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ED 186 325' SO 012 562 . AUTHOR S Monahan, Robert L.: And Others i

TITLE . Study ,: An Overviv*. INSTITUTION- western WashingtOt Univ., Bellingham. Center foi Canadian and,Caradian/AmericanStudies. SPONS AGENC! Departmen ef External (dntatio). , Affairg, PUB DAM 79 . . NOTE '01)0 AVAILABLE,FROM-Center for CanAdian and Canadian/AmericanStudies, . . wester%Washington University, Delliigham,WA 99225 "IS ) Asingle copies tree) i . . , S. EDRS.PRICE MPO1 Plus Postage. PC Not-Available frOm

pgSCNII40R-S ' *leea Stud-let: Comparatiite Analfirs: patural

. Background: Foreign'Countries: Governmental. Structiire: Human Geography:. tearhing

, North Aierican History: Physical.DAvisicns . (Geographic): Physicaleographyi Political ivisions. (Geograptic): Secondary-Vducatitn:. *Sccial'Studies: Upits'of SApdly IDENTIEI4S '*Canada'

ABSTRACT The docuitent. presents the first of five units.on* Canada developed for cl.tssrOomuse rn American secondary .schoO)s.. This unit, an overviewAof Canada, offersa sequence of infoimation a sheets for students.and class,activity suggestionsfor teachers which use a'comparative approach stressing an understanding of Canadafrom -the viewpoints of bOth Canadians and ,The objective is to telp student$ Acquire geteral knowledge and-an understanding of Canada,and Canadians anItto compare the Canadian. expetienCeand situation with that of,the .Time allotment is.one to three weeks. Topics coveredare the physical regione, pclitical regions, history, cultufe, and. government ofCanada, Activity sUggestiOns, one for each topic, inclu.de.brainstorming, debating, . writing paragraphs, matIpina, graphing,- discussing,making a time

line, aad listim and comparing. Each activitYllistscbjeCtives.and . materials needed, outlines teachi-nqz-p-rocedure,and offers teachet , background information. Reproclucitle handout- sheets are-included., ApperOices offer,An'activityabout varyingpoints of view of Canada, .Cadradian word puzzle, and*23 multiple-choice test questionswith an answer key.(CK) I . 4

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U S 01IPARTMENT Of NIALTH. EOUCATION WIRYARIE "PERMISSION TO REPRODUCE THIS NATIONAL INSTITuTE Of MAT-ERIALINMICROFICNE- ONLY rouCATION HAS.BEEN GRANTED BY THiS DOC UME NT HAS BEEN RE PRO- Dtic ED E XAC TL Y AS RECEIvED FROM rti,"noActkckni THE PERSON OR ORGANIZATION ORIGIN- ATING 1 PpINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARIL Y REPRE- SE N T OF F IC N$TIONAt INSTITUTE OF EDO( A T ION POSI TION OR POL iC TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)."

tr STUDY CANADA: AN OVERVIEK

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Center4for Canadian and Canadian/American Studies Western Washington University

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CONTRIBUTING EDI(ORS: ILLUSTRATORS" Robert Lie Monahan, Center for.Canadian and Canadian-Afneetcan . Petee Jorgensen (artwork) Fort Vancover High School. Studies, Western Washington University,% , WA. Bellingham, Washington Cunene Hoerauf (caetography) Western WashingNn Univer'sity, Bellingham,WA. rlonaid ( Wilson. Centre for -tle Study of Curriulum and Instruotion, University of CONSULTATIVE.COMMITTEE: .5' e Vencouver, British Csilumbia John Sharpe, Consul General, Canadian Consulate ,Deneral, Seattle, WA. Donald K Alper, Center for Canadian and Canadian-American Studies, Western Washington University, Helen Groh, Vice Consul,- Canadien,Gonsulate general, Seattle,,WA. Bellingham, Washington Gordon Brown, former Con51.1 General, Canadian Consulate GenerWl. P Seattle, WA. ' ' CONTRIBUTING TEACHERC Jean aretsky, former Vice Consulk Canadian Corulate General,'Seettle, WA. % Garry Cameron', Marysvilligh SChopl, Marsville, WA., Jey Daniels,"Irtformation Of?icer, Canadian Consurate_General, Seattle. WA'.

Don Carlson, iludson's Bat High School, Vancouver, WA. _Daye Kennedy. Supervisor of Environmental Education, .* University of British Columbia, Vanc.ouverfB.0 Jan Davidson, Mariner High 'Schoen, Mukilteo, WA. Y; 1George Whitney, Supervisor of SocialStudies Margaret Gerrits, Concrete High School,.Concrete', WA. ( retired.), Office of The Superintendenthof Pub.f4c Instruction, 'State of Wasfiingeon Robert Hibbard,'Foet Váncouver Higti School, Vancouver, WA. Olympia, WA. Scott Hyland, HudsOn2s Bay High School, Vancouver, RA. George S. jom0(n's, ProfesS'or of Education, University OfBritish u Vancouver, B-.C. u Peter Jocgensen, Fort Vancouver Hilti School, Vancouver,WA. . I Rob Nelson. horewood'iiigh School, Seattle, WA. Nancy Ostergaard, Kamiakin High School, Kennewick, WA. Stan Pytel, Seliome High School, Bellingham,riA. Susan Redd, Mt. Vernon High Schoitl,IM%. Vernon, WA.

Barbara Vogel, Shoreline. school Disfrict, Seattle, WA! . 1979 copyrrght p'ndings an Watso'n,,Rochester High School, Rochester, WA. Centen for Onailian and Canadi n-American Studies Western Washington University Robert White, Bellingham HighOchool, Bellingham, EA. - or**, September 1979 . 1 V

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f. TABLE OF CONTENTS Pane

.. CONTRIBUTORS ? i PREFACE A -Ili ACTIVITY ONE: BRAINSTORM CANADA'. . .,...' ...... 2 THE LAND OF CANADA ... 3 PHYSICAL REGIONS OF CANADA , 4 ACTIVITYTWO: A LOOK AT PHYSICAL CANADA 2 . 7

POLITICAL REGIONS OF CANADA ...... 9 , ,ACTIVITY THREE: A LOOK AT PdITICAL CANADA . . . . . 13 THE PEOPLE AND THE HERITAGE /4 ACTIVITY FO;R: A LOQK AT CANADA'S PAST 17 18 ACTIVITY FIVE: AN'EXAMINATION OF THE CANADIAN MOSAIC .' . . 21

PARLIAMENTARY GOVERNM'ENT . . . . 16 . 22 ACTIVITY SIX:''A COMPARISON OF CANADIAN AND U.S.GOVERNMENTS 27

APPEND-1X

Activtty,A: PointS of View, . 29 Activitly B: Canadian Terms . 35 Activity C: Overview Test Questions 36 PREFACE '

/This un4 isone of five units on Canada of how people viewsignificant North American specifically devel ed for classroom use in issues. American secondary schoo]s% The untts'repre- We have organized theunits into asequencer sent the combinedeffort of classroomteachers,, of information sheet4anclass activities for representatives of the office of the,Washington. teachers. 'Teac4rsoyt fitllow the units as out- State Superintendent ofPublic Instruction, , lined or adapt,them'fortheir ownIsaching sin- university educators andsocial scientists. , ation. Information sheets which providea brief Each unit represents only ,. a.small proportion . account of some aspect ofCanada may be used as of the many, curricular ideasand instructional a basis for teacher presentalions,'forclass

practices generated bypeople in the work s discussion'or for readings by itudents. Each sessions and summer institutesduring the activity outlines seto),proceduresand helpful two year pieriod,of development. 0 ncy4ps for teaching. The five units emphasizean overview of the Teackers_areencouraged to reproduceany Canadian land, and its people.,and major issues portion of ihe units for classroomuse. Uniti of resources ust,international _relations, , are planried for one-to three weekperiods, but political developrients andsettlement. Content may be extended up to five weeks if feachers-wish.' 'is organized accordingto a comparative to enrich the content.andactivities. approach that stressesunderstanding of Canada Units are designed tocomplement existing from the view points of CanadiaRsand Americans. kcourtes such as social studies,contemporaey' world 'A comparison of Canada and theUnited States problems, government,history and geography. We ,allovA,teachers touse some or all of the units hope the self-containednatdre,of each unit will in existiqg iChoolcourses. Point of View, aid teachers in implementingthe study of Canada.' enables students to obt.aina greater awareness The contribUtions.oftheparticiOting

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016 teachers in cesearching the information,

developing the'activities, field testingand revising materials were vital in thepress of deTlopment. 4 gratefully acknowlelge

the contributions.of the staffof the Office- of the-Superintendent of Public Instruction

for Washington State and those fromthe Centre ,for the Study of Curriculbm andInstruction at Vie University of British Columbia. The curriculum developmentwas made possible hy a grant from.the Depactment of External AfpirsthroetheCanadian Consulate General Office in Seattle.

