Transcription
NelsonCanadianGovernmentand CitizenshipSAMPLECHAPTERINSIDE
Your Complete SolutionThis series focuses on the importance of becoming an active engaged citizen, throughattractive visuals and thought-provoking questions to spark inquiry. Delivered in twomodules per grade, this comprehensive program provides you everything you need inone convenient place.Components OverviewGrade 4 shown belowStudent Books 2 Student Books per grade provide completecurriculum coverageuStrand A—Heritage and IdentityuStrand B—People and EnvironmentsActivity Cards 2–3 cards per chapter (6 copies of each) stored in asturdy box Provides suggestions for activities to encouragepurposeful talk and offers opportunities for writing,creating, and role-playing Designed to support and extend spatial skills andinquiry strategiesTeacher’s Resource Comprehensive Lesson Plans Unit and Chapter Inquiry Tasks Assessment for, of, and as learning Assessment Rubrics and Success Criteria Includes CD with modifiable versions of all Blackline Masters
for Ontario Social Studies 1–6Digital Component OverviewmyNelson is designed to support your digital needs. Your subscription of the Online Teaching Centre providesaccess to strand A and B units including interactive student eBook, image galleries, weblinks, and interactivewhiteboard activities.Interactive Student eBookThe interactive online version of the Student Book iseasy to navigate and allows you to highlight text, andadd your own notes and weblinks.VideosEngaging videos provide an introduction to achapter or illuminate a specific chapter topic.Interactive WhiteboardSMART NotebookTM Interactive Whiteboard Lessonsdevelop hands-on spatial skills and thinking concepts.
NelsonTFACanadian Governmentand CitizenshipRDConsultants and ContributorsMary Bender,Assessment ContributorReviewersCharlene Birta, York Region DSBMichael Borop,Cartography ReviewerScott Blythe, Ottawa-Carleton DSBSeries ConsultantJennette MacKenzieWilfred Burton,Indigenous Content ConsultantLisa Galvan, Greater Essex County DSBContributing WritersAndrea BishopMaureen KeenanNancy Christoffer,Bias ReviewerPamela Marshall Gray, Near North DSBFran Craig,Assessment ContributorKelley Jones, Upper Grand DSBSeries AdvisorStanley Hallman-ChongSeries AuthorsMary CairoLuci SoncinSocial Studies ConsultantAngelo BolottaLynnita-Jo Guillet,Indigenous Content ConsultantTanya Leary,Indigenous Content ConsultantJill Bishop, Durham DSBJennifer Casselman, Upper Canada DSBBlair Janzen, DSB of NiagaraDeb Kirkland, Lambton Kent DSBKaren Koop, Hamilton Wentworth DSBLucie Kybal-Syrovy, Toronto DSBBill Launderville, Hastings and Prince Edward DSBByron Moldofsky,Cartography ReviewerErika Romanowski, Waterloo Region DSBDyanne Rivers,Social Studies ReviewerByron Stevenson, Toronto DSBBrenda St. John, Trillium Lakelands DSBKaren Worlidge, Halton DSBKerry Zinkiewich, Kawartha Pine Ridge DSB
ContentsNelson Social Studies 5Why Do You Learn Social Studies?2Exploring Nelson Social Studies 55Unit 1 Canadian Governmentand Citizenship8TFAChapter 1Local Government14Chapter 2Provincial and TerritorialGovernments32Chapter 3Federal Government48Chapter 4Working Together64Chapter 5The Rights andResponsibilities ofCanadians78RDUnit Inquiry An Action Plan for theCommon Good94Glossary98IndexNEL102Contents1
Why Do You LearnSocial Studies?The simplest answer to this question is: You learn socialstudies to become a better member of your community.When you learn about Canada and the world, you take thefirst steps on the road to becoming a responsible, activecitizen. You become more thoughtful and knowledgeableand learn to value the differences and similaritiespeople share.TFAYou also develop the skills to use tools to gather and analyze information, solveproblems, and communicateRD investigate issues and events evaluate information and evidence and make judgments build relationshipsActiveParticipation2IdentityWork for thecommon good inlocal, national, andglobal communities.Develop a senseof personalidentity as amember of variouscommunities.StructuresAttributesUnderstand howcommunities arestructured.Demonstratepositive charactertraits, values, andhabits of mind.Why Do You Learn Social Studies?What Does Being anActive Citizen Mean?Being an active citizen means you will work for the common good develop a sense of yourself as partof a community understand how communities arestructured develop positive character traitsand valuesNEL
