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Instructions

Instructions. Due: Friday, Jan. 25, 2013 Their will be daily checks. Assignment : To create a digital Provincial Exam Review. Purpose:

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Instructions

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  1. Instructions Due: Friday, Jan. 25, 2013 Their will be daily checks Assignment: To create a digital Provincial Exam Review. Purpose: To better grasp the Ministry Prescribed Learning Outcomes for Social Studies 11. Why? Because the Social Studies 11 provincial exam asks very specific questions, but generally can be identified by the PLOs + you have to do it Method: The PowerPoint will be a-linear in nature. This means there will be an introduction slide with headings that will link to other slides. You will become familiar with hyperlinks very quickly. Procedure: • You will only use 1-4 slides for each Theme we covered in Social Studies 11. Begin by creating slide 1, your intro slide, similar to a title page of a book. This intro slide needs to have a table of contents. Each of these items will be a slide that the intro slide will hyperlink to. • The 2nd slide will be titled Theme 1: The Canadian Government. The 3rd or 4th slide will be titled Theme 2: Evolution of Autonomy in the 20th Century. • Each slide will answer the questions for the theme. Each slide will also have a “back” button to hyperlink back to the table of contents. • The next page in this handout is a list of all the critical information you are to put on each slide. This is material we have already covered in class, now we are synthesizing it in a digital form so you can study. • You are to arrange the slide in any way as long as it is informative to me, organized and readable. The font can be small as it will only be read by me. • Each Theme will be marked with the Rubric on the last page • This will help you, and it will give you confidence and take away stress come study time.

  2. Marking Rubric

  3. SS11 Sample Exams Social Studies 11Provincial Exam Review ---Please Create a Table of Contents--- Theme 1:……… Theme 2:………

  4. Social Studies 11 Provincial Exam Review Theme 1: The Canadian Government

  5. Theme 1: Politics and Government (chapters 9 & 10) • demonstrate understanding of the political spectrum:  • Define totalitarianism, democracy, liberalism, conservatism, socialism, fascism, and communism • Who are Canada’s major political parties? How do they think? Where do they fit on the political spectrum? Who are BC’s major political parties? • explain how Canadians can effect change at the federal and provincial levels: • How can you influence your government? (elections, petitions and protests, lobbyists, special interest groups, court actions, media campaigns) • How does Canadian government work? • How does a bill become a law? (first reading, second reading, third reading, Royal Assent; difference for private members bills) • Party discipline vs. free vote, party whip • Who’s who in government: Cabinet, Speaker, Governor General, Leader of the Opposition, caucus, etc.) • Patronage • Order-in-Council • explain how federal and provincial governments are formed in Canada: • How does our electoral system work? (candidates, parties, constituencies, voting, election campaigns, first-past-the post vs. proportional representation) • What is a majority government? What is a minority government? What are the advantages and disadvantages of each? • describe major provisions of the Canadian constitution, including the Canadian Charter of Rights and Freedoms, and assess its impact on Canadian society ( ch. 8 p. 198-203 & ch. 11 p. 275, 300) • What is the British North America Act? What is the Bill of Rights? How do they connect to our Constitution? • Why is the ‘notwithstanding clause’ important? • How can the Constitution be changed (amending formula)? • What are the fundamental rights and freedoms identified in the Charter? (equality, mobility, legal rights, language rights, education)? When can these rights be limited? • What are some current issues surrounding the Charter?

