One Stop Shop For Educators
Sample Question for G4c
The relationship between the literacy rate and standard of living in Latin America is
A. Literacy rate has no affect on the standard of living.
B. The higher the literacy rate the higher the standard of living.*
C. The standard of living is independent of literacy rate.
D. Low literacy rate creates a higher standard of living
SS6G5 The student will locate selected features of Canada.
The intent of this standard is for students to be able to locate major physical features in Canada using a
world and regional political- physical map.
a. Locate on a world and
regional political-physical
map: the St. Lawrence River,
Hudson Bay, Atlantic Ocean,
Pacific Ocean, the Great
Lakes, Canadian Shield, and
Rocky Mountains.
EU- Location
Students are expected to be able to use a world and regional politicalphysical or physical map to locate listed physical features in Canada.
For the CRCT, students will be provided a political-physical or a physical
map and asked to locate a specific physical feature from the element.
There are two ways this element may be assessed. The question may
name a physical feature and ask students to locate the feature on a map,
or a physical feature will be pointed to on a map and the student will be
asked to give the name.
SS6G6 The student will explain the impact of location, climate, distribution of natural
resources, and population distribution on Canada.
This standard requires students to explain how location, climate, and distribution of natural resources have
impacted population distribution and trade in Canada.
a. Describe how Canada’s
location, climate, and natural
resources have affected
where people live.
b. Describe how Canada’s
location, climate, and natural
resources have affected
trade.
Have students look at a population density map, a climate map, a natural
resource map, a physical map, and a world map to determine how these
features are interrelated and the impact they have on one another.
Canada’s climate varies from temperate in south to subarctic and arctic in
north. Approximately 90% of the population is concentrated within 100
miles of the US border. Continuous permafrost in the north is a serious
obstacle to development. Canada has a wealth of natural resources, and
exports account for roughly a third of its GDP. Canada enjoys a
substantial trade surplus with the US, which absorbs nearly 80% of
Canadian exports each year. Canada is the US's largest foreign supplier of
energy, including oil, gas, uranium, and electric power. (Resource- CIA
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SOCIAL STUDIES  GRADE SIX TEACHER NOTES
Approved 7/27/2009  Page 7 of 47
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EU- Location
World Factbook)
Students should be able to explain/describe/discuss/evaluate…
* How Canada’s location and climate have affected trade and where
people live.
* Why most Canadians live in the Southern part of Canada.
* How permafrost in the north is a serious obstacle to development.
* How Canada’s natural resources have affected trade and where people
live.
* How Canada’s proximity (location) to the U.S. affects Canada’s trade
and economy.
* How Canada’s location near major bodies of water encourages trade.
(Resources- Teachers can access a variety of maps on the Internet by
typing in key words such as “Canada population density map” in a search
engine. Additional country specific resources (location, climate, trade,
economy) can be found at CIA World Factbook online).
Map of Population Distribution, 1996
Reproduced with the permission of Natural Resources Canada 2008, courtesy of the Atlas of Canada
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SOCIAL STUDIES  GRADE SIX TEACHER NOTES
Approved 7/27/2009  Page 8 of 47
Copyright 2009 © All Rights Reserved
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Sample Question for G6a (OAS Database)
Canada is the world's second largest country in terms of land
area. However, about 75 percent of Canada's population
lives within 100 miles of its southern border. Which
statement does not provide a reason why so many
Canadians live in
their country's southern region?
A. More jobs are available in Canada's southern region.
B. Canadian law encourages people to live in its southern
region.*
C. Much of Canada's northern region is tundra.
D. Canada's southern region has a milder climate than its
northern region.
Sample Question for G6a
How has climate affected where Canadians live?
A. Few people live in the northern regions of Canada because of
the cold climate.*
B. Few people live along the border of Canada and the United
States because of cold climate.
C. Most people tend to migrate and live in the northern
provinces of Canada.
D. Most people tend to migrate toward Great Bear Lake and
Great Slave Lake.
Sample Question for G6b
How does Canada’s strategic position (location) in North
America affect trade?
