REVIEW PACKAGE FOR

Culture and Currents of Thought

Description of Package The goal of this package is to review, by theme, the knowledge as stated in the Progression of Learning.

The Culture and Currents of Thought theme spans over four time periods: The First Occupants, The French Regime, British Rule and Contemporary Period. Since the time of the First Occupants, Quebec’s territory and the societies that have settled it have been marked by numerous currents of thought, which have given rise to different forms of cultural expression.

Each time period is divided into sub­sections and each sub­section is introduced by elements found in the Progression of Learning (POL). The tables found in each sub­section contain documents related to the POL and related questions. These are intended to guide the students in developing their notes. Finally, time period ends with a MELS type question and intellectual operation.

How to use this Review Package

Teachers should guide their students in the review. It is pertinent to go over the language found in the progression. (It is also important to note that not all the items mentioned in the POL will be found in the textbooks*.)

Teachers should go over the documents, help students develop strategies on how to interpret documents. (See Appendix A: Strategies for Interpreting Documents)

Students will then answer the questions found in the table, beside each document.

*MELS approved textbooks such as Panoramas, Volume 1 and 2 (by Chenelière Éducation)

MELS type questions

These questions are as much a means to synthesize the knowledge as they are a way to practice the various intellectual operations.

Teachers should go over the Intellectual Operation and guide the students in recognizing the type of task required by the Intellectual Operation.

Acknowledgements

This review package was prepared by Andrea Horvath and Tania Tabet, teachers at Beurling Academy High School, with the support of Joan Zachariou, Social Studies Consultant. A special thank you to Lily Sacco (ESD) for helping in the editing of the document.

1

FIRST OCCUPANTS around 1500 1. Spirituality a. Identifies the main players embodying spirituality among Native peoples:

shamans, Elders

b. Indicates forms of cultural expression associated with spirituality among Native peoples (e.g. communication with spirits, interpretation of dreams, performance of hunting and healing rituals)

1.a A Shaman performing a healing ritual

Diane Boily, d'après une illustration de C.W. Jefferys / Site Édutic­UQTR, AKI : Sociétés et Territoires autochtones

What were the roles of shamans in Aboriginal culture?

1.b

“Dreams could be prophetic, meaning that they could foretell events to come in the near or distant future.”

Christophe Horguelin et al., Panoramas: History and Citizenship Education, Secondary Cycle Two, Year 2 (Montreal: Graficor, 2011), Student Textbook 2, 15.

Name the various methods used by the Aboriginal peoples to communicate with the spirits and identify the reasons for this communication.

2

FIRST OCCUPANTS around 1500 (continued)

2. Relationship with nature

a. Describes the relationship maintained by Native peoples with nature: an attitude of respect toward nature, with which human beings form a circle of life

3

b. Identifies players: hunters, gatherers, women

c. Indicates forms of cultural expression associated with the relationship maintained by Native peoples with nature (e.g. ceremonies at changes of season, association of animal totems with clans)

2.a

“All of these cultures had in common a deep spiritual relationship with the land and the life forms it supported. According to First Nations spiritual beliefs, human beings are participants in a world of interrelated spiritual forms. First Nations maintain great respect for all living things.”

First Nations in Canada, Indian and Northern Affairs Canada, Ottawa, 1997, p. 6.

The First Occupants had a unique relationship with nature. What were the defining characteristics of this relationship?

2.c

“They take particular care care not throw any fishbones into the fire….because we had burned their bones...”

Panoramas Student textbook 2, p. 14, doc # 20

What did the Hurons’ practices reveal about their beliefs?

3

FIRST OCCUPANTS around 1500 (continued)

3. Communication and trade

a. Names one element common to all communication and trade among the Native peoples: the reciprocal relationship based on the gift and the counter­gift

b. Identifies players (e.g. chiefs, council of Elders)

c. Indicates forms of cultural expression associated with communication and trade among the Native peoples (e.g. performance of ritual dances, use of drums)

3.a

http://www.canadahistoryproject.ca/1500/1500­10­northwest.html

Among the Aboriginal groups, who were the key players in communication and trade?

3.b

“The village council included the clan chiefs, their assistants, the elders,and the speakers. There were also three other councils: the elders’ council, the women’s council, and the warriors’ council.”

Sylvain Fortin et Al., Panoramas, History and Citizenship Education, Secondary Cycle 2, Year 1

What was the primary method of exchange that the Aboriginal peoples used in their trading relationships?

4

FIRST OCCUPANTS around 1500 (continued)

PRACTICE QUESTION

DOCUMENT 1

“...the first Aboriginal peoples had a cyclical conception of time. In other words, they perceived time as perpetually starting over. This belief was based on the observation of nature, in particular, lunar and solar cycles as well as the cycle of the seasons…”

Sylvain Fortin et Al., Panoramas, History and Citizenship Education, Secondary Cycle 2, Year 1, p.20

DOCUMENT 2 The Three Sisters, Ernest Smith, 1937

Sylvain Fortin et Al., Panoramas, History and Citizenship Education, Secondary Cycle 2, Year 1, p.22 What do the above documents tell us about the type of relationship that the Aboriginal people shared with nature? _________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________

1 mark 0 marks Characterizes a historical

phenomenon The student characterizes the historical

phenomenon correctly. The student does not characterize the historical

phenomenon.