Donald K. Alper Robert I.:Monahan Donal'd C. Wilson September 14, 1979

,t For information-on the five unin write to:

Robert L. Monahan, Director ' Center foi. Canidian and Canadian-AmericanStudies Western Washington Univerisity Bellingham, Washington 98225 e,

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4 , VIEWS OF gANADA

Canadakis a North American country which has

alyays had's.trong tieswith the United' States. This connectibn is based on similar Kistoricalroots and today the two countries are maior partners inworld trade,Although Canada and the United States have

been closely reTited throughout their.histories,the relatiOnship is.one-ofboth cooperation add differ- ence'. Both countries have cooperated in farmulatinr fishing treaties; cOnstructing the St.Lawrence 5ea- way and establishing_North American Plilitary defense systems. A sense,of Cadadian nationalismhowever,

2 has resulted in differing viewpoints. Canadians are expressing strong views on the need for greater

control of thefr own resources. In the mid 1970s . - 1 the'Canadian government began to restrict the flow of oil and natural gas to the United States. This ,\ government action albnq wiAh the continued inter-. action between'American's and Canadians has height-

. ened 'American intere;t in Canadaas a world nation.

American views of Canadaare colored by a nation as'the same as' the U.S. Others view Canada variety _of experiences Often what Americans know as a barreh laqi of ice and snow. Still others of Canada d basedrore on'personal experiences consider Canada as a nation of increasing importance (travel and busine!'s connections) and mediacover- to Ame'rican life. age of major events (e.g, increased prices of oil This overview is to help you better understand and gas, separatism) thanon school educa- Canada ;and to appreciate the diverse views of 1 fibn. Therefore American views of Canada'are Canadians and the close interdependeriqebetween the varied and often narrow. Some see the Canadian U.S. and Canada.

9 ACTIVITY ONE:. BRAINSTORM CANADA (one-two lessons). 00 Notes for Teaching

Objectives: Brainstorming_allows students to.generate ideas To be aware pf differing views of Canada , about a topic )n a'n Open-ended discussOn.. The rules for students are: - To examineclasOPROwledgeof Canada. Materials: - Butcher paper and/or: blackboard. 1. Any idea is acceptable. Procedure: 2. Feel free to combine ideas or to "piggy= back one'upon another.. 1. List Brainstormirules onMboard. Many ideas are important--even if they are 2. Provide introductory eorlimenis of Canada.' incorrect.

Ask class "What comes to mind when you 4. Speak right up.

hear-the.term 'Canada'?" List student 5. Do not evaluate any idea--e.g. "That's a comments exactly as they are given. good/bad idea." 6. Do not c4:ovide explanations Or prOmOtiOnS 3. Indivalutily nr in gyoups, have students cluster of barticular ideasjust state it (them). brainttormed itevis info comron groupings.

For groups establfsh column on butcher paper. ; When intro4ucing Canada, suggest !hat indivi- 4. Label each-grouping/co4umn in a way that dbally our views of,a country are often colofed by 0 describes the terms listed (e.g. Canadian Personal experiences Economy). Group reslts can be posted. trayel, friends, mecraY. Collectively, individual views can contribute .to 5. Debrief class discusSion wifh the following: greater understandingthe purpose of brainstorming. a. WhAt do we (the class) know most about Canada? .Questions for debriefing can be written or dis- b. -Do_yoU think aur class has an accurate cussed; Emphasis should be on tbe various views view of Canada? -(simifar and different) arid how our viewsare c. Suggest Some differences and Similariti.es colored by person.1 experiences. between Canada and Uni.ted States. Pretest is for students to find oLlt,,:4hat they d. Why should Amkricans learn about Canulla and her people? know. Results shoura NOT be-used as/Class marks

6. Administer pre-test on Canada'(Activity C in. for grades, but rather as a starting point for 'Appendix) and discuss resdlts with students. studying Canada.

7. :Consider Activity A:"Points of View"(Appendix.)

4 THCLANDOF CANADA ,

In area, Canada is the second larqes'teountry regions, whild obtaining I, .. a total pi-ctu're of in the world. 'Ihe iS larger than the United States .. Canadian diversity. In Canada this is particularly by aivroximately the,dombined, Area of WShington,. -important because peopleare separatediby long dregon ahd,Idaho. 'Yet Canada's oopulation'is 24 distances, !fountain an'd water bai-riers. Canada is.? ,millidn, -abOut,one-ninth of the U.S, Since most acountry,of diverse regions'and its peoPlehave Canadians' live within 100 mi:les Of the U.S.'border, .'developed regional points bf:view. 4 zre great va0atjons in the density-of'people

" . Overall, the density of Canada issix-people per square mile. The.heavily populatedarea nearther. OS. border is about the'sameas the American - depsity,df 45persons per* square mile. Igt 1 ele!..er 'The provincial densityranges from a high of ALI5l*S6 \ 51 persons in Prince.Edward Islandto a low Of six, Wig Oersons in Beitish Columbia. For British Columbia this overall density is misleadingbecause most % BriAish Columbians live in ihe5outhwesterncorner

.,of the province, adjacent to,thestate of Washington 1

Theway we study the land of a country depends Edm'onton ' ;

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on what, we conkider important about it. Some geo- VancoUver - .1. Winnipe - graphers study a country's physicarfeatureswhile Sestile 04.14ottn:wrielkalSjHalifax ' 3' others are interested in politicalor economic ---- !ft:7 0 ---- - Y-O;'7;. i -1' divisions. If a-division is based'Onsome commdm Chicago \ Washington D.C. San Francisco' 4 "."'""- ; feature we call,it a region. For examplec, people \ .. Deriver / N. %. r, ! MI living in an area designatedas a political region . I : %Atlanta' , ; ---- J share the same governMent 0 1:°?06' or political 'outlook: 1.K.ILOMETER1 In studying a vast couhtry llice Canadawe need :to be concerned about the features of particular Major Canadian and U.S. Cities 4 4?' PHYSICAL REGIONS OF CANADA f, The physical regions are\based on 'similarity the growing.of corn, to6acco; and tree fruits. .in land'forms and in some cases closely related to Today, an increas'ing hmount of this productive land. ,

Provincial boundaries. Six regions are usedto is being used to house nearly sixty percent of .

\ describe.Canada's vast land area. Canada's-population' and tg,supoort thr,ee quarters of

(anada's manufacturiilg indiatry.. ,aild Toron.-- /

T e Appajachian Region , to, Capada-'stWo la,rgest cities, are important trans- , The Appiachianj.egion-of eitern Canada in- Portation and commercIal centers'for this region. cludes the northerneAppal4hian Mountains which ihes.e two metropolitan areas are ,home for nearly a stretch from the Gulf of St. Lawrence to.the * Oarter of all Canadians. southern United States. The main features are

- low rounded mountains separated by valleys, water The Canadi'an Shield bodis and lowland plains. Most of the mountains The is the single largest are forested, Fertile lands are.concyntrated in natural division of Canada, covering alMOst hAlf the the lowlands and Prinice Edward Island. Along the , total land area of the nation. It surrounds most rocky jagged coastline there are many good harbors of Hudson Bay and extends to the arctic islands. The for fishin*fleets.. Canadian Shield is a huge area of Precambrian rock, The region includes the provinces of_Nova bush, lakes and rivers. Hydro-electricity, fresh Scotia, , New 'Brunswick, the water and forests are viewed as asets by Canadians southeastern part of Quebec and the island area of and AmericanS. Although 'racking in good farm land, Newfoupdland. The economy, which is based on fislh- the region 'ts rich in minerals, especially the% ing, forestisy and agriculture, is similar to the important industrial metals of copper, iron ore, zinc,

New England statet: . and nickel, 'such denostts make Canada Ow world's leading producerof nickel; and sixth largest producer St. Lawrence and Lowlands of ieon pre. The Canadian Shield is also rich in This region is made up of the St. Lawrence gold and uranium. The Shield Cover's most of Quebec. river valiey in Quebec,and and the lowlands and northern Ontario, and,the Labrador area of New- surrounding the five.Great Lakes. The lowland area foundland. It was a barrier which restricted early has fertile sojl and a moderate climate which permits- westward settlement of Canaa-. , ( 1 r- 4 Interior Plains

; .The pVains a4'e triangular lulled form bordered make the region a majorwerld*oduc;>\pf,suchgr'ains in'the north py the Canadian.Shield,.tn thesouth' Aas wheat, oats,-barley and rapeseed, n abundant by.the United Statesiand. In the West bthe Rqcky -reserve of,crude oil and natural. ma e 'the region Mountains. The region extends'into the U.S.. as The an impexttant part of North.hmerican energy sup'plig" yeat Plains. The Canadian p.lains or 'prairles% especially in'the 1080s:glbei-ta, Sa§katChewan.and are a large flat plain slioping dgwnward toward Ihe . are three provinces located o-riltile Interior 0 east. Ferfil.e soil anda short but hot-growinT,season Plains,

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I G 5 Cordillera 4. The Arctic Islands .The Tegion is a series of nonth-south mountain All the islands off.the north coast ofi !'angesleand valleys extending lorthward from the ... are igcluded in this repion. The.largest of t Rockies,df Montana to the . Triespectacular s islands is Baffin Island, which is larger thanm

mountain ranges of the Rockies, the.Coest Mountains . of t,e World's nations. Although this region is ,and other ranges cover much of-nbrthwest,Canada and ., it lsgaini0-mRortanceafter recent 'dis- separate British Columbia from the rest\of Canada. / coveries of large deposits of natural gas,-zinc, I . anada's highest 'peak, Mt. Logan at 19,850 feet, is and,lead. With mountainous pea.ks up to 9,000 feet found in this region. Much of the Cordillenan Region and some islands supporting permanent icetaps, the , is'covered with forests of fir, pine, cedar, hemlock 1\. islands forM one of.the Most severe environments-on and spruce. Only the narrow valleys are suitable for theriearth. Betause of the glaciers, ice caps,

. settlement and agriculture. Jagged cliffs carved remoteness,,and harshness the region is. perhaps the by glaciers and valley lakes and rivers providea most fascinating and least known ofkanadals six Major tourist attraction. Each year, Americans visit natural divisions. the national parks of Banff and Jasper to enjoy the 114 mountain scenery and recreational attractions.

