AB SS4 Chapter Tests.03

BLM A1

Student Name Date Rubrics for Test Questions

Answers to Questions Rubric [worth 4 marks]

Level Your work is

4 • detailed. You have included the important information, as well as interesting details. Excellent • insightful. You have shared interesting and unique ideas. 3 • complete. You have included important information that answers the question. Very Good • logical. Your answer makes sense and shows you took time to think about what you wanted to share. 2 • partially complete. You have made a good start with your answer, but you need to include more detail. Basic • predictable. Your answer uses the ideas most people would think about. 1 • sketchy. Your answer does not have enough information to show that you understand. Limited • unrelated. Your answer does not really answer the question.

Web Rubric [worth 4 marks]

Level Your work is

4 • detailed. You have included the important information, as well as interesting details. Excellent • skillfully presented. Your work is easy for others to understand because your work is well organized. 3 • complete. You have included important information that answers the question. Very Good • clearly presented. Your message is easy to understand. 2 • partially complete. You have made a good start with your answer, but you need to include more detail. Basic • reasonably organized. Your audience can usually tell what you are trying to say. 1 • sketchy. Your answer does not have enough information to show that you understand. Limited • haphazard. It is difficult for your audience to understand your message.

Copyright © 2006 by Nelson, a division of Thomson Canada LimitedBLM A1 Permission to reproduce granted to purchasing school only. 1 BLM A2 page 1 of 2 Name: ______Date: ______Chapter 1 Check-Up /20 (total test)

1. Match the action words with the definitions. Write the letter of the correct answer in the blank space. /6 _____ ask questions and develop a plan to find A. appreciate the answers B. draw conclusions _____ share with others, make decisions, and C. inquire take action D. organize _____ show that something is valuable and special E. participate _____ sort and put information in an order that F. research makes sense _____ find information to answer questions _____ decide what information means and how it affects others

Circle the correct answer for questions 2 and 3. /2 2. Who first discovered fossils in Alberta? A. Dr. Phillip Currie B. Joseph B. Tyrrell C. First Nations people D. Wendy Sloboda

3. What should you do if you find a fossil? A. cover it up and leave it alone B. dig it up and bring it to a scientist at a museum or university C. take it home and keep it for yourself D. remember where it is located and tell a scientist at a museum or university

Use the back of page 1 to answer question 4. /4 4. Create a web to show important people, places, and events in Alberta’s fossil history.

Answer question 5 in the space provided. /4 5. Imagine that you are going on a field trip to a fossil site. Make a list of four ways to show respect for Alberta’s fossil history at the site.

I can show respect for Alberta’s fossil history by

•

Use the back of this page to answer question 6. /4 6. Use drawings and/or words to show and explain why fossils are an important and unique part of Alberta.

Copyright © 2006 by Nelson, a division of Thomson Canada LimitedBLM A2 Permission to reproduce granted to purchasing school only. 3 BLM A3 page 1 of 2 Name: ______Date: ______Chapter 1 Check-Up—Answer Key /20 (total test)

1. Match the action words with the definitions. Write the letter of the correct answer in the blank space. /6 _____C ask questions and develop a plan to find A. appreciate the answers B. draw conclusions _____E share with others, make decisions, and C. inquire take action D. organize _____A show that something is valuable and special E. participate _____D sort and put information in an order that F. research makes sense _____F find information to answer questions _____B decide what information means and how it affects others

Circle the correct answer for questions 2 and 3. /2 2. Who first discovered fossils in Alberta? A. Dr. Phillip Currie B. Joseph B. Tyrrell C. First Nations people D. Wendy Sloboda

Copyright © 2006 by Nelson, a division of Thomson Canada LimitedBLM A3 Permission to reproduce granted to purchasing school only. 4 BLM A3 Chapter 1 Check-Up—Answer Key page 2 of 2 Name: ______Date: ______

Use the back of page 1 to answer question 4. /4 4. Create a web to show important people, places, and events in Alberta’s fossil history.

Use the Web Rubric on BLM A1 to score student responses. Information on the web could include, but is not limited to, the following: discoveries by First Nations, Ornithomimus, Joseph Tyrrell and Albertosaurus, Wendy Sloboda and fossil eggs shells, the Royal Tyrrell Museum, the Badlands

Answer question 5 in the space provided. /4 5. Imagine that you are going on a field trip to a fossil site. Make a list of four ways to show respect for Alberta’s fossil history at the site. 1 mark for each appropriate answer. Possible answers could include, but are not limited to, the following:

I can show respect for Alberta’s fossil history by

• staying on the path and looking at the fossils from a distance. • not removing any fossils. • not scratching or writing on the fossils. • leaving the digging for the scientists. • following the instructions of my guide. • listening to the guide so I can learn more.

Use the back of this page to answer question 6. /4 6. Use drawings and/or words to show and explain why fossils are an important and unique part of Alberta.

Possible answers include, but are not limited to, the following: Fossils tell stories about what the land was like in Alberta millions of years ago; Fossil fuels are an important part of Alberta’s economy and the fossils help us understand more about how these fossil fuels were formed; Fossils cannot be replaced if they are destroyed, so we must take care of them; Scientists all over the world are interested in Alberta’s fossils; The dinosaur that Joseph Tyrrell discovered has been named Albertosaurus.

Chapter 2 Check-Up /22 (total test)

1. Match the geography words with the definitions. Write the letter of the correct answer in the blank space. /6 _____ examples include trees and flowers A. animal life _____ the pattern of weather over time B. bodies of water _____ natural features of the landscape such as C. climate mountains and hills D. landforms _____ examples include fish, birds, and E. natural resources mammals F. vegetation _____ examples include glaciers, lakes, rivers _____ materials found in nature that people use to make their lives better

Circle the correct answer for questions 2 and 3. /2 2. When Dilpreet created posters to remind people not to feed the bears, which part of the inquiry model was he using? A. Ask questions B. Draw conclusions C. Share with others D. Find information

3. Which of the following is not an important reason for having a National Park system? A. to protect the environment B. to make money from recreational activities C. to help people learn about natural areas D. to make sure future generations can enjoy natural areas, too

Use the back of page 1 to answer question 4. /4 4. A company wants to build a new ski resort in the Rocky Mountain region. Create a web to show what people have to think about to make sure this does not harm the environment.