5

FRENCH REGIME: 1608­1760

1. Divine right of kings

a. Gives characteristics of the divine right of kings: monarchs derived their power from God, all power belonged to the monarch

b. Identifies the players who embody the divine right of kings: the king, the governor

c. Indicates forms of cultural expression associated with the divine right of kings (e.g. the appointment of the bishop by the monarch, the Château Saint­Louis, the royal coat of arms with the fleur­de­lys)

1.a

“The state was absolutist, meaning that it did not recognize any authority that might counter that of the king and his representatives, whose power was theoretically unlimited. While the colonial state was based in Québec City, the interests it defended were those of the king of France.”

Christophe Horguelin et al., Panoramas: History and Citizenship Education, Secondary Cycle Two, Year 2 (Montréal: Graficor, 2009), Vol, 2, 102

Describe the absolutism that defined France’s attitude towards her colonies.

1.b

Christophe Horguelin et al., Panoramas: History and Citizenship Education, Secondary Cycle Two, Year 2 (Montréal: Graficor, 2009), Vol. 2, 275

Who represented the king’s divine power in New France?

1.c

“The governor and the intendant physically represented the king in the colony. The lavishness they displayed, particularly in the architecture of the seats of power, such as the Chateau St­Louis, the governor’s residence and the intendants palace, were also manifestations of the power of the individual that they represented.”

Christophe Horguelin et al., Panoramas: History and Citizenship Education, Secondary Cycle Two, Year 2 (Montréal: Graficor, 2009), Vol. 2, 28.

How was the divine right of kings portrayed in the colony?

6

FRENCH REGIME: 1608­1760 (continued)

2. Catholicism

a. Gives characteristics of Catholicism (e.g. Christian religion, recognition of the authority of the pope)

b. Identifies the players who embody Catholicism: bishops, clergy,religious orders, missionaries, school, family

c. Indicates forms of cultural expression associated with Catholicism (e.g. written documents such as the Conversion des Sauvages by Marc Lescarbot, the Jesuit relations, the Catéchisme du diocèse de Québec, religious buildings, religious art, regulation of daily life by the religious calendar)

2.a

“… the Church… ran educational institutions… hospitals, charitable organizations. It also organized the parishes… [and] set up missions amongst the Amerindians…”

Sam Allison and Jens Holm, Elements of Our Past (Montréal: Les Éditions de la Chenelière, 1991), p. 11.

In what ways did the Catholic Church exert its influence over the people of New France?

2.b

“The Church played an important role in New France. In the 17th century, Father Marquette travelled down the Mississippi; the Miséricorde­de­Jésus opened the Hotel­Dieu Hospital in Quebec; Bishop Laval appointed young individuals as curés (parish priests); the Jesuits opened colleges and published their Relations in France; missionaries lived with Amerindian families; Marguerite Bourgeois established the Congregation of Notre­Dame in Ville­Marie and several religious orders owned seigneuries.”

Social Sciences portal community: Culture and Currents of Thought documents

How did various Catholic religious groups contribute to society in New France?

7

FRENCH REGIME: 1608­1760 (continued)

2. Catholicism (continued)

2.c

Christophe Horguelin et al., Panoramas: History and Citizenship Education, Secondary Cycle Two, Year 2 (Montréal: Graficor, 2009), Vol. 2, 25

How did the Catholic Church ensure its practice and survival in New France?

8

FRENCH REGIME: 1608­1760 (continued)

3. Independent spirit and adaptability of the Canadiens

a. Identifies players who embody the independent spirit and adaptability of the Canadiens: coureurs des bois, habitants, merchants

b. Indicates forms of cultural expression associated with the independence of the Canadiens from the state and the Church (e. g. fur trading without a permit, living in Amerindian territory, resistance to authority such as that related in Histoire et description de la Nouvelle­France by Father Charlevoix, Kalm’s travels in North America)

c. Indicates forms of cultural expression associated with the adaptability of the Canadiens (e. g. construction of houses adapted to the climate, use of birchbark canoes, snowshoes and fur clothing)

3.a

“ The simple habitants would be shocked to be called peasants. Indeed, they are...clevered and better educated than those in France. The reason is that they pay no taxes, have the right to hunt and fish and have certain independence.”

Louis­Antoine de Bougainville, 1757 History and Citizenship Education, Document File, January 2013

How did the habitants in New France define themselves?

3.b

“They often opposed authority and challenged the governor’s order. They particularly disobeyed the rules concerning the fur trade and engaged in smuggling. Whereas in France, peasants did not have the right to hunt, in the colony, the Canadiens assumed this right. They protested corvees they found too demanding and sometimes refused to pay the seigneur the compulsory payments.”

