ss11 sample

8/6/2019 Ss11 Sample

1/19

M O D U L E 1 S O C I A L S T U D I E S 1 1 31

Lesson 1.2A

The Branches of Government

Overview

In this lesson you will learn about the three branches of government in

Canada: the legislative, the executive, and the judicial. We will look at

these branches at the federal (national) level first, and then talk about

their equivalents at the provincial level.

Counterpoints: Exploring Canadian Issues

Our Century Media CD

SS11 Provincial Exam Preparation package

The Legislative Branch

Resource List

The Branches of Government

Legislative Branch Executive Branch

Federal BCJudges Courts

Cabinet

Premier

LieutenantGovernor

PublicService

Cabinet

PrimeM

inister

GovernorG

eneral

PublicService

HouseofC

ommons

Senate

LegislativeAssembly

Canadian Government

Judicial Branch

FederalBC


2/19

32 M O D U L E 1 S O C I A L S T U D I E S 1 1

Joe Citizen was walking down the street when a car zoomed by out of

control. The car hit a telephone pole and the driver smacked his head

against the front window. The driver wasn't wearing a seatbelt. Joe

thought it would be a good idea if people had to wear seat belts so

things like this didn't happen? Who could make that happen? Well,

that would be your government, and in particular the people you elect

to make laws. You would contact your local representative to see if it

could be put before government. You are now dealing with the

legislative branch.

So what exactly is the legislative branch? As you will read in your

textbook, the legislative branch consists of people who make the laws

and vote on taxes and other money matters. The legislative branch is

comprised of the people who can help you or other citizens create a

law. They are the people who make the laws that protect Canadians.

At the federal level the legislative branch includes two houses: the

House of Commons and the Senate. At the provincial level (BC) it

includes one house only: the Legislative Assembly.

Go to your textbook Counterpoints textbook now and read:

The Legislative Branch, pages 227-231

Provincial/Territorial Governments, page 240 (read the first

paragraph only) Also, examine Figure 9-19Parallel Roles in Federal and Provincial

Governments on page 241


3/19


1. At the federal level, the elected house that makes the laws isknown as the ____________________________________.

2. At the provincial (BC) level, the elected house that makes the laws

is known as the _________________________________________.

3. Members of the House of Commons are known as

________________________________________________________.

4. Elected members of the BC provincial legislature are known as

_________________________

.

5. Each member of the House of Commons (and the provincial

legislatures) represents a geographic region known as

_________________________.

6. The person who controls the debate in the House of Commons (and

the provincial legislatures) is called the _________________________.

7. Elected members who are not part of the government and who sit

on the other side of the house (or legislature) are known as the

_________________________.

8. Differences between party members are usually resolved in a private

meeting of the party called a _________________________.

9. The person who makes sure that all elected members vote in

support of the party is known as the _________________________.

10. If an MP is allowed to vote on a bill according to their conscience

what is it called?_____________________________

11. What is the Senate's primary job?

Guided Practice 1.2A 1

The Legislative Branch Quiz


4/19

114 MO DU LE 2 S O C I A L S T U D I E S 1 1

The Fight for the Atlantic: Canadians at Sea

War raged not only on land, but at sea as well. This, in fact, was where

Canada played one of its most important roles in the war. If Britain was

to survive alone, they would need to be supplied with food andmaterials from Canada. Hitler had found a way to threaten this supply

line with one of his deadliest weapons: the U-boat. The U-boats

travelled in groups called wolf packs, patrolling the Atlantic for

merchant ships carrying supplies to Britain. Hitlers plan was to starve

the country into surrendering and Germany started an aggressive

campaign to do so which sparked the Battle of the Atlantic.

Britain and Canada responded to the U-boat threat by using the

convoy system in which groups of supply ships travelled across the

Atlantic escorted by Corvettes.

The Germans started with the advantage in the Battle of the Atlantic.

Their U-boat campaign was very successful; they sank hundreds of

merchant and military ships in the early years of the war. Did you

know that the Germans even came to Canada during the Battle of the

Atlantic? Some of the U-boats attacked in the St. Lawrence River! The

war seemed closer to home for Canadians than ever. The most

dangerous place for these ships was in an area called the black pit in

the middle of the Atlantic. There was no air cover in this area so it was

especially dangerous.


