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 * Ontario election**
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[|**https://www.bing.com/videos/search?q=tour+of+sask+leg&&view=detail&mi**][|**d=C9AA0EBACFEEF700FAC2C9AA0EBACFEEF700FAC2&&FORM=VRDGAR**]




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http://canadiancitizenshipchallenge.ca/student/register?class_id=20745
 * Canadian citizenship quiz link**


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Immigrant classes
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**Analyze the social and environmental con****sequences of living in the Canadian mixed market economy based on consumerism.** ** Assess the implications of personal consumer choices. **
 * 1) Investigate the goods and services produced in the local economy and the consumers of those goods and services (e.g., hospital, hairdressers, manufacturers, farmers, exporters).
 * **// Go to [] and make a list of 25 goods and services produced in the local area and explain who the main consumers of these goods and services would be. //**
 * 1) Categorize the producers of goods and services in the local economy as belonging to the public or private sector, and define the differences of the two groupings.
 * **// Define private sector and public sector. Make a list of the 25 businesses above as either public or private. Which does Carnduff have more of? Why? //**
 * 1) Determine the effects on the local community of the purchasing patterns of its members (e.g., the origins of products used in daily life).
 * **// What effect does the purchsing patterns of people in Carnduff have on the local community? (ask the people you are meeting with and include in your presentation) //**
 * 1) Create a catalogue of locally-produced products and of fair-trade products available in local businesses.
 * **// Create a catalogue by taking pictures on your phone of locally-produced and fair trade products for the place you have been assigned //**.
 * 1) Assess the advantages and disadvantages of buying locally, buying fair-trade products, and buying mass-produced products.
 * || **// advantages //** || **// disadvantages //** ||
 * **// Buying local //** ||  ||   ||
 * **// Buying fair-trade products //** ||  ||   ||
 * **// Buying mass produced products //** ||  ||   ||
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 * Tell the story of changes made in his or her behaviour to protect the environment (e.g., walking, purchasing locally-produced or seasonal products, recycling; composting; disposing responsibly of garbage; using less paper; using less plastic; factoring packaging into purchases).




 * Assess the implications of personal consumer choices**


 * 1) Propose a definition of responsible consumerism,
 * 2) publish a list of strategic actions leading to responsible consumerism.

=Read the info from the following links. After create your own defintion of responsible consumerism and create a list of at least 10 things people can do to be ethical consumers. Create a one page document to display in the class with the definition and ideas.= [] [|tp://www.statcan.gc.ca/pub/11-008-x/2011001/article/11399-eng.htm] [] [] [] []


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 * Analyze the social and environmental consequences of living in the Canadian mixed market economy based on consumerism**
 * 1) Appraise the role of advertising in the mixed market economy.
 * Go the website linked at beckcec.wikispaces.com. Read the following article and give a brief summary for each. For the summary, imagine having a boss telling you to read this article and tell them what it is all about and what key things they need to know. If you don’t do a good job you could be fired!** **We will peer assess these summaries.** **M=awesome job, promotion in the works** **A=got the job done, boss is happy** **B= inadequate. Boss not happy at all** **E=goodbye!**
 * [|__Marketing and Consumerism - Overview__] ** Canadians under the age of twenty – the “Echo Generation,” as they’re often called –make up a quarter (26 per cent) of the country’s population. ** [|__Advertising: It's Everywhere__] ** No, it’s not your imagination. The amount of advertising and marketing North Americans are exposed to daily has exploded over the past decade; studies show, that on average, people living in urban centres see up to 5,000 ads per day. [1] At the gas pumps, in the movie theatre, in a washroom stall, on stickers on fruit, during sporting events—advertising is pretty much impossible to avoid.
 * [|__How Marketers Target Kids__] ** Kids represent an important demographic to marketers because in addition to their own purchasing power (which is considerable) they influence their parents’ buying decisions and are the adult consumers of the future. . ** [|__Marketing and Consumerism - Special Issues for Tweens and Teens__] ** One of the most important recent developments in advertising to kids has been the defining of a “tween” market (ages 8 to 12). ** [|__Taking Action - Marketing and Consumerism__] ** Understanding advertising guidelines and codes

