1. Read Prentice Hall text pages 212-221 and 221-230. Prepare to participate in class discussion by taking notes to identify the main ideas and supporting details for both sections, focusing on Canada’s diverse culture. Be able to explain why Canada is characterized as a mosaic. Complete the key terms activity on p. 231.
2. Skim through Prentice Hall text pages 284-323. Make note of the maps, the Country Databank entries, and the Regional Profile entries. Now go back to these pages and carefully read the information in each specific entry. Next, carefully view the pictures and read the captions. Read the chapter summary on page 323. Skim the subheadings and read any additional portions that help you visualize the physical features and the human characteristics of specific regions.
3. Use the information from these text pages to complete the assessment, i.e. poster showing the physical and human characteristics of the regions of Canada.

Resources

• Prentice Hall: Ch. 8 - 212-221, 221-230; Ch 10 – 284-323; Prentice Hall World Studies Video Program The Geography of Canada; Prentice Hall Reading and Vocabulary Study Guide and All in One Teaching Resources Canada in the Classroom- Chapter 4; Joe Canadian, pp. 7-10; Chapter 7 pp. 5, 40, 58, 63 Canada: Northern Neighbor, pp. 3-8

• Support: Allow students to work together and have them describe the characteristics of each region and explain where each is located.
• Extension: Have the students add a component to their posters that explains how the physical and human characteristics of their chosen region affects peoples’ lives.

Lessons 9-13: Canada’s Early History

Duration: 5 class periods
Standard H1: Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.
District Indicator: Organize events and people in chronological order and use this data to determine cause/effect relationships
Enduring Understanding:  People and events are organized chronologically to increase understanding of historical relationships.
Essential Questions: How can people and events from the early history of Canada be organized chronologically 
Assessment: Using a cause/ effect chart, students will identify people and events in Canada's early History.

Resources

Differentiation

• Support: Provide a timeline master including a list of events to place correctly.

• Extension: After finding the necessary information, describe in detail three cause/effect relationships that were critical to the development of cultural diversity in Canada.

Lessons 14-18: Cultures of Canada
 
Duration: 5 class periods
H3 Students understand that societies are diverse and change over time.
District Indicator: Describe basic cultural elements (traditions, customs, religion, language, government). Enduring Understanding: Societies are diverse and change over time.
Essential Questions: How can two or more Canadian cultures be compared using one or more elements of culture?
Assessment: Draw pictures identifying the various cultures, and illustrate elements of each (Indian groups, French, etc.). This could be one picture that incorporates the various cultural groups, or it could be divided segments that illustrate each separate group.

1. Using various print and media sources, compare and contrast the Native Indians, French, English, and other cultures in Canada. Complete a graphic organizer that lists the supporting details that describe each cultural group. (Example) Inuit French Canadians English West Coast Indians Asians

   Inuit	French Canadians	English	West Coast Indians	Asians

2. Write statements that describe how cultures are similar to and different from others.
3. Consider the ways in which the arrival of the Europeans affected Native American life. Write a paragraph discussing how life in the Americas might have been different if Columbus’s voyage had not taken place.
4. This lesson focuses on the various cultures that have existed and changed throughout Canada’s history. Write a journal entry that explains how studying the cultural groups in Canada helps you to identify and interact with various cultural groups in your community.

• Support: Pick two of the various groups. List 3-4 important facts about each group. Identify the ways they are similar and/or different.
• Extension: Research Nunavut. Explain why the creation of this Inuit territory was such a milestone in Canada’s history and for the people involved.

Lesson 19: The Canadian Government

Duration:  1 class period
Standard H5 Students understand political institutions and theories that developed and changed over time.
District Indicator: Describe forms of government and give examples of societies that practiced and changed them over time.
Enduring Understanding: Different forms of government have been developed, practiced, and changed throughout history.
Essential Questions: How does the government of Canada work?
Assessment: Compare and contrast Canada’s form of government to what you know about the government of this country

1. Read Prentice Hall pp. 291, 292, 320. Identify the current governments of Canada, its structure and functions.
2. Write a paragraph that summarizes Canada’s form of government.

• Support: Provide a copy of the government structure and have the students transfer the information into a summary.

• Extension: Create an illustration of the government structure that explains each part.

Lesson 20: Government of Canada: Past and Present

Duration: 1 class period
Standard H5 Students understand political institutions and theories that developed and changed over time.
District Indicator: Describe forms of government and give examples of societies that practiced and changed them over time.
Enduring Understanding: Different forms of government have been developed, practiced, and changed throughout history.
Essential Questions: How and why did the government of Canada change over time?
Assessment: Using a graphic organizer, compare and contrast Canada’s government from two different historical periods.