Answer question 5 by completing the chart. /6 5. Imagine that you are going to be taking visitors to the Rocky Mountain region. Your visitors are really interested in geography. Make a list of places or features that you would like to have them see in this region. Next, tell what is important about each place or feature. Make sure they will see different parts of geography.

To what places or features would you take What is important about this place or your visitors? feature? • •

• •

Use the back of this page to answer question 6. /4 6. Use drawings and/or words to show and explain what you value about the Rocky Mountain region.

Copyright © 2006 by Nelson, a division of Thomson Canada LimitedBLM A4 Permission to reproduce granted to purchasing school only. 7 BLM A5 page 1 of 2 Name: ______Date: ______Chapter 2 Check-Up—Answer Key /22 (total test)

1. Match the geography words with the definitions. Write the letter of the correct answer in the blank space. /6

_____F examples include trees and flowers A. animal life _____C the pattern of weather over time B. bodies of water _____D natural features of the landscape such as C. climate mountains and hills D. landforms _____A examples include fish, birds, and E. natural resources mammals F. vegetation _____B examples include glaciers, lakes, rivers _____E materials found in nature that people use to make their lives better

Copyright © 2006 by Nelson, a division of Thomson Canada LimitedBLM A5 Permission to reproduce granted to purchasing school only. 8 BLM A5 Chapter 2 Check-Up—Answer Key page 2 of 2 Name: ______Date: ______

Use the Web Rubric on BLM A1 to score student responses. Information on the web could include, but is not limited to, the following: destroying animal habitat, destroying vegetation, increased traffic and air pollution from cars, increased noise, increased litter, need more places for people to live who will work at the resort

To what places or features would you take What is important about this place or your visitors? feature?

• specific mountains, valleys, lakes; hot • answers will vary springs; recreation areas for hiking, camping, fishing, skiing

Use the back of this page to answer question 6. /4 6. Use drawings and/or words to show and explain what you value about the Rocky Mountain region.

Possible answers could include references to the following: landforms, climate, vegetation, animal life, bodies of water, natural resources, recreational opportunities, employment opportunities

Chapter 3 Check-Up /20 (total test)

Complete these sentences about the geography of the Foothills region. /4 1. Two different types of bodies of water that are part of the Foothills region are ______and ______.

2. Two different types of landforms that are part of the Foothills region are ______and ______.

4. Which statement best describes the factors that affect the climate in the Foothills region? A. The Pacific Ocean and Rocky Mountains are too far away to affect the climate of the Foothills region. B. The Pacific Ocean and the Rocky Mountains both affect the climate of the Foothills region. C. The Pacific Ocean has very little effect on the climate of the Foothills region. D. The Rocky Mountains have very little effect on the climate of the Foothills region.

Use the back of this page to answer question 5. /4 5. Create a web to show how people use two of the natural resources in the Foothills region.

Use the information below to answer question 6. /3 6. Brittany made a mind map to show why the woodland caribou population was decreasing. One of her classmates used a chart to record the information. Here is what his chart looked like: List A List B Logging takes away the caribou shelter. Other animals hunt the caribou for food. New roads mean more traffic and more Some caribou die from disease. collisions. Snowmobiles disturb the caribou.

a) What label should he use for List A? ______b) What label should he use for List B? ______c) What is one more idea you could add to List B? ______

b) Your class

c) Your community

Use the back of this page to answer question 8. /4 8. Use drawings and/or words to show and explain what you value about the Foothills region.

Chapter 3 Check-Up—Answer Key /20 (total test)

Complete these sentences about the geography of the Foothills region. /4 1. Two different types of bodies of water that are part of the Foothills region are ______and ______. Possible answers include any two of lakes, rivers, reservoirs. 2. Two different types of landforms that are part of the Foothills region are ______and ______. Possible answers include any two of hills, rolling grassland, coulees, river valleys.

Circle the correct answer for questions 3 and 4. /2 3. The natural environment of the Foothills region is ideal for cattle ranching. Which of the following does not help explain this statement? A. Warm chinook winds keep winter temperatures mild. B. Coulees provide shelter for cattle from winter winds. C. Reservoirs collect water that can be used for irrigation when rain is scarce. D. Grasses are ideal food for cattle. 4. Which statement best describes the factors that affect the climate in the Foothills region? A. The Pacific Ocean and Rocky Mountains are too far away to affect the climate of the Foothills region. B. The Pacific Ocean and the Rocky Mountains both affect the climate of the Foothills region. C. The Pacific Ocean has very little effect on the climate of the Foothills region. D. The Rocky Mountains have very little effect on the climate of the Foothills region. Use the back of this page to answer question 5. /4 5. Create a web to show how people use two of the natural resources in the Foothills region. Use the Web Rubric on BLM A1 to score student responses. Possible answers include, but are not limited to, the following: Soil—ranching; must not overgraze so the grass will stay healthy Trees—wood, paper products; habitat for animals [First Nations depended on the vegetation and animal life for their survival] Coal—fuel for hydro power; sold to other countries Oil—fuel for homes and cars; asphalt for roads; plastics, chemical products

Copyright © 2006 by Nelson, a division of Thomson Canada LimitedBLM A7 Permission to reproduce granted to purchasing school only. 12 BLM A7 Chapter 3 Check-Up—Answer Key page 2 of 2 Name: ______Date: ______

a) What label should he use for List A? ______human actions b) What label should he use for List B? ______natural events c) What is one more idea you could add to List B? ______Possible answers could include, but are not limited to, the following: climate change affects the caribou food sources (although the case could be made that there is also human influence in climate change); caribou migrate to a new area; natural changes in caribou population from one year to the next

Answer question 7 in the space provided. /3 7. Brittany’s class researched ways to use paper resources more wisely. Give a specific example of how each person could reduce, reuse, or recycle. Each example should be different from the others. A different answer should be given for each category. Possible answers include, but are not limited to, the following: use the chalkboard and/or overhead projector instead of paper, use both sides of writing paper, place a recycling box in your classroom, make notepads from used paper, reuse paper for art projects, buy products made from recycled paper, collect used telephone books, keep track of paper thrown away and recycled, raise awareness of the importance of recycling.

Use the back of this page to answer question 8. /4 8. Use drawings and/or words to show and explain what you value about the Foothills region. Possible answers could include references to the following: landforms, climate, vegetation, animal life, bodies of water, natural resources, recreational opportunities, employment opportunities Copyright © 2006 by Nelson, a division of Thomson Canada LimitedBLM A7 Permission to reproduce granted to purchasing school only. 13 BLM A8 page 1 of 2 Name: ______Date: ______

Chapter 4 Check-Up /16 (total test)

Circle the correct answer for questions 1 and 2. /2 1. Which of the following does not tell about a geological force that shaped the land in the Grassland region? A. River valleys were created by erosion. B. Flat land was created when glaciers moved across the region. C. Hoodoos show the effects of erosion. D. Mountains were created from twisting and folding.