Assess the impact of a variety of important historical events in shaping the Canadian identity (e.g., the effect of the Royal Proclamation 1763 on Francophone and Aboriginal peoples; the fur trade economy; Quebec Act 1774; the Acadian deportation; the Loyalist migration; the War of 1812; Canada’s role in World War I; the creation of the health care system; peace-keeping activities; the role of the RCMP in the development of the Canadian West; Canadian Confederation 1867; the building of the national railroad; the Métis resistance 1870 and 1885; John A. Macdonald’s National Policy 1879; October Crisis 1970; the development of the Canadarm; the development of the music and film industry in French and in English in Canada). Create a power point giving a brief explanation of each historical event along with how this event has helped to shape the Canadian identity.
 * [|Details]
 * [[file:beckcec/Royal Proclamation 1763.pptx|Download]]
 * 61 KB

Treaty web sites

Treaty Guides [|http://www.ai] [| __Canada in the Making Site__]

[|____http://www2.canadiana.ca/citm/specifique/numtreatymotive_e.html____] [|nc-inac.gc.ca/al/hts/tgu/index-eng.asp]

Office of the Treaty Commissioner[]

OTC Teacher Wikispace http://otctreatyteacherwikispace.wikispaces.com/

Federation of Saskatchewan Indian Nations - teacher resource: []

Virtual museum of Metis history (Gabrielle Dumont Institute) []

A Timeline of Aboriginal Treaties in Canada []

What are Treaties? []

What are treaty rights? [|http://www.ainc-inac.gc.ca/ai/pubs/ywtk/ywtk-eng.asp#wtr]

Refugees [] [] [] [] [] [] [] [] [] [] [] []
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Syria

Who started it? Is there an end? Who are the good guys? Why is terrorism connected to Syria? Who is winning? [] [] [] []

Paris

Use the websites to help you understand each question. Then type an answer or response to each question.

What happened?

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How many times has something like this happened?

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Why did the attackers choose to attack Paris?

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What is France going to do?

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Who did it?

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What are your thoughts? In a paragraph describe any thoughts and feelings you have in regards to the attack based on your research or feelings.


 * Wednesday, October 21, 2015**

Answer question 6 on page 75, choose a First Nations, Metis or Inuit cultural group.
 * Choose 2 different cultures within Canada. Identify elements that are common to both cultures and elements that are unique to each culture. Display your information in a chart or table. (__6-8 similarities and 6-8 differences)__
 * With this take a look at why these cultures are focusing on preserving and bringing back the languages. Why might this be important to them? What might be consequences of these disappearing? __(Write a paragraph on this)__

[] [] [] [] [] [] [] = = =Wednesday, October 14=

Here is the updated copy of the positions for the Mock Parliament. With this is the details of what each person is expected to present during the Mock Parliament.

=Tuesday, October 13=

To look up your position for the Mock Parliament happening on Friday, October 16 look at the link below.

You will go into groups based upon what is written in the Task Organization link. Once you are into your group, look at the tasks you have to accomplish and decide who will do what. In order to help you accomplish your tasks I have also attached a document "Mock Parliament Script" which will give you an idea of what you are supposed to say and how it should be written up. == == = =

== Survey []

Websites on the issues [] []


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1932 election =Why Do People Run For Office?=
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Published by SmarterCampaigns on Fri, 10/11/2013 - 10:20

There are many reasons people choose to run for public office. Some of these are altruistic and based on a desire to genuinely make a difference while others are entirely ego-driven. All candidates should have a 25 word "I'm running because..." that articulates their public reasons for running. This is carefully crafted and is usually not the real reason a candidate is running. So why do people run?

Personal Reasons
Some candidates run because they feel slighted by their opponent or local government. These candidates tend to want to stick it to their opponents and want to immediately go negative. They have a vendetta against an official or an office and think the best way to fix the problem is by running for office. I had an African-American Congressional candidate who 3 months into the campaign sheepishly admitted to me that he had decided to run after meeting the incumbent and interpreting a LOOK he was given as being called the N-word. The word was never uttered by the incumbent, my candidate had merely interpreted a look to mean that. He was out for blood and took every opportunity to go after his opponent, even to his own detriment.