  6. Everything I need to know about the Constitution • Purpose = rules of Federal and Provincial Gov’t • demonstrate awareness of precursors to the Canadian constitution  1stBritish North America Act, 1867, 2. Bill of Rights, 1960 • explain the significance of the “notwithstanding clause” and amending formula To change the constitution, there needs to be agreement of: A) 2/3 of the provinces representing at least 50% of the population & B) a simple majority in both the House and Senate. This is called the Amending Formula • identify Charter rights and fundamental freedoms (e.g. equality, mobility, legal rights, language rights, education) and potential limitations on those rights] • Impact of the Charter on Canadian society: Section 33 is part of the Constitution of Canada. It is commonly known as the notwithstanding clauseor an override power, and it allows Parliament or provincial legislatures to override certain portions of the Charter. Example: Quebec, 1982After the Charter came into force in 1982, the most notable use of the notwithstanding clausecame in the Quebec language law known as Bill 101 after sections of those laws were found unconstitutional by the Supreme Court of Canada….Quebec wanted to make french the ONLY official language - NWSC can only last 5 years Theme 1: The Canadian Government Do I Understand the Political Spectrum? • Define: Totalitarianism – total power through force, democracy- people can vote. Liberalism – economic freedom & equal rights. Conservatism – small role in economy, cautious about change. Socialism – large government role, equality. Fascism - nationalistic, one power, military. Communism – single party, classless. • Canada’s Major political parties – Liberal, Conservative, New Democrat, Bloc Quebecois • This is how Canadians can effect change: • Workings of government: passage of bill • First (Intro), Second (Debate), and Third Reading(vote); then to Senate, then given Royal Assent • private members bills – introduced by MP who is NOT in the cabinet • party discipline – support of all MPs to vote on bill while free votes MPs can vote by conscience • cabinet patronage – to play on the same team (friends of the P.M. / cabinet solidarity – vote same way • Order-in-Council – notice of decision by G.G. • public policy can be changed by elections, petitions and protests, lobbyists, special interest groups, court actions, media campaigns • How are governments formed in Canada? • Voting in elections is the most common and widespread method of influencing government. • Any Canadian Citizen, age 18 or older, can vote in a federal election. • Federal and Provincial Governments hold elections at least every five years. • The Prime Minister can choose a time that is convenient for his party, (high popularity numbers), or may be forced into it if a major bill is defeated in the House of Commons. • The Prime Minister then asks the Governor General to dissolve Parliament. • Canadians do not vote directly for the Prime Minister. • Canadians vote for a candidate to represent their riding or constituency.  every 100, 000 people = riding • The party that has the most elected MP’s gets to form the next government. • The leader of that party becomes the Prime Minister. • Distinguish between majority and minority government • Majority = In a federal election, if a party wins more than 50% of the available seats, they are said to have a majority government. • Minority = In a federal election, if a party has won the most seats, but still has less than 50% of the total, they are said to have a minority government.

  7. Theme 2: evolution of autonomy in the 20th century • Identify and describe the significance of events that have made Canada more independent (autonomous). Some (but not all) examples include: • Creation of the Canadian corps in WWI (p.26) • Paris Peace Conference/ League of Nations (p.43-45) • Halibut Treaty (in-class) • Channak Crisis (p.55) • King/Byng Crisis (p.55) • Balfour Report and the Statute of Westminster (p.55) • Parliamentary vote to join WWII (p.101) • Canadian flag (p. 194) • Patriation of the Constitution (p.199)

  8. Theme 2: evolution of autonomy in the 20th century

  9. Theme 3: Canada's role in world war one and two • assess Canada’s role in World War I and the war’s impact on Canada: (ch. 2) • What did Canada do in WWI? (e.g. Somme, Passchendaele, Vimy Ridge, Ypres, 100 Day Campaign) • Describe the types of warfare in WWI and how they affected Canadian soldiers (attrition, trench warfare, submarines, chlorine gas) • Explain the war’s impact on the home front (“enemy aliens”, conscription, Halifax explosion, Victory Bonds, rationing, the War Measures Act) • assess Canada’s role in WWII and the war’s impact on Canada: (ch. 5)  • What did Canada do to help the Allies in WWII? (Battle of the Atlantic, Hong Kong, Dieppe, Italian Campaign, bomber command, D-Day, liberation of the Netherlands) • How did the war affect life at home for Canadians (home front)? (arsenal of democracy, air training, total war, conscription, propaganda, “enemy aliens”) *Too add: map of alliances for both WWI and WWII

  10. Theme 4: canada’s role in world war affairs • assess Canada’s participation in world affairs with reference to human rights, United Nations, Cold War, modern conflicts: (ch. 6 & 7) • How can individuals and groups address human rights issues (e.g. Response to the Holocaust, refugee policy, land mines treaty, Rwandan genocide) • How does Canada contribute to the U.N.? ( peacekeeping, role on the Security Council, participation in the U.N. agencies) • Describe Canada’s involvement in the Cold War (Avro Arrow, NATO, NORAD, DEW Line, Bomarc missiles) • Evaluate Canada’s response to modern conflicts (Korean War, Suez Crisis, Bosnia, 1991 Gulf War) *Too add: picture of UN helmet, Avro Arrow, Cold War Map of Europe

  11. Theme 5: social policies and programs • assess the development and impact of Canadian social policies and programs related to immigration, the welfare state, and minority rights: (ch. 1, 5, 8 & 11)  • How have immigration policies changed in Canada throughout the 20th century? (head tax, origin of immigrants, points system) (p. 9-12) • Identify key milestones in the development of the welfare state (medicare, old age pension, employment insurance, workers’ compensation). Why are they important? (p. 175) • Give examples of Canada’s treatment of minorities (internment of Japanese Canadians, voting restrictions, protection of minority rights in the Charter, Multiculturalism Act)(p. 126-7, 298, 206-7) *