2. Calgary is located where two important rivers meet. The land around Calgary is good for farming and ranching. Oil was discovered near Calgary.

This information tells about the relationship between A. vegetation and bodies of water B. climate and landforms C. natural resources and communities D. bodies of water and communities

Use the back of this page to answer question 3. /4 3. Create a web to show how farming is affected by the geography, climate, and natural resources of the Grasslands region.

Answer question 4 by completing the chart. /2 4. Complete the chart to show how people in the Grassland region have adapted to their natural environment. Give one idea for each characteristic.

Characteristic of the natural What have people done to make this characteristic less of environment a challenge or to make it useful? Summers are dry and there is very little rain for the crops.

There is a lot of wind in parts of southern Alberta.

Answer question 5 in the space provided. /4 5. Think of a cultural celebration that you learned about in class or participated in with your family or friends. How do celebrations connect Albertans to their heritage?

Use the back of this page to answer question 6. /4 6. Use drawings and/or words to show and explain what you value about the Grassland region.

Chapter 4 Check-Up—Answer Key /16 (total test)

2. Calgary is located where two important rivers meet. The land around Calgary is good for farming and ranching. Oil was discovered near Calgary.

This information tells about the relationship between A. vegetation and bodies of water B. climate and landforms C. natural resources and communities D. bodies of water and communities

Use the back of this page to answer question 3. /4 3. Create a web to show how farming is affected by the geography, climate, and natural resources of the Grasslands region.

Use the Web Rubric on BLM A1 to score student responses. Possible information on the web could include, but is not limited to, the following: Land is flat and easy to farm; Climate is hot and often there is not enough rain; Wind can blow the soil away when there is a drought; Soil is rich and good for growing crops; Rivers provide water for crops and cattle.

Copyright © 2006 by Nelson, a division of Thomson Canada LimitedBLM A9 Permission to reproduce granted to purchasing school only. 16 BLM A9 Chapter 4 Check-Up—Answer Key page 2 of 2 Name: ______Date: ______

Answer question 4 by completing the chart. /2 4. Complete the chart to show how people in the Grassland region have adapted to their natural environment. Give one idea for each characteristic.

1 mark for each section. Possible answers could include, but are not limited to, the following:

Characteristic of the natural What have people done to make this characteristic less of environment a challenge or to make it useful? Summers are dry and • irrigate crops there is very little rain for • build reservoirs to store water the crops. • use wind turbines to produce electricity There is a lot of wind in • plant trees as a wind break to prevent soil from blowing parts of southern Alberta. away

Use the Answers to Questions Rubric on BLM A1 to score student responses. Possible answers include, but are not limited to, the following: teach us history; share parts of our culture; learn about other cultures; share music, stories, traditions

Use the back of this page to answer question 6. /4 6. Use drawings and/or words to show and explain what you value about the Grassland region.

Possible answers could include references to the following: landforms, climate, vegetation, animal life, bodies of water, natural resources, recreational opportunities, employment opportunities

Chapter 5 Check-Up /16 (total test)

Circle the correct answer for questions 1 and 2. /2 1. Glaciers helped shape the land in the Parkland region. As the glaciers moved, they pushed rocks and soil aside. The ice also scraped some areas smooth.

This information explains A. why we have oil and gas in Alberta B. why the land in the Parkland region is both hilly and flat C. why agriculture is important in the Parkland region D. how the mountains were created

2. What is the weather like in the Parkland region? A. Summers are always very dry. B. Summers are always very rainy. C. The weather can change very quickly. D. Chinooks are very common in winter.

Answer question 3 by completing the chart. /2 3. How do natural resources improve the quality of life for Albertans? Give one idea for each natural resource.

Natural resources in the How does this resource improve the quality of life for Parkland region Albertans?

Agricultural land

Oil and gas

Use the back of page 1 to answer question 4. /4 4. Francophone people have started over 30 communities in Alberta. Create a web to show how Francophones celebrate and keep their language and culture.

Answer question 5 in the space provided. /4

5. Éric was with his Dad at a gas station. His Dad was putting gas in the car. Éric noticed a barrel that was leaking a thick, black, and stinky oily liquid. a) What could Éric do?

b) Why is it important that Éric take action?

Use the back of this page to answer question 6. /4 6. Use drawings and/or words to show and explain what you value about the Parkland region.

Chapter 5 Check-Up—Answer Key /16 (total test)

2. What is the weather like in the Parkland region? A. Summers are always very dry. B. Summers are always very rainy. C. The weather can change very quickly. D. Chinooks are very common in winter.

Answer question 3 by completing the chart. /2 3. How do natural resources improve the quality of life for Albertans? Give one idea for each natural resource.

1 mark for each appropriate answer. Only one response is required for each section. Possible answers could include, but are not limited to, the following: Natural resources in the How does this resource improve the quality of life for Parkland region Albertans? •provides food for Albertans Agricultural land •provides jobs for farmers and people who work in farming communities •provides oil and gas products for our homes and cars •provides jobs for people who work in oil and gas related industries and Oil and gas related service occupations •provides money [resource revenue] for the government that can be spent on other services Albertans need

Copyright © 2006 by Nelson, a division of Thomson Canada LimitedBLM A11 Permission to reproduce granted to purchasing school only. 20 BLM A11 Chapter 5 Check-Up—Answer Key page 2 of 2 Name: ______Date: ______

Use the back of page 1 to answer question 4. /4 4. Francophone people have started over 30 communities in Alberta. Create a web to show how Francophones celebrate and keep their language and culture.

Use the Web Rubric on BLM A1 to score student responses. Possible information on the web could include, but is not limited to, the following: French language events, media, education, festivals, family histories, community events

Answer question 5 in the space provided. /4 5. Éric was with his Dad at a gas station. His Dad was putting gas in the car. Éric noticed a barrel that was leaking a thick, black, and stinky oily liquid. a) What could Éric do?

Possible answers include, but are not limited to, the following: Tell the garage owner; Make sure that nobody is smoking in the area; Phone the environmental complaint line. b) Why is it important that Éric take action?