Psychological Reasons
Many candidates choose to run to stoke their own ego, to be in the spotlight, and have people tell them how great they are. These candidates are running to be something rather than to do something. Many times this is about the perceived quality of life improvements associated with being an elected official. They want to make a bigger salary, or get rich becoming a lobbyist after their service. The title sounds nice to them and they think people will respect them more. These people tend to not care about the issues and only about making themselves look good. The most extreme examples are individuals whose egos are so large that they truly believe that they know better than everyone else and want to impose their will on others.

Opportunistic Reasons
Some candidates choose the office they’re running for because they feel it is a race they can win. A Republican running for Mayor in a heavily Democratic, urban district will never win. Many times the candidate will realize that they race they WANT is unwinnable at the current time and instead choose to run for a position they know they are likely to win. If they ran for an office that no one pays attention to, like water board, they have a much higher likelihood of victory and it positions them for a better office later. Plus, in that instance they can realistically still make a difference in the community, even if it is not particularly glamorous.

Altruistic Reasons
Some candidates run because they legitimately want to change policy and make a difference in the lives of their constituents. These candidates are few and far between. It's important to set reasonable goals so that you don’t disappoint yourself and your supporters. To make a difference for people is a noble calling, but know that the system is stacked against you. It will be difficult to accomplish most of what you want to do, so make sure you are realistic about what can be accomplished.

The qualifying deadline for local elections in Mississippi has passed. On May 9 voters will go to the polls to select the political party nominees for mayors, alderpersons and councilmembers in most of the Magnolia State’s villages, towns and cities. It is time again to ask the question: Why do people run for public office?

This question gets asked often in the political season in letters to the editor by readers who frame it to suit their own interests. Some ask why a person would run for a job that pays less than the candidate is now earning. Others ask why someone would spend many times more to campaign for an office that pays less than it costs to acquire it.

The answer is that there as many reasons as there are candidates. Some of the often-cited reasons are change of the status quo, money, power, influence and lack of good candidates. Of course, most candidates will say that they are running because they want to make the community a better place. There are some candidates who just love politics, having been perennial volunteers and now see an opportunity to run.

Candidates seem to have a stock answer. They want to make the community a better place.

Many people run for public office because a local issue has them upset or because they have a vision for the community and feel that the current officials are holding it back. Consider the case of Sonny Bono. A well-known television celebrity and singer he had moved to Palm Springs, California after a successful show business career. He opened a restaurant and tennis complex named — what else? — Bono’s. His vision for Palm Springs was that it become more ritzy, more Hollywood, more glamorous. He also wanted to promote his restaurant by having a bigger sign. He applied for the new sign and was turned down. That was all he needed on which to mount a campaign for mayor, running against the bureaucracy.

But Sonny Bono did something else that people question about why people want to run for public office. He raised over $100,000 in his campaign for mayor in a city that was accustomed to seeing less than $15,000 spent on a mayor’s race. He did it because he wanted to win and because he could do it because of his connections and celebrity. He went on to change the image of Palm Springs to a more glamorous city by bringing in an international film festival. He later ran for and was elected to Congress. Bono died in a skiing accident in 1998. Part of his legacy is the Palm Springs International Film Festival By the way, anyone considering running for local public office would do well to study Sonny Bono’s Palm Springs political career.

Some people run for local public office because they are asked to. Consider the case of women and public office. Lately, there has been quite a bit of research on why women do not hold elective office at the same rate as men. A May 2008 paper entitled “ Why Are Women Still Not Running for Public Office?” by Richard L. Fox and Jennifer L. Lawless published by the Brookings Institution pointed out that although women perform as well as men in public office they are under-represented when compared to men. Their conclusion was that women were not running for public office because of several factors, as follows:

» less likely than men to be willing to endure the rigors of a political campaign;

» less likely than men to be recruited to run for office;

» less likely than men to have the freedom to reconcile work and family obligations with a political career;

» less likely than men to think they are “qualified” to run for office; and

» less likely than men to perceive a fair political environment.

Women’s organizations are taking up the mantle to get more women elected to public office at all levels. For example, Women for Progress in Mississippi, Inc. encourages and advocates, among other things, more women to run for public office. It provides an online tool to formally ask women to consider entering public life. The organization’s website also links to the national She Should Run movement at www.sheshouldrun.org, which “…is dedicated to dramatically increasing the number of women in public leadership by eliminating and overcoming barriers to success.” The Mississippi Commission on the Status of Women likewise sees as part of its vision to, “… improve the overall quality of life of women, specifically in the areas of education, health, economics, political participation (emphasis added), and race relations” and among its duties as to, “… promote consideration of qualified women for all levels of government positions.”