Alan Dalongeville et al., Presences: une histoire thematique du Quebec, manuel de l’eleve, 2e annee du 2e cycle du secondaire (anjou: CEC, 2008), Volume 2, 36. Ministere de l’Education, du Loisir et du Sport, 587­404­ History and Citizenship Education, Document File, January 2013

How did the Canadiens express their independent spirit in New France?

9

FRENCH REGIME: 1608­1760 (continued)

3. Independent spirit and adaptability of the Canadiens (continued)

3.c

Bacqueville de la Potherie, Canadien en raquettes allant en guerre sur la neige, 1722. (taken from Panoramas textbook 2, p. 19, document #26)

“Through the school of the savages, the ancestors of the Canadiens learned very quickly to put the small birch canoe on their shoulders. From that moment, half of the continent was open to them.”

Ref. Salone, E. La colonisation de la Nouvelle‑France, éd. Boréal, 1970, p. 14.

Name two ways that the Canadiens learned to adapt to the harsh winters of the St. Lawrence Valley.

10

FRENCH REGIME: 1608­1760 (continued)

PRACTICE QUESTION

DOCUMENT 1

“God established kings…, and reigns through them over the peoples...Thus, princes act as ministers of God, and his lieutenants on Earth...It is in this way that we have seen that the royal throne is not the throne of a man, but the throne of God himself…”

Christophe Horguelin et al., Panoramas: History and Citizenship Education, Secondary Cycle Two, Year 2 (Montréal: Graficor, 2009), Vol. 2, 28 DOCUMENT 2

"From the time of Jacques Cartier... the «savage» taught the French survival techniques." Social Sciences portal community: Culture and Currents of Thought documents DOCUMENT 3

Social Sciences portal community: Population and Settlement documents Document 1 refers to a cultural expression associated with a current of thought that marked the history of Quebec. On the timeline, circle the letter that corresponds to the period described in the document.

1500 1608 1760 1867 2014

1 mark 0 marks Situates in time and space The student situates the fact in time. The student situates the fact in time.

Documents 2 and 3 refer to changes in the culture of the inhabitants of New France. Explain the change in culture for each of the following after they made contact with one another.

French:____________________________________________________________________ Aboriginals:________________________________________________________________

2 marks 0 marks

Determine explanatory factors and consequences

The student correctly determines the consequence.

The student does not determine the consequence.

11

BRITISH RULE: 1760­1867

1. Imperialism

a. Gives characteristics of imperialism (e.g. imposition of political structures by a state on other territories, policy of assimilation and acculturation, control of the economy)

b. Identifies players who embody imperialism: the king, the governor

c. Indicates forms of cultural expression associated with imperialism (e.g. The Quebec Gazette / La Gazette de Québec, The History of Emily Montague by Frances Brooke, the monument Nelson’s Column in Montréal, Victoria Square)

1.a

« The first thing that strikes you ... is the difficulty in establishing an understanding between the anglophone and francophone groups... The first group hoped that the Canadiens would be drowned in a sea of massive immigration while the second group feared they would be forced to learn English... »

Translated from : G. Parizeau. La société canadienne­française au XIXe siècle (Montreal : Fides, 1975), p.39

How did British imperialism pose a threat to the culture of the Canadiens?

12

BRITISH RULE: 1760­1867 (continued)

1. Imperialism (continued)

1.c

http://www.bib.umontreal.ca/CS/livre­savant/imprime/ fiches/mesplet.htm

How was the Quebec Gazette used as an expression of imperialism?

13

BRITISH RULE: 1760­1867 (continued)

2. Liberalism

a. Gives characteristics of liberalism (e. g. individual freedom, freedom of expression, freedom of the press, participation in the exercise of political power)

b. Identifies players who embody liberalism (e. g. some British merchants, Louis­Joseph Papineau, the French­Canadian professional bourgeoisie, the Patriotes)

c. Indicates forms of cultural expression associated with liberalism (e. g. opinion journals such as Le Canadien and the Vindicator, the flag of the Patriotes, the Theater Royal in Montréal, the Art Association of Montréal, the Société Saint­Jean­Baptiste)

2.a

In 1834, the Parti patriote presented the Legislative Assembly with the 92 Resolutions. . . . Some of the demands were:

∙ An elected legislative council ∙ Control of the budget by the Legislative Assembly ∙ Responsible Government

Sylvain FORTIN et Maude LADOUCEUR, Panoramas, History and Citizenship Education, Secondary Cycle Two, Year 1,Book B, (Montréal, Chenelière Éducation), p. 24.

Throughout the 1830s, liberalism was gaining popularity in Lower Canada. How did the Parti Patriote’s 92 Resolutions embody these new liberal ideas?

2.b

Image document of Louis Joseph Papineau: January 2013 supplemental, p. 1

Who led the Parti Patriote in their attempts to raise public support for their liberal ideas?

