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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.
Resource List
• Counterpoints: Exploring Canadian Issues
• Our Century Media CD
• SS11 Provincial Exam Preparation package
The Legislative Branch
The Branches of Government
Canadian Government
Legislative Branch
Executive Branch
Judicial Branch
Judges
Federal
BC
Federal
BC
Courts
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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 9-19 Parallel Roles in Federal and Provincial
Governments on page 241
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Guided Practice 1.2A 1
The Legislative Branch Quiz
1. At the federal level, the elected house that makes the laws is
known 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?
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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 and
materials 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. Hitler’s 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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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 Force’s Bomber Command.
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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.
Guided Practice 2.4B 2
Canadians at Sea and in the Air
To learn more about the Battle of the Atlantic, go to your Counterpoints
textbook and read Canadians at Sea on pages 111–113. As you read, think
about how effective the convoy system was. What developments led to
the Allied victory in this battle?
To learn more about Canada’s contribution by air, go to your
Counterpoints textbook and read Canadians in the Air on pages 113–114.
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. Canada’s navy, called the _____________________ played a
huge role in the Battle of the _____________________by
escorting 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. Canada’s air force was called the _____________________. They
mainly participated in _____________________ raids. The most
controversial of these missions were the
_____________________.
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Module 3
History 1945–2000
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.
Resource List
• Counterpoints: Exploring Canadian Issues
• Our Century Media CD
• SS11 Provincial Exam Preparation
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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.
Resource List
• 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.
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Social norms
A respect for the land, the vast
often uninhabited area that
makes up our country.
Beliefs
Multiculturalism, showing
respect for all cultures that
come to our country.
Values
The desire to maintain a quality
publicly-funded health care system, Medicare.
A rejection of the need to carry Multiculturalism also implies an The desire to maintain a disguns as a means of self protec- acceptance of immigrants form tinctly northern lifestyle in our
tion.
various areas of the world.
country.
An appreciation of the role
hockey plays in our country.
An acceptance of the dignity of The desire to maintain the digevery human being regardless of nity of elderly people by providposition in society.
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 languages in our country, especially French and English.
Recognition of the need for gov- Acceptance of the United
ernment to play a role in devel- Nations and its role in keeping
oping the country.
peace in the world.
The desire to keep to keep Canadians connected to one another
through national institutions
like the CBC.
The importance of order and
authority whether it is national
or local.
Admiration for national heroes;
artists, singers, writers, activists, politicians, and sports stars.
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 therefore
enrich the culture of all Canadians.
Go to your Counterpoints textbook and read pages 204–207. Read the
sections Immigration and Multiculturalism, Multiculturalism Becomes an
Issue, and Does Canada Need a Multiculturalism Policy?
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Guided Practice 3.2B 1
Investigating Canadian Culture Characteristics:
Immigration and Multiculturalism
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 “colour
blind” 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.
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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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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 Medicare
Two 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 175–176. After you have read it complete the Guided Practice
Activity that follows.
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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 1.5–4.5 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 temperatures—while
nice—have serious repercussions for our environment, and in some
cases for our own health.
Resource List
• Counterpoints: Exploring Canadian Issues
• Our Century Media CD
• Social Studies 11 Provincial Examination Preparation package
Global Warming: Overview
Global 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 1–2 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 of
the 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.
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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 sun’s 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
Trapped heat causes temperatures on Earth
to rise. This is global warming.
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.
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Guided Practice 4.3A 1
Global Warming Overview
1. Global warming is:
A. the increase of summer temperatures on the Canadian west coast.
B. the Earth’s increased temperature at the two poles.
C. our planet’s reduction of steady atmospheric temperatures.
D. the progressive gradual rise of the Earth’s surface temperature
thought to be caused by the greenhouse effect.
2. Natural and human factors affect global climate.
A. True
B. 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 Earth’s
atmosphere 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.
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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 ecosystems
and 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 runoff because 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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• 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: Canada’s 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 flooding in 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 of
plant and animal life associated with these bodies of water.
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Guided Practice 4.3A 2
The Effects of Global Warming
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
Guided Practice 4.3A 3
Study Flash Cards
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
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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?