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.

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

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

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

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.

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

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

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

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%

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.

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

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 & 2002 - GL Water Quality Agreement=both countries agree to reduce phosphorus (used in chemicals, pesticides, toothpaste, detergent, explosives) which can kill plant and animal life

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

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

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.

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

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 1777-1787 (Constitution of US=federal gov’t)

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

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

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

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

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

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

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.

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

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

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.

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

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

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

SS6E1a-Economic Questions Economic Systems Traditional Command Market Mixed

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

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

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

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

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?)

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

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.

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

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

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)

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

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

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.

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

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

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

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

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

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.  

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

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

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 1931-1982 ) Canada is now independent, but still under same monarch as Great Britain UK=GB+N.Ireland

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