14

BRITISH RULE: 1760­1867 (continued) 2. Liberalism (continued)

2.c

“The first issue of the [newspaper] Le Canadien was published on November 22. From its earliest issues, it engaged battle with the correspondents of The Mercury…”

Jacques Lacoursiere, Histoire populaire du Quebec (Quebec: Les editions du Septentrion, 1996), Vol. 2, 90. (taken from MELS January 2014 Exam, p.3 document 1) THEATRE ROYAL

Christophe Horguelin et al., Panoramas: History and Citizenship Education, Secondary Cycle Two, Year 2 (Montréal: Graficor, 2009), Vol. 2, 33

What methods could be used to express the ideology of liberalism?

15

BRITISH RULE: 1760­1867 (continued)

3. Ultramontanism

a. Gives characteristics of ultramontanism (e.g. assertion of the primacy of the Church over the state, rejection of modernism, recognition of the absolute power of the pope)

b. Identifies players who embody ultramontanism (e. g. Monseigneur Bourget, Monseigneur Laflèche, the clergy)

c. Indicates forms of cultural expression associated with ultramontanism (e. g. establishment of the Oeuvre des bons livres by the Sulpicians, Saint­Jacques­le­Majeur church [Cathédrale Marie­Reine­du­Monde], Pontifical Zouave movement)

3.a

“Relying on its privileged position in society, the Church intervened frequently in political life. Some members of the Church...wanted spiritual authorities to have precedence over political power. They sometimes supported the conservatives and were opposed to those who wanted a clearer separation of Church and state.”

Jean­Francois Cardin et al., Le Québec:héritages et projets (Laval: HRW, 1994), 302. [Translation] ­>MELS June 2013 final exam. p. 4.

What are the defining characteristics of Ultramontanism?

3.b

Bibliothèque et Archives Canada/MIKAN 2908064

Who was a main supporter of Ultramontanism in Lower Canada?

16

BRITISH RULE: 1760­1867 (continued) 3. Ultramontanism (continued)

3.c The cathedral of Montreal, a smaller replica

of St. Peter’s Basilica in Rome

Ministère de l’Education, du Loisir et du Sport, 587­404­ History and Citizenship Education, Document File, January 2014, p 4, document 10

How does the cathedral of Montreal reflect the ideology of ultramontanism?

17

BRITISH RULE: 1760­1867 (continued)

4. Anticlericalism

a. Gives characteristics of anticlericalism (e. g. opposition to the influence of the church on the state, rejection of clerical intervention in civil society, challenging of traditionalism)

b. Identifies players who embody anticlericalism (e. g. the Parti rouge, the Institut canadien de Montréal, Dessaulles)

c. Indicates forms of cultural expression associated with anticlericalism (e. g. the library of the Institut canadien de Montréal, publication of the opinion journal L’Avenir, Lettres sur le Canada by Arthur Buies)

4.a

“...we could only hear the priests’ voices urging absolute submission to authority...enjoying uncontested influence, and a boundless hold over the population, they were working to enslave their people…”

Arthur Buies. La Laterne (The Lantern). December, 1868 (translation).

What is an underlying principle behind anticlericalism?

4.b, c

“What we want is that when a priest talks about politics, is that the citizen speaking, and not the priest. Is that wish a threat to religion? But when the priest talks about political issues from the pulpit, it is not the citizen speaking; it is the priest making judgments. That is what we find unacceptable.”

Excerpt from an article by Louis­Antoine Dessaulles published in the newspaper Le Pays in 1863 Ministere de l’Education, du Loisir et du Sport, 587­404­ History and Citizenship Education, Document File, January 2014, p 3, document 7

What methods could be used to express the ideology of anticlericalism? What idea is being expressed in this excerpt and by whom?

18

BRITISH RULE: 1760­1867 (continued)

PRACTICE QUESTION

DOCUMENT 1

“It has been commonly said that the Constitutional Act established the Church of England in Canada. [It allowed for the land to be set aside for the Protestant clergy]”

http://faculty.marianopolis.edu/c.belanger/quebechistory/encyclopedia/CanadaReligiousHistory DOCUMENT 2

“The Loyalists found that the British institutions they were accustomed to, such as a legislative assembly and British civil laws, were absent from the Province of Québec. Hence, they joined the British merchants to demand these institutions. The Constitutional Act of 1791 addressed their demands.”

Sylvain FORTIN et Maude LADOUCEUR, Panoramas, History and Citizenship Education, Secondary Cycle Two, Year 1,Book A, (Montréal, Chenelière Éducation), p. 161. Following the American Revolution and the creation of the United States of America, 6000 Loyalists moved to Québec. This marked the beginning of major cultural changes. Québec was no longer simply Francophone and Catholic. Using the documents above, explain how the arrival of the Loyalists contributed to the changing culture of Québec. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

1 mark 0 marks

Establishes facts The student correctly establishes one fact. The student does not establish a fact.