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. L ACTIVIO TWO; A LOOK AT PHYSfCAL CANAO % 1; Notes for Teaching

Objectives: The intent Ifs to have Students reai\izethe

- To know the major physical regions. Size arid economic importance to NorthAmerica. ...The

Io realize the economic importance ofthe relative area (largest to smallest) is: regions to Canada and the UnitedStates. 1. Canadian Shield 2. Materials: InteriortPlains 3. Cordillera 4. Maps of physical regions gyinfo. sheets,pp. 4-6. Arctic Islands ' S. Appalachia ProLedure: 6. Great Lakes-St. Law rence lowlands I. Using the sleets (pg. 4-6) ask,students to:. A comparison with U.S. regionscan identify a. List rhe six physical region's in order similar physical conetions andrelation of settle- of largest to smallest area. Include for

each region a,list of the grovinces and ' ment to physical regions--e.g. most peoplein both the economic importance. countries live in smaller regions. b. Identify those regions which are shared Developing a prospectus allows with the United States. students to pull together what they have readand heard about 2. Have students provide a prospectuson which e Canada'. Additional references (books and.magazines)6 region they would select and why for establish- can be used'to learn aboui Canadd and theindustry ing one of the following: a pulp game- , for which they'are preparinga prospectus (e.g. fishing camp; a steel mill; anda ski hill:, ;kiing). (More than one region is usually possible). Showing distribution of populationthat began 3. Suggest 'how the present day in B.C. ahd the is might be distributed if the first settlers'had speculative. Since there is no correct coffe to the coastal region of:British:Columbia answer students should give reasons for the distribution they draw. and tRe Pacific Northwest. Some Draw:a sketch map . weasons could relate to early arrival of shoWing distribution and give your reasdns. explorers, physical and climatic feAures andboundaries. 4. Handout 'word puzzle (see Appendix B) and have The activity could be usedas a revieW of students identify as many Canadian territsas possible. physical regions-'-after studying A Lookat Canada's Past by John S'aywell.

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Edmonton SpsKrakEVAN\

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3 22 POLITICAL REGIONS'Or CANADA

Canada's physical regionsare closely related , Scotia have been influenced by the historicalassoc- to groupings of provinces. The provinces represent Lath:NI with thesea. Tncrea'Sing.purdlase ofwater- VA the main political divisions in Canada as do the front land by Athericans in the 1970slea the provin- fifty American states in theU.S. These groupings cial government to pass a law restricting foreign . are.based on similarities in theprovincial economies, purchase of more than tenacres of land without heritage and political outlook. r They are, from east government approval_ 'Halifax is the provincial capi- to v!reA, the Atlantic provinces, the Central provinces, tal and the leading port in the Atlanticprovinces.

. the Prairies provinces, and Columbia. Prince Edward Island is the smalleStprovirke of Canada in area and populatton. Smaller in size 'than The Atlantic Provinces the Olympic 'Peninsula of WashingtonState, the rural The Atlantic provincesare Newfoundland, Nova economy of.the island relies heavily on tourism. Scotia, Prince Edward Island and , . This province has pasied legislation whichhinders Responsible for only five percent of the natioA's "pon-islanders" from purchasing land. Its capital total economic production, they havethe lowest stan- is , the city where the Canadian dard of living in Canada. Newfoundland, the largest constifution was written in 1867. orthe four, joined Canadain 1949. Today,pulp and paper, hydropower in Labrador and fisheriesare in- The Central Provinces creasing in importance. Ln the 1970s the province The Central provinces of Quebec and Ontario gained international attention for the annuaThunt of are the political and economic center of Canada. harp seals. St. Johns is the capital of-Newfoundland Together they account for 80% of Canada's.indus- and a major port for fishing for cod and haddock. New trial and manufacturing output and 60% ofthe Brunswick is heavily forested, making lumbering.and coUntry's total population. qUebec-is Canada's pulp and paper industries very important. Its capital largesCprovince in land.area and issecond to city is FrederiCton 'located in the farmingarea of the Ontario in population. in-ench Canadians comprise Saint John Valley. The province of isa over 80% of Quebec's population. Montreal, the Peninsula of the Appalachian Mountatns. Like-Newfound- second largest French-:speakiWg city in the world, landers, the lifestyle and vieWs of peoplefrom Nova is-a major port,situatedon the St. Lawrence River.' 1*.

0 9, Quebec City, also/locatedon the St...awrence, is 4. growing.., is' 'a major wh at Producing the prov,inrial.capital. The city was the site of ,province and contatns the world's 1rgest reserves the first French settlement in North America. The of potash, a major ingredient in fertilizer. European character and French speaking population has huge deposits :Of coal, oil and.natural make it a center of French cultre inCanada. gas. The oil reserves of-the Athabasca tar sands Ontario is the industrialand commercial center of are a new source of Canadian petroleum products,and Canada.'It has the largest population of all,the will be a major supplier of oil in the1480s., -provinces. Important cities include Ottawa, the Greatly increa-sed sales 'Of Alberta oil andgas D. national capital and Hamilton, the steel center. 'throughotit Canada and to the-United Stateshave is the largest city in anada,.the provin-: now made Alberta a wealthy province. Leading cial capital and the financial and industri 1 Prairie cities include Winnipeg, Regina, ealoary Center of the nation. Ontario has a divers econ- and . Winnipeg is the capital. of anitoba omy,whiCh includes heavy industry and manufacturgng and is thehub.of east-west rail'and road tans- in the southwest and agriculture in the St. Lawrence 1Portation. Regina is the capital of Sask&tcewan, lowlang. 4. and is the center of wheat-production. and Edmonton, the capitar.of Alberta,ay. linked ThePrairielorovinces, to Alberta's oil and gas produCtion andare- The Prairie provinces dre Manitoba, SasZatchewan the fastest growing cities in Canada in the 1980s. and Alberta. Once among the most economically de- 1 , pressed areas of Canada, theyare now experiencing British Columbia Kprosperity. This is due increased world demand Brttish Columbia,separatOld from the rest of for-their wheaf, large depos1 .ts of naturalgas, Canada by the Rocky Mountains, is rich in agricul crude oil and'potash. These provinces. contain 80% tural and industrialresources. It is well- suited of,Canada's farMland Ndvirtually all of Canada's for orchard farming.and the .raisin9 , kpown deposits of foss''1 fuels. Manitoba, the most stock. It has the largest forest respurces and easterly Prairie proAice, has large deposi) ts of also contains large deposits of mineralssuch as

copper, lead and zinC, and fertile soil for grain copper,fron ore, and zinc. 'Victoria, locatedon

10- Vancouver Island, is the provincial capital. f Provinces and Territories Vancouver, Canades thtrd largest cityvislocated Compared wtth Selected States (1976) in the southwestcorner of B.C.,As Canada's 101 major western port! Vancouver exports lumber Provinces Population products'to the eastern U.S. and'Europe, wheat - Ontario 8,264,000 to an'd the Soviet Union and coal to Japan. Quebec 6,234,000 Because of the moderate climate many Canadians British Columbia 2,467,000 view the Vancouver-Victoria,area as the "California Alberta 1,838,000 of'Canada." Manitoba 1,022,000 Saskatchewan 921,000 Canada's Two Territories Nova Scotia 829,000 In addition-,to the ten im'-ovinces, Canada New Brunswick 677,000 contains an immeptirea in the North divideb NeWfoundland - 558,000 'into two territories, the Aorthwest Territodes Prince Edward Island 118,000 and. theYukon. Together theyontain 40% of 43,000 Canada's land area, but less than half of one Yukon' 22,000

percent, of Canada's population. The Territories ,

are administered directly by the Canadian Selected States national government. Education, health care, California *21,896,000 law enforceWnt and rbad construction.are super- New York 17,924,000 vised and paid for by the government inOttawa. Michigan 9 129,000 The single largett settlement-is-; Minnesota 3 975,000 Yukon. with approximately 14,000 people. In recent Washington 4, 4 3,658,000 years there has been extensive explorations for Oregon 2,376,000 copper, lead, gold, natural gas and,crude oil. Maine 1,085,000 The Arctic islands which are part of the Northwest Idaho 857,000 Territories are the locations ofgas and oil Montana 761,000 discoveries.in the late...1970s. North 'Dakota 653,000

11 PERaNTAGE-D1STRIBUTION OF CANADIAN POPULATION

110IS4 COLNAIIIA 14% ; /:ILLIEREA_ 7 7%

A EAANITOIA -4)5

SASK - 4 7% jj-NOVA SCOTTA 395 _451 3 'II NEWKOLINOLANO. 2 9%

YUKON E4 Ye 1.5 a

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190IPSONS VON 11 N vi ) MRSONS *OF CITIES Lx.r0 TO 14 499 PERSONS IS 00.0 TO 49 999 PERSONS OM OR MORE /moss lb ME TROPOIIT AN AREAS

NOTE UITI{TPOOTAN AMA OPULATION .5 NOT INCTIMED 1.-.4 DOI 0.STRIROTIo5 Mit IS CovEN IN MOUSANDS rtif LI t MILES

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source: after Tomkins, Hills and Weir, Canada:. A Regionai Geography, 2nd ed.

