SOCIAL STUDIES 9 - Quia



SOCIAL STUDIES 9

MIDTERM REVIEW PACKAGE

Exam Date: Tuesday, January 20

Exam Format:

Multiple Choice: 32 marks

Long Response: 30 Marks (Using the new AB provincial rubric)

Total: 62 marks

Study Schedule for Mid-Terms

Social Studies Nine

Things to think about when studying:

1. Find a quiet, comfortable place to study – you should be able to spread out

2. Use your time wisely – No cell phones/computers

3. Follow the study guidelines

4. Glossary

5. Practice Skill based questions

6. Notes

7. Assignments

8. Tests – use them as practice tests for the exam

9. Eat well

10. Drink plenty of liquids

11. Get plenty of sleep

12. Have your parents/a friend test you to help you prepare.

Date Unit to Study Length of Time (min)

Tues. January 6 Ch 1 20

Wed. January 7 Ch 1 20

Thurs. January 8 Ch 1 30

Fri. January 9 Ch 2 20

Sat. January 10 Ch 2 20

Sun. January 11 Ch 2 30

Mon. January 12 Ch 3 20

Tues. January 13 Ch 3 20

Wed. January 14 Ch 3 30

Thurs. January 15 Ch 4 20

Fri. January 16 Ch 4 20

Sat. January 17 Ch 4 30

Sun. January 18 Review all 20

Mon. January 19 Review all 45

Mid-Term Exams begins on Tuesday January 20, 2008. The night before the exam should be review of all the areas and about 45 minutes should be spent on each subject.

Social Studies Nine – Midterm Review: Key Things to Know & Vocabulary

Chapters 1-4

|Chapter |Concept |Pages |

|Ch. 1 |How effectively does Canada’s federal political system govern Canada for all Canadians? |16 |

| | | |

| |Focus questions: | |

| |What is the structure of Canada’s federal political system? | |

| |Voting | |

| |How the government is chosen | |

| |How do you tell if the government is effective – voting in each election | |

| |Political parties in Canada & their relationships with each other | |

| |current events around this topic | |

| |How is the Canadian federal government different from the American government? | |

| |How do laws become laws? | |

| |How do the media connect Canadians to their government? | |

| |What do lobbyists do? | |

| |Canada’s constitution |22 |

| |Structure of the federal government |24, 27, 31-33, 35|

| |Three branches of the federal government (legislative, executive, judicial) Understand what each | |

| |branch does | |

| |Who belongs in each branch | |

| |Who is each position accountable to? | |

| |The element of power & position of each branch, connections between each group | |

| |Ex. – Do they all have equal power? | |

| |Forming the government |28 |

| |Role of Members of Parliament |29 |

| |Majority, Minority Governments and Popular Vote |28-30 |

| |The Senate |31-33 |

| |Federal Accountability Act |39 |

| |Creating and passing a bill into law |40-41 |

| |Media’s role |46-49 |

| |Lobbyists’ Role |51-52 |

| | | |

|Ch. 2 |To what extent is the justice system fair and equitable for youth? |56 |

| | | |

| |Focus questions: | |

| |How do Canada’s justice system and Youth Criminal Justice Act attempt to treat young offenders | |

| |fairly and equitably? | |

| |What role do Canadian citizens and organizations play in the fairness and equity of Canada’s | |

| |justice system for youth? | |

| |Youth Justice vs. Adult Justice: the differences |64 |

| |Consequences: the options in the youth justice system (Flowchart) |66-67 |

| |Consequences: factors that determine the justice consequences |68 |

| |YCJ Act Objectives |70 |

| |Reading political cartoons (Use SWAPP method) |74 |

| |Role of citizens in justice for youth: jurors |79-81 |

| |Advocacy groups: John Howard & Elizabeth Fry Societies |82-83 |

| |Role of citizens in justice for youth: aboriginal Elders |84-85 |

| |Influences on youth behavior/crime | |

|Ch. 3 |How effectively does Canada’s Charter of Rights & Freedoms protect your individual rights? |88-89 |