What Are You Going to Learn?In your Canadian Government and Citizenship StudentBook, you will learn about Canada’s systems ofgovernment and about being a responsible, active citizen.You will also acquire mapping and inquiry skills that willhelp you as you investigate and analyze the social studiestopics covered in this book.TFAHow Are You Going to Learn?Throughout this resource, you will acquire the skills tohelp you learn by using the inquiry process. The inquiryprocess can help you investigate, solve problems,and reach conclusions. The inquiry process has fivecomponents:RD formulate questions gather and organize information, evidence,and data interpret and analyze information, evidence,and data evaluate information, evidence, and data andthen draw conclusions communicate what you discoverIt’s important to remember that you may not useall of these components during every inquiry orinvestigation. For example, sometimes, yourteacher will give you the inquiry question.Sometimes, you may not have to communicatewhat you discover. Also, these steps are notalways in this order, and you may repeat some asyou progress. For example, you might read someinformation, interpret and analyze it, and thenformulate new questions.NELThe lnquiry ProcessFormulateQuestionsGather nd DrawConclusionsWhat Are You Going to Learn?3
The Social Studies Thinking ConceptsBeing a successful learner in social studies is not just aboutremembering facts, such as when an early society was founded.To be a successful learner, you are also going to need to developthe following thinking concepts. These thinking concepts give youways to look at and evaluate information.When You Thinkabout You Need to Sample Questions You Might AskSignificanceDetermine the importance ofsomething (for example, an event,issue, person, or place). Often, thesignificance of something dependson the situation or the peopleinvolved.Why is this event important now?Why was this event important long ago?Was this event important to everyone?Cause andConsequenceIdentify and examine the factors thatlead up to an event, as well as theimpact of that event.What caused this event to happen? Whowas affected? How were they affected?What happened next, and why?Continuity andChangeIdentify what has stayed the sameand what has changed over a periodof time. You will compare two pointsin the past or compare the past withthe present.How is this time period different fromthat one? How are they the same? Whatcauses them to be different or the same?What can we learn from comparing thesetwo time periods?Patterns and TrendsMake connections to identifycharacteristics or traits that arerepeated over a period of time orin different locations.How does what happened there/thenconnect with what happened here/now?What do these things have in common?InterrelationshipsExplore the relationships withinand between societies, peoples,or systems.How are these things related? Whatinteractions do they have? How do theywork together? What causes conflict?How is conflict resolved?PerspectiveConsider how different people orgroups might view something, basedon their beliefs, social position,location, and so on. You also needto consider how the sources you useduring an inquiry have a particularperspective.Who is giving us this information? What istheir perspective? Is it the same as yourperspective? What other perspectivesmight exist?RDTFASometimes, you will notice that these thinking concepts overlap.For example, when you are thinking about the significance ofan event, it may be from a particular perspective. When youare thinking about how societies are interrelated, you may also bethinking about the causes and consequences of particular events.4The Social Studies Thinking ConceptsNEL
ExploringNelson Social Studies 5This book will be your guide to the exciting world ofsocial studies. Here are some of the features you will see.The Unit Openerintroduces the unit. Usethe title, introductoryparagraph, and openingmap to predict what youwill discover in the unit.CanadianGovernment andCitizenshipPatrolling Arctic watersPlanning oil ental conservationNEWF O U N DLNDLDOSt.John’sR1st passDARATaking actionMANITOBAFighting forest ATCHEWANRDU01-UO-F01leg-NSS5SBCrowle Art GroupPassApprovedNot TORIESBRITISHCOLUMBIACanadian Government and Citizenship0-17-669855-8The Big Ideas arequestions you willbe reflecting onthroughout the unit.TFA How do the different levels ofgovernment serve citizens? How do governments andcitizens together to serve thecommon good? What are the rights andresponsibilities of Canadians? How do different peoples’perspectives affect howdecisions are made?ABCanada’s government works tomeet the needs of Canada andCanadians. In this unit, you willlearn about how the governmentworks to resolve issues thataffect the citizens of Canadaand the environment. You willalso learn about ways in whichCanadian citizens of all agescan participate in government.You learn how to become anactive citizen yourself, andhow to make your voiceheard. This information canhelp you to serve yourcommunity, theenvironment, and thecommon good.Big ldeasThink about theinterrelationships betweenthe situations shown in thesephotos and the government.Legendnational capitalNEWBRUNSWICKReginaQuébec CityNWNOVA SCOTIAHalifaxOttawaEprovince/territory capitalinternational vince/territory boundary8Canadian Government and CitizenshipGetting Started0360 kmNELThis is a poster by an organizationcalled Hold the Wall. Hold the Wallis made up of First Nations groupsfrom B.C. and Alberta who