19

CONTEMPORARY PERIOD: 1867 TO THE PRESENT

1. Imperialism

a. Gives characteristics of imperialism (e.g. imposition of political institutions, imposition of one’s culture and values on the territories in one’s possession)

b. Identifies players who embody British imperialism (e.g. Lord Dufferin, the Orangists, the Imperial Federation League, D’Alton McCarthy)

c. Indicates forms of cultural expression associated with British imperial (e.g. the statue of Queen Victoria in Victoria Square, First World War recruitment posters, visits of George VI to Québec)

1.a

“Let us unite with the empire...Everywhere in the world, the descendents and the English citizens join forces to honour it. They are the standard­bearers of this spirit of universal brotherhood that makes the British Empire one big family.” Wilfrid Laurier

Ministere de l’Education, du Loisir et du Sport, 587­404­ History and Citizenship Education, Document File, June 2012, p 3, document 8

Explain the culture and values expressed by the ideology of imperialism.

1.c

Christophe Horguelin et al., Panoramas: History and Citizenship Education, Secondary Cycle Two, Year 1 (Montréal: Graficor, 2009), Vol. 2, 109, document 58

Throughout WWI, French Canadians were recruited to the war effort. How do the recruitment posters used during the war reflect the ideology of imperialism?

20

CONTEMPORARY PERIOD: 1867 TO THE PRESENT (continued)

1. Capitalism

a. Gives characteristics of capitalism (e.g. private ownership of means of production, focus on profit)

b. Identifies players who embody capitalism (e.g. the Montreal Curb Market, banks, John Redpath, multinationals)

c. Indicates forms of cultural expression associated with capitalism (e.g. the Sun Life building, the Dominion Corset building, Saint­Roch neighbourhood in Québec City and Saint­Henri neighbourhood in Montréal)

2.a.

“Beyond it serried ranks of low houses stretched out on either side toward the slums, at the upper end toward Workman Street and St. Antoine Street, and at the lower toward the Lachine Canal where the people of St­Henri toil at making mattresses, spinning thread, tending bobbins and driving looms...But beyond it a broad opening in the building frames the town of Westmount in all its stuffy English comfort, spread out over the mountain...Here wealth and poverty stare each other in the face, Westmount from above, Saint Henri at its feet.”

Gabrielle Roy. The Tin Flute. 1945, p.20 taken from: Christophe Horguelin et al., Panoramas: History and Citizenship Education, Secondary Cycle Two, Year 2 (Montréal: Graficor, 2009), Vol. 2, 50, document 67

How did capitalism influence the development of the city of Montreal?

2.c

The second Sun Life Building, circa 1933 Christophe Horguelin et al., Panoramas: History and Citizenship Education, Secondary Cycle Two, Year 2 (Montréal: Graficor, 2009), Vol. 2, 48, document 65

How does the Sun Life building embody the the main characteristics of capitalism?

21

CONTEMPORARY PERIOD: 1867 TO THE PRESENT (continued)

2. Socialism

a. Gives characteristics of socialism (e.g. collective ownership of the means of production, primacy of general over individual interests)

b. Identifies players who embody socialism (e.g. the Cooperative Commonwealth Federation, Albert Saint­Martin)

c. Indicates forms of cultural expression associated with socialism (e.g. election posters of the Labour­Progressive Party, the Ligue de défense ouvrière/Canadian Labor Defense League, Lea Roback’s Marxist bookstore)

3.a, b

If it comes to power at the federal level, the...CCF [Cooperative Commonwealth Federation] will establish an economic order “in which the principle regulating production, distribution, and exchange will be the supplying of human needs and not the making of profits.”

Gérard Cachat, A la recherche de mes racines, Student Textbook (Montréal: Lidec, 1984), 565 [Translation], quoting The Regina Manifesto [online] http://www.socialhistory.ca/Docs/CCF/ReginaManifesto.htm (Accessed October 16, 2013). MELS January 2014 exam.

What are the main characteristics of socialism? During the Great Depression, which political party in Canada expressed socialist beliefs?

22

CONTEMPORARY PERIOD: 1867 TO THE PRESENT (continued)

3. Agriculturism

a. Gives characteristics of agriculturism (e.g. promotion of rural life, primacy of traditional values such as the French language and Catholic religion, rejection of the industrial world)

b. Identifies players who embody agriculturism (e.g. Curé Labelle, Mercier, Monseigneur Courchesne)

c. Indicates forms of cultural expression associated with agriculturism (e.g. Un homme et son péché by Claude­Henri Grignon, La Bonne chanson by Abbé Charles­Emile Gadbois, the Agricultural Merit award)

4.a

“...Abbé Groulx developed a Québec­centred argument...advocating traditional values: the family, respect hierarchy, religious education, agriculture and rural way of life...”

Michel Sarra­Bournet et al., Repères, 2e année du 2e cycle du secondaire (Saint­Laurent: ERPI, 2008), Student Textbook 202. [Translation)

What are the primary values expressed through agriculturism?

4.b

“Their agriculturism...aimed at modernizing agriculture and encouraging the opening of new regions of colonization. In 1888, the Parti national, headed by Honore Mercier...created the Ministere de l’Agriculture et de la Colonisation. This ministry, headed by Cure Antoine Labelle, was responsible for opening new areas of colonization…”

Christophe Horguelin et al., Panoramas: History and Citizenship Education, Secondary Cycle Two, Year 2 (Montréal: Graficor, 2009), Vol. 2, 57

How was agriculturism promoted by Labelle and Mercier?