DISTRIBUTI/N CIF CANADIAN REOPI1

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s ACTIVITY THREE: A LOOK!J POLITICAL CANAQA Notes for Teaching

Objectives.: This activityintroduces students to the

TO know the prov.Inces and territories of Canada. political divisions of Canada. They should use the

- To recogni2e similarities & differences between map'as a reference to learn provinces, ter'i-itories,

. capitals, size bf provinces. the Canadian and American paiiticarstructure, The ten provinces . MAI.JQOals: listbd in order of area are:

,Political mapeof Canada (page. 8).. Quebec 6. Manitoba 2. Ontario 7. Nevfoundland Iftformation off "Political 'Regions of Canada" 3. B.C. 8. New Brunswick pp. 9-11. ,f,` Alberta 9. Nova Scotia 5.. Saskatchewan 10. P,rince Edward Isl. Procedure: Students could identify a province that iS similar 1. HandOut the political map to students. in size to their state. 2. Using the map ask students to: Making the Yukon as an Ilth province has been a% List the ten provinces. Sr discussed for some time. The major advantage is b. From the list, rank the provinces in order of arw. List the territories of Canada.: more local control by Yukoners. However, provin- c. Identify the capitals of the ten provinces cial status recluires local costs of education, and the national capital. . . roads and government services be paid by localtax- d. Sketch the six physical regions outlined- ation, a cost that iS presently paid by the:federal on the physical map of Canada. Suggest some associations of physical and pdlitical governaient. Oecause,there are only 22,000 in the

regions. , Yukon, there woulcl be high taxes for Yukoners. T 3. Recently there has beh discussion of making-the This issue is similar to the Puerto Rican refluest

. Yukon a province. What are the major issues' for statehood. ; ? which territory Should consider when seekirig The Canadian political division has: I.) Fewer, provincial status?' but generally larger, political divisions thanthe a. List two ditferences'and two similarities of American'system; 2.) 'A similar division-of financial Canadian and American political structure. 'iesponsibilities.with the U.S. For example, costs of roads and parks are shared by provincial/state

aqd federal governments. However the costs of . f edUcation are'paid for by provinces.

.L13 'THE PEOPLE AND EIR HERITAGE t Canada's herltage is reflected inthe range of Canadian experiences. Most Canadians live within,

100 miles-of. the UnitedStates border, itnd often .k,\ interact with Americans.. Canadianviewpoints are 'influenced by this as theyare by such early

- historical events as the conflictbetween French and,English fur companies-, theAmerican Revolution e and'Loyalist migratiOns, and an intermingling with IL 114% .American settlersin '. This history ;77 _suggests a distinctive Canadian view ofNorth

American and world events. ill ?Pi %ft .,nAzi.;

Early Contacts

The first people to _exploreCanada were the, , Vikings'who landed'in Newfoundland in about _40 100 A.D. English explorers whowere the next visitors dis.covered the fishing banksoff New- foundland while looking for theNorthwest Passage to the OrienI In 1534-cques Cartier of France entered th ,Gulf ofSt.,Lawrence and took possession-Of ,the land.of'""for his natton. It was'the French who firtt settled "kanata," (nada)an Indian term/which meanf "a collection of mall villages." Samuel de Champlain founded the first.permanent Canadiansettlement in 4td 1608 at Quebec City. Role of Furs'in Development of Canada

3 14 11. Many Years of Conflict

Settlement of Canada by English and French' Freedom of languageiand worship meant that the peoples led to a long period of conflict. In 1670 French werl,to remain,a strong influence in theway the English government granted the Rudson's.Bay of life in Canada. This Act was important for..galn-'. Company a monopoll in fur trading in Canada, an act ing the support of the French during the 1775Ameri- which seriou9ly hurt the Fre h fur trade. A series can march'to Montreal in hopes-of making Canada the of wars in Ahe 1700s saw Canid "divided" between '14th colony', Most important; the made the French and English': The French had to surren- it possible for. to)tetain their , der military coritrol of Canada to the English culture.and.traditions. But it also created-MN following their defeat in the French-ak Indian War . problems of adjustment between two quite different er1763. This war 1aw the famous tTattle betw'een peoples; French and English. These problems Were the FrenCh General Montcalm and-the young) English partly solved by dividing-Canada intotwo-parts, General James Wolfe on. the Plains of Abraham in (now Southern Quebec) and Quebet, The French were defeated in this decisive' (now southern Ontario): Eachpart'was given iti own battle opening the way Tot English control of legislatUre and legal systgin: C.anada, The-Quebec Act however.atd not solve all the The Revolution irLthe 13 colonies hada9 impor- problems. First, French andqnglish .Canadians tant effect 06 Canada. Loyalists (people rom the continued to quarrel, Second, Canadians ware uneasy colonies who wished to eemain loyal to the/British With the new American republic-andwere, in fact, - King) migrated north and settled inthe Nova'Scotia- attacked by the U.S. during the War of 18i2. New Brunswick region and in,the St. Lawrence 011ey. )dissatisfaction with economic and government policy The separation of. America from Brita6 alsosposed led,to rebellions in both parts of Canada in the .* probletri of securifyon Canada's southern border. 1830s. The Act of Unfbn of 1840 united Upper and' In order to keep thesupport of the conquered LoWer Canada. By 1860, there was a growing desire French Canadians, the British Parliament passedthe of CaAdians for a new government that would enhance Quebec Act of 1774'which allowed the Frenchto keep trade.and provide greater protection for the colon- thir religidn, Civil law, educiiion, and cuStorg. ies. The American Ciyil War was' unsettling toa

4- 1 5 3.

a recently united Canada. A stronger' political union Ato the experience in the United.States withone' was viewed by Canadians as the solutionand-in 1867 "X' notable eiception. Bloody Indian' wars and violence the British government passed the British North associated with the American frontierwere not a American Act (BNA). This Constitution joined part of Western Canadian development.In 1873 the : Ontario, Quebec, Nova Scotia, and New Brunswick., government establishea the porthwest Mounted Pelice into a federal union witha strong central govern- to protect the settlers from Indians and theindians ment in Ottowa. from the "whiskey traders" and fur traders whocame The BNAlAct establisheda political union for a from ihei.U.S. The 'mbunties' al\so provided law and country that was less than onethalf its present 'size. order during the British Columbia gold rush In 1887 Like Americans, Canadians looked W4gt fornew settle- and later the Klondike gold rush in.,the Yukon. The ment and expanaed economic opportunities. Fear that Royal Cabadian Mounted Police established order in increasing American settlements in the HudsonBay Co. the name of- and saw to it that the comple- territories would result in annexation of.the West 'tion of western settlement was orderly and pftceful. 4 by the U.S. led the Canadian governmentto entourage immigration 'to populate the terrifories andpromote agricultural production. .Clashes with Lndians and' fur traders occr'red as attemptswere made to estab-

lish Canadian authorityover the new land.''The most serious of thesewas the Riel Rebellton, an event which forced the Canadian _government into granting provincial status to-lanitoba in 1870. Fear of American' influence also encouraged the building of a transcontinental railway to the Pacific to link the British colony of B.C. to Canada. Such 'a railway'orovided the incentive for British ColUmbia to join Canada in 1-871.

The settlement of the West in Canadawas simi,lar Peaceful settlement of Western Canada 7

-1

38 . .39

° ACTIVITY FOUR:- A LOOK AT CANADA'S PAST Notes for Teaching

Ob)ectives: This activity is an historical comparison of - To recognize important events which shaped Canadian and AMerican'events. Teachers can use the Canadian history information as the basis for lectureor for student - To understand hpw historical eveuts influenced ,handouts. Construction of the timelines requires United States and Canada development. group planning of spacing, vale and way of illus- Materials: trating events. It's importanthat the scale of - Butcher paper, felt maiking pens and inform- the timelines-be the same. Onceillmpleted the time-. ation sheet's, pp.14-16. lines should be displayed for comparison and , class - - Any available U.S. history textbook Saywell, Jobn. Can'ada, Past & Present (if available) Selected Canadian events that relate to United. Procedure: 4 States history are: 1. tlass discussion.of significant events in Ameri- a. British defeat of the French in 1,63; its can history. Arrange in historical order. significance for the American Revolution. # 2. Dist-ribute information on "The People and Their. b. Act of 1867 granted Heritale." Have students list major events of .all powers not given to the provinces to':\ (ainadian , the central government, the.opposite of the' 1. Divide the class into four groups. On butcher U.S. Constitution. No...doubt tile U.S. Civil paper haVe each group construct a timeline - War and the ,"states rights" question hadan' illustrating key event.s in Canadian and Ameri- , impact on the British North America Act.

