Final Review Material...

Here's the last of our review stuff... just in time for the exam. Study hard!

Mini-Unit I: Aboriginal Issues:

1. Define Assimilation. Identify and explain five specific examples of aboriginal assimilation seen in Canadian history.

2. What were residential schools? Explain in detail.

3. What was the Oka Crisis. Explain in detail what happened at the Oka confrontation. How does this event express the relations between Canada and Aboriginal communities throughout history?

Mini-Unit II: Canadian Government:

4. Define Federalism.

5. Describe the division of power and responsibility in the various levels of the Canadian government, providing examples where possible.

6. Be able to Explain structure of the Canadian Government.

7. Who is the current Prime Minister of Canada?

Mini-Unit III: Modern Canadian Issues:

8. Identify and explain at least four examples of where conflict or misunderstanding between English and French Canadians is seen in Canadian history.

9. What was the FLQ Crisis – Identify the Who, What, Where, When, Why, and be able to explain the historical significance of this event.

10. Who was Pierre Elliot Trudeau? Why was he such an important and controversial Canadian figure? Explain in detail some of the controversial political moves that Pierre Elliot Trudeau made.

11. Who is Rene Levesque? How did sovereignty-association differ from separation?

12. What was the Quebec Referendums – When did they occur? What were they? What were the results of the referendums? Why were they significant in Canadian History?

In addition, you will be required to know the importance of the following terms:

Quiet Revolution
Lord Durham
Indian Act
Battle of Ypres
Stock Market Crash
NATO
Charlottetown Accord
Official Languages Act
Brian Mulroney
Cold War
Filles de Roi
Nellie McClung
Valour Road
Free Trade Agreement
Meech Lake Accord
Charter of Rights and Freedoms
Iron Curtain
Lester B Pearson
D- Day
Gold Rush
Mercantilism
HBC
Louisbourg
Conscription
Treaty of Versailles
Sterling Lyon
Paul Henderson

Your Task...

You are to write a 5 page term paper. It is to be double spaced, Times New Roman 12 point type with standard margins in APA style. It will include a reference page that will have a minimum of 7 sources. The reference page and your title page DO NOT count as part of the total (Duh).

Your paper MUST cover some aspect of the Trudeau/Mulroney era. It may be one of the assignments listed below or you may submit your own essay topic. If you choose the latter, you must have my approval by Friday, June 10, 2011.

The deadline for this paper is Thursday, June 16, 2011.

You have the remainder of the class time in the semester to work on it. Go to it.


1. Discuss how either Brian Mulroney or Pierre Trudeau are the most influential prime ministers of the 20th century.

2. Compare and contrast Pierre Trudeau and Brian Mulroney in terms of their impact on Canada and the changes that they precipitated.

3. Trudeau and Mulroney had very different approaches to dealing with Quebec and the provincial/federal powers. In retrospect, was either of their methods more desirable?

4. Would Canada be better off if Newfoundland had passed Meech Lake?

5. Would Canada be better off if Trudeau had found a way to include Quebec as a signatory to the Constitution?

6. Was Trudeau justified in using the War Measures Act in the FLQ crisis?

Or....

Bring me a topic.

Canada's Takes a Turn to the Right - Brian Mulroney

Brian Mulroney rises from political defeat at the hands of Joe Clark to take the often fractured Progressive Conservative party into the 1984 general election. He goes on to a huge landslide victory over John Turner's Liberals. During the campaign, Mulroney criticizes the Trudeau era as being unnecessarily hostile towards the United States, corrupt, and free spending. Amongst other things, Mulroney promises to build a better, more harmonious relationship with America that will lead to better policy and prosperity for Canadians.

To that end, Mulroney takes on what is to become his greatest political accomplishment - a free trade deal with the United States. It is an historic achievement since other attempts to get a free trade deal with the United States have ended badly for politicians, as the country succumbs to fears of not being able to compete with its larger, more powerful neighbor, the potential loss of Canadian jobs and the fear of losing its independence.

Mulroney, though saddled with personal popularity challenges like many Canadian Prime Ministers after a period of governing, manages to win a second election giving him a mandate to move forward with the bold deal. He does so largely by giving Canadians a sense of confidence that they can and must compete if the country is going to survive and grow. His personal optimism has a lasting effect on public perception.