aretaking action to stop pipelines frombeing built in their territories. Who is affected by this issue?12Canadian Government and CitizenshipThe Big Question is the guidingquestion for each chapter.Part of being a responsible, active citizen means being aware of your rightsand responsibilities as a Canadian citizen. You also need to participate in theworld around you. Good government relies on people who are active in theircommunities and who are thoughtful when choosing people to govern us.Citizens need governments in order lead safe, healthy, and successful lives.Citizens count on their governments to protect them and to promote thecommon good. How could the government help resolve this situation?A large openingimage in the unitopener helps you makeconnections and askquestions about the topic.Chapter 1Big QuestionHow do local governmentsmake decisions that supportthe common good?Learning Goals assess the effectivenessof actions taken by localgovernments formulate questions aboutan issue explain why differentgroups may have differentperspectives on social andenvironmental issuesThe Learning Goals tell you whatyou will learn in the chapter.ResponsibleActive Citizenshipdescribes howyou can activelyparticipate inimproving yourcommunity.The Common Good Whose perspectives should I consider? What can I do to help?9Responsible Active CitizenshipAs you study the Canadian Government and Citizenship unit,look around you. Think about the levels of government that areresponsible for the services you benefit from every day. Whenyou come across issues or images in this book or in othersources, ask yourself questions such as these: Why is this situation happening?Unit OpenerNELAs you continue to learn about government and citizenship in this unit, thinkabout the issues that matter most to you. Who has the power to help findsolutions to any problems? Whose perspectives should be considered whenmaking decisions that affect communities? How can you work together withyour government to help?Looking Ahead tothe Unit Inquiryprepares you for theUnit Inquiry task atthe end of the unit.InquiryLooking Ahead to the UnitFor the unit inquiry, you will investigate an issue in your communityand draw conclusions about how to resolve it. You will then createa plan of action to address the issue in a way that will benefit the common good.Using your knowledge of government and active citizenship, you will identify an issue examine various perspectives related to that issue identify the level of government most involved in addressing your issue think about the roles and responsibilities of the people involved inresolving the issue create an action plan that contributes to a solutionSee pages 98 to 101 for more information on the Unit Inquiry.NELUnit OpenerNEL13Local GovernmentEach chapter is introduced by aCanadian student. This studentwill present an issue or topic to beexplored throughout the chapter.Hi, I’m Taja.I live in London, Ontario. There’s a newskateboard park near my apartment thatI use every day. Before the park wasbuilt, my friends and I used to skateboard on thesidewalk in front of my building. My older brotherseven did their skateboard tricks in the street!Many residents didn’t like the noise we made. Somepeople thought we might cause an accident with apedestrian or a driver. Eventually, the city built askateboard park in Springbank Park.When the plan for the new park was proposed, manypeople thought it was a great idea! It would give usour own space. Other people were against the idea.They didn’t like losing green space in the park toconcrete ramps.I wonder how our skateboard park got built if peopledidn’t agree on the project. How does a city makedecisions if not everyone agrees?This photo shows askateboarder practisingher skills at her localskateboard park.14Canadian Government and CitizenshipBK-NEL-NELSON5-140428-Chp01.indd 14NELNEL03/09/14 6:50 PMExploring Nelson Social Studies 55
Headings introducenew topics.Local GovernmentChapter 1Think about the last time you visited your local park. Did yousee skateboard ramps, a swimming pool, park benches,recycling bins, paths, or sculptures? If you did, you werelooking at examples of services provided by your localgovernment. A local government is a group of people whomake decisions for a town, city, village, or region. A localgovernment makes laws for the local community. It alsoprovides local services, such as picking up garbage, recycling,and looking after local parks.Hi, I’m Taja.Big QuestionI live in London, Ontario. There’s a newskateboard park near my apartment thatI use every day. Before the park wasbuilt, my friends and I used to skateboard on thesidewalk in front of my building. My older brotherseven did their skateboard tricks in the street!Many residents didn’t like the noise we made. Somepeople thought we might cause an accident with apedestrian or a driver. Eventually, the city built askateboard park in Springbank Park.How do local governmentsmake decisions