can history-discUssed above (steps 1 and 2). C. Canada has never fought in awar.of itsown Construct side by side to emphal0e comparison. making. Even the Riel Rebellion\wasfarela- 4. Have Students Write paragraphs discussing.: a.) ttvely minor event in Canadian KiStory. "Canada as a nation is a product of evolution, Canada's constitution'tmerged peacefully.in rather than revolation.." 'How does Canada's 1867: Although there were civil conflic'ts experi'ence differ- from-Mat-V.the U.S:? b.) in..the 1830s Canada hos never experienced . The influcce "of the American Civil Waron the A a Civil war. decisiondro createa Canadian federal state in 1867. z

k.,

1 7 4 0 A CULTURAL MOSAIC

The Population of Canada is commonly viewedas a networks, and in the Act. In ."cultural mosaic.". This term suggests that people addition, the federal gov'ernmentpassed a law in- who come from various cultural 4rouf:Is s, are Canadians, suring minority language rights in allprovinces.' but have been able to retain theircustoms and langu- The "cultural mosaic" is 'not justa division , age. This is very different fromthe melting pot between English and Frenchspeaking CanAdians. concept in the United States which stresses becoming, Canada contains significant numbers of , "Americv" and giving up the qualities uniqueto pnes and . In addition, people who former culture. trace'thetr ancestry to Greece', Poland, China, . The majority of the Canadian people havean Japan and Indta each forma group of more than Anglo-Saxon Or Ft.ench background. Those people 100,000 Canadians. Various cultural agencies speaking English make up two-thirds ofthe ,popula- tton; less than- one-ftfth speak French onlywhereas

over one-eighthspeak both French and.English. Mcgf Population by Ethnic Groups French Canadians live in Quebec and inthe neighboring Population Per Cent Provinces of Ontario and New Brunswick. The French have,long Struggled to preservestheirway of life, 9,624,115 44.$ Ftench 6,180,120 ,28.7 and today express strong views to retain theirculture , German 1,317;200 .6.1 in a North American setting. In the late 197.0s, the' Italian 730,820 3.4 Ukrainian 5801660 2.7 provincial government of Quebec indicapda desire Netherlands -425,945 2.0 Polish to form a separate ".Quebec" within Canada-toprotect 316,425 1.5

Asiatic 285,540 . 1.3 French culture in Canada. The government planned to Native Indian 295,215 1.4 oonduct a referendum to ask the people of guebec Other 1,912,270- 8.3 whether the province Should remain a part of Canada ,Total -21,568,310 100 0 or seek independence: Source: Yearbook of Canada 1977-78 Examples of the growth and quality of FrenCh and English are evident in the bilingual national capital area, the national television and radio

18 I/ 0,.

within ihe Canadian government seek to help' .in' the Major Cities'of Canada

preservation of cultural, ties. For examWe, the Canada is a nation of city dwellers with most National Film Board has produced a series of films -- (Ilf the area sparsely populated. Today most Canad- on tbe history, culture, and lifestyles of various ians-live in the urban areas of the interior low- % ethnic groups in Canada. lands of the Great Lakes.-St. Lawrence River region.

- Today Canada's large cities keep this mosaic 'Seven of.canada's 15 largest cities are.found in alive by encouraging ethnic groups to retain their Ontario alone. In 1978 toronto o/ertook.Montreal cultural and language practices. As a result, as Canada's-largest city. Montreal is the world's Toronto is noted for its Italian community, Edmdnton second lak_gest French-speaking city. The city was .., for its Ukrainian people and Vancouver for its /the home of ØeWorld's Fair, "Expo 67", and 3976 'Chinatown'. . Olympic game Greater Toronto, with a population The cultural mosaic also refers to t e native of ot'two m llion, has a npid rate_of economic cleople, the Indians and (EsOmos irlwho make Mnd 'population growth. The city is the provincial up one percent of the population. Indians number :capital,.th financ.fal hub of Canada, anda major abOut 290,000 and..the Inuits about 20,000. Tp , Canadian tra sportation center. Today many Native-peopld groups express strong . Vancoyver, B.C. is Canada's third largest city , views concerning control of their fishing practices with,over a mtllion inhabitants. 'This Pacific coast' ... and settlement of their land claims. Action against ..- city, which began as a logging camp, hasa his ry

k. . hydro Aevelopments in Quebec and tfttapending gas , similar to that of;Seattle. It is the second port . pipeline frOm.Alaska illuttrate the new position. (behind Montreal) and isa center of western ) Alsoin the late 1970s the'Inuits prepared a Canadian trade. , ,working paper on their own form of government which Vancouver is folloiVed in populatimby Ottawa- would take'precedence over thefedera_ Hu the capttol regton-of Canada; Wfinni-Peg,.the 4 4 regulations concerning hunting and fishiq tn the gtewity to the west; Edmonton, the entrance to the Arctic. north. tioggested that by the year 2,000 two out of.three Canadians will live iri cities over half a millionfppopulation% A

ten Largest MetropolitanArea . t ETHNIC ORIGIN - CANADA- Canadian and U.S. Cjties(1976) 21.6 million 4 1971 CANADA Canadian Cities Population AND THE UNITED STATES Toronto, Ontario. 2,803,000- Montreal, Quebec 2,802,000- Dutch Vancouvei., B.C. 1,166,000 Italian Ottawa-Hull, Ont. .QueL 693,000 Winnipeg, Manitoba 578,000 Edmonton, Alberta 564,000 Quebec City, Quebec 542,000 Hamilton, Ontario 529,000 Calgary, Alberta 470,000 Kitchner, Ontario 272,000

Cities

ew York City, New York 9,509,000 CANADA YEARBOOK \6-\\4V-lye,L Art les, California 6,997,000 1978 - Chicago, Illinois 6,993,000 Philadelphia', PA. 4,803,000 Detroit, Michigan 4,406,000 UNITED STATES San Francisco, CA. 3,158,000 206.3 million Washington, D.C. 3,037,000. 1973 Boston, Massachusetts 2,862,000. eV* Nassau-Suffolk, New York 2,667,000 Not .. ballas, Texas 2,611,000 Reporte4 > ////// 4 //////// 44414. ///////// II** *4...44** Sources: Cankia Facts, 1978-79 ed% //////////./. .... ALt.ft..4AAA....4,..CAaw4,4.4.-. APrinch /////////- eAvi,4%;;?;;;4' .." Atli /////////////// ...... o..4.4v.4.*-. Statistical Abstract of the U.S., 1978 .,...... ,,,, le!v, ///////7///// 4 '//////// ///////0.-,4-or.,16 ///////// ///////// German * d ///W////////////////'''"'///, 4.,,,, I. ////v///- Other // ,.., 4 , 4 ,* 44.4v. -4 4 ///////////////////// 4' ' . .4 ///f//////////////////7// ...Italian

Hispanic ST'ATISTICAL. /////////////////////eA/ ABSTRACT OF TUE U.S. /.//////////////////x 1978" 20 f.; "16 ACTIVITY FIVE: AN EXAMINATION OF THECULTURAL MOSAIC Notes for Teaching, Objgcttves: The inteht is to have studentsunderstand the - To know where most Canadians live. distribution of Canadian peopleand the ethnic a To recognize the significanceof a culturally composition. Map and graph work help gaina sense diverse population to Canada. ot distribution. The major point is that most Materials: peOple live ina cross-country band approxima ely - Political map -(Cities & Prov(nces map) 100 miles from the UnitedStates border. Infovmation "Canadian POpulation:'A Cultural The debate and follow-up activitieshighlight Mosaic", pp.-18-20. issues associated with culturallydiverse countries. Procedure:' The following are oftenviewed as advantages: 1. Distribute the map of Canadato each student. I. Creates a more interesting grOopof people and cultural environment, Have students measurea line 100 miles north of e.g. food, architecture, art and music. the U.S. border. Highlight cities located within 2. Widens viewpoints. .and tolerance. the area. Shade area where most French , speaking 3. Maintains one's ties with cu1tural41gins. people live. Compare Canadian and U.S. population The following,are oftenviewed as diadvantages: distributions. 1. Creates cultural conflict. 2. List r.he population of the Canadian provinces and 2. Promotes politicarTn-iibility. territories on bl'ackboard. Have students prepare 3. Pequires high costs.formaintaining a bar graph of proVincial populationsand comPre cultural indentity. provintes. Name a province similar to your s-tate The follow-up gilstions areintended to stimu- in population. late class discussion regardingaspects of society 3. With-two or morl groups, have the class debate the considered as important byan individual. Conse-

. pros and cons of a 'cultural mosaic'nation. As a quently, the advantages anesilisadvantagocmay be follow-up have a discussionor written assignment viewed differently. Attention should be cFrawn'to on policies which would favor br eliminate the commentator and his personalviewpoint (Chief ciiltural diversity. Dan George vs. ),thereby making possible a deeper and mo4 criticallook from their par.ticular vantage point. PARLIAMENTARY GOVERNMENT IN CANADA

A "Fusion" of Power Canada hasa parliamentary system which means

the executive and,legislative branches ofgovern- ment are "fused" or combined intoone. Patterned ( on the British system, the Prime Minister,and his appointedcabinetmake u0 the executivearm of

government. As the executive body; they mustbe lected to the,legislature called theHouse of mmons. This fusion of power is the major differ- V-----;3 ence from the United States government which is baslki on a separation ofthe-powers of the executiVe and legislative branches.