Mulroney's ascendancy on the world stage, which makes him at one point a rumored potential Secretary General of the United Nations, tells Canadians that their nation plays a consequential role in the world. Central to the personal respect and popularity Mulroney builds for himself amongst world leaders is his conviction that political change is based on personal relationships. To that end, Mulroney forges a close personal friendship with U.S. President Ronald Reagan. The Free Trade Agreement and the agreement on acid rain are Mulroney's key achievements based on this friendship.

Mulroney also attempted to achieve national reconciliation with Quebec over not being included as a signatory of the 1982 Constitution. He negotiated the Meech Lake Accord, which was passed in all but two provinces before falling short and then he tried again with the Charlottetown Accord, which was rejected by Canadians in a national referendum.

Mulroney further changed economic policy by instituting the Goods and Services Tax (GST). While the tax was part of a greater strategy for tax reform that would reduce personal income tax and replace the hidden manufacturers sales tax of 18%, the GST was seen as a new tax and its visibility further damaged Mulroney's popularity which was suffering from the failed constitutional conferences and the sharpened divisions that emerged.

Lucien Bouchard, a prominent member of the Quebec wing of the Conservative government headed by Mulroney defected from the party and formed the Bloc Quebecois. Conservatives angry with Mulroney over the GST and his failure to push for a more socially conservative agenda formed the Reform Party. Mulroney himself retired from politics and Kim Campbell led the Conservatives into the next election, where they were reduced to only two seats from a majority of over 150 seats.

In the recent past, Mulroney has received credit for economic reform in Canada, high marks for his work in international relations and even praise for his courage for taking on English-French relations. However, he has been negatively viewed as a result of his involvement in financial dealings with Karl Heinz Schreiber after leaving office as Prime Minister in which it appears Mulroney accepted cash monies in excess of $200,000 that remained in a safe undeclared as income for years. While there is no hard evidence that Schreiber gained influence from Mulroney, the situation is seen as inappropriate and his testimony concerning the matter has raised questions about Mulroney's honesty.



Brian Mulroney - The Boy from Baie Comeau

http://archives.cbc.ca/politics/prime_ministers/topics/1469/

Mulroney the Negotiator

http://archives.cbc.ca/politics/prime_ministers/topics/1469/

Mulroney Defeats Clark to Win Conservative Leadership

http://archives.cbc.ca/politics/prime_ministers/clips/9796/

The 1984 Debate - A Knockout Punch for Mulroney

http://archives.cbc.ca/politics/federal_politics/clips/15790/

The 1984 Election Result

http://archives.cbc.ca/politics/prime_ministers/clips/9806/

Starting Talks for a Free Trade Agreement with the United States

http://archives.cbc.ca/economy_business/trade_agreements/topics/536/

1988 Election Debate Over Free Trade

http://archives.cbc.ca/politics/federal_politics/clips/15792/


Meech Lake

http://archives.cbc.ca/politics/constitution/clips/6774/


http://archives.cbc.ca/politics/constitution/topics/1180/



Charlottetown Accord


http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=A1ARTA0010729

The Trudeau Era

The following PowerPoint presentation takes a look at French-English relations in Canada. It will provide you with the background story which runs through the course of the events we have looked at recently in class. Click on the first link at the top of the search index you reach when clicking on the hypertext link below.


French-English Relations in Canada


Below are some of the CBC archives media that you were exposed to during our study:

Trudeau on the Campaign Trail

http://archives.cbc.ca/politics/prime_ministers/clips/6508/

Trudeau as a Rising Political Power

http://archives.cbc.ca/politics/prime_ministers/clips/13243/

Trudeau in Retrospect on Trudeaumania

http://archives.cbc.ca/politics/prime_ministers/clips/198/

Trudeau and His Analogy of Sleeping with an Elephant and Living Next to the United States

http://archives.cbc.ca/politics/prime_ministers/clips/13249/

Trudeau and the "Fuddle-Duddle" Comment

http://archives.cbc.ca/politics/prime_ministers/clips/2955/

FLQ Backgrounder

http://archives.cbc.ca/war_conflict/terrorism/clips/596/

FLQ Kidnapping of James Cross

http://archives.cbc.ca/war_conflict/terrorism/clips/557/

FLQ Kidnapping of Pierre Laporte

http://archives.cbc.ca/war_conflict/civil_unrest/clips/602/

Trudeau's Response to the FLQ - The War Measures Act

http://archives.cbc.ca/war_conflict/terrorism/clips/618/

Some Public Reaction to War Measures Act Being Used

http://archives.cbc.ca/war_conflict/civil_unrest/clips/616/

Trudeau - "Just Watch Me"