that supportthe common good?Learning Goals assess the effectivenessof actions taken by localgovernments formulate questions aboutan issue explain why differentgroups may have differentperspectives on social andenvironmental issuesUsing VocabularyStrategiesTo understand new wordsor phrases, use strategiessuch as the following: Consider what youalready know about partsof the word or phrase. Figure out the word orphrase through context(how it is used). Look for synonyms or adefinition that might followthe word or phrase.When the plan for the new park was proposed, manypeople thought it was a great idea! It would give usour own space. Other people were against the idea.They didn’t like losing green space in the park toconcrete ramps.I wonder how our skateboard park got built if peopledidn’t agree on the project. How does a city makedecisions if not everyone agrees?TFALook around your community.What signs of your localgovernment do you see? Thesephotos show several servicesoffered by local goverments.This photo shows askateboarder practisingher skills at her localskateboard park.14Canadian Government and CitizenshipNELBK-NEL-NELSON5-140428-Chp01.indd 14If you feed the squirrels inMississauga, Ontario, youare breaking the law andcould get fined as muchas 5000! It is illegal tofeed any wild animal inMississauga, except forsongbirds.Provide ServicesLocal governments work toward the common good whenthey provide services and create laws to benefit citizens intheir area.Local governments provide many different types of services,including the following:Local governments make decisionsabout what activities are allowedin certain areas. They also maketraffic bylaws to keep people safe. transportation social arts and cultureSafety and protection services protect the lives and propertyof people in the community. These services include fireprotection, police, and ambulance.Transportation services include building and maintaining roads,sidewalks, and transportation systems (such as buses andsubways). Local governments are also responsible for keepingroads clear of snow and ice.Social services help people meet their basic needs. These caninclude child care, breakfast and lunch programs,and affordable housing.Arts and culture services enhance the quality of ourlives. They expose us to new ideas and differentperspectives of the community and the world.Arts and culture services include museums, artgalleries, and outdoor festivals.Most municipalities have bylaws that require homeownersto shovel their sidewalk within a certain length of time aftera snowfall. How does a bylaw like this contribute to thecommon good?Some Bylaws from Ontario CommunitiesAreas for BylawsExample of BylawSafety and SecurityNo person shall ride a skateboard or non-motorized scooter on any sidewalkdesignated in schedule XXV of this bylaw. (Bylaw 2002-17017, Guelph)TransportationNo person shall operate a snowmobile within the city limits.(Bylaw 12852, Windsor)Parks and RecreationNo person shall fly a powered model aircraft or sail a powered modelboat in a city park. (Bylaw 2009-76, Kingston)Animal Care andControlNo person shall keep more than three dogs in or around a single house.(Bylaw 2000.1 [21.0], Six Nations of the Grand River)GovernmentMembers of Council shall at all times seek to advance the common goodof the community that they serve. (Bylaw 3149, Kapuskasing)Canadian Government and CitizenshipInquire and ApplyNELBK-NEL-NELSON5-140428-Chp01.indd 201What type of service do you think is mostimportant? Why do you think so?2Choose three of the bylaws on page 20. Think about whylocal governments might have created these bylaws.Suggest a bylaw that you think should exist in yourcommunity. Then, research whether or not that bylawalready exists.Fact questions guide youto clear answers based onobvious information in thetext. For example: How doincinerators work?OpinionQuestionsOpinion questions lead youto form a personal pointof view about an issue.Different people mightrespond differently to opinionquestions. For example: Areincinerators good or bad fora community?Critical QuestionsCritical questions causeyou to think deeply about allaspects and perspectivessurrounding an issue.They guide you to developconclusions that you cansupport with good reasons.For example: What factorsshould be considered whendeciding whether to build anincinerator? isn’t it better to recovereven a [small amount] ofsomething from that product thansending it to a landfill site?Monika Turner, Policy Director,Association of Municipalities ofOntario286When you build an [incinerator], you aresaying we will never get to zero waste, we aregiving up that goal since we need to keepcoming up with materials to feed the incinerator.So the incentive to recycle more goes down as amunicipality.Jo-Anne St. Godard, Executive Director, RecyclingCouncil of OntarioThinking aboutPerspectiveConsider the differentviewpoints, or perspectives,on burning garbage. Whoseviewpoint do you mostagree