5/19


Although the Germans had much success on the Atlantic, there were

methods of fighting the U-boats. Eventually it was advances in radar

and air patrol that defeated the Germans on the Atlantic. By 1942, the

Allies broke the German U-boat codes and by 1944 they took back

control of the Atlantic.

Bomber Command

Due to the advancements in aircraft, planes played a much larger role

in World War II. They played their own role in bombing missions and

fighting other aircraft, as well as providing air support for convoys and

land attacks. Canadians had their own air force, the Royal Canadian

Air Force (RCAF), made up of bomber squadrons, fighter squadrons,

and anti-submarine squadrons. The work was dangerous and the

casualties high. Most of the Canadian contingent operated as part of

the Royal Air Forces Bomber Command.


6/19


The Bomber Command was sent out to bomb strategic positions in

enemy territory. The work was dangerous as the bombers were large

and easy targets for the speedier enemy fighter planes. The Bomber

Command was successful in destroying many strategic targets, but at

the same time they destroyed cities, and hit civilian targets as well.

To learn more about the Battle of the Atlantic, go to your Counterpoints

textbook and read Canadians at Sea on pages 111113. As you read, think

about how effective the convoy system was. What developments led tothe Allied victory in this battle?

To learn more about Canadas contribution by air, go to your

Counterpoints textbook and read Canadians in the Air on pages 113114.

Read the first-hand account from ace Johnnie Fauquier in this section.

Do you think the night bombings of Germany were ethical? Why or

why not? Would your opinion change if you had been a pilot during

WWII?

1. Canadas navy, called the _____________________ played a

huge role in the Battle of the _____________________byescorting ships across the Atlantic with supplies for Britain.

2. The escorted ships travelled in groups that which known as

the _____________________ system. The biggest threats to this

system were the _____________________ that travelled in

groups called _____________________.

3. At the beginning of the battle it seemed as if the

_____________________ were winning. The

_____________________ system was not working, but the

British gained the advantage because they_____________________.

4. Canadas air force was called the _____________________. They

mainly participated in _____________________ raids. The most

controversial of these missions were the

_____________________.

Guided Practice 2.4B 2

Canadians at Sea and in the Air


7/19

M O D U L E 3

S O C I A L S T U D I E S 1 1 3

Module 3

History 19452000

Overview

After World War II most Canadians just wanted to return to the quiet life they had

before the war began. Unfortunately the war changed everything, and as a result a

peaceful existence was no longer an option. Why? Well, there were several factors

at work, all of which you will study in this module. The first and most important

was the N word: nuclear weapons. Nuclear weapons had ended the war, but they

had also plunged the world into a new era of warfare, one that could destroy all of

us. The second factor was the size of the United States and the influence it exerted

over Canada. How should we react to that influence and maintain our distinctive

Canadian culture? The third factor was changes within Canada itself. Canada

experienced tremendous social and political upheaval after the war. 1945-2000 was

truly a remarkable fifty-five years of history, and one that will make you feel you

have been on a Canadian history roller coaster by the time you have finished

studying it.



SS11 Provincial Exam Preparation

Resource List


8/19


Lesson 3.2B

Is There a Canadian Culture?

Overview

A reasonable question for a young person to ask is: What exactly is

Canadian culture? It's a difficult question because we don't think about

it very often, nor are we actually taught it very carefully. Therefore, the

purpose of this lesson is to try to figure out just what are the cultural

values that we as Canadians share.


The Attributes of Canadian Culture

Culture is probably not the thing that you as a young person spend a

lot of time thinking about. Generally when you ask Canadians what

our culture is they respond by saying it's different from American

culture. While that may be true, there must be more to it than that.There must be some positive attributes or characteristics that make up

Canadian culture. In general terms culture can be defined as a shared

approach to life based on common social norms, beliefs, and values. If

you apply that definition to Canada it suggests that because we share

certain social norms, beliefs and values we have a Canadian culture.

