Today, you used three coloured pencils to identify the following on your Europe map: Spain/Portugal; Great Britain; France
You then looked up the countries on the Africa, and South America maps to see if these countries colonized them. Then colour them as the same country which did.
Monday, March 29, 2010
Friday, March 26, 2010
Friday, March 26, 2010
Today, we looked at world maps. Students had to work in pairs and identify locations in the world. I then had them look them up and complete them.
Finally, I had them think about Colonization, Imperialism and Merchantilism.
Finally, the students coloured the maps four colours to indicate if an area was colonized by Great Britain, France, Spain, or Other.
Finally, I had them think about Colonization, Imperialism and Merchantilism.
Finally, the students coloured the maps four colours to indicate if an area was colonized by Great Britain, France, Spain, or Other.
Thursday, March 25, 2010
Thursday, March 25, 2010
Today, we discussed cultural contact (Chapter 7). You were to have completed an activity yesterday about this which was due today. I showed video clips about the Beothuk, the Plains Indians and the effect of cultural contact on them.
We also watched a video from the 1970s about the Hudson's Bay Company and the negative ways in which they impacted Aboriginals.
We also watched a video from the 1970s about the Hudson's Bay Company and the negative ways in which they impacted Aboriginals.
Wednesday, March 24, 2010
Wednesday, March 24, 2010
Today, we examined cultural contact and results between the Beothuk, the hunters of the plains and the Governance and the Six Nations confederacy (how their form of government impacted ours). You are to read pages 106 to 117 in order to answer the questions given. If you weren't here, they are in your portfolio.
Tuesday, March 23, 2010
Tuesday, March 23, 2010
Today, we began a new unit. The notes we took are below:
Meanwhile… back in the past… cultural contact… not always good.
The English were :
· Technologically advanced (had guns)
· Civilized (had political systems that were written)
· Religion: Christian ( thought theirs was the only “right” one …
the Aboriginals were labeled as “Heathens (people who don’t believe
in Jesus as their savior
Europeans got it into their heads that they were superior and that they needed
to teach the Aboriginals to be just like them (yippee!).
Europeans also got it into their heads that there were a lot of really good
resources kicking around that the Aboriginals wouldn’t miss (ie: fur, trees,
buffalo, precious metals, fish….. hmmmmmmmmm…)
Here is the question… why didn’t the Aboriginals simply say "no" and kick
them off their land?
· Natives were in different tribes so they weren’t organized
· The technology kept them from being able to affectively fight
· Small pox and other diseases had killed off large numbers of
them and the ones left were not as healthy
· Alcohol!!!!!! Depleted their strength
Meanwhile… back in the past… cultural contact… not always good.
The English were :
· Technologically advanced (had guns)
· Civilized (had political systems that were written)
· Religion: Christian ( thought theirs was the only “right” one …
the Aboriginals were labeled as “Heathens (people who don’t believe
in Jesus as their savior
Europeans got it into their heads that they were superior and that they needed
to teach the Aboriginals to be just like them (yippee!).
Europeans also got it into their heads that there were a lot of really good
resources kicking around that the Aboriginals wouldn’t miss (ie: fur, trees,
buffalo, precious metals, fish….. hmmmmmmmmm…)
Here is the question… why didn’t the Aboriginals simply say "no" and kick
them off their land?
· Natives were in different tribes so they weren’t organized
· The technology kept them from being able to affectively fight
· Small pox and other diseases had killed off large numbers of
them and the ones left were not as healthy
· Alcohol!!!!!! Depleted their strength
Wednesday, March 17, 2010
Monday, March 22, 2010
Today, you are writing your unit exam. It consists of multiple choice questions as well as an essay one. If you finish early, read pages 104 and 105. It will introduce you to the next unit.
Wednesday, March 17, 2010
Today, we reviewed some multiple choice exam questions to ensure that students were approaching them in the best way. They will write their unit exam tomorrow.
Tuesday, March 16, 2010
Tuesday, March 16, 2010
Today, we discussed the exam you will be writing on March 18 (this Thursday). The list we came up with was a joint effort and is in ADDITION to the terms list you recieved last week (you need to study both). We also watched videos on refugee camps in Kenya and Thailand, Ellis Island, and Big Box Mart (as a reminder).
The list we generated today is added below:
Child Labour/ Sweatshops (Industrial Revolution: England; China: outsourcing, transnational work)
Types of globalization (Political/economic/social)
Political: U.N., G8, Bush!!!!!!