Possible answers include, but are not limited to, the following: The material might be toxic or flammable; The material might pollute the air and ground; Dirty oil can be cleaned and reused.

Use the back of this page to answer question 6. /4 6. Use drawings and/or words to show and explain what you value about the Parkland region.

Possible answers could include references to the following: landforms, climate, vegetation, animal life, bodies of water, natural resources, recreational opportunities, employment opportunities

Chapter 6 Check-Up /18 (total test)

1. Match the vocabulary words with the definitions. Write the letter of the correct answer in the blank space. Not all of the vocabulary words will be used. /4 ____ soil that is always at or below zero degrees A. bedrock Celsius B. muskeg ____ swampy water mixed with partly dead vegetation C. oil sand

____ solid rock buried deep beneath the soil D. permafrost ____ a place on the surface of the ground that shows where an underground cave has E. sinkhole collapsed

Circle the correct answer for questions 2 and 3. /2 2. Grain is grown in the Peace River area of the Boreal Forest region. This is unique because A. there are not enough people in the area to have a large farming industry. B. it is too far away from the big cities where the grain could be sold. C. the soil is not very good in the area. D. most northern locations are too cold to grow grain.

3. Wood Buffalo National Park was set up to protect wood bison. It is also a nesting place for whooping cranes. Elk Island National Park is a wildlife sanctuary for plains bison, wood bison, and elk.

Which of the following is not an important reason for having these parks?

A. Tourists can visit and help the local tourist industry. B. Tourists can visit and learn more about the ecosystem. C. Scientists can work to help endangered species. D. Wildlife can live in a fairly undisturbed environment.

Use the back of page 1 to answer question 4. /4 4. Create a web to show • how we depend on products made from oil • how oil production and the way we use oil products affects the environment

Answer question 5 by completing the chart. /4 5. People have different points of view on how we should use our forest resources. Complete the chart by listing reasons why the forests are important to each group of people. Environmentalists are people who The forest industry includes the work to keep the environment people who need forest products to healthy and natural. earn a living. Forests are important to the Forests are important to the forest environmentalists because industry because • •

• •

Use the back of this page to answer question 6. /4 6. Use drawings and/or words to show and explain what you value about the Boreal Forest region.

Chapter 6 Check-Up—Answer Key /18 (total test)

1. Match the vocabulary words with the definitions. Write the letter of the correct answer in the blank space. Not all of the vocabulary words will be used. /4 ____D soil that is always at or below zero degrees A. bedrock Celsius B. muskeg ____B swampy water mixed with partly dead vegetation C. oil sand A ____ solid rock buried deep beneath the soil D. permafrost ____E a place on the surface of the ground that shows where an underground cave has E. sinkhole collapsed

3. Wood Buffalo National Park was set up to protect wood bison. It is also a nesting place for whooping cranes. Elk Island National Park is a wildlife sanctuary for plains bison, wood bison, and elk.

Which of the following is not an important reason for having these parks?

Copyright © 2006 by Nelson, a division of Thomson Canada LimitedBLM A13 Permission to reproduce granted to purchasing school only. 24 BLM A13 Chapter 6 Check-Up—Answer Key page 2 of 2 Name: ______Date: ______

Use the back of page 1 to answer question 4. /4 4. Create a web to show • how we depend on products made from oil • how oil production and the way we use oil products affects the environment Use the Web Rubric on BLM A1 to score student responses. Possible information on the web could include, but is not limited to, the following: How we depend on oil products: fuel for homes and cars, plastic products, materials for roads, detergents, soap, cleaning solvents, antifreeze How oil production and use affects the environment: pollution (air, water, soil), lost forests due to roads and industry, disruption of animal habitats, improper disposal of oil products, some people think global warming is linked to increased use of fossil fuels Answer question 5 by completing the chart. /4 5. People have different points of view on how we should use our forest resources. Complete the chart by listing reasons why the forests are important to each group of people. 1 mark for each bullet. Only two responses are required for each point of view. Possible answers could include, but are not limited to, the following: Environmentalists are people who The forest industry includes the work to keep the environment people who need forest products to healthy and natural. earn a living. Forests are important to the Forests are important to the forest environmentalists because industry because • forests provide habitats for animals • forests provide jobs for people who cut • forests help keep the air clean the trees • forests act as natural water pumps • forests provide jobs for people who use • forests are beautiful and help tourism the trees to make useful products such as wood and paper products • forests provide money for the government Use the back of this page to answer question 6. /4 6. Use drawings and/or words to show and explain what you value about the Boreal Forest region. Possible answers could include references to the following: landforms, climate, vegetation, animal life, bodies of water, natural resources, recreational opportunities, employment opportunities

Chapter 7 Check-Up /18 (total test) Circle the correct answer for questions 1 and 2. /2 1. The Canadian Shield region is one of the coldest parts of the province. This is because of its A. precipitation B. altitude C. latitude D. northern lights

2. Residents in Fort Chipewan are concerned about the changing water levels in the Peace–Athabasca Delta. Which of the following best explains a reason for their concern? A. It will affect hunting and fishing in the area. B. It will affect the farming in the area. C. It will increase traffic in the area. D. It will affect hydroelectric power production in the area.

Answer question 3 in the space provided. /4 3. The Canadian Shield region is made up of low rocky hills, lakes, low marshy areas, high red granite bluffs, rocky islands, and sandy beaches. How could glaciers create such different landscapes? Use words and/or drawings to describe how the glaciers shaped the land in the Canadian Shield region.

Use the back of page 1 to answer question 4. /4 4. Create a web to show how people in Fort Chipewan celebrate their northerly location and their history.

How the transportation method is linked to Transportation method the land and climate

• •

Use the back of this page to answer question 6. /4 6. Use drawings and/or words to show and explain what you value about the Canadian Shield region.

Chapter 7 Check-Up—Answer Key /18 (total test) Circle the correct answer for questions 1 and 2. /2 1. The Canadian Shield region is one of the coldest parts of the province. This is because of its A. precipitation B. altitude C. latitude D. northern lights

Possible answers could include the following: • scraping and polishing the rock • moving and depositing large rocks as the glaciers moved along their paths • depositing sand created by the scraping of the rock as the glaciers receded • gouging and creating depressions that would then be filled with water to create lakes as the glaciers melted • melting of the glaciers

Copyright © 2006 by Nelson, a division of Thomson Canada LimitedBLM A15 Permission to reproduce granted to purchasing school only. 28 BLM A15 Chapter 7 Check-Up—Answer Key page 2 of 2 Name: ______Date: ______

Use the back of page 1 to answer question 4. /4 4. Create a web to show how people in Fort Chipewan celebrate their northerly location and their history.