The Prime Minister- The Real Executive Power The Prime Minister has the real executivepower' in Canada. He is not elected by the people at large, but rather elected from his local distrtctcalled a 'riding'. He becOmes Prtme Minister by being leader

of the party witb the largest number ofelectedseats 'in the House of Commons. The Prime Minister Chooses approximately 30 elected individuals from hisparty to serve as.ministers in his cabinet. Each Mini;ter heads a government departmentsuch as. External_.

Affairs, Finance, Employment and Imigration,and °Defence. Most government legiilation begins with the Prime Minister and his Cabinet.,

4 )

22 z The)Canadian General - The OiTosition The Formal Executive Power he party in the House of ComMons with the -Formal executive power is vested in theBritish secona highest-nUmber of seats forms ihe Official monarch, whose authortty is delegated to hisor her Opposit In which sits d6-ettly opposite the Prinie representative in Canada--thipovernor General. He Minister party in the chamber. The.leader of the' is appoihted upon the Prime Minister's recommendatfon. Offici opposition is a paid position and appoints Historically, the Governor General had the power to a "shado cabinet" who are ready to takeover dismiss Parliament and.veto its.acts'. Although this co ol yf government if the Prime Minister andhis, power still formally exists, 'in praCtice, thepower arty are defeatedJnfthe Houseor in a new elec- is neler exercised. No parliament in recent Canadia tion. T e losition's principal'role'is to history has been dismissed,without therecommendation cri cize the governing party through, debate and of the Prime Minister, Thus, the Governor General questioning of 'government ministers. .Theoppo- , has little real power. Instead he performs the sition role is best highl,ighted by the "Question ceremonial duties associated with being chiefof Period:" Each day Parllament is'in session the state. Usually the position goes toa person at agenda begins with a queStion period in which the, the end of a long political c*eer. Opposition has the chance.to.ask the Prime Minister and his cabinet questions about current political The House of Commons- events. This question period is televised liveto The Lower Hpuse but Greater Poer Canadians by the Canadian Broadcasting Corporation The House of Commons is the upreme political (CBC). institution in Canada: It is the dominant'body in the two-hoilse (bicameral) parliament. The House When Are Elections Held? 4 of Commons consists of 282 elected members. In-. MemberS of the House of Commonsmust stand cluded in thi-House are the Prime Ainister, members for eleCtion at least every fiveyears. But cif his cabinet, other members of his party and elections can be and often are held muchsooner. members of opposing parties. Virtually-all bills If a major piece of legislation proposed by the originate in the House,ofOommons. Cabinet Prime Minister and his Cabinet is defeatecrin the ministers begin most legislaticin. House of Commons, he ordinarily resigns, dissolves

1. 23 pai-liament and calls a new election. Such a vote marily conducts investigations and Takes recommen- represents "no confidence" in the Prime Minister dations through its committees. and.ttl governing party. If the House'passes a

' "vote of no confidence", the Prime Minister also. political Parties

is'obligated to formally call fora new election. Like the United States', political partiesare This loss of confidence is taken tomean that the a central mature in Canadian government. Parties Prime Minister has -lost ,the 4upport of theHouse make posSible organized goVernment actionan poli- and therefore can no longer ffectively exercise cies as well as orlanized criticisms of thegovern- leadershif) over the nation. ment by the opposition. They also make possible orderly transfer of power from one government to 'The Canadian Senate- another. The two major national parties, Liberals The Usser House but Less Power and Progressive Conservative,'emerged in their True legislative power resides in the House of present form after 1867. kahy believe that the Commons. The Canadian Sen*ate serve mainlyill a Liberals can be compared to the United States place to discliss proposed'laws, and most always Democratic Party and Progressive Conservatives to approves whatever the House of Common passes. It the Republican Party: In fact one should not take does not have anything like thepower of the such comparisons too far. For example, when the United States Senate. The 104 member Senate was Progressive Conservatives are elected to office, they originally established as a check on the HouseON do not eliminate national health insuranCe:or the Commons. Although it can,d laj, legislation national oil company (Petro-Canada)tor the national- passed by the House for to one year, it rarely ized raIlroad'and airlige. In fact, it was the )4();6' exercises this power. .The Senate's powei-sare Conservatives who set up the government-run Canadian limited in two hasic_ways. First, it cannot init- Broadcasttna Corporation (CBC) and CanSclian,National" iate legislation dealing with finances and taxes. Railway (CNR). In general the Liberals favor a strong Second, it has no control over the Prime Minister central government, while the Conservatives advocate ,and the politically powerful House of CommonS. a larger votce for the provinces in Canada's,govern- Senators are appointed by the Prime Minister and ment. There is a great deal of,overla0 in their hold office until age 75. Today the Senate pri-- positions. Every Canadian government up to new has

.;

24 53 .

- `. been formed by one or the other ofthese parties, of care, civil andcriminal :courts, and education. The or a combination of both. - federal governmeht is responsiblefor postal service, ,The New DemoCatic Party (NDP).dates back to inter-prO1ncia1 commefte, socialsecurity,,,immi- 1933 when farmers', labor and , socialist groups gration and defense. Some provinces like Alberta, organized the.Cooperative cpmmonwealth Federation British Columbia, and Ontarioare wealthier and and elected members to parliamerit. The NDP lsa contribute more in iederal taxes than theyreceive democratic socialist partY: It faiors intreased in paymentS from the federalgovernment. A kirld of government spending in the areasof insurance, Robin Hood system transfersmoney fi-om the wealthier welfare payments, and employmentprograms. provinces to the Poorer provinces. Such payments In addition to the three mainingtional parties are called-"equalization payments." One of the other parties are major forces in the provinces. major political issues in Canadatoday is the rela- The Social Credit Party has been the major governing tionship between the provinces and thefederal govern- force in British Columbia since1952.1 Sim4larly; it ment. dominated Alberta politics from 1935-1970. In Quebec, the Parti Quebécois (whichadvocates separatism) came The Judiciary to power in 1976. The judiciary consists of federaland provincial courts. Provincial courts deal with both civiland ; Federal and Provincial Powers crimbial matters. Federal courts includea Supreme3 Canada's government like the United )./ States is a Court of nine appointed members, whohave legal back- federal system. .There isa division of power be- , grounds. It is the highest_court of appeal fromlower tween a federal government ahd ten provincialgovern- courts, he Supreme Court issues advisory opinion's . ments. The federal Parltament is the only body upon request to the federal 'government. An important which can.make laws for all ofCanada. Canada's ten difference between the Canadian andthe Uniteti State's provinces have govermients modeledon that of the Supreme Court is that the Canadian highcourt does federal government. Each province is led bye not have the power of judicial review,"meanihgit Premier who is the leader of theparty with the cannot invalidate acts of the legislatureand execu- largest number of seats in theprovincial legis- ---J tive which ire not in accord with theConstitution. lature. The provinces have contro1 Overnatural resources, taxation within the province, health 55 754 25 *

4 "SEPARATION OF POWERS" . "FUSION OF POWERS" (American National Government) (Canadian,National Goverhment)

it LEGISLATIVE (Congress) EiFCeTIVE JUDICIAL

appoints JUDICIAL

'Supreme r me Mlniite.k ExrcuTiv 'Supreme Court Court...... Mouse of Senate, Representa- gouse of pAves Cabinet Court of Commons Appeals Prime Minister is LEGISLATIVE c Administri- appointed by virtue (Parliar,ent) District 0 of being leader o' tive Courts majority party ir4 Departments. House,of CoMmons' J.

004.4 di

1

ELECTORATE tt ELECTORATE

Figure 1 _Figure Z

44.

1.4 26 ACTIVITY SIX: A COMPARISON OF CANADIAN AND U.S. Notes for Teaching GO"ERNMENTS The concePt of "separationof.power" represents.," Objective: a. built in government checkon itself. The concept - To compare governmental organizationokthe of "fusion of power" concentratespower by combining United States to Canada. the legislative and executive branchestnto one. - To realize the strengths andweaknesses of the two governmentalsystems. ...,4 American Government Canadian Goiernment Materials: '1.) Prevents power from1.) Makes government being concentrated in - more effective since Information on "Parliamentary Government in one branch. --; executive & legisletive Canada & fig. 1 & 2; marking pens; butcherpaper 2.) Provides more opp- branches automatically Procedure: ortunities for input work together. by citizens & lobbyists2.) Change of govern- 1. Distribute to students figure 1, "Separation of. to legislative A execu-ment can occur whbh- . -11 miC4tive authorities. ever Prime Minister & Powers." Discuss the concept of separation of t3.) Gives individual Cabinet fail-to retain powers. . legislators more power the s(ipport of the

.-, -.F in making public policyHouse of Common's. 2 Distributeinformation, "Parliamentary Government (e.g. committee system,3.) Accountability is th Canada" and figure2, "Fusion f Powers." lack of firm party well defined since aiscipline). power 6 responsibility Discuss the concept of fusion of owers. 4.) Allows legislative is clearly known. 3 Divide class into small groups. Distribute minorities more chance to influence le,gislatiol. butcher paper and marking pens. Ask students to 1.) Executive A legis- 1.) Concentration of make a chart illustrating the advantages and.dis- ' lative branches may be power tn Prime Minister ,advantages of American and C nadian governments. of different parties. & cabinet can lead to 2.) Judicial review "cabinet dictatorship." Allow time for group discusslo Display group 'Z may place ton much 2.) Non-cabinet members' diagrams and compare to ea Vpower in the judiciary. e . in oarliament have too.. t3.) Power in,governmentlittle power. 4 From the Student-charts, list the three major is diffused & often 3.) Members of House of advantages and disadvantages of each form of 7,results in committee CoMmons do not have to .Y...) chairMen, presidential-live in "riding" where government. Have a class vote. Discuss: clcronies,,etc. being tooelected. 4, Reasons for the decision. powerful: 4.) The posttion of b. From whop point of view the advantage and Governor General & the disadvantages are being identified. _Senateseem unnecessary

27574

f '

4

APPENDIX ActivitY A:points of View. Activity B:Words of Can'ida. Activity C: l'Qyerview Test Questions. A

ACTIVITY A: POINTS OF VIEW Notes for Teachin2

Objectives: This open-ended a tivity allows students And

- To realize the differing pOintsof view teachers to examinesorS,e American and Canadian views that exist about Canada. of Canada. The source of each viewpoint is lislted:

- First Vieii of Canada: from To suggest reasons why differingviews of ' an editorial in pHs- .Canada exist. tian Science Monitor, Apriil 3, .1973 basedon d,visit.