Economic: IMF (international monetary fund), G8, World Trade Organization
Social: Media convergence, Internet (technologies), video, news
Acadians: forced emigration (to leave)
Cultural diversity: Metis, Canada today, French Canadian, (immigration: to arrive)
Imports and exports (importance of globalization in our daily lives)
How war affects the world: Africa/refugees and camps
Walmart: the good, bad, and ugly
Protection of culture via media restrictions (CanCon, CRTC)
Thailand: Takes in refugees (Burma). Over 100,000 in the camps. Can’t leave the camp. Some have been there 20 years.
· How Canada deals with immigrants
o Look up the terms and details (accommodation, integration, acculturation)
· Marginalization, homogenization, assimilation… problems for immigrants
· Is it hard to become an immigrant in Canada? Explain
· Camps in Kenya with Somalia refugees. Camps were built to hold 90 to 100,000. Have over 230,000. Can’t go out to work. Resources so tight that only “official” refugees get access to them. The United Nations is involved (it’s their camp).
· Telecommunication companies (can control what we see… OR can offer cultures a way to express themselves). CBC, ATN, ACCESS, etc.
· Importance of ethnicity and languages (linguistic identity: French, Aboriginal: First Nations and Inuit)
· India and industrialization/ problems: wealth gap
· Technological divide: North/south split
· Individual and collective identities and the importance of them/how globalization helps create them
· Different types of governments (Communism, mixed economy, parliamentary democracy, socialism, Capitalism)
· Cultural revitalization
· Francophone schooling
· Urbanization
The list we generated today is added below:
Child Labour/ Sweatshops (Industrial Revolution: England; China: outsourcing, transnational work)
Types of globalization (Political/economic/social)
Political: U.N., G8, Bush!!!!!!
Economic: IMF (international monetary fund), G8, World Trade Organization
Social: Media convergence, Internet (technologies), video, news
Acadians: forced emigration (to leave)
Cultural diversity: Metis, Canada today, French Canadian, (immigration: to arrive)
Imports and exports (importance of globalization in our daily lives)
How war affects the world: Africa/refugees and camps
Walmart: the good, bad, and ugly
Protection of culture via media restrictions (CanCon, CRTC)
Thailand: Takes in refugees (Burma). Over 100,000 in the camps. Can’t leave the camp. Some have been there 20 years.
· How Canada deals with immigrants
o Look up the terms and details (accommodation, integration, acculturation)
· Marginalization, homogenization, assimilation… problems for immigrants
· Is it hard to become an immigrant in Canada? Explain
· Camps in Kenya with Somalia refugees. Camps were built to hold 90 to 100,000. Have over 230,000. Can’t go out to work. Resources so tight that only “official” refugees get access to them. The United Nations is involved (it’s their camp).
· Telecommunication companies (can control what we see… OR can offer cultures a way to express themselves). CBC, ATN, ACCESS, etc.
· Importance of ethnicity and languages (linguistic identity: French, Aboriginal: First Nations and Inuit)
· India and industrialization/ problems: wealth gap
· Technological divide: North/south split
· Individual and collective identities and the importance of them/how globalization helps create them
· Different types of governments (Communism, mixed economy, parliamentary democracy, socialism, Capitalism)
· Cultural revitalization
· Francophone schooling
· Urbanization
Monday, March 15, 2010
Monday, March 15, 2010
Today, we watched "Happy Christmas" by John Lennon which certainly brought home why some would "choose" to leave their homeland and immigrate to countries such as Canada. We then got into groups and studied the terminology they need to know for their exam on Thursday.
Sunday, March 14, 2010
Friday, March 12, 2010
Today, we are doing a Teams Games Tournament. You need to be here to benefit from this form on studying.
Thursday, March 11, 2010
Today you are to read pages 88 to 93 of your text entitled "The Promotion of Culture and Language: Language Laws and Education Rights".
You are then to create a visual like the one I have supplied as an examplar (if you weren't here, these are in your boxes).
Points to indicate:
* use 11X17 inch paper
* make sure you have the title and page numbers in the centre box
* put your first and last name, date and class, on the back of teh visual
* Include headings (usually around it on the outside and divided from each other with lines: see examplar)
* Include definitions for subheadings and headings
* Include major points/keywords/definitions of these
* Include examples/case studies
* all the key information and subheadings should be numbered for ease in using as a study tool
These are due for Monday
You are then to create a visual like the one I have supplied as an examplar (if you weren't here, these are in your boxes).