| | | |

| |Focus questions: | |

| |How does the Charter protect individual rights and freedoms? | |

| |How does the Charter affect lawmaking in Canada? | |

| |How does the Charter affect the workplace? | |

| |Charter of Rights & Freedoms – description |92, 96 |

| |Constitution |96 |

| |Individual Rights under the Charter: |97-98 |

| |Fundamental Freedoms | |

| |Democratic Rights | |

| |Mobility Rights | |

| |Legal Rights | |

| |Equality Rights | |

| |Pre-Charter government actions affecting the rights of Canadians |100-103 |

| |3 Examples: First Nations & the Indian Act, Canadian women & the right to vote, internment camps | |

| |- Reasons, impact, war measures act | |

| |How the Charter affects lawmaking – Examples of challenges to laws, bills, policies: handicapped |104-109 |

| |access, Sunday shopping, no-fly list, Anti-Terrorism Act, junk food ads | |

| |Workplace rights: unions, women, wages, age |113-115 |

| |Who has rights & freedoms in Canada? | |

| |What are two exceptions to only Canadian citizens & immigrants? | |

| | | |

|Ch. 4 |To what extent has Canada affirmed collective rights? |118-119 |

| | | |

| |Focus questions: | |

| |Who has collective rights in Canada? | |

| |Why do these groups have collective rights? | |

| |How did each group receive collective rights? | |

| |What laws recognize the collective rights of First Nations peoples? | |

| |What collective rights do official language groups have under the Charter? | |

| |What laws recognize the collective rights of the Métis? | |

| |Affirming collective rights & identity |118-119,122 |

| |Legislation relating to collective rights |122 |

| |Numbered Treaties: agreements, benefits, rationale, interpretation |124-127 |

| |Changing Perspectives on Numbered Treaties |128-135 |

| |Indian Act |137 |

| |Charter’s Official Language groups: official bilingualism & minority education rights |145 |

| |Francophone education |146 |

| |Charter effects on francophone education rights in Alberta |148 |

| |Charter effects on francophone identity in Québec |150 |

| |Charter effects on Métis rights and identity |152-157 |

Vocabulary

|Chapter |Vocabulary |Page |

|Intro: | | |

|Big Ideas | | |

| |Issue |2 |

| |Perspective |2 |

| |Point of view |2 |

| |Rights |2 |

| |Quality of Life |2 |

| |Society |2 |

| |Governance |3 |

| |Political system |3 |

| |unbiased |9 |

| | | |

|Ch. 1: | | |

|Federal Political System | | |

| |Govern |16 |

| |Governance |16 |

| |Government |16 |

| |Executive branch |24 |

| |Legislative branch |27 |

| |Judicial branch |35 |

| |Constituent |29 |

| |Popular vote |30 |

| |Minorities |31 |

| |Accountable |39 |

| |Civil service |39 |

| |Assimilation |44 |

| |Slogan |47 |

| | | |

|Ch. 2: | | |

|Justice System for Youth | | |

| |Fair & equitable |56 |

| |Justice |56 |

| |Justice system |56 |

| |Legislation |58 |

| |Community service |64 |

| |Criminal record |64 |

| |Sentence |64 |

| |Rehabilitate |70 |

| |Reintegrate |70 |

|Ch. 3: | | |

|Charter of Rights & Freedoms - Individual | | |

| |Constitution |96 |

| |Labour union |113 |

| | | |

|Ch. 4: | | |

|Charter of Rights & Freedoms -Collective | | |

| |Affirm |118 |

| |Collective identity |118 |

| |Collective rights |118 |

| |First Nations |123 |

| |Indian |123 |

| |Sovereignty |124 |

| |Primary Source |136 |

| |Secondary Source |136 |

| |Assimilate |137 |

| |Ethnocentrism |137 |

| |Indian Act |137 |

| |Anglophone |141 |

| |Francophone |141 |

| |Official language community |141 |

| |Official language minority |142-144 |

| |Publicly funded |145 |

| |Inherent rights |152 |

| |Scrip |153 |

| |Autonomy |157 |

GRADE 9 REVIEW MULTIPLE CHOICE PACKAGE FOR MIDTERM

Federal Political System - Section

Use the image below to answer questions 1 & 2.

