THE GROWTH OF CANADA

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1 THE GROWTH OF CANADA Submitted by: Cameron Vu Date: June 27, 2003 Description: This activity introduces the growth of Canada since its establishment July 1, Students will first learn a brief history of Canada, learning how and when the provinces, territories, and capitals were established. Students will then learn the trends of population growth, the economy, and how Canada has contributed to today s society as a whole. Grade Level(s): Suitable for Grades 9-12 Subject(s): Math (Introduction to Statistics) Duration: One 50 minutes session Objectives: The students will: Learn the pattern of Canada s growth as a whole Identify each province/territory and capitals of each province/territory Standards: This lesson meets Washington state standard in thinking analytically, logically, and creatively. This lesson meets district requirements for teaching students to learn independent thinking and effective communication. Background Information: Prior to the study of Canada s growth trends, the students will learn, briefly, about Canada s history and its provinces/territories in order to interpret the data more precisely and accurately. Materials: An overhead projector A transparency of Canada s map, identifying all provinces/territories and capitals as well as copies for handouts. Xerox copies and an overhead of males/females in the work force histogram including the average weekly earnings; average hourly wage; average annual earnings of males and females; urban population growth, provinces and capitals (Prentice Hall Canada)

2 Procedures: 1. The teacher will start the class by asking students how much they know about Canada. Sample questions are as follows: What language(s) do Canadians speak? Who knows the capital of Canada? What is the population size and compare it to the United States? Allow minutes discussing the questions that were posed and any other questions that may require discussion. 2. Display an overhead of Canada s map with all the names of provinces/territories and capitals. Discuss the location of each province/territory. Inform the students that they will be tested on provinces/territories including the location, capital, and the year they entered confederation, stressing the need for correct spelling. 3. By this time, the students are better familiarized with Canada. Display and handout a copy of population from 1851 to 1991 (Data can be found below). Allow the students to examine the data which should be followed by a class discussion on demographic trends and the shape of the distribution of population. Allow approximately 5-10 minutes of discussion. 4. Display and handout a copy of the average hourly wage and discuss with the class the distribution and difference of wages between the years of 1984 to Allow approximately 5-10 minutes of discussion. 5. Display a table of statistics on Canada s population growth from Discuss the table reference to any patterns or trends that the students see from table. Pose questions, e.g.. what causes the trend to increase or decrease in certain years? Allow students to make a histogram graph of the emigration and describe its distribution. Assessment: Students can be tested on Canada s map, including the location and spelling of provinces, territories and capitals. Students can be tested on the pattern and trend of the growth by writing a short essay, describing the shape of population distribution, e.g. symmetry or skewness of distribution. Student Rubric: *4-point Scoring Criteria 4 points --- Answers are complete and relevant; Responses are well thought out; Work is legible. 3 points --- Good responses, but may include minor errors or be slightly incomplete. 2 points --- There is correct information in the response, but it also contains major mistakes, shows lack of understanding, or is incomplete. 1 point ---- Problem was attempted, but was extremely incomplete and/or inaccurate. 0 points --- Problem was not attempted.

3 Canada Population Growth ( ) Population in millions Years Average Hourly Wage (All industries) Dollars per hour Years

4 Population and growth components 1 Period Census population at the end of period Total population growth 1 Births Deaths Immigration Emigration thousands , , , , , , , , , , ,207 1,836 1, , ,788 1,581 2,340 1,070 1,400 1, ,377 1,589 2,415 1,055 1, ,507 1,130 2,294 1, ,648 2,141 3,186 1, ,081 2,433 2, ,238 2,157 2, ,015 1,777 2, ,568 1,553 1, ,450 1,882 1, , ,820 1,371 1, ,101 1,280 1, ,031 1,930 1, , ,672 1,641 1,936 1,024 1, Total population growth is the difference in Census population counts at the end and beginning of each period. 2. Beginning in 1951, Newfoundland is included. 3. Beginning in 1971 : the population estimates are based on Census counts adjusted for net undercount and the reference date is July 1 instead of Census day (the July 1, 1971 population adjusted for net Census undercount is 21,962,100). Immigration figures include landed immigrants, returning Canadians and the net change in the number of nonpermanent residents. Population growth calculated using the components will produce a different figure than is reported in table. Beginning in 1971, an independent estimate of emigration is produced. Prior to 1971, the emigration figures are 'residual' estimates and include the errors in the other three growth components - births, deaths and immigration - as well as errors in the Census counts. Source: Statistics Canada, Demography Division.

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