CGC1D Grade 9 Geography, Academic
Module 2: Social Justice
Test 2 Review
Test Format:
Knowledge – Multiple Choice
Thinking – Population Pyramid Analysis
Communication – Short Answer
Application – Immigration Case Studies
/8 marks
/8 marks
/12 marks
/10 marks
Traditional Ecological Knowledge
1. What is Traditional Ecological Knowledge? How is it passed on?
2. How are TEK values different from the dominant western values that influence our political,
economical and social systems. (e.g. Living in harmony with nature vs. putting humans
needs at all times)
3. Discuss an example TEK and how it is used. (e.g. willow bark, ice melting on Great Bear
Lake)
4. What is Avatimik Kamattiarniq? Discuss 2 examples of how it is practiced by Inuit people?
5. In what ways might our country benefit from adopting TEK principles? (e.g. in governance,
education, leisure activities, etc.) Discuss.
Aboriginal Rights & Issues
6. What is the idle no more movement? Discuss the 5 W’s (i.e. who, what, when, where,
why?) to summarize your knowledge on this topic.
7. What is the Indian Act? Why is it controversial?
8. Discuss 2 myths about aboriginal people and explain why they are untrue?
9. Explain 2 reasons why aboriginal communities have commonly described their living
conditions as “Third World Canada”.
Multiculturalism
10. How is integration different from assimilation? How are these terms significant in Canada’s
history?
11. When was multiculturalism adopted in Canada? In your opinion, has Canada’s
multiculturalism policy been effective in promoting and protecting human rights? Explain.
Immigration
12. Why is immigration important to Canada’s future?
13. What is a pull factor? Give 3 examples.
14. What is a push factor? Give 3 examples.
15. What is Canada’s Immigration Point System used for?
16. What are the six criteria of the Canada’s Immigration Point System?
17. What are the four types of immigrants that come to Canada? Define each type.
December 2014
Population Pyramids
18. How would you define population pyramids to a younger sibling or student? Keep it simple,
what are they? And how are they important?
19. How do population pyramids differ between developed/developing nations?
20. Discuss challenges/benefits of high birth rates vs. low birth rates? How can birth rates be
identified on a population pyramid?
21. Discuss challenges/benefits of a large vs. small population of working age people? How
can the working age population be identified on a population pyramid?
22. Discuss challenges/benefits of a large vs. small aging population? How can the aging
population be identified on a population pyramid?
23. Canada’s population is aging. Imagine 20 years from now, brainstorm some ways you will
be personally affected by the impacts of this trend? (e.g. economically, culturally, services,
etc.)
24. As a demographer, what other issues/challenges do you think Canadians will be facing in
the next 20 years? Explain why.
25. Discuss two ways our government can promote increased birth rates in Canada?
December 2014