Materials': Second View of Canada: from On.Beinga Canadian.. - Information.on five different points of Vincent Massey, 1948..(V. Massey was the first,. view of Canada. Canadian-born Governol.-General of Canada.) Procedure: Third View of Canada: from Dai\ George, Chief,of

I. Distribute information on 'Points of Ifiew's: Coast Salish IndienS, speech to & crowd of 30,000 to each student. at Empire Stadium, Vancouver, on Day,'July 1

2 Have stmdents read some or all of theviews 1967--Canada's 100th birthday. Dan Ge9rge has become and do the following. '' a spokesperson for native Teople and a Hollywoodactor. a. Underline key words that illustrate Fourth View of Canada: froma New York Times edi- .the view. torial at the time of the Parti Queb'écoiselectoral

b,__Identify if it is a Canadignor American victory:in Quebec and TrudeaU's visitltoWAshingtoli,.

viewpoint. February, 1-07. ' do c. Identify the context or situation inawhich Fifth View of Canada: from a letter to.thenews-

-1 the view is expressed. paper editor, Juty 14, 1979, Victoria Colonist,

3 Discuss with.the class the question, "Why are' , VictoOth, B.C. The writer is going home to England. there differing views of Canada?"4" .Students can write their own view: 4 . 4. iAve students write theirown point of view. 1. as a written assignment following disCussion of the viewpoint.

2. as an expression of views before tnd aftera un'it of Canada. 3.as a follow-up to prainstorm Canada and then compare with the five viewpointS.

jl

29

59 _ 11

Ftht View of Canada , Second Via of Canada "As onecrosses the border from the . "It has been said that.Cenada is a patal-work . 'United States into Canada there isan immense of imported ideas- French, English, Scottishor , sense of order and gentility. American; that we possess.lfttleor nothing which The Air Canada girlsseem to lack the . cannot be found elsewhere: There aise Canadtam - plastic smile of the U.S. air hostess. , Their custo4s,if we choose to find them; Canadian things , rosy-,cheeked welcome sinacks of-the genuineand Whichare very much our own, suggesting this county's)/

thouO they all may be recruited from t clut- ...: and no.other. it is perhaps not too juvenileto try ' tered suburbs of Toronto,.it is'pleasa 44o to make a list of some of these-- catalogue of imagine that they have about them the inbOcence '' to forma compcisite pic re. What might of the prairie provinces_or the Unspoiledfresh- be included?' A constable of.the Rorl canadian ness of British Columbia. .#' Mounted Police-- and Canada hasno better symbol; Meanwhile-, over a midwinter.settinq thatlooks a sheaf of Marquis wheat; a Canadian landscapb paint- like Arctic tundra, there presides a Parliament in ing,' a beaver-pelt; a silvered church spirein a splendidty spired building of stony medieval French Canada; a bar.of nftkel;a bush-pilot; a pair splendor, and replete with maces and bewigged of-moccasiMs; the Wolfe-Montcalm monument at Quebet); Speakers and all,the stability-inspiring trappings etube of ; a totem pole;a caleche; a cake of Westminister.' of maple sugar; a Hudson's Bay blanket; thesong Add to all this a civil service of 4 tweedy self- 'Alouette'l a hockey stick; the CanadianBoat Song;. confidence, selected on the basis of abilityrather a pair of snow-shoes; a roll of birchbark; a silver than political fealty, and thUsnot_subjectto fOx; a canoe; a Canadagoose; a grain elevator; a every whim, hiccu&i, and sneeze of an.:inambent lacrosse stick; a boom of logs;a buffalo; the prime millster, and one might imagine Canadato.be Quebec Citadel; a maple tree; the opening of a country of relative political tranquil4y. Parliament in winter."

30 A Third View of Canada 0 Canada, how can I celebratewith you this "Today, when you celebrateyour hundred years, centenary, this hundred years? Shall I thank you .oh Canada,4am sad for all the for the reserves thatare left ni6-of my beautiful 'throughout the land. For I have knownyou when your forests? For/thecanned fish of my rivers? For forests were mine; when.theygayer,* my meat and my the loss of my pride and authority,even among my clothing. I have known you inyour streams and own people? -For the lack ofmy will to fight back? rivers where your fish flashed anddanced in the sun, No. I must forget what is 'pastand gone." where the waters said, 'Come andeat of my abundance.' I have known you in the freedoM of your winds. And View of CanaO my spirit, like the windsonce roamed your good lands. "A countr'y named Canada,which the United Stites But in the long hundredyears since the white is accustomed to see stretchingcalmly and amicably man oame,-I have seen my freedomdisappear like the along its northern border,is currently ina flint salmon going mysteriouslyout.to sea. The White or, or peculiar state. It is not completelysure if it man's strange customs which I could not unders-tand, is going to be a country anymore." Trgssed down uponme until could no longer breathe. When I fought to protectmy land and mypome, I Was calleda savage. When I neither understood nor welcomed this way of life,I was called lazy.

. When I tried to rulemy people,I was stripped of my authority.

My nation Was ignored inyour history textbooks'-- they-were littlemore important in the history of

Canada than°the buffalo thatranged the plains. I was ridiculed in your plays and motionpictures and when I drank-your firewater,I got drunk, very, 'very drunkand I forgot.

Cli A.4 31 % ,

A Fifth View of Canada il .To say tht I am appalled at the !Availing sheeplike, lacking the moral courageto stand firm mood of dissatisfactiontevident in most walks of against their unidn, leaders. This new rofession life in Canada, is to put it mildly.'Here in this of modern life, which is a career in i elf, as is great country confederated in a spirit of unity and a lawyer or any actuary, can only hop to hold with the hopes of mutual trust and re'ipect between' their jobs by'more and more exorbitant deMands. , each individual province and a federal government, However, the fault, in my:Opinion lies deeper, * we find ourselves in a position of constant'bicker- and is the result'of a succession of weak and ing And small-minded jealousies betken the eastern effete governments. Land and buildjhgs are the

and weste'rn provinces, and sometimes almost a state stablizers of_our economy'. The highlight of most , of war with our federal gofernment. ,men's lives i5 a piece of lind And a house to live

When one looks wir the vastresources of this in. The governmpnts years ago should have effected land of ours, not unlimited it is true, but never- suitable legislation to hold these ludicrous prices theless compared to almost every other'cOuntry in in check. The lack of this fact-is one of the a most favorable position, one wonders Oy the prime reasons of inflation, but like the onion discontent and pessimism Prevails. Our labor there-are even more'skins to peel. 7 In this mod rn troublps are boundleis, strikes are always wt h world of ours even inflation and, are ui, which is outrageous to put it mildly, wh,none parochial affairs compared to real problems- of studies the wage scales prevalent. A recent survey population growth, pollution,a third poverty- in the paper indicated that in- almost every instance stricken world and an ever decreaSing suppAy of the wage scale of all Canadians in general, and essential materials." British Columbians in particular, in the building trades was at least $1to $2 per hour better than those of the U.S. It is unfortunately evident that the majority of the workers,are both bovine,and

32 Pazzle A / Puzzle-B CEBEUZTAB.CROLD SECUMENDC-OVANI ,OI,R-ATNaTNOROTN COOTE-RPEIARABN DOBCDEFMOSAI.CA IFRENCHRAE'ECLT I'll-CELGKAPRQLMB AODNRRAO'GOGAAS ATUQETCDEAYYMA SOITTSOITOINCK LALVIBILINGUAL OILHNASTNANAKC, -DW-TB---HQLLITUKXA. MALONAOUQIADSA NAUTSIOVEBNOPI ,SHELLDBAABCAAL UPRFDSAVNCQNAR 'ECRUSSIARCBESB QUERBKTJTNBBAO CEAB,NUIDERNAKO FMOMSTRJHNHPZT OBN.OQBTRUbEA.UN W:CBCALIFORNIAC NBRITISHIELDCA EZEGNONAHHSTII DUASSIMILATION NDATREfiz,LAENUKV YQIHX-LAUGNILIB EYPANGLEPASSPO C,XLAINROPI-LAC.T ARCHIVE,LAGOU 0 Y

Procedure: Procedure: Locate in the above word puzzle the following. Locate in the above Word puzzle the fdllowing. Draw a circle around the correct answer. Take Draw a circle around the correct ins'wer. Take note, answers may be lettered backwards (i.e. note, answers may be lettered backwards (i.e. .ADANAC`is really CANADA) or, answers may also be ADANAC is really CANADA) or,answers niay also be lettered vertically, horizontally,or diagonally. lettered vertically, horizontally,or diagonally.