Points to indicate:
* use 11X17 inch paper
* make sure you have the title and page numbers in the centre box
* put your first and last name, date and class, on the back of teh visual
* Include headings (usually around it on the outside and divided from each other with lines: see examplar)
* Include definitions for subheadings and headings
* Include major points/keywords/definitions of these
* Include examples/case studies
* all the key information and subheadings should be numbered for ease in using as a study tool
These are due for Monday
Wednesday, March 10, 2010
Today, you will use both your text and Internet to complete the following activities.
You are to read Chapter 5 (we have already covered most of this in-class so it is more a review)
You are to read the "Voices" section on page 76. Badami explains her acculturation process as though Canada grew on her over time. In what ways did she integrate into Canadian society? How did her integration affect her acculteration?
You are to read the "Explore the Issues" section on page 77. You are then to answer questions 1. a and b, and 3. Go to http://oupcanada.com/school.companion to get yo int he right direction.
Read "Two Chinas" on page 83. What is odd about her experiences when she compares China town to her homeland of China?
Read "Restoring African Languages" on page 84 of your text. Answer questions 1 and 2.
If you have time at the end, study your terminology.
You are to read Chapter 5 (we have already covered most of this in-class so it is more a review)
You are to read the "Voices" section on page 76. Badami explains her acculturation process as though Canada grew on her over time. In what ways did she integrate into Canadian society? How did her integration affect her acculteration?
You are to read the "Explore the Issues" section on page 77. You are then to answer questions 1. a and b, and 3. Go to http://oupcanada.com/school.companion to get yo int he right direction.
Read "Two Chinas" on page 83. What is odd about her experiences when she compares China town to her homeland of China?
Read "Restoring African Languages" on page 84 of your text. Answer questions 1 and 2.
If you have time at the end, study your terminology.
Tuesday, March 9, 2010
Today, you watched a film looking at a modern country dealing with the effects of industrialization (India).
You can view this film (Doc Zone) at http://www.cbc.ca/video/#/Shows/Doc_Zone/ID=1233750291
While viewing, you will fill int he question pro/con sheet provided.
Pay attention as you will need this information to discuss the effects of industrialization in essay form later on.
Further, your unit exam will we on the 17th and 18th of March.
If you finished early, you were to study the sheet of terminology which was also handed out. Youw ill be having an activity (TGT) quiz on Friday so study when you can.
You can view this film (Doc Zone) at http://www.cbc.ca/video/#/Shows/Doc_Zone/ID=1233750291
While viewing, you will fill int he question pro/con sheet provided.
Pay attention as you will need this information to discuss the effects of industrialization in essay form later on.
Further, your unit exam will we on the 17th and 18th of March.
If you finished early, you were to study the sheet of terminology which was also handed out. Youw ill be having an activity (TGT) quiz on Friday so study when you can.
Monday, March 8, 2010
Monday, March 8, 2010
Today, we discussed Chapter 5. You will need to define the terms on the first page and then read the chapter if you weren't here. We discussed migration, immigration, the reasons to migrate or immigrate. For examples, we discussed the Industrial Revolution, the Acadians, and the situation in Haiti.
Friday, March 5, 2010
Friday, March 5, 2010
Today, you finished teh chapter four questions you were given yesterday. If you weren't here, these are going to be marked on Monday, so get them in.
Thursday, March 4, 2010
Thursday, March 4, 2010
Today, we finished the news bureau activity from yesterday. They were then given the task of reading chapter four and doing the questions I gave them for it. I have placed these below.
Social Studies 10-2
Chapter Four: Challenges of Globalization to Identities
1. Identify the different groups of peoples of Canada that are presented in this chapter
2. Examine Figure 4-1 on page 54 and answer the following questions:
a. In what ways is this cartoon serious?
b. In what ways is this cartoon funny?
c. Find four to six logos of international companies in the cartoon and list them here
d. How and why would these companies might want to “invade” a country?
e. What do you think the cartoon’s message is?
3. Examine the newspaper articles on page 56 and then answer the following question:
a. What do these articles suggest about the challenges facing Francophone Canadians who are minority in the province where they live?
