Social 9A & 9B – June 15

Complete your chapter 9 notes package pages 6, 7, 9 for tomorrow. I will be checking for completion.

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Social 9A & 9B – June 10th

Complete the chapter 9 vocabulary and introduction for tomorrow. I will be checking for completion.

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Social 9 Final Study guide for PAT

Grade 9 Social Studies PAT Exam Prep

Canada: Opportunities & Challenges

Study Guide and Calendar

When studying for a big exam plan your time well!

Use the four weeks leading up to your final to prepare yourself well!

Below is a suggested timeline for your studying and review of the course.

How and what to Study

** Class Notes **

** Terms & Definitions **

** Tests **

** Read over the key points in the textbook **

** Review Items in STUDY GUIDE ** (@ home and in class)

 FOCUS ON THE FOLLOWING AS YOU STUDY: How are the following 3 things affected throughout the chapters?

1) Citizenship

2) Identity

3) Quality of Life

Prayer for Studying

Lord, today I am just really stressed in this time of studying and preparing for exams. I know it’s probably not the biggest world problem, with people starving, people turning away from you, people in wars, and more. But, Lord, it’s what I’m facing right now, and I need you in this time. I know that no problem is too big or too small for you to handle, and I need to turn this stress over to you to help me with.

Lord, I just need to be able to focus. I need your help to look at this information so I can remember and apply it well on my exam. I need you to help me feel more confident going into the tests and relax a bit so I can concentrate. Lord, please help the people around me to understand that I need to focus and study.

Also, Lord, help me when I walk into the exams. Give me the peace, when it is all said and done, to know that I walked in and did my best. I pray, Lord, for your guiding hand as I take the exam, and I ask for your welcome calm when I walk out of the classroom after.

Lord, thank you for all the blessings you have placed in my life. Thank you for being here in this time when I feel a bit overwhelmed. Thank you for always being there and allowing me to rely on you. Praise your name. Amen.

GOVERNMENT OUTCOMES
- Chapter 1 June 1-5

1) How are laws passed in the federal political system? Pg. 38-45

  1. Describe how a bill is passed (include all steps with full descriptions) OR Draw a model of how a bill is passed (include all steps with full descriptions)
  2. What is the federal accountability act?
  3. How might making Canada’s government more accountable contribute to good government for all Canadians?
  4. What other measures might contribute to good government?
  5. How does the process of passing a law create opportunities to build Canada as a society where people of many perspectives and views belong?
  6. What challenges does this process create for Canadians?

2) What is the relationship between the executive, legislative and judicial branches of Canada’s federal political system? Pg. 22-28, 34-35

  1. describe how the executive, legislative and judicial branches work together to run the country OR Draw a diagram to show how the executive, legislative and judicial branches work together to run the country
  2. What does the executive branch do?
  3. What is a cabinet? What is a cabinet minister’s job?
  4. What does the legislative branch do?
  5. What does the judicial branch do?
  6. How are judges chosen?
  7. How does the judicial branch connect to peace, order and good government for all Canadians?

3) What processes are used to determine Members of Parliament (MPs) and Senators? Pg. 29-33

  1. How do MP’s and Senators see their roles in government?
  2. What is the difference between how MP’s and Senators are chosen?
  3. What is the impact of popular vote on an election?

4) To whom are Members of Parliament and Senators accountable? Pg. 29-33

5) What is the role of political parties within Canada’s federal political system? Pg. 30

6) What is the role of the media in relation to political issues? Pg. 46-50

  1. Who/what is considered media?
  2. How do reporters see their job?
  3. Why do groups in Canada want media outlets that serve their 
communities?
  4. What is bias?
  5. How can you detect it and how does in play a role in media reporting of government actions?

7) How do lobby groups impact government decision making? Pg. 51-53

  1. What is the role of lobbyists?
  2. How might lobbyists affect political decision making and the lives of 
Canadians?

8) To what extent do political and legislative processes meet the needs of all Canadians?