1. In class, review Prentice Hall text pp 291, 292, 320, and 193-199. List and discuss the types of governments Canada had in the past and compare to its present form of government.

• Support: Provide students with facts/information about three different periods of government. Students will use the information to complete their graphic organizers.
• Extension: Explain why Canadians changed their government over time and predict whether they might do so again. Explain reasons for the prediction.

Lesson 21: Canada’s Resources
 
Duration: 1 class period
Standard E1: Students understand that because of the condition of scarcity, decisions must be made about the use of scarce resources.
District Indicator: Identify and give examples of economic resources and make decisions involving opportunity costs
Enduring Understanding: Decisions must be made about the use of scarce resources.
Essential Questions: What are the resources of Canada and how are they used?
Assessment: Using a blank outline map, illustrate Canada’s economic resources. On the back of the map, explain which regions have scarce resources and what impact that scarcity has on those regions.

1. Read Prentice Hall text – pp 147-153. Complete the Map Master Skills Activity on p. 147. After reading the lesson, answer the Comprehension and Critical Thinking questions on p. 153.
2. Read Prentice Hall text - pp 156-162. Copy the Climate and Vegetation chart from page 156 and complete it as you read the lesson. Be prepared to discuss the questions on p. 162.
3. Work with a partner to read Prentice Hall pp 163-169 and complete the Resources chart found on p. 163. Study the key terms and answer the Map Master Skills Activity questions, p.164 and the Chart Skills questions, p. 167. Write a paragraph explaining what you think is the most important resource in Canada.

Resources

• Support: Have students work from the map on p. 164 Prentice Hall to locate some resources such as timber, petroleum, natural gas, hydroelectric power, and coal. Students should explain why each is important.
• Extension: Students will compare and contrast resources that are available in the various provinces and
  territories and indicate decisions that need to be made regarding the use of those resources.

Lessons 22-23: The Significance of Canada’s St. Lawrence River

Duration:  2 class period
Standard E3 Students understand the results of trade, exchange, and interdependence among individuals, households, businesses, governments, and societies. 
District Indicator: Describe how trade, specialization, and interdependence influence relationships among individuals, groups, and societies.
Enduring Understanding: Trade, specialization, and interdependence influence relationships among individuals, groups and societies.
Essential Questions: How are goods and services that are produced in Canada distributed?
Assessment
1. On a blank outline map of Canada, indicate the St. Lawrence Waterway. Label major port cities. Using symbols, label the goods/services that are distributed along this important trade route.
2. On the back of the map, write a paragraph describing how geography contributed to the trade partnership between Canada and the U.S.

1. Review Prentice Hall text pp. 151-153, 167. To prepare for class discussion, answer questions 2a, 3a, and 3b on page 153.
2. Read Prentice Hall text pp. 206-210. Answer questions for the Diagram Skill on page 207.
3. Complete the assessment.

• Support: Provide students with a map with symbols for port cities, goods/services filled in. Provide a word bank. Using an atlas, students will correctly label the map with words from the bank.
• Extension: Students will investigate Canada’s Thunder Bay and describe how it has developed into the major port city along the St. Lawrence Waterway.  http://www.portofthunderbay.com/article/a-fullservice-port-116.asp  http://www.visitthunderbay.com/index.asp?page=about  http://www.visitthunderbay.com/index.asp?page=visitor_maps 

Lesson 24: Canada-U.S. Border Issues

Duration: 1 class period
Standard E3 Students understand the results of trade, exchange, and interdependence among individuals, households, businesses, governments, and societies.
District Indicator: Describe how trade, specialization, and interdependence influence relationships among individuals, groups, and societies.
Enduring Understanding: Trade, specialization, and interdependence influence relationships among individuals, groups and societies.
Essential Questions: How does trade and interdependence influence the relationship of Canada with its neighbors?
Assessment: What is the biggest benefit of trade with Canada for the US? Make a pie graph to show the relationship between all of Canada’s foreign trade –both imports and exports - and the U.S. Write a statement that summarizes this relationship.
Unit Assessment: Complete the section quiz, p.158 Prentice Hall All-in-One Teaching Resources: U.S. and Canada

1. Read and discuss Prentice Hall text page 202-205. Review Prentice Hall text pages 206-210. Use the information to complete the assessment.

• Support: Provide students with copies of a pie graph that is divided into quarters. Provide a word bank of possible labels for the graph.
• Extension: Students will examine other issues from both a Canadian Perspective and an American Perspective.