Look at the following table to see how Canadian cultural characteristics

are broken down into the three categories. Read through them all and

think about what they actually mean. Think about whether you agree

that each one is a cultural characteristic.

Resource List


9/19


Investigating Canadian Culture:

Immigration and Multiculturalism

Some of our cultural characteristics require further investigation. Most

notable is the multiculturalism policy adopted by the federal

government in 1971. The purpose of the policy was to encourage

different cultural groups to express their traditions and thereforeenrich the culture of all Canadians.

Go to your Counterpoints textbook and read pages 204207. Read the

sectionsImmigration and Multiculturalism, Multiculturalism Becomes an

Issue, andDoes Canada Need a Multiculturalism Policy?

Social norms Beliefs Values

A respect for the land, the vastoften uninhabited area that

makes up our country.

Multiculturalism, showingrespect for all cultures that

come to our country.

The desire to maintain a qualitypublicly-funded health care sys-

tem, Medicare.

A rejection of the need to carry

guns as a means of self protec-

tion.

Multiculturalism also implies an

acceptance of immigrants form

various areas of the world.

The desire to maintain a dis-

tinctly northern lifestyle in our

country.

An appreciation of the role

hockey plays in our country.

An acceptance of the dignity of

every human being regardless of

position in society.

The desire to maintain the dig-

nity of elderly people by provid-

ing pension benefits.

Our western settlement was

largely peaceful because of the

role played by our national

institution, the NWMP, later

the RCMP.

Acceptance of different lan-

guages in our country, espe-

cially French and English.

The desire to keep to keep Cana-

dians connected to one another

through national institutions

like the CBC.

Recognition of the need for gov-

ernment to play a role in devel-

oping the country.

Acceptance of the United

Nations and its role in keeping

peace in the world.

The importance of order and

authority whether it is national

or local.

Admiration for national heroes;

artists, singers, writers, activ-ists, politicians, and sports stars.


10/19


1. Before 1960, which groups were the preferred immigrants to

Canada?

A. People from Asian and European countries.

B. People who had specific skills that Canada needed.

C. People with money to invest in Canadian industries.

D. People from Britain and northern European countries.

2. What does the phrase Canada's immigration policy was colourblind mean?

A. People from all racial backgrounds and all countries were

allowed to immigrate.

B. Immigrants from Africa were given preference over

immigrants from Europe.

C. People from selected countries, regardless of colour, were

allowed to immigrate.

D. Immigrants were allowed from all countries providing they

could pay the fees.

3. Why did Canada adopt a point system for immigrants?

A. Because Canada wanted to restrict certain racial groups.

B. Because Canada needed to reduce the number of

immigrants.

C. Because Canada needed people with certain training and

skills.

D. Because Canada wanted to reduce the number of

immigrants from Western Europe.

Guided Practice 3.2B 1

Investigating Canadian Culture Characteristics:

Immigration and Multiculturalism


11/19


4. What was the basis for the point system used to select new

immigrants?

A. It was based on level of income and marital status.

B. It was based on education level and employment prospects.

C. It was based on education and income level.

D. It was based on employment prospects and marital status.

5. What was the major purpose of the multiculturalism policy?

A. To encourage different ethnic groups to express their

culture.

B. To encourage Francophone Canadians to remain part of

Canada.

C. To encourage more educated people from the US to move

to Canada.

D. To encourage people with money to come to Canada to set

up businesses.

6. What type of people were considered refugees?

A. People who wanted to immigrate to Canada.

B. People who were escaping persecution in their own

country.

C. Very poor people who needed government assistance to

immigrate.

D. Very rich people who had money to invest in Canadian

industries.

7. Review Figure 8-12 on page 204 of your textbook. How did Canadian

immigration change between the 1960s and the 1990s?

A. In the 1960s most immigrants came from Asia, in the 1990s

most came from Europe.

B. In the 1960s many immigrants came from South America,

in the 1990s none came from South America.

C. Immigration from Europe continued to be very high

through the post-war period.

D. In the 1960s most immigrants came from Europe, but in

the 1990s most came from Asia.


12/19


8. What was a major argument in favour of the multiculturalism

policy?