9) Create a mind map to show how all of these questions are connected to government and each other

***************************************************************

Youth Criminal Justice Act
- Chapter 2 June 1-5

1) How do citizens and organizations participate in Canada’s justice system (i.e., jury duty, knowing the law, advocacy, John Howard Society, Elizabeth Fry Society?, Elders) Pg. 82-85

  1. What does each organization listed do?
  2. Create a poster for each group that shows visually what their purpose is

2) What are citizens’ legal roles and their responsibilities? Pg. 78-81

  1. How do citizens get involved in the YCJA?
  2. What are the responsibilities of a juror? Draw a picture to show the responsibilities of a juror
  3. To what extent are the rules for jury duty fair and equitable?
  4. What advantages and disadvantages might a jury have for an accused person? Create a comics, 1 showing advantages and 1 showing disadvantages

3) What is the intention of the Youth Criminal Justice Act? Pg. 60-75

  1. Describe how are youth justice and adult justice different and similar in Canada OR draw a Venn diagram to show similarities and differences between youth and adult justice in Canada
  2. Why do you think a separate justice system is needed for young offenders?
  3. Draw a comic strip to show the steps of justice a youth might face after 
committing a crime OR Describe in words the steps a youth faces after 
committing a crime
  4. Describe the objectives of the YCJA OR Create a speech that explains the 
objectives of the YCJA
  5. How does each objective of the YCJA strive to achieve justice for young 
people? For victims? For the community

**************************************************************

 Charter of Rights and Freedoms
- Chapters 3 & 4 June 8-12

1) In what ways has the Canadian Charter of Rights and Freedoms fostered recognition of individual rights in Canada? Pg. 92-98

  1. What is the Charter of Rights and Freedoms?
  2. What rights do you have under the charter?
  3. Draw a picture to represent each of the main individual rights categories
  4. Within each category, draw 2-3 pictures to represent rights given within that category
  5. Citizenship is about building a society in which everyone belongs. How do individual rights connect to citizenship?
  6. Why do decisions based on the charter vary from case to case?

2) How does the Canadian Charter of Rights and Freedoms support individuals in exercising their rights? Pg. 100-109

  1. Write out the steps you might take to use the charter to help you exercise your rights
  2. Create a comic strip or short story describing how 1 person uses the charter to exercise his/her rights

3) In what ways has the Canadian Charter of Rights and Freedoms affected conditions in the workplace (i.e., issues of gender, age, race, religion)? Pg. 112- 115

  1. What jobs are young people legally allowed to hold in Alberta?
  2. How was the Charter used to change working conditions in Canada?
  3. Create a before and after picture to show working conditions and how they were affected by the Charter

4) What is the relationship between the rights guaranteed in the Canadian Charter of Rights and Freedoms and the responsibilities of Canadian citizens? Pg. 105-108

5) In what ways has the Canadian Charter of Rights and Freedoms fostered recognition of collective rights in Canada?

  1. What groups in Canada have collective rights?
  2. How are their rights similar and different? OR Create a triple Venn diagram to show the similarities and differences between the rights granted to groups with collective rights

6) In what ways does the Canadian Charter of Rights and Freedoms meet the needs of Francophones in minority settings? Pg. 142-143

  1. What is an Anglophone? Francophone?
  2. What are official language minorities? OR Draw picture to show what 
official language minorities are
  3. What does the Charter say about language minorities? What are their 
rights?

7) To what extent does the Canadian Charter of Rights and Freedoms meet the needs of Francophones in Québec? Pg. 142-144

  1. How do the collective rights and identity of Francophones reflect and affirm their history?
  2. How has the Charter affected Francophone education?
  3. How does the Charter affect Francophone identity in Quebec?

8)  To what extent should federal and provincial governments support and promote the rights of official language minorities in Canada? Pg. 141-148

9) How does the Indian Act recognize the status and identity of Aboriginal peoples? Pg. 137-138

  1. What is the Indian act?
  2. How has the Indian Act changed over time? Is this good or bad for 
Aboriginal peoples?
  3. Draw a picture that shows the different perspectives on how the Indian Act was viewed by the government and the First Nations peoples
  4. How was the Indian act viewed differently by the government and First Nations Peoples?

