Transcript SS6G5 – Physical Features

SS6G5 The student will locate
selected features of Canada.
a. Locate on a world and regional politicalphysical map: the St. Lawrence River, Hudson
Bay, Atlantic Ocean, Pacific Ocean, the Great
Lakes, Canadian Shield, and Rocky Mountains.
SS6G5 – Physical Features
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 17771787 (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
MP’s
elect members of parliament (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
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
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
Economics=making
decisions about
distributing limited
resources to get the
unlimited number of
things we want & need
SS6E1A-ECONOMIC QUESTIONS
3 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
2. Command
3. Market
4. Mixed
1.
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
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?
Private citizens and
corporations
(who decides?)
How to produce?
(who decides)
For Whom to produce? (who
decides?)
Private citizens and
corporations
Private citizens and
corporations
SS6E1C-COMPARING
ECONOMIC SYSTEMS
Canada
Who decides distribution
methods for goods and
services?
Private citizens and
corporations
Who owns businesses and
farms?
Private citizens and
corporations
Who decides prices for
goods and services?
How difficult is it to start
your own business?
Buyers and sellers based
on supply and demand
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
zone
world’s largest free trade
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
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
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
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