SS6G5 The student will locate selected features of Canada.

1. 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 & 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

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/Governmentof 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 1777-1787 (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 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 ofCanada 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 • Economics=making decisions about distributing limited resources to get the unlimited number of things we want & need

29. SS6E1a-Economic Questions 3 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. SS6E1a1. 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. SS6E1a3. 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. 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

37. SS6E1c-Comparing Economic Systems

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 • 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 & GDPSS6E3b- 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. 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.