10) How does legislation such as Treaty 6, Treaty 7 and Treaty 8 recognize the status and identity of Aboriginal peoples? Pg. 123-135

  1. What are the numbered treaties?
  2. What do the numbered treaties provide for the group who signed it? OR create pictures to show what the group that signed each numbered treaty receives
  3. draw a detailed map to show where the treaties are located.

  4. What events led to the signing of the Numbered Treaties? OR create a visual timeline to show what events led to the signing of the numbered treaties
  5. Describe how have perspectives about the treaties and the Indian changed? OR Create journal entries for both First Nations and Government representatives. Include an entry for when the treaties were signed, and then one for the mid to late 1900’s

11) How do governments recognize Métis cultures and rights through legislation (i.e., treaties, governance, land claims, Métis Settlements in Alberta)? Pg. 152- 159

  1. What events led to the recognition of Metis rights by the government?
  2. Draw 5 events that have led to recognition of Metis rights by the government. Add a 1-sentence caption explaining how their rights are recognized
  3. How do Metis see their rights? OR write a speech to show the Metis perspective on how they see their rights?
  4. How does understanding the complexities of views and perspectives about Louis Riel connect to citizenship in Canada today?
  5. How does the recognition of the right to land affirm the collective identity of the Metis?
  6. What view of Metis collective rights does the Alberta government’s 2007 decision about harvesting rights reflect?
  7. Why are the collective rights of the Metis important to Metis people?
  8. Create a timeline to show events that occurred leading to the Metis achieving their rights

***************************************************************Immigration – Chapter 5 June 15-19

1) What factors influence immigration policies in Canada (i.e., economic, political, 
health, security)? Pg. 166 – 176

  1. How does immigration aim to meet Canada’s workforce needs?
  2. What is the point system to evaluate economic immigrants and how does it 
work?
  3. What is the Immigration and Refugee Protection act?
  4. What factors affect economic immigrants qualifying for entrance into 
Canada? OR draw pictures to show the factors
  5. How might assessing the health, background and experience of 
immigrants connect to Canadian’s right to “security of the person” under 
the Charter of Rights and Freedoms?
  6. Why do you think Canada’s immigration policies have changed over time? 
How do you think they might change in the future? What is Canada’s policies towards Refugees?

2) How are changes to Canadian policies on immigration and refugees a reflection of world issues? Pg. 166-176

  1. What are some objectives of the immigration and refugee protection act?
  2. What issues might arise from accepting refugees into Canada?
  3. Why do issues related to security affect immigration policies?

3) What impact does increasing immigration have on Aboriginal peoples and communities? Pg. 183-184

  1. What steps have First nations peoples taken to affect immigration policies?
  2. How have these steps worked out?
  3. Create a visual timeline (with descriptions) to show what steps First Nations people have taken to affect immigration policies and what impact they have had
  4. What was Resolution 49 of the Assembly of First nations?
  5. What could be a government perspective and an immigrant perspective on the Assembly of First Nations Resolution? OR Write a journal entry from 
a government official, and 1 from an immigrant, explaining their 
perspective on the Assembly of First nations
  6. How could a balance among these perspectives be achieved, so that 
decisions about immigration benefit all people in Canada?

4) How are provincial governments able to influence and implement immigration policies? Pg. 186-193

  1. If Alberta needs worker with certain skill types what can the province do to encourage immigrants to come to Alberta?
  2. What challenges face Alberta without enough immigrants?
  3. How can Aboriginal peoples be part of a solution to meet labour 
shortages?
  4. How do these questions connect to your quality of life as someone living in Alberta?
  5. What is the Canada-Quebec Accord? Do you agree with the accord? Why or why not?