These are just two examples of organizations asking women to become involved in the political process and to run for public office. Thus, it is expected that more women will be running for political office, especially local political office, than in the past.

Generally, those who attain public office at the local level do not aspire to nor run for higher office. Most locally-elected officials serve because they care more about their communities than running for higher office. The positions tend to be part-time and they know many, if not most, of their constituents. As is said about local officials, they “are close to the people.”

Regardless of why someone runs for political office at the local level, voters have an obligation to learn about the candidates and then vote on election day

Below are links to websites that deal with some of the issues surrounding the upcoming federal election. Your job is to choose 4 issues that are important to you, read the article and fill in the chart with the position of each of the 4 political parties on the issue (it may be diffiuclt to find Green Party info in the articles provided, you may have to google it). If you are short info use the political party websites and google to help Immigration [] Economy [] Should a Muslim woman have the right to wear a face-covering niqab at citizenship ceremonies? [] Women’s issues [] Marijuana [] Foreign policy [] The Senate [] Refugees [] F 35 Fighter Jets [] Military Veterans []

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Link on voting participation
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Debate links
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 * 1) Election web sites

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 * 1) **[]**
 * 2) Tell the story of changes made in his or her behaviour to protect the environment (e.g., walking, purchasing locally-produced or seasonal products, recycling; composting; disposing responsibly of garbage; using less paper; using less plastic; factoring packaging into purchases).




 * Assess the implications of personal consumer choices**
 * 1) Propose a definition of responsible consumerism,
 * 2) publish a list of strategic actions leading to responsible consumerism.

=Read the info from the following links. After create your own defintion of responsible consumerism and create a list of at least 10 things people can do to be ethical consumers. Create a one page document to display in the class with the definition and ideas.=

[] [] [] [] [] []
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 * Analyze the social and environmental consequences of living in the Canadian mixed market economy based on consumerism**
 * 1) Appraise the role of advertising in the mixed market economy.


 * Go the website linked at beckcec.wikispaces.com. Read the following article and give a brief summary for each. For the summary, imagine having a boss telling you to read this article and tell them what it is all about and what key things they need to know. If you don’t do a good job you could be fired!**
 * We will peer assess these summaries.**
 * M=awesome job, promotion in the works**
 * A=got the job done, boss is happy**
 * B= inadequate. Boss not happy at all**
 * E=goodbye!**

Canadians under the age of twenty – the “Echo Generation,” as they’re often called –make up a quarter (26 per cent) of the country’s population. No, it’s not your imagination. The amount of advertising and marketing North Americans are exposed to daily has exploded over the past decade; studies show, that on average, people living in urban centres see up to 5,000 ads per day. [1] At the gas pumps, in the movie theatre, in a washroom stall, on stickers on fruit, during sporting events—advertising is pretty much impossible to avoid.
 * [|__Marketing and Consumerism - Overview__] **
 * [|__Advertising: It's Everywhere__] **

Kids represent an important demographic to marketers because in addition to their own purchasing power (which is considerable) they influence their parents’ buying decisions and are the adult consumers of the future. . One of the most important recent developments in advertising to kids has been the defining of a “tween” market (ages 8 to 12). Understanding advertising guidelines and codes **Describe the influence of the treaty relationship on Canadian identity.**
 * [|__How Marketers Target Kids__] **
 * [|__Marketing and Consumerism - Special Issues for Tweens and Teens__] **
 * [|__Taking Action - Marketing and Consumerism__] **
 * 1) Describe the influence of varying views of the land in motivating the treaty relationship.
 * 2) Explore unfulfilled aspects of Treaty (e.g., education, health care) in Canada.
 * 3) Explore the Treaty Land Entitlement process in Canada.
 * 4) Relate land claims and fishing and hunting rights to treaty provisions.
 * 5) Represent the benefits of the treaties for all Canadians.

Use your textbook (pg44-52), handout and the Internet to do research on each of the indicators. Type out a paragraph, create a chart or use point form to show what you have learned.