  12. Theme 6: economic cycles & the great depression • explain economic cycles with reference to the Great Depression and the labour movement in Canada: (ch. 4)  • Use the following terms to explain an economic cycle: recession, depression, recovery, prosperity, deficit, inflation, and supply and demand. • What were the effects of the Great Depression? How did the government respond? (unemployment, government intervention, protest parties (CCF, Social Credit), soup kitchens) • How did the Great Depression encourage the development of the labour movement? (One Big Union, Winnipeg General Strike, On-to-Ottawa Trek, Regina Manifesto) *Too add: economic cycle diagram, picture of RB Bennett, Bennett Buggy, and Winnipeg General Strike

  13. Theme 7: the role of women in the 20th century • describe the role of women in terms of social, political, and economic change in Canada: ( ch. 2, 5 & 6) • How did women contribute to Canada during the wars, and postwar? (increased industrial capacity, economic growth and employment, changing social attitudes) • How have women influenced Canadian society? (suffrage, prohibition, politics, pay, employment equity) *Too add: Women’s propaganda poster and a flapper

  14. Theme 8: french/english relations in the 20th century • assess the impact of the conscription crises, Quebec nationalism, bilingualism, and regionalism on Canadian unity: (ch. 8) • What were the issues of the conscription crises of WWI and WWII? (p. 39, 124) • How has Quebec nationalism been expressed? (Union Nationale, Quiet Revolution, October Crisis, sovereignty referenda, Parti Quebecois, Bloc Quebecois) • How have these expressions of Quebec Nationalism affected Canadian unity? • Why is the Official Languages Act important? (Bilingual labeling, civil service hiring) • Explain the connection between regionalism and alienation (National Energy Policy, collapse of the cod fishery)

  15. Theme 9: first nations in the 20th century • demonstrate knowledge of the challenges faced by Aboriginal people in Canada during the 20th Century and their responses, with reference to residential schools, reserves, self-government, and treaty negotiations: (ch. 8 - p. 208-217) • How has the Indian Act impacted Aboriginal people? (marginalization and dependency) • Describe the impact of residential schools on Aboriginal people (destruction of lives and communities) • What has been the Aboriginal response to challenges? (negotiations, protests, court cases with respect to land and resource issues, demand for self-government) • What are the challenges and benefits for Aboriginal people living on and off reserve? • Why are Aboriginal people concerned about cultural appropriation?

  16. Theme 10: Canadian identity • represent what it means to be Canadian with reference to distinctive Canadians programs and policies, important Canadian cultural and scientific achievements: (ch. 6) • Compare and contrast Canada vs. the U.S. (death penalty, gun control, health care, military, entertainment, civil rights) • How has Canada tried to create an identity for itself? (CRTC, CBC, NFB, Canada Council) • What does it meant to be Canadian, eh?

  17. Theme 11: human geography • explain the significance of changes in world population with reference to population pyramids, distribution, density, demographic transition models: (ch. 13)  • Interpret population pyramids and the demographic transition model • Can you read graphs, statistics and maps to collect and analyze population data? (distribution, density, dependency ratio) • How does Canada’s population changes compare to those around the world? • How do we deal with population growth? Explain how improving literacy rates, job opportunities for women, and family planning policies could affect population. • compare Canada’s standard of living with those of developing counties, with reference to poverty and key indicators of human development: (ch. 14) • What is the U.N. Human Development Index? How is it used? • Be able to explain key aspects of the HDI such as life expectancy rates, literacy rates, infant mortality rates, disease (HIV/AIDS), fertility, GDP • How is poverty caused? (armed conflict, natural disaster, lack of education, employment) • How do we help developing countries? (international aid – CIDA, NGOs, UNICEF, WHO and debt reduction) • assess environmental challenges facing Canadians including global warming, ozone layer depletion, fresh water quality and supply: (ch. 17) • How does industrial and technological development affect the environment? (global warming, ozone layer depletion, water) • How do we respond to global warming and ozone depletion? (Kyoto accord) • What are threats to our water in Canada? (contamination, misuse) What are possible solutions? (treatment technologies, conservation)

  18. Potential Essay Questions Instructions: 1) Create a thesis statement for each question and 2) three possible details to support your thesis statement. History: • Evaluate the development of French Canadian and English Canadian relations from the period 1914-2000. • Between 1914 and 1931, Canada evolved from colonial status to independent nationhood. Describe this evolution. • Evaluate the impact of WWI on the Canadian homefront. Use examples from 1914-1918. • To what extent was the Canadian government successful in its attempts to deal with the Depression? Explore both sides of the issue. • Explain how intolerance has been an issue in Canada since 1914. Geography: • Describe realistic strategies that Canadians could take to reduce their negative impact on land, water, and the atmosphere. • Explain the difficulties that developing nations experience as they try and break the cycle of poverty

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