5) How is the implementation of immigration policies in Québec an attempt to strengthen the French language in North America? Pg. 185

6) What is the relationship between immigration policies in Canada and the rights guaranteed in the Canadian Charter of Rights and Freedoms? Pg. 180-185

  1. What was the sing decision?
  2. Why is the Singh decision so important in Canada?

7) To what extent does Canada benefit from immigration?

 **************************************************************Economic Systems – Chapter 6 June 15-19

1) What are the principles of a market economy? Pg 204 (chart), 209-213

  1. How do market economies work?
  2. What are advantages of market economies as a way to make money?
  3. What are disadvantages of market economies as a way to make money?
  4. What challenges and opportunities might market economies create for 
people with different incomes and different needs?
  5. How does supply and demand work?
  6. Vocabulary to know: 
i. Consumers ii. Demand 
iii. Producers iv. Supply

2) Why do governments intervene in a market economy? Pg. 214-215
a. Look at the examples on pages 214-215 (pictures and captions). What is the reason for government involvement in each example?

3) Why is Canada viewed as having a mixed economy? Pg. 204 (chart), 219-228

  1. What are the differences between Canada’s and the United States’ 
economies?
  2. Look at the case studies: How does Canada get involved? What values 
does this indicate to you?

4) What is the role of the consumer in market and mixed economies?

5) To what extent do consumer actions reflect individual and collective identity?

6) How has the emergence of labour unions impacted market and mixed economies? Pg. 229-235

  1. What is a labour union and how does it work?
  2. Vocabulary to know:
  3. Collective bargaining
  4. Labour union

7) What are some similarities and differences in the way governments in Canada and the United States intervene in the market economies? Pg. 203-208

8)How do the economic systems of Canada and the United States differ in answering the basic economic question of scarcity? Pg. 198-203

  1. What is scarcity?
  2. What are the factors of production?

 **************************************************************Consumerism – Chapter 7 June 22-26

1) What are the indicators of quality of life?

2) How does individual consumer behaviour impact quality of life (e.g., environmental issues)? Pg. 243-254

  1. What guides consumer behaviour (describe)?
  2. How does consumer behaviour impact others?

3) How does marketing impact consumerism? Pg. 254-256

  1. What are the techniques that companies use to market products?
  2. What are these techniques so successful?
  3. To what extent do consumers choose the products they buy, and to what 
extend does marketing determine what they buy?

4) How does consumerism provide opportunities for and limitations on impacting quality of life? Pg. 257-263

5) How is consumerism used as a power of a collective (e.g., boycotts)? Pg. 262-263

  1. What is a boycott?
  2. Why do boycotts work?
  3. How might boycotts affect producers? What positive and negative impacts might they have on quality of life?
  4. To what extent is it important to be informed about issues connected to boycotts?

6) To what extent do perspectives regarding consumerism, economic growth and quality of life differ regionally in North America? Pg. 261

  1. To what extent might Canada, US, and Mexico have different perspectives on consumerism and quality of life?
  2. How might these different perspectives affect the economy of their region and the other regions?
  3. What is GDP?

***************************************************************Social Programs and Taxation – Chapter 8 June 22-26

1) What societal values underlie social programs in Canada and the United States? Pg. 271-277

  1. What are social programs?
  2. What are values?
  3. What values in Canada affect our social programs?
  4. Vocabulary to know:
    1. Health insurance
    2. Private health care
    3. Profit
    4. Public health care

5. What social programs do we provide in Canada and what legislation is 
involved?

6. What social programs are provided in the United States and what legislation is involved?

7. What are the government responsibilities in Canada and the United States?

2) How do the economic platforms of political parties differ from one another (i.e., Democrat versus Republican; Liberal versus Conservative)? Pg. 286-291

  1. Look at chart on page 288 and understand why each party is placed where it is on the economic continuum

3) How is a political party’s philosophy reflected in its platform (i.e., social programs, specific taxes, taxation model)? Pg. 287-291

  1. What is a political platform?
  2. What is the connection between values, policies and the economic 
continuum?
  3. What are some examples of how political party economic policies connect 
to social programs?