1. The person in the picture is currently…

A. The Prime Minister

B. The Governor General

C. A member of the Senate

D. A member of the Supreme Court

2. The person in the picture belongs to the

A. Media

B. Judicial Branch

C. Executive Branch

D. Legislative Branch

3. At the ceremony unveiling the new design for the Victoria Cross, the ____________ represents the monarchy in Canada.

|A. |prime minister |

|B. |cabinet minister |

|C. |governor general |

|D. |member of parliament |

Use the chart below to answer question 4.

[pic]

4. In October, 2008, Stephen Harper was given the mandate by the governor general to extend his term as Canada’s twenty-second prime minister with a __________ government. This means that his party won the most seats in the House of Commons but did not win over fifty percent of seats.

|A. |majority |

|B. |Conservative |

|C. |Liberal |

|D. |Minority |

5. If the executive brings forth important legislation, and the majority of the elected Members of Parliament do not support this legislation, the legislation will fail and the government may be dissolved. This feature is most closely associated with the idea of:

A. representative democracy

B. responsible government

C. constitutional monarchy

D. direct democracy

Use the information below to answer Question 6.

6. What conclusion can be drawn from the different types of media listed above?

A. All media in Canada are biased

B. Media all lobby for specific cultural rights of the people they represent

C. Canada has a diverse range of media to serve specific communities in Canada

D. There are much more French-language providers than English-language providers when it comes to media representation in Canada

Use the statements below to answer question 7.

|Statement I |Statement II |

|A Canadian government that loses the support of Parliament is |In Canada, Canadians directly elected whom they want for Prime |

|expected to resign and call an election |Minister. |

7. Which of the following observations regarding the above statements is correct?

A. Both statements are true

B. Both statements are false

C. Statement I is true and Statement II is false

D. Statement I is false and Statement II is true

Youth Criminal Justice Act - Section

Use the chart below to answer question 8.

8. The information that would best complete the chart is

A. Youth Criminal Justice Act

B. Criminal Code of Canada

C. Young Offenders Act

D. Delinquents’ Act

Use the list created below to answer question 9.

9. Which of the above do not fit in with the overall goals of the YCJA?

A. 1 only

B. 2, 3 and 4

C. 5 only

D. 1, 2 and 3

E. 1 and 3 only

F. All of the above

Use the quote below to answer Question 10 & 12.

10. According to the quote above, the most important feature of the YCJA is to

A. rehabilitate and reintegrate young people back into society

B. ensure that young offenders are subject to meaningful consequences

C. try youth separately from adults due because of their decreased level of maturity

D. prevent crime by addressing the circumstances underlying a young person’s offending behavior

Use the quote below to answer Question 11 & 12.

11. According to the quote above, the most important feature of the YCJA is to

A. rehabilitate and reintegrate young people back into society

B. ensure that young offenders are subject to meaningful consequences

C. try youth separately from adults due because of their decreased level of maturity

D. prevent crime by addressing the circumstances underlying a young person’s offending behavior

12. Both quotes from the sources above, were said by members of a(an)

A. jury

B. political party

C. advocacy group

D. official language minority

13. All of the following sentences could be applicable to a youth who is charged with a crime, and appears in front of a judge in a courtroom except:

A. prison

B. restitution

C. community service/counseling

D. public announcement of name and apology

Charter of Rights & Freedoms & Collective Rights - Section

Use the sources below to answer Question 14.

|Canadian Charter of |Section 23: |The right to have your children receive primary and |

|Rights & Freedoms: |Minority Language |secondary school instruction in either the French |

| |Educational Rights |or English language, in that province. |

14. The best conclusion that can be drawn from the sources above is that

A. Fort McMurray is an official language community

B. Francophone Albertans face many challenges in maintaining their culture

and identity

C. Canada’s Charter of Rights and Freedoms is not effective in fostering

Francophone identity in Fort McMurray

D. Alberta has Francophone schools because of the official language minority

education rights as stated in the Charter of Rights and Freedoms

Use the image below to answer question 15.