23

CONTEMPORARY PERIOD: 1867 TO THE PRESENT (continued)

4. Nationalisms

a. Defines nationalism: an ideology that claims that a community with shared characteristics forms a nation

5.1. Canadian nationalism

a. Gives characteristics of Canadian nationalism (e.g.pride in membership in the British Empire, financial and military support for the British Empire)

b. Identifies players who embody Canadian nationalism (e.g. Laurier, the Canada First movement)

c. Indicates forms of cultural expression associated with Canadian nationalism (e.g. the Canadian Red Ensign, the creation of the Canadian navy, Wilfrid Laurier’s prediction that the twentieth century would belong to Canada)

5.1.b

“Our own nationalism is a Canadian nationalism founded on racial duality and on the specific traditions this duality encompasses. We are working toward developing Canadian patriotism, which in our eyes is the best guarantee for the continued existence of two races and for the mutual respect they owe each other…”

Henri Bourassa, Le Nationaliste [The Nationalist]. April 3, 1904 [translation]. Christophe Horguelin et al., Panoramas: History and Citizenship Education, Secondary Cycle Two, Year 2 (Montréal: Graficor, 2009), Vol. 2, 58, document 77

According to Henri Bourassa, how should Canadian nationalism be defined?

24

CONTEMPORARY PERIOD: 1867 TO THE PRESENT (continued)

5.2 French Canadian nationalism

a. Gives characteristics of French Canadian nationalism (e.g. attachment to the French language, attachment to the Catholic religion, distance maintained with the British Empire)

b. Identifies players who embody French Canadian nationalism (e.g. Henri Bourassa, Lionel Groulx, the Bloc populaire)

c. Indicates forms of cultural expression associated with French Canadian nationalism (e.g. the speech given by Honoré Mercier at the Champ de Mars, L’appel de la race by Lionel Groulx, the newspaper Le Nationaliste and the magazine L’Action nationale)

5.2.a

“Our first duty is to develop our country. We owe England neither resentment nor gratitude...We cannot accept the call for imperial solidarity...which would involve us in a war with all of England’s enemies.” Henri Bourassa, 1905

MELS [Translation], Social Science Community, Culture and Current of Thought documents, Contemporary Period

Which characteristic of French Canadian Nationalism is being expressed by Henri Bourassa?

5.2.c

Notre maitre, le passe Abbe Lionel Groulx Christophe Horguelin et al., Panoramas: History and Citizenship Education, Secondary Cycle Two, Year 2 (Montréal: Graficor, 2009), Vol. 2, 60, document 81

Through what forum did French Canadians express their nationalism?

25

CONTEMPORARY PERIOD: 1867 TO THE PRESENT (continued)

5.3 Québec nationalism

a. Gives characteristics of Québec nationalism (e.g. safeguarding of the French language, respect for areas of provincial jurisdiction, affirmation of the distinct character of Québec society)

b. Identifies players who embody Québec nationalism (e.g. Duplessis, René Lévesque, the newspaper Le Jour)

c. Indicates forms of cultural expression associated with Québec nationalism (e.g. stage shows such as Poèmes et chants de la résistance and L’Osstidcho, the publication Égalité ou indépendance by Daniel Johnson, the manifesto Option Québec by René Lévesque)

5.3.a Excerpt from Bill 101: Charter of the French Language

72. Instruction in the kindergarten classes and in the elementary and secondary schools shall be in French, except where this chapter allows otherwise. 73. The following children, at the request of their father and mother, may receive instruction in English: … a child whose father or mother … received his or her elementary instruction in English, in Québec.

Government of Québec, Charter of the French Language (Québec: Éditeur officiel).

Bill 101 reflects one of the basic principles of Quebec nationalism today. Identify this characteristic of Quebec nationalism.

5.3.b

1. Library and Archives Canada/Credit: Duncan Cameron/PA­115039. (social sciences portal community) 2. http://quebechistory.wordpress.com/in­the­beginning/

The Québec nationalism that developed in the second half of the 20th century is strongly linked to which 2 individuals?

5.3.c

Portal social sciences community­>documents for HCE, cycle 2­> culture­>p.14

What symbol is commonly linked to Quebec nationalism today?

26

CONTEMPORARY PERIOD: 1867 TO THE PRESENT (continued)

6. Secularism

a. Gives characteristics of secularism (e.g. non­denominational character of public institutions, limiting religious life to the private sphere)

3

b. Identifies players who embody secularism (e.g. Paul­Émile Borduas, the École sociale populaire)

c. Indicates forms of cultural expression associated with secularism (e.g. Les demi­civilisés by Jean­Charles Harvey,

the Manifeste du Refus global, Cité libre)

6.a

“What we want is that when a priest talks about politics, it is the citizen speaking, and not the priest. Is that wish a threat to religion? But when the priest talks about political issues from the pulpit, it is not the citizen speaking; it is the priest making judgments. That is what we find unacceptable.”