4) How does the underground economy impact the federal and provincial tax base and social programs (i.e., tax evasion, black market)? Pg. 281-283

  1. What is the connection between taxation and social programs?
  2. Vocabulary to know:
    1. Goods and Services Tax (GST)
    2. Income Tax
    3. Median

3. Sales Tax

4. What do your taxes in Canada pay for?

5. What is the taxation model?

6. How does economic decision making about taxes affect the quality of life of individuals?

7. How can tax evasion affect programs and services for everyone? How might this affect quality of life?

***************************************************************

 Environment – Chapter 9 June 22-26

1) How do government decisions on environmental issues impact quality of life (i.e., preservation, exploitation and trade of natural resources)? Chapter 9

  1. How do environmental issues connect to quality of life?

General Vocabulary

Is s u e So c i e t y Cr it e r ia Bi a s e d Ch a l l e n g e s
Pe r s p e c t i v e Go v e r n a n c e Un b i a s e d Po l i t i c a l Ca r t o o n Cr i t e r i a
Po i n t o f Vi e w Po l i t i c a l Sy s t e m Si g n i f i c a n c e An a l y z e Co n s e n s u s
Qu a l i t y  o f Li f e Ec o n o m i c Sy s t e m Pe r s u a s i v e Ca u s e a n d Ef f e c t Va l i d i t y
Ri g h t s Op i n i o n De b a t e De b a t e Ad v o c a c y

 Chapter 1

Go v e r n Legi s l at i v e Br a n c h Po p u l a r Vo t e Su p r e m e Co u r t Bi l l
Go v e r n a n c e Ju d i ci a l Br a n c h Mi n o r i t i e s Ac c o u n t a b l e Law
Go v e r n m e n t Ho u s e o f Co m m o n s Se n a t e Ci v i l S e r v i c e As s i m i l a t i o n
Co n s t i t u t i o n Pr i m e

Mi n i s t e r

Re p r e s e n t a t i o n by P opul at i on Fe d e r a l

Ac c o u n t a b i l i t y Ac t

Sl o g a n
Ex e c u t i v e Br a n c h Co n s i s t u e n t Ju d g e s Wa t c h d o g Lobby i s t

 Chapter 2

Fa i r a n d equi t abl e Cr i m i n a l Re c o r d Ju r y De f e n s e
Ju st i ce Se n t e n c e YC J A Pr o s e c u t i o n
Ju st i ce S y st e m Re h a b i l i t a t e Ju r y D u t y Se q u e s t e r
Legi s l at i on Re i n t e g r a t e El i z abet h F r y So c i e t y Cr i m i n a l Co d e  o f Ca n a d a
Co m m u n i t y Se r v i c e Yo u n g

Of f e n d e r s

Jo h n H o w a r d So c i e t y  

 Chapter 3

Co n s i t u t i o n Legal R i ght s Labour U ni ons
Ch a r t e r  o f Ri g h t s  a n d Fr e e d o m s Eq u a l i t y R i g h t s  
Fu n d a m e n t a l Fr e e d o m s In d i a n  A c t  
De m o c r a t i c Ri g h t s Su f f r age  
Mo b i l i t y  R i g h t s In te r n m e n t  

 Chapter 4

Af f i r m Fi r s t

N a t i o n s

In d i a n  A c t Re s e r v e Re s i d e n t i a l

Sc h o o l

Fr a n c o p h one
Co l l e c t i v e Id e n ti ty In u i t So v e r e i g n t y Tr e a t y  6 , 7 , 8 As s i m i l a t e Of f i c i a l

Language

Co l l e c t i v e

Ri g h t s

In d i a n An n u i t y Nu m be red

Tr e a t i e s

En t r e n c h i n g Co m m u n i t i es
Mé t i s Pa t r i a t e Et h n o c e n t r is m Ammendement An g l o p h o n e Sc r i p
Pu b l i cly

Fu n d e d

Au t o n omy Of f i c i a l

Language

Mi n o r i t y

     