A. It provided a very diverse workforce for Canadian

industries.B. It encouraged ethnic groups to live in diverse areas of the

country.

C. It welcomed all ethnic groups to make a positive

contribution to Canada.

D. It allowed people to escape persecution in their homelands.

9. What was a major argument against the multiculturalism policy?

A. It made it more difficult to create a common Canadian

identity.B. It made it more difficult for Europeans to immigrate to

Canada.

C. It discriminated against certain groups who were already

over-represented in Canada.

D. It was expensive and difficult to implement fairly.

Investigating Canadian Culture Characteristics:

The Canada Pension Plan and MedicareTwo things that Canadians value very much are our programs to care

for the elderly and the sick. The Canada Pension Plan and Medicare

have become national institutions that Canadians generally hold in

high regard. If you look at any poll taken in the last ten years it will

show Canadian support for Medicare is very high.

Go to your Counterpoints textbook and read Social Welfare on

pages 175176. After you have read it complete the Guided Practice

Activity that follows.


13/19


Lesson 4.3A

Global Warming

Overview

Without question, our planet is getting warmer. In the past 100 years

Earth has warmed by over 1 degree Celsius, and scientists predict it will

rise by another 1.54.5 degrees Celsius by the year 2015. In this lesson

you will learn what is causing this global warming, and just how

serious an issue it is. As you will find out, warmer temperatureswhile

nicehave serious repercussions for our environment, and in some

cases for our own health.



Social Studies 11 Provincial Examination Preparation package

Global Warming: OverviewGlobal warming is the gradual rise in the surface temperature of the

Earth. Global warming is considered by many scientists to be the most

serious threat facing the world today. Unless the current warming

trend is stopped or even slowed, our environment, health, and

economies will be seriously affected. For example, a temperature

change of only 12 degrees in the ocean off the coast of British

Columbia will drastically effect salmon migration, since they need cold

water to prosper. Salmon may move north. Also, increased

temperatures are likely to see an associated rise in the population of

more warm water predatory species, such as mackerel. In the interior ofthe province, the devastating pine-beetle infestation has already

destroyed forests equivalent to the size of Vancouver Island. When the

winters are mild, the pine beetle larvae survive. As they eat, trees die,

leaving vast tracks of dead forest.

Resource List


14/19


The Greenhouse Effect

The principal cause of global warming is a century and a half of

industrialization: the burning of ever-greater quantities of oil, gasoline,

and coal, the cutting of forests, and the practice of certain farming

methods. These activities have increased the amount of greenhouse

gases in the atmosphere, especially carbon dioxide, methane, and

nitrous oxide. Such gases occur naturally and are critical for life on

earth. They keep some of the suns warmth from reflecting back into

space, and without them the world would be a cold and barren place.

But in excess quantities they are pushing the global temperature to

artificially high levels and altering the climate. This phenomenon,

whereby greenhouse gases trap heat in the atmosphere and warm the

Earth even more, is known as the greenhouse effect.

How Global Warming Works

Get Going!

How does global warming occur?

To see how the greenhouse effect leads to global warming, go to:

Our Century Media CD > Module 4 > How Global Warming Works.

Trapped heat causes temperatures on Earth

to rise. This is global warming.


15/19


1. Global warming is:

A. the increase of summer temperatures on the Canadian west coast.

B. the Earths increased temperature at the two poles.

C. our planets reduction of steady atmospheric temperatures.

D. the progressive gradual rise of the Earths surface temperature

thought to be caused by the greenhouse effect.

2. Natural and human factors affect global climate.

A. TrueB. False

3. Greenhouse gases absorb and trap heat in the atmosphere and cause a

warming effect on Earth.

A. True

B. False

4. Some solar radiation is reflected into space and some is absorbed by

parts of our climate system.

A. True

B. False

5. Greenhouse gases occur naturally.

A. True

B. False

6. Which statement makes the best concluding sentence for a paragraph

based on the information in Topic 1?

A. In conclusion, gases that absorb and trap heat cause the Earthsatmosphere to warm.

B. The outline will include the relevant terms: weather, climate,

climate change, greenhouse effect, and greenhouse gases.