http://archives.cbc.ca/war_conflict/civil_unrest/clips/610/

Pierre Laporte Found Dead

http://archives.cbc.ca/war_conflict/terrorism/clips/611/

James Cross Released

http://archives.cbc.ca/war_conflict/civil_unrest/clips/620/

1972 Minority Government for Trudeau

http://archives.cbc.ca/politics/prime_ministers/clips/13245/

1974 Majority Government for Trudeau

http://archives.cbc.ca/politics/prime_ministers/clips/13251/

1979 Election Debate

http://archives.cbc.ca/politics/federal_politics/clips/15789/

Trudeau Loses - And Announces His Retirement

http://archives.cbc.ca/politics/prime_ministers/clips/13256/

The Clark Minority Government Falls and Trudeau Makes A Comeback

http://archives.cbc.ca/politics/prime_ministers/clips/13250/

Trudeau Makes a Deal with the Provinces to Repatriate the Constitution

http://archives.cbc.ca/politics/constitution/clips/6044/

Repatriation of the Constitution

http://archives.cbc.ca/politics/constitution/clips/13264/


Trudeau Resigns

http://archives.cbc.ca/politics/prime_ministers/clips/13257/


Please note: The following items will help you prepare for the final exam. Ensure that you are familiar with the material below.

Mini-Unit III: Modern Canadian Issues:

1. Identify and explain at least four examples of where conflict or misunderstanding between English and French Canadians is seen in Canadian history.

2. What was the FLQ Crisis – Identify the Who, What, Where, When, Why, and be able to explain the historical significance of this event.

3. Who was Pierre Elliot Trudeau? Why was he such an important and controversial Canadian figure? Explain in detail some of the controversial political moves that Pierre Elliot Trudeau made.

4. Who is Rene Levesque? How did sovereignty-association differ from separation?

5. Explain the Quebec Referendums – When did they occur? What were they? What were the results of the referendums? Why were they significant in Canadian History?

More Review Stuff for the Final Exam

Here is a review of the items that were covered during Mr. Goto's time with us. Please review these and be prepared to go over them next class.

Unit V: Canada in the 20th Century (1900s):

1. Describe how Canadian society had changed by the turn of the 20th century?

Consider things such as:

a. Industrialization
b. Urbanization
c. Immigration

2. Who was Wilfred Laurier? Why is he an important figure in Canadian History?

3. World War I:

a. Between what years did this war take place?
b. Explain the causes that lead to the Great War and how they led to the outbreak of World War I, making specific references to country alliances in your answer.
c. What is Trench Warfare?
d. Why was the First World War such an important war for Canadians?
e. Identify the significance of the Second Battle of Ypres, the Battle of the Somme, and the Battle of Vimy Ridge?
f. Explain the effect World War I had on women and the first wave of women’s rights?
g. Explain the impact World War I had on Canada. How did it bring us together as a country? How did it tear us apart?

4. The period between the First and Second World Wars brought about many changes in Canadian society. Identify four important events or changes that occurred in the interwar years and explain their importance to Canadian society.

5. What was the Winnipeg General Strike? What year did it take place?

6. What was the Great Depression?

a. What were some causes?
b. What was the triggering event that began the Great Depression?

7. Explain how Canada’s immigrant policy has changed from prior to the 1900s to during and after the World Wars? What brought about these changes? Explain in detail.

8. World War II:

a. Between what years did World War II take place?
b. Identify some of the causes of the Second World War.
c. Identify and briefly explain at least four major events that occurred during World War II?
d. Discuss the injustices faced by Japanese Canadians after the attack of Pearl Harbor in 1941. Include in your discussion how Asian discrimination throughout Canadian history led up to this event. Explain what happened to Japanese Canadians during the Internment years? What has happened as a result of this event?

Moving On...

Here is a recap of some of the material covered most recently. You can find the answers to the following set of questions in the Thursday, May 12,2011 blog entry. This is Pop Quiz #3, by the way...