Excerpt from an article by Louis­Antoine Dessaulles published in the newspaper Le Pays in 1863 [MELS January 2014 final exam, p.3)

What main characteristic of secularism does the document express?

6.c

“In the second issue of the magazine [Cite Libre], a contributor wrote: “Catholicism [in Quebec] rather than being proposed or taught, is imposed, inflicted, enforced...Die or believe: that still describes our present situation.” Statements of this sort did not make the Catholic clergy view the new publication favourably.”

Jacques Lacoursiere, Une histoire du Quebec (Sillery: Septentrion, 2002), 161­162. [Translation] Taken from Ministere de l’Education, du Loisir et du Sport, 587­404­ History and Citizenship Education, Document File, January 2013, p 7, document 4

How does this publication promote the ideology of secularism?

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CONTEMPORARY PERIOD: 1867 TO THE PRESENT (continued)

7. Cooperatism

a. Gives characteristics of cooperatism (e.g. sharing of resources. division of any surplus between the members)

b. Identifies players who embody cooperatism (e.g. Alphonse and Dorimène Desjardins, the Union catholique des cultivateurs, Esdras Minville)

c. Indicates forms of cultural expression associated with cooperatism (e.g. the Cooperative Syndicates Act (1906), the Ligue ouvrière catholique, Le Coopérateur agricole)

7.a

“The caisses populaires (credit unions)...proposed the regrouping of regional industries into savings and loans cooperatives, which would pool resources and redistribute profits equally to members...”

Christophe Horguelin et al., Panoramas: History and Citizenship Education, Secondary Cycle Two, Year 2 (Montréal: Graficor, 2010), Vol. 2, p. 204.

According to the document, what is the underlying belief behind cooperatism?

7.b

Christophe Horguelin et al., Panoramas: History and Citizenship Education, Secondary Cycle Two, Year 2 (Montréal: Graficor, 2010), Vol. 2, p. 204.

Which key figure is associated with cooperatism in Quebec?

7.c

Taken from Ministere de l’Education, du Loisir et du Sport, 587­404­ History and Citizenship Education, Document File, June 2012, p 3, document 2

How does the document express cooperatism?

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CONTEMPORARY PERIOD: 1867 TO THE PRESENT (continued)

8. Fascism

a. Gives characteristics of fascism (e.g. cult of the leader, single party, ethnic nationalism)

b. Identifies players who embody fascism (e.g. the Parti national social chrétien, Adrien Arcand, the Blue Shirts)

c. Indicates forms of cultural expression associated with fascism (e.g. the fresco by Guido Nincheri in Notre­Dame­de­la­Défense church in Montréal, anti­Semitic posters, La Clé du mystère by Adrien Arcand)

8.a,b

“... is an ideology based on the hatred of liberalism, democracy and communism. . . . is usually imbued with racism and hostility. . . . in Canada, the journalist Adrien Arcand led the Parti national social chrétien... During its short existence, this party attracted few members . . . .”

Michel Sarra­Bournet et al., Repères: histoire et éducation à la citoyenneté, 2e année du 2e cycle du secondaire (Saint­Laurent: ERPI, 2008), 209. [Translation]

What are the basic characteristics of fascism? Who have been the key figures linked to fascism in Quebec’s history?

8.c

Christophe Horguelin et al., Panoramas: History and Citizenship Education, Secondary Cycle Two, Year 2 (Montreal: Graficor, 2011) Vol. 2, p..63

How does the fresco in Montreal’s Notre­Dame­de­la­Défense church reflect fascist values?

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CONTEMPORARY PERIOD: 1867 TO THE PRESENT (continued)

9. Feminism

a. Gives characteristics of feminism (e.g. demands for recognition of women’s rights, sexual equality)

3

b. Identifies players who embody feminism (e.g. Nellie McClung, the Canadian Research Institute for the Advancement of Women, the Conseil du statut de la femme)

c. Indicates forms of cultural expression associated with feminism (e.g. the Montréal Local Council of Women, the magazine La Vie en rose, the film Le temps de l’avant by Anne Claire Poirier)

9.a

“A woman no longer needed her husband's signature to transact daily business; she assumed legal rights previously denied her, such as launching a lawsuit or acting as the executrix of a will.”

The Clio Collective, Québec Women: A History (Toronto: The Women's Press, 1987), p. 321­323.

What basic feminist value is expressed in the document?

9.b

… Québec women obtained the right to vote in provincial elections thanks to the vigorous campaign… led by feminists such as Idola Saint­Jean and Thérèse Casgrain...

Louise Charpentier et al., Nouvelle histoire du Québec et du Canada (Montréal: CEC, 1990), p. 338. Translation.

Who are key players that are linked to Quebec’s suffrage movement?