C. In summary, climate change does not refer to mere weather,

but to long-term patterns of weather over a particular region.

D. Climate, or average weather over a thirty-year period, is

warming due to an increase in the greenhouse effect.


Global Warming Overview


16/19


Global Warming in Canada

The current warming trend is expected to cause extinctions. Numerous

plant and animal species, already weakened by pollution and loss of

habitat, are not expected to survive the next 100 years. Human beings,while not threatened in this way, are likely to face mounting

difficulties. Recent severe storms, floods, and droughts, for example,

appear to show that computer models predicting more frequent

extreme weather events are on target. Other events foreshadow the

types of impacts likely to become more frequent and widespread with

continued warming.

Canada is blessed with a wide variety of ecosystems. Some sectors of the

Canadian economy are based on its richness in natural resources.

Changes in regional climate patterns affect these important ecosystemsand resources. In every region, Environment Canada scientists are

studying the effects of climate change, while looking for ways to

minimize or adapt to what the future may hold. The following list

highlights some potential regional effects of climate change:

Heat-related deaths could rise because of higher summer

temperatures. Toronto, Montreal, and Ottawa, known for their hot,

humid air masses in summertime, would be most affected. Those

with heart disease, respiratory conditions, the elderly, the very

young, the poor and the homeless would suffer most.

Insect survival due to changes in temperature and precipitation

will increase (vector) borne diseases such as Lyme disease and

malaria.

Late season runoffbecause of an accelerated retreat of glaciers.

In the western mountain regions of British Columbia and Alberta

less late season runoff means there may be water availability

problems, less hydroelectric power, and less water available for

agricultural purposes.

Loss of permafrost in the north may cause massive terrain

slumping, drainage of small lakes and increased sediment loads in

rivers, threatening northern wetlands and deltas such as the

Mackenzie and Peace-Athabasca.


17/19


Changes in water levels in the Great Lakes may threaten valuable

shoreline and wetland habitats, disrupt navigation, create new

infrastructure requirements, have an impact on fisheries, and affect

shoreline property values. Bottom dwelling organisms contributing to

healthy lakes could be threatened because it would take longer for lakes

to stratify (layer), resulting in longer periods of low oxygen conditions.

Loss of Wetlands: Canadas wetlands are important for fish and

wildlife habitats, water storage and as staging areas during waterfowl

migration. The ecology of these wetlands is very susceptible to water

level changes and could be seriously threatened by alterations in

regional water patterns.

Increased frequency of ice jams and floodingin the Atlantic

provinces, and other regions susceptible to spring flooding. Changes in

late winter-early spring precipitation patterns may cause increased

flooding. Damages caused by these events have already cost Canadians

an estimated $60 million annually.

Increased temperatures in the Prairies may provide opportunities

for growing higher valued crops, but this new farming may not be

possible where changes to regional precipitation patterns lead to

insufficient rainfall and more frequent droughts.

An altered carbon cycle could lead to reduced ultra violet

protection for lakes and rivers, which could change the life cycles ofplant and animal life associated with these bodies of water.


18/19


Which of these are likely effects of global warming?

A. Spreading disease

B. Earlier spring arrivals

C. Plant and animal range shifts in population

D. Downpours, heavy snowfalls, flooding

E. Droughts and fires

F. Heat waves and periods of unusually warm weather

G. Sea level rising

H. Coastal flooding

I. Glacier melting

Using the information in your lessons plus the information in

Sections 2 and 7 of your SS11 Provincial Exam Preparation package, make

a study flash card for each of these vocabulary terms. Be sure the

information is in your words, as it will make more sense to you.

Your instructor may ask to see these flash cards, so be sure they are

complete and in a place you can easily find them (such as in a print or

electronic file folder).

Global warming

Greenhouse effect


The Effects of Global Warming


Study Flash Cards


19/19


Summary

Completing this lesson has helped you to:

define global warming.

describe how global warming works.

identify the effects of global warming on the environment and on

people.

Go to Section Assignment 4.3 now and complete:

Part B: Is Global Warming the Culprit?

ss11 sample

Documents