Use the Web Rubric on BLM A1 to score student responses. Possible information on the web could include, but is not limited to, the following: Celebrations such as the Winter Carnival with singing, dancing, traditional games and food, crafts Traditional occupations—hunting, fishing, trapping Traditional transportation—dogsled Keeping languages alive—speaking them at home and at school Museums and heritage sites

Answer question 5 by completing the chart. /4 5. List four different methods of transportation used by the people in the Canadian Shield region. Explain how each transportation method is linked to the land and climate of the region. 1 mark for each row. Note that the mark is for both parts of each answer (i.e., no separate mark is given for listing the transportation method). Possible answers could include: Transportation method How the transportation method is linked to the land and climate • trucks or ATV • used for local travel • also used on the winter ice road to Fort McMurray when rivers have frozen • difficult to drive on the ice roads • snowmobiles • used in winter over land and frozen water • airplanes • used in all seasons •can have adaptations for different seasons—e.g., floats to land on water in summer, skis to land on ice in winter • dogsled • used in winter over land and frozen water • boat • used in summer on lakes and rivers

Use the back of this page to answer question 6. /4 6. Use drawings and/or words to show and explain what you value about the Canadian Shield region. Possible answers could include references to the following: landforms, climate, vegetation, animal life, bodies of water, natural resources, recreational opportunities, employment opportunities

Chapter 8 Check-Up /18 (total test)

Circle the correct answer for questions 1 and 2. /2 1. There are many different Aboriginal languages in Alberta. Which of the following best explains why this is true? A. The different Aboriginal groups all lived far apart from each other. B. Language is part of each Aboriginal group’s unique identity. C. The languages were not written down. D. Some words were hard to remember so they were changed.

2. Tipi designs were given to the Blackfoot people by the Dream Beings in a special ceremony. Which of the following actions does not show respect for this belief? A. asking questions about tipi designs B. using polite language when we tell other people about this belief C. learning more about the Blackfoot culture D. copying the tipi design without permission

Head-Smashed-In • Buffalo Jump •

Use the back of this page to answer question 4. /4 4. Create a web to show what you have learned about how First Nations keep their language and culture. Think about the art, music, and celebrations of First Nations.

Answer question 5 by completing the chart. /4 5. Early First Nations depended on the land to meet their basic needs. Complete the chart by giving one example for each category of basic needs.

Basic need How did early First Nations use the land to meet their basic needs?

Food •

Shelter •

Clothing •

Transportation •

Answer question 6 in the space provided. /4 6. Imagine that you and a friend were visiting the First Nations displays at the Glenbow Museum. You started talking about why stories were so important to Aboriginal people. Show your conversation.

Chapter 8 Check-Up—Answer Key /18 (total test)

Answer question 3 by completing the chart. /4 3. Writing-on-Stone Provincial Park and Head-Smashed-In Buffalo Jump Interpretive Centre are important places in Alberta. Tell two important things we learn about First Nations people from each of these sites. 1 mark for each point—2 points for each site. Answers could include, but are not limited to, the following: Site What can we learn about First Nations people from this site? Writing-on-Stone • First Nations people communicated through drawings. Provincial Park • Stone carvings show important activities such as hunting. • Horses and other animals are in the carvings. Head-Smashed-In • Men used bows, shields, and spears. Buffalo Jump • There were various events leading up to, during, and after the buffalo hunt. • Artifacts and cultural items, such as bone and stone tools, tipi rings, and arrowheads help us learn more about the events that took place.

Copyright © 2006 by Nelson, a division of Thomson Canada LimitedBLM A17 Permission to reproduce granted to purchasing school only. 32 BLM A17 Chapter 8 Check-Up—Answer Key page 2 of 2 Name: ______Date: ______

[Note: This question appears on page 1 of the student handout.] Use the back of this page to answer question 4. /4 4. Create a web to show what you have learned about how First Nations keep their language and culture. Think about the art, music, and celebrations of First Nations.

Use the Web Rubric on BLM A1 to score student responses. Possible answers include, but are not limited to, the following: Artists reflect important beliefs and stories through their art—e.g., Stuart Steinhauer; Musicians record the music and language of their people—e.g., Carl Quinn; Powwows provide an opportunity for Aboriginal people to gather together to celebrate their traditions through dancing, singing, drumming, wearing ceremonial clothing, and sharing gifts. Answer question 5 by completing the chart. /4 5. Early First Nations depended on the land to meet their basic needs. Complete the chart by giving one example for each category of basic needs. 1 mark for each example. Only one example is required for each section. Possible answers include, but are not limited to, the following:

Basic need How did early First Nations use the land to meet their basic needs?

Food • plants for food • animals for food

Shelter • poles for tipis • animal hides for tipis

Clothing • animal hides for clothes • stones and bones for scrapers

Transportation • wood for canoes • wood for travois Answer question 6 in the space provided. /4 6. Imagine that you and a friend were visiting the First Nations displays at the Glenbow Museum. You started talking about why stories were so important to Aboriginal people. Show your conversation. Use the Answers to Questions Rubric on BLM A1 to score student responses. Possible answers include, but are not limited to, the following: teach lessons about animals and the land, explain natural events, teach history, teach children how to behave and to take responsibility, share values

Chapter 9 Check-Up /22 (total test)

1. Match the description of events of the fur trade with the correct word. Write the letter of the correct answer in the blank space. Each word may be used once, more than once, or not at all. /6 ____ When the fur trade first began in Québec, the First A. First Nations Nations brought their furs to the trading post. This B. British made trading easier for which group of people? C. French ____ Coureurs de bois travelled to the interior to bring trade goods and trade for furs with First Nations people. D. competition This made trading easier for which group of people? E. conflict ____ The North West Company was run by which group of F. cooperation people? ____ The Hudson’s Bay Company was run by which group of people? ____ Both the Hudson’s Bay Company and the North West Company were trading with Aboriginal people. Each company tried to persuade the Aboriginal people to trade with them. They tried to offer more trade goods and extra gifts. What is this an example of? ____ Both the Hudson’s Bay Company and the North West Company had trouble making enough money in the trading business. They decided to join together to become one company. What is this an example of?