1. Who was the leader of the Lower Canada rebellion?
2. Who was the leader of the Upper Canada rebellion?
3. What were the two major ecommendations of the Durham Report?
4. What is responsible government?
5. Draw a diagram of how government in the Canada's functioned.
6. What is the Family Compact and the Chateau Clique?

Other items for review... could be a quiz...I dunno...Happened before... Is this a hint????

Most of these, you should know... the oddball ones I have provided support for...

7.

a. Why did so many Irish immigrants come to Canada prior to the 1850s?
b. What was the Underground Railway? What did it result in?
c. Why did so many Chinese immigrants come to Canada?


Unit IV: Canada in the 19th Century (1800s -1900)


8.

a. Why was John A. Macdonald called one of the “Fathers of Confederation”?
b. What was his major project?
c. What was the Pacific Scandal?


9.

a. What province was initially at the Confederation Conferences but then pulled out of Confederation becoming one of the last provinces to actually join?

b. What year did Manitoba become a province and join Confederation?

c. When did B.C join and why did they finally agree to this?


10. What does the CPR stand for?

11.

a. What date and time was the famous last spike completed? (9:22 am on November 7, 1885)
b. What immigrant group built the majority of railway?
c. How did the railway lead to the opening of the west?
d. What effect did the opening of the west have on aboriginal groups living on the prairies?

12. Why was the construction of the CPR such an important event in the history and development of Canada? Identify and explain five reasons. (immigration from China, extension of east-west axis for trade, extends the power and influence of eastern Canada, stops American expansionism, establishes settlement patterns for the western frontier)

More on the history of railways in Canada

http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=A1ARTA0006655


13. Who was Clifford Sifton? (Minister of the Interior under Wilfred Laurier)

a. What types of immigrants did he encourage to come to Canada? (Many came from Britain and the United States, but Canada also had a large influx of Ukrainians, Doukhobors, and other groups from the Austro-Hungarian Empire. This was controversial. Between 1891 and 1914, more than three million people came to Canada, largely from continental Europe, following the path of the newly constructed continental railway.)

b. What were immigrants given to help them settle the west? (free land)
c. What was the experience like for many of the early immigrants that came to settle the west? (Difficult - sparsely populated, bitterly cold in the winter, constant wind stripping the topsoil)

14. Who was Louis Riel and why was he a significant figure in Canadian history?

Yes, You Guessed It...

PSSST... Pop Quiz! Yes, You Heard it Here First... POP QUIZ!!!!!

Based on today's class, you can expect a quiz on the following --

1. How does a bill become a law in Canada? Use the links below to review the basic elements for the passage of a bill. (3 marks)

http://dsp-psd.pwgsc.gc.ca/Reference/queens-e.html

http://www.fedpubs.com/subject/law/statutes.htm

2. Explain how Canada's system of government is an example of metropolitan control. (3 marks)

See the blog entry from Wednesday, April 27, 2011. Use the definition as supplied - and then apply some critical thinking to come up with some concrete examples of metropolitanism in our system of government. Use the following topics:

• representation by population in the House of Commons







• the appointment process - who appoints the Governor General? The Senate? The cabinet?







• the "equal representation" of the Senate (see the following link - http://en.wikipedia.org/wiki/Senate_of_Canada)

3. Explain how the railway is an example of metropolitanism where southern Ontario casts dominance over the rest of the country based on industrial production. (2 marks)

4. Who was Canada's first prime minister? (1 mark)

5. What is Confederation? (1 mark)

6. Who were the provinces that originally joined in 1867? (2 marks)

7. What were the 4 major factors that led to Confederation? (4 marks)

OK...#3 is a critical thinking exercise for the quiz. Numbers 4-6 should be obvious...If not -- look them up. Number seven bears a bit of review:

• fear of US invasion after the Civil War



• trade problems (cancellation of the Canadian-American Reciprocity Treaty - a free trade policy whereby products were allowed into United States without taxes or tariffs starting in 1854 - which was then considered to be beneficial for Canada, in 1865 by the United States, partly as a revenge against Great Britain for unofficial support of the South in the American Civil War)
  



• the railway (trade between the provinces required a railway that no one could afford by themselves)



• political problems (the Canadas - i.e. Quebec and Ontario were deadlocked. No one could form a majority government and things that needed to get done to move ahead couldn't get the political support required)

1837 Rebellions

Read the material below regarding the 1837 rebellions.

http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=A1ARTA0006708

We will be covering this time period...pop quizzes are a distinct possibility...

