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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
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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
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M O D U L E 1 S O C I A L S T U D I E S 1 1 33
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
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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.
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M O D U L E 2 S O C I A L S T U D I E S 1 1 115
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.
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116 MO DU LE 2 S O C I A L S T U D I E S 1 1
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
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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.
Counterpoints: Exploring Canadian Issues
Our Century Media CD
SS11 Provincial Exam Preparation
Resource List
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M O D U L E 3 S O C I A L S T U D I E S 1 1 65
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.
Counterpoints: Exploring Canadian Issues
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
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66 M O D U L E 3 S O C I A L S T U D I E S 1 1
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.
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M O D U L E 3 S O C I A L S T U D I E S 1 1 67
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
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68 M O D U L E 3 S O C I A L S T U D I E S 1 1
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.
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M O D U L E 3 S O C I A L S T U D I E S 1 1 69
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.
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M O D U L E 4 S O C I A L S T U D I E S 1 1 103
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.
Counterpoints: Exploring Canadian Issues
Our Century Media CD
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
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104 MO DU LE 4 S O C I A L S T U D I E S 1 1
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.
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M O D U L E 4 S O C I A L S T U D I E S 1 1 105
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.
Guided Practice 4.3A 1
Global Warming Overview
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106 MO DU LE 4 S O C I A L S T U D I E S 1 1
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.
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M O D U L E 4 S O C I A L S T U D I E S 1 1 107
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.
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108 MO DU LE 4 S O C I A L S T U D I E S 1 1
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
Guided Practice 4.3A 2
The Effects of Global Warming
Guided Practice 4.3A 3
Study Flash Cards
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M O D U L E 4 S O C I A L S T U D I E S 1 1 109
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?