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CONTEMPORARY PERIOD: 1867 TO THE PRESENT (continued)

10. Americanism

a. Gives characteristics of Americanism (e.g. fascination with the American way of life, admiration for freedom, individualism and economic success)

3

b. Identifies players who embody Americanism (e.g. large corporations, Howard Hughes, Ed Sullivan, Oscar Peterson)

c. Indicates forms of cultural expression connected with Americanism (e.g. advertising, fast food, Hollywood movies, jazz)

10.c

Ministere de l’Education, du Loisir et du Sport, 587­404­ History and Citizenship Education, Document File, June 2014, p 7, document 4

How can the following documents be connected to the characteristics of Americanism?

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CONTEMPORARY PERIOD: 1867 TO THE PRESENT (continued) 11. Neoliberalism

a. Gives characteristics of neoliberalism (e.g. free markets, individual responsibility, reduction in state intervention in areas of public life)

b. Identifies players who embody neoliberalism (e.g. multinationals, financial circles, political parties)

c. Indicates movements that oppose neoliberalism: global justice movement, social economy movements

11.a, b

“Due to the free­trade treaties signed by the federal government, the Canadian market is now open to foreign goods, which compete more directly with local and national products. On the other hand, these same Canadian firms can sell their products abroad and increase their consumers.”

Sébastien Brodeur­Girard et al., Le Québec, une histoire à construire: histoire et éducation à la citoyenneté, 2e cycle du secondaire, 2e année, (Laval: Grand Duc, 2008), Vol. 2, 409. [Translation]

How has the ideas of neoliberalism had an effect on economic policy? According to the document, which group is a key player that embodies liberalism today?

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CONTEMPORARY PERIOD: 1867 TO THE PRESENT (continued)

12. Aboriginalism

a. Gives characteristics of Aboriginalism (e.g.preservation of Native culture, protection for Native languages)

b. Identifies players who embody Aboriginalism (e.g. Samian, Élisapie Isaac, Jean­Luc Hervieux, Alanis Obomsawin, Bernard Assiniwi)

c. Indicates forms of cultural expression associated with Aboriginalism (e. g. the Innu Nikamu festival, Le Peuple invisible by Richard Desjardins and Robert Mondérie, the First Peoples festival, Inuit throat singing)

12.a The Odanak tribe council adopts trilingual signs

Paule Vermot­Desroches, "Channa au coin de la rue," Le Nouvelliste, (October 30, 2009) 4. Photo: Stéphane Lessard.

What element of their culture is a major focus of Aboriginalism today?

“The Cree School Board is a direct result of the 1975 James Bay and Northern Quebec Agreement, the first contemporary Native land claims agreement to be reached in Canada. This agreement, and the court cases that preceded it, marked a giant step forward for the Aboriginal peoples' assertion of their rights.”

First Nations in Canada, Indian and Northern Affairs Canada, Ottawa, 1997, p. 88. (taken from social sciences portal community ­> HCE documents ­> culture ­> p.14 )

How does the signing of the 1975 James Bay and Northern Quebec Agreement reflect Aboriginalism?

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PRACTICE QUESTION

DOCUMENT 1

National Archives of Canada DOCUMENT 2

Women to Vote in Federal Elections May 24 OTTAWA – Canadian women have won the right to vote in federal elections. Every female British subject over age of 21 may now vote, providing she meets property requirements in provinces where they exist.

Chronicle of Canada, Chronicle Publications/Éditions Chronique, 1990, p. 583. The headlines above illustrate two major events that shaped feminism in Canada. In a short text, establish the connection between the war and the right for women to vote in federal elections. _________________________________________________________________________________________________________________________________________________________________________________

3 marks 2 marks 1 mark 0 marks

Establishes causal connections among aspects of society.

The student correctly establishes all the causal connection.

The student correctly establishes one of the

causal connections.

The student provides details on one element without correctly establishing the

causal connection

The student does not provide details on any of

the elements.

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Strategies for Reading Documents

Text Documents

Read and analyze the documents and make notes. Students should interpret the document and then write the meaning (event or related time period) in the margin.

If it is a quotation from a political figure, circle the author and identify an event or time

period often associated with that political figure. Visual Documents (pictures)

Read the heading and the source. Circle key words in the Heading. Scan image: identify what is at the centre and what is happening in the corners (foreground and background). In the margin write a brief description, associating image to a historical event.

Tables

Read headings for cell of a table. Determine what the table is implying. Summarize idea in the margin.

Graphs

Read heading. Acknowledge time period or event. Read labels for Y­axis (vertical) and X­axis (horizontal). Look at the “movement” within the graph. Circle the lows and highs.

Summarize the point the graph is trying to make. During Exams: During an exam, students must work with a document file, a question booklet and the “intellectual operations” or task related to the question. Before even turning to the question booklet, students should scan the document file and apply the strategies listed above, which they have practiced in class. The student can then read the question. Before answering the question, rephrase it to make sure the question is understood. Next, read the intellectual operation and the components within the evaluation grid, which provide more clues on how to answer the question.

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Example: History and Citizenship Education

How to answer the question: #5. The intellectual operation is “Establish causal connection”. Having identified the documents, the student must show a connection between all three. Students should answer such questions with key words: Because of..., this caused.... which then led to ...

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