4. Canada is a pluralistic society. What does that mean?
5. Define the term Homogenization and provide an example
6. Define the term Assimilation and provide an example
7. What products are mentioned that help shape our identity?
8. Define the term “assimilation”.
9. Explain how Franco-Albertans risked being assimilated (from 1892 to current)
10. Look at the figure on page 60 (the map) and then do the following activity:
a. Using the Internet, find out the total population of each province in 2001.
b. Calculate what percentage of the population of each province is Francophone
c. Show your results in a bar graph
d. How might the sizes of Francophone populations make the experiences of Francophones in Quebec different from the experiences of Franco-Albertans?
11. Examine the news articles on page 61 and answer the following question:
a. What do these news articles suggest about responses to challenges to identity that affect aboriginal people?
12. What is marginalization?
13. Who is at risk of being marginalized?
14. Examine figure 4-9 on page 62 entitled “Twentieth century changes in Inuit culture, and then answer the following:
a. Is each effect a challenge? Explain.
b. Explain whether or not you think the challenges require a reaction or a response
The Marginalization of the Inuit
15. When did the Inuit start to have more contact with outsiders?
16. Why were outsiders attracted to the region of the Inuit?
17. Read “Voices” on page 63 of the text and then answer the following questions:
a. How does Evie Mark describe the effects of Marginalization?
b. How does the example of the Nunavik Arctic Survival Training Centre show that challenges can sometimes be seen and responded to as opportunities?
c. How did the Inuit resist marginalization? What was the outcome (provide dates and events here).
d. What are the official languages of Nunavut?
18. What was the purpose of the Inuit Cirumpolar Conference? Who was there?
19. What is the Inuit Circumpolar Conference Communications Commision? What is its purpose?
20. Read about the Yanomami on page 65 of your text. Answer the following questions:
a. How has globalization increased the impact of the Yanomami’s contact with non-indigenous people?
b. How has the mining industry challenged the identity of the Yanomami people?
21. Define the term “accommodation”
22. Explain the accommodation of the Metis people (paragraph)
23. Define the term “integration”
24. Explain the integration of the Metis people (paragraph)
25. What is the best known symbol of the Metis culture?
26. Compare the situation of the Yanomami with that of the Inuit. Did they respond differently? Explain.
Social Studies 10-2
Chapter Four: Challenges of Globalization to Identities
1. Identify the different groups of peoples of Canada that are presented in this chapter
2. Examine Figure 4-1 on page 54 and answer the following questions:
a. In what ways is this cartoon serious?
b. In what ways is this cartoon funny?
c. Find four to six logos of international companies in the cartoon and list them here
d. How and why would these companies might want to “invade” a country?
e. What do you think the cartoon’s message is?
3. Examine the newspaper articles on page 56 and then answer the following question:
a. What do these articles suggest about the challenges facing Francophone Canadians who are minority in the province where they live?
4. Canada is a pluralistic society. What does that mean?
5. Define the term Homogenization and provide an example
6. Define the term Assimilation and provide an example
7. What products are mentioned that help shape our identity?
8. Define the term “assimilation”.
9. Explain how Franco-Albertans risked being assimilated (from 1892 to current)
10. Look at the figure on page 60 (the map) and then do the following activity:
a. Using the Internet, find out the total population of each province in 2001.
b. Calculate what percentage of the population of each province is Francophone
c. Show your results in a bar graph
d. How might the sizes of Francophone populations make the experiences of Francophones in Quebec different from the experiences of Franco-Albertans?
11. Examine the news articles on page 61 and answer the following question:
a. What do these news articles suggest about responses to challenges to identity that affect aboriginal people?
12. What is marginalization?
13. Who is at risk of being marginalized?
14. Examine figure 4-9 on page 62 entitled “Twentieth century changes in Inuit culture, and then answer the following:
a. Is each effect a challenge? Explain.
b. Explain whether or not you think the challenges require a reaction or a response
The Marginalization of the Inuit
15. When did the Inuit start to have more contact with outsiders?
16. Why were outsiders attracted to the region of the Inuit?
17. Read “Voices” on page 63 of the text and then answer the following questions:
a. How does Evie Mark describe the effects of Marginalization?
b. How does the example of the Nunavik Arctic Survival Training Centre show that challenges can sometimes be seen and responded to as opportunities?
c. How did the Inuit resist marginalization? What was the outcome (provide dates and events here).
d. What are the official languages of Nunavut?