1. Largest Canadian Province in area. 1. (Two parts) Two major ethnic groups in Canada. 2. ,Largest Canadian Province in popUlation. 2. Size ranking of Canada in si4e. 3. Largest Canadian city in population. , 3. Largest country in 1,4orld. 4. Largest physical region.' 4. \Canadian 5 geographical r:egion. 5. Shared. Canadian customs and experience. 5. Mountainous along West coast. 6. Western Canadian customs and experience. 6. Cul tural of people. 7. Two official languages. s 7. Two or moTe-Tar-iguages spoken. \ 8. Canada's multi-ethnic society. 8. Former . \ 9. ganada's population as compared to the U.S. 9. Country to the North of the U.S. 10. -State population that is closest to Canada's. 10, One culture totally engulfed by another,. 11. Capital of British Columbia. 11. Capital of Saskatchewan. 12.,Capi tal of Newfoundland. 12. Canada has approx. million French Canadians. 13. Federal capttal of Canada. 13. Group of islands. 4 14. Abbreviation for. Canada's smallest province. 14. River flowing from Lake Winnipeg into U.S. 15. Last province tO enter confederation. 15. This racial group comprises 11% of the U.S. 16. Abbreviation for the western-most province. population and less than 1% of Canada's population: 17. Province of . 16. The prairies have cold winters and summers. 18-. Northern political unit. 17. Resources of Canada, also of Texas.

33 . Notes for Teaching- Puzzle. A Notes for Teaching ---Puzzle.B A puzzle game .helps:students learn important 1' A puzzle game-helps students learn important- words and terms about 'Canada. words and, terms.about Canada.

Answers to the gameare found below. 4nswers to the game are found_bel.ow(

LEBEUC)"TAbCROLD SE(CUMENECOVANI. ji_AtNAT N N 't Cq 0.T E R LE I 'Ark\ A(BN 1011(D_Cn) E F,11` 0 S'A IC'A U.f R E N C(r A E E1C.L T iNT1C-ELGKAIVRQLMB A ,FIY-N-R1 O'G 0 GiAiArS ATUQETC 10,ErIA Y:Y "A.A. $. 01,,,T TSOI -15 0 I)WC K L AL V B I L'IlN G.U,A 14; (0 I_LAINASTNANIAKC DWTBHULATTU"K)C'A ALONAOUQIA'DSA N A U,TS;I 0,V E B N 0 P'I SHEILDB_A Ar)1'AL' UPRTOSAVNCQN,AR ' E Cd:U S SI -A'R C VE S ti Q B'K T J T,N B IT A 0 CCAIBNUE LE NAACO F 14'0.K.S T R 0 B _NA 'Q BIRU 14,11N ,WL.C't 'AL. I FORNI NeBil I T I'S-11'1 EZEGNONAHHSTIO! ,y-trrA:"§s' I.1 L A T I, 0_1,.k TR E B L N U KLLJ . YCHIX,LAUGNILIB tYPANCLEPASSPO - CX.I.AIWT-0-FI_LACT AICHI,PELAGO'IJOY, 1, Quebec 10. Cal i forni a 1.French, British 10. Assimilation 2. Ontario.. 11. Victoria 2. Second 11. ..Regina 3.. Toronto 12. St. Johns 3.USSR,, Russia 12.. Six . 4.Shielb 13. Ottawa 4.Shield ., 13...Archi pel ago. 5. Cul ture 14.P.E.I.. 5.Cordilleran 14.:Red 6. . Cordillera 15. Newfoundland' 6.Mosaic. 15.,Blacks 7.4 °Bi 1 ingual f6. B.C. 7. Bi 1 ingual 16.Hot 8.Mosaic 17. Alberta 8.Trudeau 17. -Oil 9.Tenth Yu'kon 9. Canada

4

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34 '"6

ACTIVITY 8: CANADIAN TERMS Notes for Teaching Objectives The intent is to reviewCanadian terms To review key Canadian students have encountered terms. in their reading,maps, Materials travel, T.V., etc. The activity can be usedto find Canadian Word Puzzles Aand B; Atlas out how much students know beforeor after Activities illustrating Canada (if available). One to Four. Procedure.: The puzzles could be usedby individuals or 1. Have each student completePuzzle A. by groups of studentsas a contest.

Have students work independentlyfor ten Answers to Puzzle'A andPuzzle B are found minutes. For an additional fiveto ten on page 34.

. minutes have pairs of studentscomplete the puzzle. Discuss answers in class. 2. Have each student complete PuzzleB.

4 ACTIVITY C: OVERVIEW TEST QUESTION

1. Canada's world rank itterms of landarea is: 7. Canada's largest province in terms of.land a. first area is: b. second a. Quebec c. fifth b. Ontario d, tenth c. Alberta d. British Columbia 2. The mountainous region of Canada which stretches from the Gulf of St. Lawrence to the Gulf of 8. Canada's largest province in terms ofpopu- Mexico is known as: lation is: a. the Cordilleran region a. Quebec b. Canadian Shield b. Ontario c. Canadian Plains c. Nova Scotia d. Appalachian region d. British Columbia

3. The geographical division in Canada most like the 9. Quebec province cOntains the world's second of the U.S. and known for itsagri- largest French speaking city, which is: culture is: a. Toronto a. Aopalachian region b. Quebec City b. Canadian Shield c. Montreal c. Canadian Plains d. Halifax d. Cordilleran region 10. Canada's largest city in terms of population is: 4. British Columbia is separated from the rest of a. Montreal Canada by: b. Toronto I. a. Rocky Mountains c. Vancouver, B.C. b. Canadian Plains. d. Victoria, B.C. c.° Arctic Islands . d. Appalachiln Mountains 11. Most of Canada's agriculture is found in: a. Ontlrio and Quebec 5. The 2000 mile waterway whcch carries more traffic b. Prairie provinces than the Suez and Panama Canals combined is: c. British Columbia a. Great Lakes d. Atlantic.proVinces b. St. Lawrence Seaway. c. 12. Alberta's Athabasca Tar Sands contain large d. Montreal Ship Canal deposits of: a. ntcke] 6. The Atlantic provinces include allthe following b.imp. oil EXCEPT: c. potash a. Newfoundland d. gold b. Noma Scotia c. Quebec d. Prince Edward Island

an,

,

36 71 13. Saskatchewan has the world's largest deposits of 19. Canada's political system is a parliamentary a key ingredient in fertilizer which is: democracy 'Mich means that: a. potash a. The executive and legislative branches b. nitrogen are combined. c. oil b. The legislature has only one house. d. coal' c. the Queen of England is the real power in Canada. 14. Mast Canadians live: d. Canada is controlled by Great Britain in a. within 100 miles of the U.S.-Canadian border matters of defense and foreign affairs. b. in the Province of Ontario e. in the Prairie provinces 20. Most legislation in Canada is initiated by: d. in a. members of the Opposition in the House of Commons. 15. Canada's culture differs from the U.S. in that b. the Senate. various cultural groups have been encouraged to c. The Governor General. keep their unique characterisrics,. This is known as: d. the Prime Minister and his Cabinet. a. melting pot b. cultural mosaic 21. A major difference between Canada's Prime c. assimilation Minister and the U.S. President is: d. bilingualism a. the Canadian Prime Minister is !Tot' elected by the people at large. 16. The majority of people in Canada are: b. -the Canadian Prime Minister must serve a. French sPeaking for five years. b. English speaking c. The Canadian Prime Minister cannot run c. native Canadians (Indians and Eskimos) for re-election. d. immigrants from the United States d. the Canadian Prime Minister must be at least 50 years old. 17. The first people to arr:ive in Canada were: . a. the Spanish '7) 22. The center of political power in the Carladian b. French system is____

c. English \ a. the Senate..

d. Indians and Eskimos . h. the-Governor General. i..e. the Oven of England. 18. Canada's third largest city and second leading \\ d. the House of Commons. port is: ..,

a. Vancouver, B.C. e3:. Most.of the members of Canatia's House of Commons I' s b. Victoria, B.C. come trom: 2 c. Toronto a. Atlantic provinces. d. Halifax b. Prairie provinces. op ) c. British Columbia and Ontario. ,7---;"'-') d. Ontario and Quebec.

sr"

37' ) Ao I.

A ACTIVITY C: OVERVIEW TEST ANSWERS Notes for Teaching

1. b

. The Overview Test may be used as a 2. d

3. ,.pretest and/or post test.

4. a

5. b

6. c

7. a

8. b.

9. c

10. b

11. b

12. b

/4(13. a

14. a

15. b

16. b

17. d

18. a

19. a

20. d 1 21. a

22. d

23. d

38 V.