Recap and Moving Forward

In our study of Canadian history, we have reached a point where we need to review the sum total of our work. This will be helpful in our exam preparations. Answer the questions below as fully as possible. We will start going over these questions on Monday, May 9, 2011.
Unit I: The First Peoples of Canada:

1. Explain some characteristics of early aboriginal societies:

a. What does it mean when we say that aboriginals lived in a Matriarchal society?
b. What does it mean when we say that aboriginals were an “oral” culture?
c. Explain some examples of how early aboriginal cultures were governed by spirituality?

2. Who were the Iroquois? Generally what European group did they form an alliance with? Who are the Huron? Generally what European group did they form an alliance with?

3. What is meant by “First Contact” between the “Old World” and the “New World”

a. Discuss the effects or outcomes of first contact between the early Europeans coming to the “New World” and the aboriginal groups already living on the continent.

b. Explain how what happened at first contact shaped the relationship between aboriginals and Europeans in general.

Unit II: New France: (1500s – 1759)

4. Who were the Jesuits?

a.What other names were they known by?
b.What was their main goal in coming to New France?
c.Discuss how their relationship with various aboriginal groups is symbolic of

Aboriginal – European relations?

5. What is the Seigneural System?

6. In what ways was the fur trade important to the development of Canada? In what ways did it shape the course of early Canadian history?

7. What was the Battle of the Plains of Abraham

8. Identify and discuss the various factors that led to the fall of New France to the British? Why was this one of the most important events in early Canadian history?

9. Discuss why General Wolfe led a brilliant military attack on the French in the final battle for control of Canada. What mistakes did the French leader Montcalm make in this final battle? Explain the Battle for the Plains of Abraham in full detail


Unit III: British North America (1759 – 1867)

10. What was the Royal Proclamation Act of 1763 and what did it do?

11. What was the Quebec Act and what did it do?

12. Identify and explain three reasons why the people in the Thirteen Colonies began rebelling against British rule, ultimately leading to the American Revolution?

13. What was the American Revolution

a. When did it begin and end?
b. Who was it fought between?
c. What position did French Canadians take in this war?
d. What did the American Revolution result in?
e. Why was it considered a civil war?

14. Who were the Loyalists? Identify and explain four ways their arrival in Canada impacted and/or shaped early Canadian culture and life?

From Jaques Cartier to Louis Riel...or How Did We Get Here?

Before restarting the essay writing process that you embarked on before Mr. Goto's arrival, we are taking some time to examine the context of what was happening in the West at the time of the Red River and Northwest rebellions. To understand what was happening in the world of Louis Riel, we must examine the forces that were changing literally what people believed to be true and real. Sometimes this kind of change is referred to as a "paradigm shift." This is a term that has been popularly used since the 1960's to describe a profound change in a fundamental model or perception of events. Another term that might apply would be a changing of the Zeitgeist.

See paradigm defined - http://www.merriam-webster.com/dictionary/paradigm

See Zeitgeist defined - http://www.merriam-webster.com/dictionary/zeitgeist

Having written an essay about Louis Riel and his impact on western settlement, the following can be agreed upon:

Riel used political, social and military means to advocate on behalf of his constituency - the Metis. He did what he thought was fair and just based on his interpretation of who had right to the land and what would best protect the language and culture of his constituency going forward.

Riel personified the inherent conflict brewing between natives and non-natives based on the fallout resulting from the paradigm shifts which had taken place in "first contact" between Europeans and natives, the emerging fur trade and New France, The Conquest and British North America.

What were those paradigms and how did they clash and merge to transform the world of native peoples, and, on a larger scale, the world of what becomes Canada?

French Colonialism

The conventionally agreed upon beginnings of a French presence in what becomes Canada, and indeed the name Canada itself begins with Jacques Cartier. The explorer claimed part of present day Canada for France in 1534. Cartier's voyages and his reports were critical in terms of convincing France to move forward and make New France, as it was eventually called a colonial priority.

Below is a story detailing a recent archaeological find documenting one of Cartier's settlements.



http://www.canada.com/story_print.html?id=edd7eac6-f566-4011-87d7-82becfc883a2&sponsor=




What could motivate European powers like France, Britain and Spain to pursue colonial property around the world?