A. It limits how much can be imported and exported.
B. It allows for an easier movement of goods and services
between other countries.*
C. It causes a barrier between its neighboring countries.
D. It promotes easy trading with Poland and the Ukraine.
Sample Question for G6b (OAS Database)
Which of the following best explains why the United States is
Canada’s largest trading partner?
A. climate
B. population distribution
C. location*
D. Gross Domestic Product
SS6G7 The student will discuss environmental issues in Canada.
The standard is asking students to take a broad approach to the environmental issues. Students should be
able to provide some background information on the environmental issues listed in the element and the
consequences (effect on the economies and populations) of Canada.
a. Explain the major
environmental concerns of
Canada regarding acid rain
and pollution of the Great
Lakes, the extraction and use
of natural resources on the
Canadian Shield, and timber
resources.
EU- Human Environmental Interaction
In this element the student is being asked to explain the impact of three
significant issues: acid rain and pollution of the Great Lakes, extraction and
use of natural resources on the Canadian Shield, and timber resources. Air
pollution and resulting acid rain severely affect lakes and damage forests;
metal smelting, coal-burning utilities, and vehicle emissions impact
agricultural and forest productivity; (Reference-CIA World Factbook)
Students should be able to explain/describe/discuss/evaluate…
* How acid rain and pollution have severely affected the Great Lakes.
* The causes of this pollution, the consequences of this pollution to the
environment, wildlife, and humans.
* The issues pollution has caused with neighboring U.S.
* The concerns associated with the extraction and use of natural resources
on the Canadian Shield and timber resources.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SOCIAL STUDIES  GRADE SIX TEACHER NOTES
Approved 7/27/2009  Page 9 of 47
Copyright 2009 © All Rights Reserved
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One Stop Shop For Educators
Sample Question for G7a (OAS Database)
Which of these is MOST LIKELY to be classified as a reason for Canadians' concern about pollution of the Great Lakes?
A. The Great Lakes are a favorite Canadian tourist destination.
B. The Great Lakes are a major source of Canada's drinking water.*
C. Canadians prefer the beaches along the Great Lakes to those along the coast.
D. Diving on shipwrecks is a growing Great Lakes sport which attracts divers from around the world.
STANDARDS
and
ELEMENTS
TEACHER NOTES
th
6 GRADE SOCIAL STUDIES
LATIN AMERICA and the CARIBBEAN and CANADA
CIVICS/GOVERNMENT UNDERSTANDINGS
The Facets of Government
Government! It can be confusing because much like history, there can be many layers and things do not
always fit into a nice, neat category. For example, the State of Israel is classified as a parliamentary
democracy while Canada is classified as a constitutional monarchy, a parliamentary democracy, and a
federation.
Most countries have their form of government listed in their official country name. For example, Brazil’s
conventional long form name is the Federative Republic of Brazil and its government type is a Federal
Republic. This is not always accurate as North Korea’s official name is the Democratic People’s Republic of
Korea and its government type is a Communist state one-man dictatorship (CIA World Factbook).
Countries do not design their government systems to fit into categories. Therefore, a government may have
aspects of more than one system. Sources that attempt to categorize may sometimes conflict. For example,
Switzerland may be listed as a federal system (Forum of Federations) on one site and a confederation on
another (Center for Civic Education– Constitution Day lesson). China may be listed as a unitary system on
one source and a federal system on another (Scholastic/Grolier Online).
Rather than focus on classifying a country’s government, teachers should focus on the characteristics of
government systems.
Unitary, Confederation, and Federal
The elements dealing with unitary, confederation, and federal systems focus on the ways in which
government systems distribute power– the relationship between the national or central government and
the smaller governmental divisions (states, provinces, counties and cities).
On a continuum, unitary would be on one end, with all key powers being held by the central government
and confederation would be on the other end with state/regional authorities holding most of the power,
creating a much weaker central authority.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SOCIAL STUDIES  GRADE SIX TEACHER NOTES
Approved 7/27/2009  Page 10 of 47
Copyright 2009 © All Rights Reserved
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