Criteria
 * The answers describes, explores, relates or represents the topic being discussed.
 * Answer includes details and evidence of research
 * Answers are in a way that if a person knew nothing of the topic they would after reading the answer
 * Answers are clear and straightforward

Due- Tuesday, Jan 13

Assess the impact of a variety of important historical events in shaping the Canadian identity (e.g., the effect of the Royal Proclamation 1763 on Francophone and Aboriginal peoples; the fur trade economy; Quebec Act 1774; the Acadian deportation; the Loyalist migration; the War of 1812; Canada’s role in World War I; the creation of the health care system; peace-keeping activities; the role of the RCMP in the development of the Canadian West; Canadian Confederation 1867; the building of the national railroad; the Métis resistance 1870 and 1885; John A. Macdonald’s National Policy 1879; October Crisis 1970; the development of the Canadarm; the development of the music and film industry in French and in English in Canada).

Create a power point giving a brief explanation of each historical event along with how this event has helped to shape the Canadian identity.




 * []**- wildlife refuges
 * []**- world heritage sites
 * []- reserves in Sask**
 * []**- treaty map of Canada


 * Aboriginal vs Western world views**


 * text pg 32-63**
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 * []- to make your timeline**


 * Research for your timeline**


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Federal Government
Head of State: The name of the representative of the Queen of Canada, the Governor General, is… The Head of Government, the Prime Minister, is… The name of the political party in power is… The name of the Leader of the Opposition is… The name of the party representing Her Majesty’s Loyal Opposition is… The names of the other opposition parties and leaders are… My Member of Parliament (MP) in Ottawa is… My federal electoral district is called…

Provincial Government
The name of the representative of the Queen for my province is… The representative of the Queen in my province, the Lieutenant Governor, is… The Head of Government (the Premier) is… The name of the provincial party in power is… The names of the provincial opposition parties and leaders are… My provincial representative is… …

Municipal Government
The name of the municipality where I live is… The name of the head of the municipal government (mayor or reeve) is…


 * Copy and paste the questions below on to a word document.**

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 * Answer the 3 multiple choice and the follow up questions using the following site**


 * What are three responsibilities of citizenship?**
 * 1) Being loyal to Canada, recycling newspapers, serving in the navy, army or air force.
 * 2) **Obeying the law, taking responsibility for oneself and one’s family, serving on a jury**.
 * 3) Learning both official languages, voting in elections, belonging to a union.
 * 4) Buying Canadian products, owning your own business, using less water.
 * 2. What is the meaning of the Remembrance Day poppy?**
 * 1) To remember our Sovereign, Queen Elizabeth II.
 * 2) To celebrate Confederation.
 * 3) To honour prime ministers who have died.
 * 4) **To remember the sacrifice of Canadians who have served or died in wars up to the present day.**
 * 3. How are Members of Parliament chosen?**
 * 1) They are appointed by the United Nations.
 * 2) They are chosen by the provincial premiers.
 * 3) **They are elected by voters in their local constituency (riding).**
 * 4) They are elected by landowners and police chiefs.


 * Name two key documents that contain our rights and freedom
 * Magna Carta, Bill of Rights, Canadian Charter or rights and freedoms**
 * Identify four (4) rights that Canadians enjoy.
 * Mobility Rights — Canadians can live and work anywhere they choose in Canada, enter and leave the country freely, and apply for a passport.**
 * Aboriginal Peoples’ Rights — The rights guaranteed in the Charter will not adversely affect any treaty or other rights or freedoms of Aboriginal peoples.**
 * Official Language Rights and Minority Language Educational Rights — French and English have equal status in Parliament and throughout the government.**
 * Multiculturalism — A fundamental characteristic of the Canadian heritage and identity. Canadians celebrate the gift of one another’s presence and work hard to respect pluralism and live in harmony.**
 * Name four (4) fundamental freedoms that Canadians enjoy
 * Freedom of conscience and religion;**
 * Freedom of thought, belief, opinion and expression, including freedom of speech and of the press;**
 * Freedom of peaceful assembly; and**
 * Freedom of association.**
 * What is meant by the equality of women and men?
 * In Canada, men and women are equal under the law. Canada’s openness and generosity do not extend to barbaric cultural practices that tolerate spousal abuse, “honour killings,” female genital mutilation, forced marriage or other gender-based violence. Those guilty of these crimes are severely punished under Canada’s criminal laws**
 * What are some examples of taking responsibility for yourself and your family?
 * Obeying the law** — One of Canada’s founding principles is the rule of law. Individuals and governments are regulated by laws and not by arbitrary actions. No person or group is above the law.
 * Taking responsibility for oneself and one’s family — Getting a job, taking care of one’s family and working hard in keeping with one’s abilities are important Canadian values. Work contributes to personal dignity and self-respect, and to Canada’s prosperity.**