To understand this, we need to examine the colonial paradigm...





The mother country (i.e. one of the three European powers) would find some useful good (i.e. the beaver in New France, spices in the Far East) that was otherwise unavailable or could be manufactured into a finished good that was in demand back home.





In this arrangement, the colony was a storehouse of sorts or supply line. The focus was entirely on the needs of the mother country, which created the demand and dictated the terms of all development. In this way, the mother country served as the center and the colony as the hinterland. We refer to this as metropolitanism.

The Metropolitan Thesis, also known as the Laurentian thesis, is one of the dominant schools in Canadian historical thought. The basic argument of the school states that the driving force in Canadian History has been the nation's metropolitan areas. These originally included Paris, London (after 1763), and finally Montreal and Toronto in the modern era. These metropolitan centers determined how Canada would be developed, how it would be governed, and how it would be settled.


http://en.wikipedia.org/wiki/Metropolitan_Thesis

In metropolitanism, cities cast huge shadows of influence over other areas. We see concrete examples of this in many aspects of Canadian society. The means by which representation by population is exclusively used to fill the federal parliament centralizes power by giving the most populated areas the greatest influence.



See the chart in the link below. A careful examination of the chart shows that out of 308 seats in the House of Commons, Ontario gets 106 members and Quebec gets 75. In other words, 58% of the seats available in the federal parliament come from these two powerful provinces. This gives Ontario and Quebec what amounts to perpetual control of the national agenda.



http://en.wikipedia.org/wiki/House_of_Commons_of_Canada

The railway is also a symbol of metropolitan control, creating an east-west trade axis instead of a north-south one. In part, this occurs as a result of the split between the Thirteen Colonies and Britain. However, the net effect of the railway is to act as the backbone of metropolitan control of the west, as finished goods are produced in Ontario and shipped out to the frontier.


Cultural exchanges between peoples are also a part of colonization and native peoples soon found the "Black Robes" or Jesuits amongst them. These were representatives of the Catholic Church whose aim was to spread the word of God and compel religious conversion throughout the world. The Jesuits were extremely well educated and made relations with native peoples a priority based on their mission. However, other French influences made such relations a priority for other purposes.



Background of the Society of Jesus

http://www.newadvent.org/cathen/14081a.htm


The Jesuit Order today in English Canada

http://www.jesuits.ca/About_us/index.php



Intermarriage between French and natives led to the Metis. This led to a blending of native culture with the addition of the French language and the Catholic faith. The reason that French Canadians identified with Louis Riel was because they saw Riel as a defender of French language rights and French education, which invariably took place in the Catholic church. Also, the French found themselves conquered by the English after 1760, and as such could identify with the Metis who felt conquered as well. By and large, the frustration French and native peoples felt was based on a changing economy and the move away from the fur trade and the staple culture.

http://www.thecanadianencyclopedia.com/index.cfm?Params=A1ARTA0005259&PgNm=TCE

British Colonialism

The 1759 Conquest, which culminates in the Battle of the Plains of Abraham results in the fall of New France and the first of many transformational changes in North America.

See the link below and read about the Plains of Abraham and the context of this struggle during the French and Indian War.

http://bataille.ccbn-nbc.gc.ca/en/

To understand why things were changing so much in North America, we need to consider several factors:

• Britain's complete dominance of North America after 1760





• The decline of the fur trade as a viable economic activity





• The changing nature of European settlement after 1760

Given the fact that Britain had outlasted France and Spain in the rush to colonize the New World, and the fur trade was declining due to the fall in the demand for fashionable products made from fur, "Quebec" as New France was now known, would move to a settlement culture. In the interests of growing the colony profitably, the British relied on the template of the Thirteen Colonies to the south, expecting that Montreal and Quebec would become centers of commerce and manufacturing. However, the capacity to do this was woefully weak given the fact that the French population that remained had no interest or skills in becoming merchants like the ones in Boston. They preferred to keep to themselves and continue farming along the banks of the St. Lawrence. British immigration to Quebec in the 1760's was limited and so the development Britain hoped for would not materialize. Ultimately, the real catalyst for economic change would depend on an influx of enterprising, industrious, and business-minded people -- namely, the United Empire Loyalists. But that would take until the time of the American Revolution; a long way off.