Answer question 2 in the space provided. /4 2. How did the fur trade begin to change the relationship Aboriginal people had with the land?

Use the back of page 1 to answer question 3. /4 3. Create a web to show what you have learned about how Aboriginal people helped the fur trade to grow.

Answer question 4 by completing the chart. /4 4. Métis voyageurs wore a woven belt now called the Métis sash. The sash was useful to the voyageurs. Métis people now see it as a symbol of their identity. Complete the chart by listing two ideas in each column.

Ways the early voyageurs used the sash How the sash represents Métis identity

• •

Answer question 5 in the space provided. /4 5. Paul Kane was an artist who created paintings and sketches during his travels in the 1800s. He painted pictures of his visits to Fort Edmonton and Rocky Mountain House in Alberta. How can paintings help tell the stories of the people and places of the past?

Chapter 9 Check-Up—Answer Key /22 (total test)

1. Match the description of events of the fur trade with the correct word. Write the letter of the correct answer in the blank space. Each word may be used once, more than once, or not at all. /6 ____C When the fur trade first began in Québec, the First A. First Nations Nations brought their furs to the trading post. This B. British made trading easier for which group of people? C. French ____A Coureurs de bois travelled to the interior to bring trade goods and trade for furs with First Nations people. D. competition This made trading easier for which group of people? E. conflict ____C The North West Company was run by which group of F. cooperation people? ____B The Hudson’s Bay Company was run by which group of people? ____D Both the Hudson’s Bay Company and the North West Company were trading with Aboriginal people. Each company tried to persuade the Aboriginal people to trade with them. They tried to offer more trade goods and extra gifts. What is this an example of? ____F Both the Hudson’s Bay Company and the North West Company had trouble making enough money in the trading business. They decided to join together to become one company. What is this an example of?

Answer question 2 in the space provided. /4 2. How did the fur trade begin to change the relationship Aboriginal people had with the land? Use the Answers to Questions Rubric on BLM A1 to score student responses. Possible answers include, but are not limited to, the following: First Nations people of long ago met all their needs using the land. This included food, clothing, shelter, transportation, and medicine. As they traded goods with the Europeans, they began to use metal pots and tools and wear clothing made of wool and cotton. Tea and sugar made their lives more enjoyable. They used to only hunt as many animals as they needed to live, but as the fur trade continued, they were hunting animals to trade for other goods.

Copyright © 2006 by Nelson, a division of Thomson Canada LimitedBLM A19 Permission to reproduce granted to purchasing school only. 36 BLM A19 Chapter 9 Check-Up—Answer Key page 2 of 2 Name: ______Date: ______

Use the back of page 1 to answer question 3. /4 3. Create a web to show what you have learned about how Aboriginal people helped the fur trade to grow. Use the Web Rubric on BLM A1 to score student responses. Possible answers include, but are not limited to, the following: served as guides, brought furs to the trading posts to trade, served as interpreters, made food and clothing for the traders, made canoes Answer question 4 by completing the chart. /4 4. Métis voyageurs wore a woven belt now called the Métis sash. The sash was useful to the voyageurs. Métis people now see it as a symbol of their identity. Complete the chart by listing two ideas in each column. 1 mark for each appropriate answer. Only two ideas are required for each column. Possible answers include, but are not limited to, the following:

Ways the early voyageurs used the sash How the sash represents Métis identity •wrapped around the waist to provide • colours represent different things: warmth red—history •supported their backs to prevent injury blue and white—Métis Nation flag •small items such as matches could be green—growth tucked into the sash yellow—sun • could be used as a rope to haul canoes • symbol of hard work over land • symbol of their skill • many Métis languages and cultures woven together, just like the sash is woven Answer question 5 in the space provided. /4 5. Paul Kane was an artist who created paintings and sketches during his travels in the 1800s. He painted pictures of his visits to Fort Edmonton and Rocky Mountain House in Alberta. How can paintings help tell the stories of the people and places of the past? Use the Answers to Questions Rubric on BLM A1 to score student responses. Possible answers include, but are not limited to, the following: There were no photographs long ago and paintings were one way to tell story of people, places, and events. Paintings show us what life was like long ago. We can see how the people dressed, what kind of homes they lived in, and what the land was like. Sometimes, the artist also made notes to help tell more of the story. One of Paul Kane’s paintings of the land near Rocky Mountain House showed a fort that people had forgotten about. Archeologists used the painting to help with their work to find out more about the trading posts in what is now Alberta.

Chapter 10 Check-Up /15 (total test)

Answer question two in the space provided. /4 2. Father Lacombe divided the land along the Sturgeon River into long, narrow strips, similar to what had been done in Québec. What advantages would this have for people living in the community?

Answer question three by completing the chart. /2 3. The North West Mounted Police (NWMP) had important work to do in the west. Two of the main purposes of the NWMP are listed in the table below. For each purpose, tell why this was important to the people who were living in the area that is now Alberta.

Purposes of the NWMP Why was this important to the people who were living in the area that is now Alberta? • to show that the western • prairies were owned by Canada

• to bring law and order •

Use the the back of this page to answer question 4. /4 4. Create a web to show what you have learned about the contributions of the French and British missionaries to settlement in Alberta.

Answer question 5 in the space provided. /4 5. The Legislative Assembly was the government of the North-West Territories. Over the years, this group changed some laws that affected the people who lived in this area that is now Alberta. The timeline below lists some important laws about language rights: 1877 Francophone students had the right to learn French in school. 1892 English was to be the only language used in government meetings. 1892 English was to be the language of instruction in schools.

Why did the government leaders want to change the laws? How might Francophone people feel about the new laws? Show a conversation that might have taken place about this language issue.