[pic]

15. Canada arrested and restricted these citizens’ rights because of

|A. |World War I |

|B. |the War Measures Act |

|C. |World War II |

|D. |Pearl Harbor |

16. Francophone and Anglophone group rights are upheld in which of the following Charter Rights?

A. Official language education rights

B. Democratic rights

C. Equality rights

D. Legal rights

17. Which of the following groups in Canada does not hold collective rights:

A. Francophones

B. Anglophones

C. Italian Canadians

D. Aboriginal Peoples

18. All of the following causes and effects are correctly matched except

| |Cause |Effect |

| |The Charter of Rights and Freedoms becomes |Alberta is granted 26 publicly-funded |

|A |part of Canada’s constitution |Francophone schools |

| |The Charter of Rights and Freedoms becomes |Francophone’s outside of Quebec establish |

|B |part of Canada’s constitution |more than 25 school independent school |

| | |boards |

| |Bill 101 (The Charter of French Language) |The law requires signs to be in both |

| |sets down the rules for protecting and |English and French and requires English to |

|C |promoting the use of the French language in|be more prominent than French |

| |Quebec | |

| |Bill 101 (The Charter of French Language) |Parents do not have the right to send their|

| |sets down the rules for protecting and |children to English schools in Quebec, |

|D |promoting the use of the French language in|except for immigrant parents whose children|

| |Quebec |have already received some education in |

| | |English |

19. Which of the following rights is correctly paired with the corresponding section of Canada’s Charter of Rights and Freedoms?

| |Right |Section |

|A. |Legal rights |Right to a fair trial |

|B. |Right to vote in elections |Equality rights |

|C. |Right to gather together peacefully |Mobility rights |

|D. |Right to leave Canada |Democratic rights |

Use the list below to answer question 20.

20. Which of the above listed is not considered a fundamental freedom

A. 1 and 2

B. 3 only

C. 4 and 5

D. 4 only

E. All of the above

F. None of the above

Use the map below to answer question 21.

[pic]

21. The Numbered Treaties included the provinces of Alberta, BC, Manitoba, Saskatchewan, Ontario, and

|A. |Québec |

|B. |Northwest Territories |

|C. |New Brunswick |

|D. |Prince Edward Island |

-----------------------

A student listed some media sources in Canada:

• Aboriginal Peoples Television Network – First Nations, Metis and Inuit programming in English, French and several Aboriginal languages

• Association de la Presse Francophone – francophone communities outside of Quebec – especially Alberta

• CBC/ Radio-Canada - radio, television and internet in French, English and eight Aboriginal languages in Canada and abroad

• Le Devoir – French language newspaper in Quebec

• Ming Pao News – Chinese language newspaper

• Omni Television – television broadcasting to South Asian, Italian, Portuguese, Chinese and Caribbean communities

•

Extrajudicial measures

Deals with 12 to 17 year olds

?

Addresses underlying circumstances of behavior

Protects privacy of offenders

1. Punishment in order to prevent further crimes

2. Imprisonment in order to instill fear to prevent crimes

3. Have high rates of youths charged in order to send a message

4. Treatment of young offenders in order to prevent and reduce crimes

5. Education of youth and young offenders in what constitutes criminal behaviour

6.

“The Federal government really hasn’t helped with things that prevent young people from getting involved in crime: things like adequate housing, jobs, literacy, food in your belly, things like that. These are pretty fundamental things, and they are missing from the lives of many people who end up on the wrong side of the law. Prevention makes good sense economically, it makes good sense socially, and it’s the right thing to do.”

Brad Olsen, Executive Director of the John Howard Society, 2007

“Every person who breaks the law is an individual and his/her situation is individual. People can make bad choices and end up in custody. But at some point, they are going to re-enter society, and society needs to help them become better citizens in the future. Do they need to go back to school? Do they need a job? Family counseling, help with an addiction? Justice is not about putting people in jail where they just work on their own anger. That isn’t going to solve anything or reduce crime.”

Jacqueline Biollo, Executive director of the Elizabeth Fry society, 2007

This Francophone school in Fort McMurray has classes from Kindergarten to Grade 12

A student made a list of fundamental freedoms

1. Freedom of association

2. Freedom of speech

3. Freedom of the press

4. Freedom to do anything on one’s own property

5. Freedom of Assembly

6.

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