18. What was the purpose of the Inuit Cirumpolar Conference? Who was there?
19. What is the Inuit Circumpolar Conference Communications Commision? What is its purpose?
20. Read about the Yanomami on page 65 of your text. Answer the following questions:
a. How has globalization increased the impact of the Yanomami’s contact with non-indigenous people?
b. How has the mining industry challenged the identity of the Yanomami people?
21. Define the term “accommodation”
22. Explain the accommodation of the Metis people (paragraph)
23. Define the term “integration”
24. Explain the integration of the Metis people (paragraph)
25. What is the best known symbol of the Metis culture?
26. Compare the situation of the Yanomami with that of the Inuit. Did they respond differently? Explain.
Wednesday, March 3, 2010
Today, we did our first news bureau activity. They showed their maps and described the population, political situation, major imports and exports and issues.
Tuesday, March 2, 2010
Tuesday, March 2, 2010
Today I handed out a major assignment that you will work on and present information on every Wednesday. An overview of it is below. For tomorrow, you need to create a map of your area and answer a series of questions to do your first presentation tomorrow (find out the population of your region, major exports, major imports, political situation, major issues, type of climate).
Social Studies 10-2: The Globalized World
Student Assignment: Current Events
INTRODUCTION:
A required part of social studies is for students to be aware of, and understand the significance of, current events. This assignment will encourage improved understanding.
INSTRUCTIONS:
For this assignment, each student will act as a news reporter. Each reporter must provide a brief oral report once a week (on Wednesdays), providing news of the important events in the region to which they were assigned. Students are expected to submit hard copy news reports to the bulletin board in the classroom (TBA). Following are the news bureaus:
· The Alberta Bureau:
· The Canada Bureau (excluding Alberta):
· The United States Bureau:
· The Central America Bureau (Mexico on down)
· The Europe Bureau -
· Asia News Bureau -
· The Africa Bureau -
· The Middle East Bureau -
· The Australia, New Zealand and Oceania Bureau
Each reporter should emphasize political/economic and social globalizing events, but should also include stories from some of the other categories listed.
CATEGORIES:
· Political/Economic and social news (including conflicts, conferences, events)
· Natural and Man-made Disasters/Weather
· Popular Culture (relevant performing arts, sports, etc)
This is a major assignment. You will be quizzed, not to mention that it is an expectation that you refer to a current event as a case study in all essays.
EVALUATION
Each reporter will be given an evaluation sheet that is to be kept in their portfolio and filled in by the teacher after each week’s class presentation. The mark will be added up roughly half way through the course and at the end of the term. It will then be recorded as a major assignment. If you lose the sheet, your mark WILL be affected (and it has happened). It is your responsibility to ensure it is where it is supposed to be.
1. Presenting information /5
2. Demonstrating sufficient knowledge and understanding of the events recorded /5
3. Providing an interesting, creative report /5
4. Contributing printed information to the bulletin board /5 = /20
Social Studies 10-2: The Globalized World
Student Assignment: Current Events
INTRODUCTION:
A required part of social studies is for students to be aware of, and understand the significance of, current events. This assignment will encourage improved understanding.
INSTRUCTIONS:
For this assignment, each student will act as a news reporter. Each reporter must provide a brief oral report once a week (on Wednesdays), providing news of the important events in the region to which they were assigned. Students are expected to submit hard copy news reports to the bulletin board in the classroom (TBA). Following are the news bureaus:
· The Alberta Bureau:
· The Canada Bureau (excluding Alberta):
· The United States Bureau:
· The Central America Bureau (Mexico on down)
· The Europe Bureau -
· Asia News Bureau -
· The Africa Bureau -
· The Middle East Bureau -
· The Australia, New Zealand and Oceania Bureau
Each reporter should emphasize political/economic and social globalizing events, but should also include stories from some of the other categories listed.
CATEGORIES:
· Political/Economic and social news (including conflicts, conferences, events)
· Natural and Man-made Disasters/Weather
· Popular Culture (relevant performing arts, sports, etc)
This is a major assignment. You will be quizzed, not to mention that it is an expectation that you refer to a current event as a case study in all essays.
EVALUATION
Each reporter will be given an evaluation sheet that is to be kept in their portfolio and filled in by the teacher after each week’s class presentation. The mark will be added up roughly half way through the course and at the end of the term. It will then be recorded as a major assignment. If you lose the sheet, your mark WILL be affected (and it has happened). It is your responsibility to ensure it is where it is supposed to be.