 * Serving on a jury — When called to do so, you are legally required to serve. Serving on a jury is a privilege that makes the justice system work as it depends on impartial juries made up of citizens.**


 * Voting in elections — The right to vote comes with a responsibility to vote in federal, provincial or territorial and local elections.**


 * Helping others in the community — Millions of volunteers freely donate their time to help others without pay—helping people in need, assisting at your child’s school, volunteering at a food bank or other charity, or encouraging newcomers to integrate. Volunteering is an excellent way to gain useful skills and develop friends and contacts.**


 * Protecting and enjoying our heritage and environment — Every citizen has a role to play in avoiding waste and pollution while protecting Canada’s natural, cultural and architectural heritage for future generations.**
 * Who were the founding peoples of Canada?
 * Aboriginal**, **French** and **British**.
 * Who are the Métis?
 * The Métis are a distinct people of mixed Aboriginal and European ancestry, the majority of whom live in the Prairie provinces. They come from both French- and English-speaking backgrounds and speak their own dialect, Michif**
 * What does the word “Inuit” mean?
 * the people**
 * What is meant by the term “responsible government”?
 * if the government loses a confidence vote in the assembly it must resign**
 * Who was Sir Louis-Hippolyte La Fontaine?
 * Responsible Governor reformer**
 * What did the Canadian Pacific Railway symbolize?
 * A powerful symbol of unity**
 * What does Confederation mean?
 * Establishing a new country under a central authority**
 * What is the significance of the discovery of insulin by Sir Frederick Banting and Charles Best?
 * saved 16 million lives worldwide**
 * What does it mean to say that Canada is a constitutional monarchy?
 * Canada’s Head of State is a hereditary Sovereign (Queen or King), who reigns in accordance with the Constitution: the rule of law**
 * What are the three branches of government?
 * Executive, Legislative and Judicial**
 * What is the difference between the role of the Queen and that of the Prime Minister?
 * the Prime Minister selects the Cabinet ministers and is responsible for the operations and policy of the government,**
 * The Sovereign is a part of Parliament, playing an important, non-partisan role as the focus of citizenship and allegiance, most visibly during royal visits to Canada. Her Majesty is a symbol of Canadian sovereignty, a guardian of constitutional freedoms, and a reflection of our history.**
 * What is the highest honour that Canadians can receive?
 * Order of Canada**
 * When you go to vote on election day, what do you do?
 * To vote either on election day or at advance polls, go to the polling station listed on your voter information card**
 * Who is entitled to vote in Canadian federal elections?
 * a Canadian citizen; and**


 * at least 18 years old on voting day; and**


 * on the voters’ list.**
 * In Canada, are you obliged to tell other people how you voted?
 * No**
 * After an election, which party forms the government?
 * after an election, the leader of the political party with the most seats in the House of Commons is invited by the Governor General to form the government**
 * Who is your member of Parliament?
 * Ed Komarnicki**
 * What are the three levels of government?
 * Federal, provincial/territorial, municpal**
 * What is the role of the courts in Canada?
 * courts settle disputes**
 * In Canada, are you allowed to question the police about their service or conduct?
 * You can also question the police about their service or conduct if you feel you need to. Almost all police forces in Canada have a process by which you can bring your concerns to the police and seek action**
 * Name two Canadian symbols.
 * The Canadian Crown, Maple leaf, flags, fleur-de-lys, coat of arms, parliament buildings, popular sports**
 * What provinces are referred to as the Atlantic Provinces?
 * New Brunswick, Nova Scotia, Prince Edward Island, Newfoundland**
 * What is the capital of the province or territory that you live in?
 * Regina**