 Chapter  5

Im m i g r a ti o n Labour F or c e Gr o w t h Fa m i l y C l a s s Ec o n o m i c Fa c t o r
Law Po i n t Sy s t e m Ec o n o m i c C l a s s Po l i t i c a l Fa c t o r
Po l i c y Ch i n e s e He a d T a x Re f u g e e Cl a s s Tu b e r c u l o s i s
Im m i g r a ti o n a n d Re f u g e e

Pr o t e c t i o n Ac t

Re f u g e e He a l t h F a c t o r HI V / A i d s
De m o g r a p h i c Ac c o r d Se c u r i t y F a c t o r Ex c l u d e d

 Chapter 6

Economics Sc a r c ity Pu blicly Ow n e d Co l l e c t i v e Su p p l y Competition
Economic

Systems

Land Mo r e

Government Involvement

Co o p e r a t ion De m a n d Mo n o p o l y
Mix e d

Economy

Labour Les s

Government Involvement

Sh i f t  L e f t Equilibrium Government

G r ant s

Ma r k e t

Ec o n o m y

Ca p i t al Pu b l i c G o o d Sh i f t

Ri g h t

Co n s u me r CB C
Co m mand Ec o n o m y Privately

Ow n e d

In d i v i d u a l i s m Cr o wn

Co r p o r t a t ion

Pr o d u c e r Unemp loyme n t

R a t e

St r i k e Labour Un i o n s Co l l e c t i v e

Ba r g a i n i n g

Re g i o n a l    

 Chapter 7

Co n s u m e r i s m Jo b s Ma r k e t i n g Pl a i n F o l k s Ap p e a l Re g i o n a l i s m
Id e n ti ty Co n s u m e r Sp e n d i n g Ad v e r t i s i n g Te s t i m o n i a l s Pr o s p e r i t y
He a l t h a n d Sa f e t y Ec o n o m i c Gr o w t h Ba n d w a g o n Ef f e c t Sc i e n t i f i c Ap p e a l Gr o s s Do m e s t i c Pr o d u c t

(G D P )

Tr a n s Fa t s En v i r o n m e n t Em o t i o n a l Ap p e a l Bo y c o t t Ec o n o m i c De c i s i o n Ma k i n g
Legi s l at i on Legi s l at i on Gl i t t e r i n g Ge n e r a l i t i e s Bu d g e t Me d i a

 Chapter 8

So c i a l

Pr o g r a m s

Pu b lic

He a l t h Ca r e

Me d i a n Co n s e r v a t i v e Pa r t y De m o c r a t i c Pa r t y
Ta x a t i o n In c o m e T a x Ta x a t i o n Mo d e l Li ber al P ar t y Re p u b l i c a n Pa r t y
He a l t h

In s u r a n c e

Ta x B a s e Bl a c k M a r k e t NDP Po l i t i c a l Pa r t y
Pr i v a t e

He a l t h Ca r e

Sa l e s T a x Ta x E v a s i o n Gr e e n P a r t y Pa r t y

Pl a t f o r m

Profit Goods and

Services Tax

(GST)

Underground

Economy

Bloc

Quebecois

 

 Chapter 9

Environment Co 2 Emissions Oi l S a n d s Lev er
Bi o d i v e r sity GD P  p e r

c a p i t al

De v e l o p m e n t Ne t wo r k
Cl i m a t e Chan g e Ky o t o

Pr o t o c o l

In te r n a ti o n a l Ag r e e m e n t s St a k e
En v i r o n m en t al I s su e s Ra t i f i e d Ca r b o n T a x So c i a l

In v o l v e m ent

Gr e e n

Ho u s e G a s (GHG )

Qu a l i t y  o f  L i f e Sp e c i e s  a t

R i s k Ac t

( SAR A)

 

 

 