1. Presenting information /5
2. Demonstrating sufficient knowledge and understanding of the events recorded /5
3. Providing an interesting, creative report /5
4. Contributing printed information to the bulletin board /5 = /20
Monday, March 1, 2010
Monday, March 1, 2010
Today, the students are to read pages 38 to 53 in their text and then answer the following questions (these were given out in booklet form and are very short answer ones so don't let the numbers bother you).
INSTRUCTIONS: Read this chapter and answer all of the questions in this booklet neatly and completely.
1. What is popular culture?
2. Besides your purchasing power, what affects popular culture? Provide an example
3. What are Transnational media companies? Provide examples of what they produce.
4. What is the impact of transnational media companies? What do we call this impact?
5. Define Universalization of popular culture
6. What is a pop culture icon? Provide an example that is NOT in the book.
Impact of Media Transnationals
7. What began to happen to companies in different media industries in the 1980s and 1990s?
8. Provide an example of the above
9. What is the concentration of media ownership called?
10. What is the problem with this concentration of media ownership?
11. What is the CRTC?
12. What does the CRTC do?
13. What is the CRTC hoping to ensure?
14. What problems might some people have with the CRTC?
15. What is CAVCO?
16. What does CAVCO do?
17. Who uses the CAVCO points system?
18. How many points does a film or show need in order to be considered CanCon?
A New Mix: Hybridization
19. What are some of the ways that hybridization can shape identity?
20. What is hybridization?
21. What often is used to create hybridization?
22. Provide an example of hybridization.
Mixing it Up
23. What is a hybrid?
24. What three ways do we “mix it up”? Provide an example of each
1.
2.
3.
25. What two views are there about hybridization that are presented in this reading?
Cultural Diversity through Broadcasting Technology
26. Define what is meant by minority cultural group? Name two.
27. Name two minority cultural groups mentioned in this reading.
28. Define cultural diversity
29. Using the chart on page 48, answer the following questions:
a. How many television services are available in English, French, and languages other than English or French?
b. How many community cable service providers are there?
c. How many foreign television services can Canadians access?
d. To what extent do television choices shape Canadian collective and individual identities?
30. What problems are there on Canadian television today (based on the Voices reading on page 49)?
31. What is the APTN?
32. What four facts about the APTN are presented in this reading?
33. Why is the APTN important for those who watch it?
34. What Radio stations support Francophone language interests?
35. What is the TV5 and how popular is it?
What is the problem with International news agencies such as CNN and BBC
INSTRUCTIONS: Read this chapter and answer all of the questions in this booklet neatly and completely.
1. What is popular culture?
2. Besides your purchasing power, what affects popular culture? Provide an example
3. What are Transnational media companies? Provide examples of what they produce.
4. What is the impact of transnational media companies? What do we call this impact?
5. Define Universalization of popular culture
6. What is a pop culture icon? Provide an example that is NOT in the book.
Impact of Media Transnationals
7. What began to happen to companies in different media industries in the 1980s and 1990s?
8. Provide an example of the above
9. What is the concentration of media ownership called?
10. What is the problem with this concentration of media ownership?
11. What is the CRTC?
12. What does the CRTC do?
13. What is the CRTC hoping to ensure?
14. What problems might some people have with the CRTC?
15. What is CAVCO?
16. What does CAVCO do?
17. Who uses the CAVCO points system?
18. How many points does a film or show need in order to be considered CanCon?
A New Mix: Hybridization
19. What are some of the ways that hybridization can shape identity?
20. What is hybridization?
21. What often is used to create hybridization?
22. Provide an example of hybridization.
Mixing it Up
23. What is a hybrid?
24. What three ways do we “mix it up”? Provide an example of each
1.
2.
3.
25. What two views are there about hybridization that are presented in this reading?
Cultural Diversity through Broadcasting Technology
26. Define what is meant by minority cultural group? Name two.
27. Name two minority cultural groups mentioned in this reading.
28. Define cultural diversity
29. Using the chart on page 48, answer the following questions:
a. How many television services are available in English, French, and languages other than English or French?
b. How many community cable service providers are there?
c. How many foreign television services can Canadians access?
d. To what extent do television choices shape Canadian collective and individual identities?
30. What problems are there on Canadian television today (based on the Voices reading on page 49)?
31. What is the APTN?
32. What four facts about the APTN are presented in this reading?
33. Why is the APTN important for those who watch it?
34. What Radio stations support Francophone language interests?
35. What is the TV5 and how popular is it?
What is the problem with International news agencies such as CNN and BBC
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