with? Why?The Inquiry puzzlepiece shows whatpart of the Inquiryprocess is beingfocused on.I don’t know if there isan amazing technologicalsolution. We’re not goingto be able to vaporize thegarbage. Hopefully, weeducate people so theyproduce less waste—that’s the best thing wecan do.Jim Harnum, Manager,Waste ManagementDivision, TorontoTo Burn or Not to Burn?Every year across Canada, millions of tonnes of garbage are broughtto landfills, or garbage dumps. Many people worry that landfills canrelease harmful chemicals into the soil and water. However, otherpeople say that this risk is very small in modern landfills. People onboth sides of the argument wonder what happens when the landfillsare full.Some municipalities, such as the region of Peel, burn their garbage inlarge furnaces, called incinerators. People opposed to this approachsay that incinerators create air pollution. The incinerators also createash that has to be disposed of.All sections end withquestions that focuson a part of the inquiryprocess, as well asopportunities to applyyour learning.[By building an incinerator,we] can at least take theenergy out, instead of putting[garbage] into the landfill.Norman Lee, Head, WasteManagement, region of PeelSupporters of incineratorssay that very hightemperatures are used toburn the garbage. Thiscreates very little ashcompared to the amountof garbage processed.They argue that the gasesproduced by burninggarbage can be used tocreate energy, which isbetter than leaving garbageto rot away in landfills.Inquire and ApplyThis image shows a tractor movinggarbage in a landfill in Ontario.Exploring Nelson Social Studies 52103/09/14 6:51 PMFormulate QuestionsThere are three main types of questions: fact, opinion, andcritical. The type of question you ask depends on the typeof information you are looking for. As you read the followingmaterial, think about the questions that would help youunderstand the different perspectives.Canadian Government and CitizenshipLocal GovernmentBK-NEL-NELSON5-140428-Chp01.indd 21InquiryWhen you begin an inquiry, you might start by thinking aboutan issue that interests you. What do you already know? Whatdo you wonder about? Effective questions will lead you deeperinto your issue. They will also help you find information relatedto different perspectives people have on an issue. Formulatingquestions helps you create a clear focus for your inquiry.BK-NEL-NELSON5-140428-Chp01.indd 28Many children across the countrydo not have enough food to eat andsometimes go to school hungry. Inorder to ensure that students startthe day with a full stomach, manylocal governments offer breakfastprograms. What are some otherways local government servicescould help children in need?Chapter 1NEL03/09/14 6:51 PMToolbox Formulate Questions about an IssueFact QuestionsThe Citizenship inAction feature showshow Ontario studentsand schools aremaking a differencein their communitiesor in the world.Citizenshipin ActionUrmish Shaikh helpskeep her classmatessafe. The Grade 5 studentat Vista Heights PublicSchool in Mississauga,Ontario, volunteers withher school’s Safety Patrolprogram. In 2014, she wona School Safety Patrollerof the Year award for heractions to keep studentssafe after a bus collision.Her school is one of 800across Ontario to runa School Safety Patrolprogram with the help oflocal police services. safety and protectionCan you imagine what a hockey game would be like if therewere no rules? In the same way, what would your communitybe like without rules? One of the roles of local governmentsis to make local rules, called bylaws. These bylaws help thecommunity run smoothly and keep people safe.New vocabulary wordsappear in bold.2003/09/14 6:50 PMWhat Do Local Governments Do?Make Bylaws15Local GovernmentBK-NEL-NELSON5-140428-Chp01.indd 15RDDid You Know?Chapter 1NEL03/09/14 6:50 PMDid You Know?highlights interestingfacts that can sparkinquiries and discussion.Each chapterincludes at least oneToolbox that focuseson the inquiryprocess and otherskills connected tosocial studies.Literacy Connectionsprovide opportunities toapply reading strategiesto social studies topics.What Is Local Government?NEL1Who should be involved in deciding whethera community should burn its garbage?2Formulate questions for an interview with one of thepeople quoted on page 28 or 29.NEL03/09/14 6:52 PMBK-NEL-NELSON5-140428-Chp01.indd 29This photo shows a garbageincinerator in Québec. Would youprefer to have an incinerator or alandfill in your community?Chapter 1Local Government2903/09/14 6:52 PMNEL