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Social 7 Final Study guide

1. Chapter 1-10 Vocabulary
Chapter 1
2. Explain Active Citizenship

3. What is culture

4. Describe the Haudenosaunee society (Including lifestyle and government)

5. Describe the Anishinabe society (Including lifestyle and government)

6. Describe the Mi’kmaq society (Including lifestyle and government)

7. List similarities and differences between the Haudenosaunee, Anishinabe, Mi’kmaq societies

8. Define consensus

9. Roles of women in Haudenosaunee society

10. Roles of women in Anishinabe society

11. Roles of women in Mi’kmaq society

12. Mi’kmaq seasonal cycle

Chapter 2 – 4
13.  List problems New France faced in their colony

14. Role of voyageurs

15. Explain the role of the Catholic Church in New France

16. Define imperialism

17. Define Mercantilism

18. Explain the trade relationship between the Europeans and First Nations

19. Why did British and France expand in North America

20. Explain the relationship between First Nations & British

21. Explain the relationship between First Nations & French

22. What was the most effective action of the British government when establishing Halifax

23. Why was the Hudson’s Bay so important to Britain?

24. What are taxes

25. Define economy

26. Differences between New France and New England fur trading companies

27. Why did the First Nations way of life change?

Chapter 5
28. Explain the Quebec Act of 1774 (What is it and why was it created?)

29. Explain the Seigneurial system

30. Royal Proclamation of 1763(What is it and why was it created?)

31. Why was Louisburg do important?

32. What happened at the Battle of the Plains of Abraham?

33. Define superpower and provide an example.

34. What happened in Acadia and what did it later become named?

35. What ended the conflict between the French and English?

36. What happened during the War of 1812?

37. What is the Act of Union?

38. Thirteen Colonies – list what is common and what is different

39. What is political deadlock?

40. Why did population grow rapidly in the Thirteen Colonies?

Chapter 6
41. What is Confederation?

42. Who joined Connfederation?

Chapter 7
43. Responsibilities for levels of government (pg.163)
Chapter 8
44. Manitoba Act of 1870 (What is it and why was it created?)

45. List the impacts of the Red River Resistance

46. What caused the Second Metis Uprising

Chapter 10
47. Main issues in the creation of Saskatchewan and Alberta

48. List the issues of Prince Edward Island and why they joined confederation.

49. List the issues of Newfoundland and why they joined confederation.

 

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Social 9A & 9B – Chapter 8 Study guide

GRADE 9 CHAPTER 8 STUDY GUIDE

  1. Define economic issue.
  2. Examples of economic issues
  3. Explain a Market economy
  4. Explain a Planned economy
  5. Explain a Mixed economy
  6. List all the political parties and their platforms
  7. Explain the difference between individualism vs. cooperation
  8. Difference between competition vs. monopoly
  9. Explain the difference between Private healthcare vs. public healthcare
  10. What is the Canada Health Act
  11. What is tax evasion? Provide an example.
  12. Understand the difference in the social programs in Canada vs. USA
  13. Explain the taxation model.
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Social 7A & 7B – June 5

Complete your chapter 11 study guide for Monday. Your chapter 11 quiz is on Monday. Below is the study guide:

Grade 7: Chapter 11 Quiz Study guide

  1. What did Canada need to get big?
  2. What did western Canada need to grow?
  3. Why was Laurier successful in increasing the immigration numbers?
  4. Who was eager or wanted immigrants to come to Western Canada?
  5. Who profited the most in selling land in the west?
  6. List the different methods used in attracting people to Canada?
  7. What type of immigrants did the government target?
  8. Who did the advertisement specifically leave out?
  9. Explain “The trap”
  10. Explain what a push factor is and give an example
  11. Explain what a pull factor is and give an example
  12. What did Issac Barr disaster lead to?
  13. Who are the Hutterites?
  14. Where is Francophone presence evident today?
  15. Francophone settlement became successful in the west due to what?
  16. What is a pluralistic society?
  17. Summarize and know the information on page 262 on “The Wheat”
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Social 7A & 7B – June 4

Complete section 6 in your chapter 11 notes package for tomorrow. I will be checking for completion.

Reminder your chapter 11 test is on Monday. You will receive a study guide in class tomorrow and it will be posted on the blog.

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