or services based on customs or traditions
SS6E1a 1. TRADITIONAL
Exchange of goods or services based on customs or traditions
Jobs are usually passed down from generation to generation (farming, hunting & gathering, cattle herding)
Ex. Yanomamo Indians in Brazil & Venezuela

33. SS6E1a 2. COMMAND
Economy in which the government owns most industries and makes most economic decisions
Quota=how much to produce in a given time
Government assigns quota to each worker so that everyone will have what they need when they need it
Prices & wages are set by government
Ex. Cuba

34. SS6E1a 3. MARKET
Economy where consumers help determine what is to be produced by buying or not buying certain goods or services
AKA free enterprise, capitalism, and laissez-faire
Ex. Canada, US, Mexico, Brazil

35. There are NO pure command or market economies
TEACHER NOTES - Canada
SS6E1b – 4. Mixed Economy
There are NO pure command or market economies
All economies have characteristics of both, but favor one more than other

36. SS6E1c-Comparing Economic Systems
Canada
Economic System??
Market Economy
What to produce?
(who decides?)
Private citizens and corporations
How to produce?
(who decides)
For Whom to produce? (who decides?)

37. SS6E1c-Comparing Economic Systems
Canada
Who decides distribution methods for goods and services?
Private citizens and corporations
Who owns businesses and farms?
Who decides prices for goods and services?
Buyers and sellers based on supply and demand
How difficult is it to start your own business?
Very easy, in a few days

38. SS6E2
SS6E2 The student will give examples of how voluntary trade benefits buyers and sellers in Latin America and the Caribbean and Canada.
a. Explain how specialization encourages trade between countries.
b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargos.
c. Explain the functions of the North American Free Trade Agreement (NAFTA).
d. Explain why international trade requires a system for exchanging currencies between nations.

39. SS6E2a- Specialization
Division of Labor= when work is divided into different parts and each worker is allowed to become an expert in his/her part of the work (specialization)
Specialization means a company can produce more goods in less time for less cost = more profit

40. SS6E2b- Trade Barriers
Trade=voluntary exchange of goods and services among people and countries
Both parties benefit when trade is voluntary & non-fraudulent

41. SS6E2b- Trade Barriers
Some countries limit trade by creating trade barriers. They believe trade barriers will help the workers in their own country.
Tariff=tax on imports
Quota=specific limit placed on the number of imports that may enter a country
Embargo=government order stopping trade with another country (US has embargo against Cuba)

42. SS6E2c- NAFTA
North American Free Trade Agreement= (1994) US, Mexico, & Canada signed agreement to remove all tariffs on goods traded among these 3 countries
Created world’s largest free trade zone

43. SS6E2d- Currencies Currency= money people use to make trade easier
Exchange rate= price of one nation’s currency in terms of another nation’s currency
determined by supply & demand

44. SS6E3
SS6E3 The student will describe factors that influence economic growth and examine their presence or absence in Latin America.
a. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP).
b. Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP).
c. Describe the role of natural resources in a country’s economy.
d. Describe the role of entrepreneurship.

45. SS6E3a-Human Capital & GDP
Gross Domestic Product:
Gross = total of all goods and services
Domestic = produced within the borders of a country
Product = final goods and services produced within one year

46. SS6E3- GDP STATISTICS The EU is #1 at $15.7 trillion
TEACHER NOTES - Canada
SS6E3- GDP STATISTICS
The EU is #1 at $15.7 trillion
United States is #2 at $15.6 trillion
Canada is #14 at $1.446 trillion
Brazil is #8 at $2.3 trillion
Mexico is #12 at $1.7 trillion
Venezuela is #34 at $402.1 billion
Cuba is #68 at $114.1 billion
CIA World Fact Book

47. SS6E3a-Human Capital & GDP SS6E3b- Physical Capital & GDP
The higher the GDP, the higher the standard of living
Must invest in human capital & physical capital to increase GDP
Human: education, training, healthcare = more productive workers
Physical: factories, machinery, technology, buildings, etc. = increase production

48. SS6E3c- Natural Resources
Natural Resources = gifts of nature such as forests, water, and fertile soil
A country with lots of natural resources does not have to spend money to get what they need & they can trade/sell excess
A country with few natural resources must import the things they need, adding to the cost of goods & services
The more natural resources = the higher the standard of living

49. SS6E3d- entrepreneurship
Entrepreneur = person who starts his own business usually with his own money
Entrepreneurs hire workers, pay taxes, and encourage trade within the country & with other countries (creating more jobs!)
Very easy to start a business in Canada

50. TEACHER NOTES - Canada
History of Canada
SS6H4 The student will describe the impact of European contact on Canada.
a. Describe the influence of the French and the English on the language and religion of Canada.
b. Explain how Canada became an independent nation.

51. SS6H4a-Language & Religion
Settlers came mainly from Great Britain & France bringing their language and religion with them
Great Britain got control of Canada in 1763 as a result of the French & Indian War (GB defeated France)
Nearly 70% of Canadians speak English as 1st language
English & French =official languages of gov’t & business
English settlers were non-Catholic Christians

52. SS6H4a-Language & Religion
While Europeans settled throughout Canada, Quebec was mostly French settlers
81% of Quebec’s citizens speak French as 1st language
French is official language of gov’t & business in Quebec
All signs in Quebec MUST be in French, English is optional
If English is used, it must be smaller size
All Gov’t documents are in French and English
French settlers were Roman Catholic
80% Quebec = Roman Catholic
44% Canada = Roman Catholic

53. SS6H4b-Canada’s Independence
British North American Act of 1867
Provinces of New Brunswick, Nova Scotia, Ontario, Quebec
Named this area “Dominion of Canada”
Gave Canada its own Parliament & Prime Minister
Same monarch for Canada & Great Britain
Canadian military had to be part of UK’s military (after WWI’s major loss of life, Canadians worked toward independence so they would not be forced to join UK’s military – this took from )
Canada is now independent, but still under same monarch as Great Britain
UK=GB+N.Ireland

54. TEACHER NOTES - Canada
History of Canada
SS6H5 The student will analyze important contemporary issues in Canada.
a. Describe Quebec’s independence movement.
By the 1860s, people in Canada wanted to be united so they asked the British Parliament to create a constitution allowing for increased self-government
Separatists=people who want Quebec to be independent