Chapter 10 Check-Up—Answer Key /15 (total test)

Circle the letter of the correct answer for question 1. /1 1. Many Métis people had jobs helping the fur traders. When the buffalo herds disappeared, what did many of the Métis people do? A. returned to their traditional way of life B. started to farm the land and raise livestock C. joined a religious order D. moved to England or France Answer question 2 in the space provided. /4 2. Father Lacombe divided the land along the Sturgeon River into long, narrow strips, similar to what had been done in Québec. What advantages would this have for people living in the community? Use the Answers to Questions Rubric on BLM A1 to score student responses. Possible answers include, but are not limited to, the following: More people would have access to the water, which was used for drinking, watering gardens, watering livestock, transportation; Houses would be closer together, so people feel more connected to each other. Answer question 3 by completing the chart. /2 3. The North West Mounted Police (NWMP) had important work to do in the west. Two of the main purposes of the NWMP are listed in the table below. For each purpose, tell why this was important to the people who were living in the area that is now Alberta. 1 mark for each appropriate answer. Only one response is required for each section. Possible answers include, but are not limited to, the following: Purposes of the NWMP Why was this important to the people who were living in the area that is now Alberta? • to show that the western •People were worried that the United States would try to prairies were owned by take over the British colonies. • The red jacket uniforms were a symbol of law and order Canada and could be seen from far away. • to bring law and order •Whiskey traders from the United States were selling whisky illegally in Canada. • Men who called themselves “wolfers” had been poisoning wolves in the Cypress Hills and this was causing trouble for the fur trade. • Many First Nations and Métis people had been threatened and murdered.

Copyright © 2006 by Nelson, a division of Thomson Canada LimitedBLM A21 Permission to reproduce granted to purchasing school only. 40 BLM A21 Chapter 10 Check-Up—Answer Key page 2 of 2 Name: ______Date: ______

Use the the back of this page to answer question 4. /4 4. Create a web to show what you have learned about the contributions of the French and British missionaries to settlement in Alberta.

Use the Web Rubric on BLM A1 to score student responses. Possible answers include, but are not limited to, the following: shared their religious beliefs with the European settlers and Aboriginal and Métis people, set up schools and hospitals, learned the languages of the Aboriginal people, created settlements Answer question 5 in the space provided. /4 5. The Legislative Assembly was the government of the North-West Territories. Over the years, this group changed some laws that affected the people who lived in this area that is now Alberta. The timeline below lists some important laws about language rights: 1877 Francophone students had the right to learn French in school. 1892 English was to be the only language used in government meetings. 1892 English was to be the language of instruction in schools.

Why did the government leaders want to change the laws? How might Francophone people feel about the new laws? Show a conversation that might have taken place about this language issue.

Use the Answers to Questions Rubric on BLM A1 to score student responses. Possible answers include, but are not limited to, the following: English-speaking leaders feeling that English-speaking people were more numerous than the Francophones and that the use of French was not as necessary Francophones wanting their language and customs preserved for future generations; Francophones concerned that their way of life would be lost

Chapter 11 Check-Up /16 (total test)

1. Places in Alberta have been named after a variety of people and things. Match the places in Alberta with who or what they are named after. Write the letter of the correct answer in the blank space. /4 The province of Alberta was named after ____ A. a geographic feature Fish Creek School was named after ____ B. a person who lived in Meyonohk School was named after ____ Europe Loius Riel School was named after ____ C. a person who lived in Canada D. an Aboriginal word or phrase

Use the space below to answer question 2. /4 2. Create a web to show what you have learned about the many different reasons why people chose to come and live in Alberta.

Answer question 3 by completing the chart. /4 3. How did the building of the railway affect different groups of people? List one idea for each group of people.

Group of people How did the building of the railway affect this group of people?

Government •

Settlers •

Business people • Aboriginal people •

Answer question 4 in the space provided or on the back of this page. /4 4. What were schools like during the early days of Alberta? How did the early settlers decide what the new schools would be like and what would be taught to the students? Use the space below to write what you know about these early schools. If you prefer, you could use the back of this page to draw a picture of an early school. Make sure you use labels to help explain your thinking about this topic.

Chapter 11 Check-Up—Answer Key /16 (total test)

1. Places in Alberta have been named after a variety of people and things. Match the places in Alberta with who or what they are named after. Write the letter of the correct answer in the blank space. /4 The province of Alberta was named after ____B A. a geographic feature Fish Creek School was named after ____A B. a person who lived in Meyonohk School was named after ____D Europe Loius Riel School was named after ____C C. a person who lived in Canada D. an Aboriginal word or phrase

Use the space below to answer question 2. /4 2. Create a web to show what you have learned about the many different reasons why people chose to come and live in Alberta.

Use the Web Rubric on BLM A1 to score student responses. Possible answers include, but are not limited to, the following: Coming to work—professionals, labourers; being together with a cultural or language community; coming for farming or ranching because of the promise of cheap land; coming to a British Colony; coming for a new life; looking for religious freedom; escaping problems in their homeland

Copyright © 2006 by Nelson, a division of Thomson Canada LimitedBLM A23 Permission to reproduce granted to purchasing school only. 44 BLM A23 Chapter 11 Check-Up—Answer Key page 2 of 2 Name: ______Date: ______

Answer question 3 by completing the chart. /4 3. How did the building of the railway affect different groups of people? List one idea for each group of people. 1 mark for each appropriate answer in each category. Only one answer per category is required. Possible answers include, but are not limited to, the following:

Group of people How did the building of the railway affect this group of people?

• The government was anxious to have people come to Canada as they needed people to settle and help pay for the railway. Government • The RCMP could travel across the country and help keep law and order in the west. • Communities developed all along the rail line. • It was easier for settlers to travel to the west. Settlers • Supplies could be transported more easily. This improved the quality of life for the settlers. • More businesses were needed to take care of the people in the new Business settlements (e.g., stores, medical, supplies for farms). people • Goods could be transported across the country more easily. •People could come to work in some of the businesses. Aboriginal • The railway crossed traditional Aboriginal lands and changed the people traditional way of life for Aboriginal people. Answer question 4 in the space provided or on the back of this page. /4 4. What were schools like during the early days of Alberta? How did the early settlers decide what the new schools would be like and what would be taught to the students? Use the space below to write what you know about these early schools. If you prefer, you could use the back of this page to draw a picture of an early school. Make sure you use labels to help explain your thinking about this topic.

Use the Answers to Questions Rubric on BLM A1 to score student responses. Writing or drawing should address the idea that the schools were modelled after schools in Britain (e.g., teaching literature, history, and geography of the British Empire; singing of God Save the Queen; Union Jack flag and the salute to the flag). Other items of interest could include: one-room schools, multi-grades, furniture (e.g., desks with inkwells, pot-bellied stoves), slates, hitching posts for horses

Chapter 12 Check-Up /16 (total test)

For questions 1 through 4, answer the questions by writing True or False on the line beside each one. /4 1. In schools, Francophone people in Alberta have always had the right to instruction in French. ______2. Communities always begin where there is a railway line. ______3. By the 1960s, Alberta’s urban population was greater than its rural population. ______4. Free medical care was available to the early settlers in Alberta. ______

Answer question 5 in the space provided. /4 5. Retell what you know about the story of either the Japanese Canadians or the Chinese Canadians. What important lessons can we learn from this story?