Each chapter includesa Spotlight. The spotlightfocuses in on an aspect ofthe chapter topic and letsyou study it in more detail.Spotlight on Government ActionThinking aboutSignificanceFormer TV game showhost Bob Barker came toToronto from his home inHollywood to help protestkeeping elephants inCanadian zoos. Somepeople claimed citycouncillors were influencedSixBarker’sNationsfame,Map tkbyratherthan listening to facts.Many celebrities usetheir fame to influencegovernment decisions.What benefits anddisadvantages might therebe to having a celebrityspeak up about an issue?Explain.The City of Toronto owns the Toronto Zoo. The municipalgovernment created the Toronto Zoo Board to make decisionsabout running the zoo responsiblity. The Zoo Board is madeup of the mayor, 3 council members, and 8 citizens. Citizenscan apply to be members of the board. The board is alsosometimes involved in discussions about the welfare ofthe animals.Over the coming months, citizens,journalists, zookeepers, and councillorswrote articles, letters, and blogs. Theyargued both sides of the issue. In theend, the elephants were moved to PAWS in October 2013.Many people said that the council did not take enough timeto learn about all the perspectives and all options.TFA1If you were a city councillor, how would youhave voted on this issue? Explain your thinking.2Think about the decision to move the elephants toCalifornia. What criteria should you use to decide if thedecision was a good one?3Create a graphic organizer to show the differentviewpoints on keeping elephants in Canadian zoos. Usethis organizer to create a survey to find out how peoplefeel about this issue. Conduct your survey with people atschool and at home.Do elephants belong in cold climates?Support your response.24Canadian Government and CitizenshipNELPulling It TogetherRDIt’s Up to YouReflectWhy is it importantto consider differentperspectives when makinga decision?Take ActionThink about an issue atschool or in your family.How will you deal with theissue? Whose perspectiveswill you consider before youdecide how to act?The community near Springbankpark had an opportunity to givetheir opinion about the newskateboard park. When we takepart in investigating and discussingissues in our communities, wecontribute to the common good.30I’m glad community leaders listen to differentthepoints of view. From my perspective, I thinkto build amunicipal government made a great decisiona safeskateboard park in my community. I now haveskills!mypractisetoplaceCanadian Government and CitizenshipBK-NEL-NELSON5-140428-Chp01.indd 30The Unit Inquiry guides you throughthe five steps of the inquiry processas you investigate an issue orchallenge that interests you.Creating an Action PlanRefer back to the LearningGoals for this chapter. Createa word web to summarize whatyou have learned in this chapter.Identify significant ideas andrelationships and in your web.Explain to a partner the ideas andrelationships you have identified.Compare the relationships you andyour partner identified. How diddifferences in your perspectivesaffect the choices each ofyou made?I looked online to find out more aboutpark in mythe building of the Springbank skateboardall thecommunity. It was really interesting to readthoughtdifferent points of view. I never would haveor whyabout the different sides to the argumentI can seesome people didn’t like the idea of the park.and sharewhy it’s important for people to speak uptheir opinions about city planning.Taja provide citizens and government with steps to addressthe issue and benefit the common good present a possible solution be flexible, allowing for changes in the stepsNEL03/09/14 6:52 PMChapter 1NELChecklists helpremind you what todo at each stage ofthe process.Review relevant information in the chapters for this unit. Lookfor additional sources of information that will help you toanswer your inquiry question. Check the library, the Internet,magazines, and newspapers. Organize the information thatyou gather from the different sources. You may choose to usea graphic organizer. Organizing information can help you beginto interpret and analyze it.identify resources Ican useAboriginal peoples: people who have beenliving in a land from the earliest times; inCanada, Aboriginal peoples are FirstNations, Métis, and Inuitdetermine the accuracyand reliability of thesourcesAct: a formal decision, such as a law, madeby a court or other authorityactive citizenship: to be active in one’scommunity, working toward the commongoodI willguide my researchuse my own words tosummarize my researchInterpret and Analyze InformationReread the information that you have gathered about the issue.Identify the key points or ideas in each piece of information.Extract information from maps, graphs, charts, and diagrams.Create a summary statement for each piece of information.Make connections between ideas. Make sure you understandthe importance of the issue from the perspective of differentgroups of people. You may want to organize your informationto show relationships between pieces of information. What newunderstanding do you have?NELNELconsider the perspectiveof an autho
Nelson Social Studies 5 Canadian Government and Citizenship SAMPLE CHAPTER INSIDE. Student Books 2 Student Books per grade provide complete curriculum coverage u Strand A—Heritage and Identity u Strand B—People and Environments Components Overview Grade 4 shown below Activity C
