Curriculum Unit Plans

Unit 8 (GA Unit 8): Canada Today
 
This unit will focus on modern Canada. Conflict and change will be studied as students analyze Quebec’s independence movement. The theme of culture will be examined as students describe the influence of the French and English on the languages and religions of Canada. The theme of governance will be a unit focus as students determine the system of government found in Canada.
Time Frame: 2 weeks
Standards Taught
 
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.
 
SS6H5 The student will analyze important contemporary issues in Canada.
a. Describe Quebec’s independence movement.
 
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.
 
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.
 
 
Essential Questions/Enduring Understandings
 
The student will understand that when there is conflict between or within societies, change is the result.
                        Why does Quebec want independence?
                        What conflicts have occurred because of Quebec’s independence            movement?
                        Why hasn’t Quebec been granted independence?
                        What changes in Canada could occur if Quebec is granted independence?
 
 
 
 
The student will understand that as a society increases in complexity and interacts with other societies, the complexity of the government also increases.
                        What is the role of the legislature?
                        What role does the citizen have as a participant in Canada’s government?
 
 
The student will understand that the culture of a society is the product of the religion, beliefs, customs, traditions, and government of that society.
                         How have the French and English influenced the languages and             religions of Canada?
 
Critical Skills & Knowledge
                        What type of government systems exists in Canada?
                        Who is the leader of Canada and what is his or her title?
 


 

Unit 9 (GA Unit 9): Environmental and Economic Forces in Canada

 

In this unit, students will focus on economic development in Canada. Students will analyze human environmental interaction with the environment by looking at the impact of government policies and individual behaviors. Students will explain how the location and availability of resources affect where people in Europe live and how the unequal distribution of resources impacts trade in Europe. The theme of production, distribution, and consumption will be studied as students evaluate how voluntary trade benefits buyers and sellers in Canada. Students will describe the factors that influence economic growth and examine their presence or absence in Canada. Students will also explain how the literacy rate in Canada affects this nation’s development in the modern world.

Time Frame: 3 weeks

Standards Taught

 

SS6G5 The student will locate selected features of Canada.

a. Locate on a world and regional political-physical map: the St. Lawrence River, Hudson Bay, Atlantic Ocean, Pacific Ocean, the Great Lakes, Canadian Shield, and Rocky Mountains.

 

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.

 

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.

 

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.

 

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.

 

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.

Essential Questions/Enduring Understandings

 

HUMAN ENVIRONMENT INTERACTION: The student will understand that humans, their society, and the environment affect each other.

 

        How do people contribute to Canada’s pollution problems?

        How are acid rain, pollution of the Great Lakes, the extraction and use of         natural resources on the Canadian Shield, and timber resources Canada’s         major environmental concerns?

 

PRODUCTION, DISTRIBUTION AND CONSUMPTION: The student will understand that the production, distribution, and consumption of goods/services produced by the society are affected by the location, customs, beliefs, and laws of the society.

 

        How do the three types of economic systems (traditional, command, and         market economies) answer the questions of what, how, and for whom to         produce?

        How do most countries strike a balance between having a pure market and         pure command economy?

        How does specialization enhance Canada’s ability to trade with other         countries?

        

        How do trade barriers (tariffs, quotas, and embargos) hinder voluntary trade         from occurring between countries?

        How does the North American Free Trade Agreement (NAFTA) impact        Canada’s economy and trade?

       Why is it necessary to exchange currencies for nations to trade?

 

LOCATION: The student will understand that location affects a society’s economy, culture, and development.

 

        How do the factors of location, climate, access to water, and natural           resources affect where Canadians choose to live and work?

        How do the factors of location, climate, access to water, and natural         resources affect trade?

 

 Skills & Knowledge

        What is the basic type of economic system found in Canada?

        What are the different types of physical and economic trade barriers in         Canada?

        What are the major physical features of Canada, and where are they located
          on a map?