Answer question 6 by completing the chart. /4 6. Complete the chart to tell how homesteaders met their needs.

Basic needs How did the early settlers meet their needs?

Food •

Shelter •

Clothing •

Transportation •

Chapter 12 Check-Up—Answer Key /16 (total test)

For questions 1 through 4, answer the questions by writing True or False on the line beside each one. /4 1. In schools, Francophone people in Alberta have always had the right to instruction in French. ______False 2. Communities always begin where there is a railway line. ______False 3. By the 1960s, Alberta’s urban population was greater than its rural population. ______True 4. Free medical care was available to the early settlers in Alberta. ______False

Answer question 5 in the space provided. /4 5. Retell what you know about the story of either the Japanese Canadians or the Chinese Canadians. What important lessons can we learn from this story? Use the Answers to Questions Rubric on BLM A1 to score student responses. Possible answers should include: •A description of the main events in the story: why the group was in Canada, the type of work the people were doing, the unjust treatment, what has happened in recent times to address the past • Lessons learned could include, but is not limited to the following: We should not judge people unfairly; Prejudice is hurtful to people and to a community/country; When we offend or mistreat people, we should apologize; We should learn from the mistakes of the past and not repeat them.

Answer question 6 by completing the chart. /4 6. Complete the chart to tell how homesteaders met their needs. 1 mark for each appropriate answer. Only one answer is required for each section. Possible answers include, but are not limited to, the following: Basic needs How did the early settlers meet their needs? •Food was grown: e.g., farms, gardens Food • Raised animals: e.g., chickens, cattle, pigs • Hunted for animals, gathered (e.g., berries) •Food had to be preserved for the winter months: salting, drying, canning •Tents, wagons, soddies (sod houses), wood cabins Shelter • Cut wood for the fire to cook and heat the home Clothing •Warm clothing made from animal fur and hides • Clothing purchased from the general store Transportation •Walking, riding horses, wagons, automobiles

Copyright © 2006 by Nelson, a division of Thomson Canada LimitedBLM A25 Permission to reproduce granted to purchasing school only. 48 BLM A25 Chapter 12 Check-Up—Answer Key page 2 of 2 Name: ______Date: ______

Use the space below to answer question 7. /4 7. Create a web to show what you have learned about the changes that have taken place in Alberta since 1905. Include positive changes as well as challenges. Use the Web Rubric on BLM A1 to score student responses. Answers could include, but are not limited to, the following: Positive changes: improved methods of farming, a variety of goods more available with the coming of the railway, increased number of women in the workplace during and after WW II, growth of cities (Note: This could be deemed positive or a challenge/negative depending on reasoning.) Challenges: weather (particularly the drought of the 1930s), unemployment of the 1930s, WW II, challenges of prejudice growth of cities

Copyright © 2006 by Nelson, a division of Thomson Canada LimitedBLM A25 Permission to reproduce granted to purchasing school only. 49 BLM A26 page 1 of 2 Name: ______Date: ______Chapter 13 Check-Up /16 (total test)

For questions 1 through 4, answer the questions by writing True or False on the line beside each one. /4 1. Alberta’s rural population is greater than its urban population. ______2. Alberta’s population is increasing because of immigration. ______3. People whose first language is French are coming to Alberta from Africa, the Caribbean, and Haiti. These people are part of Alberta’s Francophone community. ______4. Volunteer work is one way to participate and show good citizenship. ______

Answer question 6 in the space provided. /4 6. To celebrate Alberta’s centennial, a festival of Alberta arts was held in Ottawa. How can the arts be an important part of our identity?

Answer question 7 on the back of this page. /4 7. Choose one of these questions from your textbook. Write your answer or draw a picture. Make sure you use labels with your drawings to help explain your thinking about this topic.

Future Future ? ? How can our natural resources be What jobs will be important in used responsibly now and in the Alberta in the future? future?

Future Future ? ? How can we make choices and take How can you and other youth be action to show care and concern for involved in your community and our environment? province?

Future Future ? ? Whose responsibility is it to protect How will Alberta’s many people Alberta’s natural environment and and cultures continue to enrich our national and provincial parks? province?

Chapter 13 Check-Up—Answer Key /16 (total test)

For questions 1 through 4, answer the questions by writing True or False on the line beside each one. /4 1. Alberta’s rural population is greater than its urban population. ______False 2. Alberta’s population is increasing because of immigration. ______True 3. People whose first language is French are coming to Alberta from Africa, the Caribbean, and Haiti. These people are part of Alberta’s Francophone community. ______True 4. Volunteer work is one way to participate and show good citizenship. ______True

Answer question 5 in the space provided. /4 5. How can people in Alberta keep their first language and culture alive? In your answer, include Aboriginal people, Francophones, and those who have come to Canada from other countries. Use the Answers to Questions Rubric on BLM A1 to score student responses. Possible answers include, but are not limited to, the following: Language instruction (either as part of the school day or through classes in the community); speaking a first language at home; learning about culture from Elders, grandparents, and other family members; community clubs and groups that meet to share culture, food; celebrating special days relating to cultural background; sharing cultural information with others; multicultural events such as Afrikaday and Heritage Days

Answer question 6 in the space provided. /4 6. To celebrate Alberta’s centennial, a festival of Alberta arts was held in Ottawa. How can the arts be an important part of our identity? Use the Answers to Questions Rubric on BLM A1 to score student responses. Possible answers include, but are not limited to, the following: Visual art, music, and dance are ways to express the diversity of Alberta’s people; Aboriginal dance and drumming is an important part of the Aboriginal culture; Dancing and fiddling helps Métis people celebrate their heritage; Special clothing for dance and ceremonies reflects important parts of culture and history; Art and music can tell stories of the past.

Copyright © 2006 by Nelson, a division of Thomson Canada LimitedBLM A27 Permission to reproduce granted to purchasing school only. 52 BLM A27 Chapter 13 Check-Up—Answer Key page 2 of 2 Name: ______Date: ______

Future Future ? ? How can our natural resources be What jobs will be important in used responsibly now and in the Alberta in the future? future?

Future Future ? ? How can we make choices and take How can you and other youth be action to show care and concern for involved in your community and our environment? province?

Answers will vary. Refer to BLM A1, Rubrics for Test Questions for scoring criteria.