In the meantime, the majority French population were frustrated by having a significant part of their livelihood (i.e. the fur trade) legislated away from them by the British in the interests of "modernization". As a consequence there was no enthusiasm for enterprise and the merchant trade. Combined with the relatively small numbers coming in from Britain, Quebec stumbled economically. The growing difficulties with the Thirteen Colonies and the unmistakable dominance of the French Catholic population, convinced those charged with administering Quebec on behalf of
Britain that something would have to be done to keep the French happy, otherwise they might join the American Revolution.

The solution to this problem was the Quebec Act. See the link below. It served to secure French Canadian support, but it also greatly offended the American colonists and is widely viewed as being one of the Intolerable Acts which pushed the colonists over the edge and started the War of Independence.

http://en.wikipedia.org/wiki/Quebec_Act

Mr. G Takes Over

For the next number of weeks, Mr. G will be looking after class. Please see his blog, linked below in order to keep up with the course.

http://whynotcanadianhistory.blogspot.com/

The Essay

Over the last number of days, we have been looking at the objectives for each part of the essay to prepare you for the essay writing process. Below is a summary of the class notes for this section:

The essay assignment typically comes in two forms -- a question or a directive.

for example:

What is the most important characteristic required to be successful in school? (question)


Discuss the most important characteristic required to be successful in school. (directive)



The most important thing to remember when writing the essay is to make sure you understand the question and answer the question directly.



Below you will find the objectives we discussed for the introductory paragraph (in order of importance - NOT appearance):



1. Answer the question (thesis statement)



2. List of supporting ideas (evidence which will serve to prove your thesis)



3. Introductory statement (this is the first sentence in your essay)






Next, you will find the objectives for the body paragraphs (in order of appearance):



1. Topic sentence (from your list of supporting ideas and relates to thesis)



2. Supporting details (logically prove why the thesis is true... between 5-7 sentences)

3. Transition sentence (make the connection from the present supporting idea/topic to the next supporting idea/topic)

Finally, your conclusion has only one objective:

Expand on the thesis. Like a lawyer's summation, you may not present new evidence. Instead, you are to write a few sentences that take your thesis and explain in greater detail what you were trying to argue.

You have all written an introductory paragraph, and the first paragraph of the body of the in class essay you were assigned. All students were checked to ensure that each paper fulfilled the objectives above.

After successfully completing this task, you were assigned another in class essay. This particular assignment made use of the material in the textbook from pages 279-285. You may pick up the reading entitled "Manitoba Reading" from the drop box anytime.

The essay question for this assignment was as follows:

What impact did Louis Riel have on the settlement of the West?
This essay is due --- Wednesday, March 16,2011.

Make sure you can identify which specific sentences accomplish each of the objectives outlined above for both the introductory paragraph, the body paragraph, and the .

In Search of a Canadian Identity

Through the use of a PowerPoint slideshow, you are to prepare a presentation that will use events and personalities from Canada's history to define a distinctly Canadian identity.

The presentation should last no less than three minutes and no more than five minutes.

Below you will find some general parameters for the assignment. More details will come in the days to follow.

General Parameters:

examples must include political, social, economic, military history

examples must also be chronologically presented with a timeline of sorts -- this timeline should tell an evolving story

examples must be organized into a set of themes -- don't have too many or too few (probably somewhere between three and five)

present day results or impact of each item chosen must be clearly explained

DO NOT READ SLIDES FOR THE ENTIRE PRESENTATION. Be prepared to show you have a command of the material you have chosen.
prepare a list of references using APA style

Presentations will begin Tuesday, February 22, 2011

Canadian History Links
Links to help you get started:


http://canadahistory.com/index.htm

http://www.cyber-north.com/canada/history.html

http://www.canadashistory.ca/

http://www.linksnorth.com/canada-history/

http://www.histori.ca/default.do?page=.index

http://www1.canadiana.org/citm/themes/constitution1_e.html

http://canadaonline.about.com/od/history/History_of_Canada.htm

http://www.international.gc.ca/history-histoire/world-monde/1984-1993.aspx?lang=eng

Family History Assignment

The following outlines the requirements for the personal history assignment you will begin now. The purpose of this study is to get you to immerse yourself in the process of writing history and experience firsthand the challenges faced by the historian. In doing so, you will be a better reader of history - as you will be able to examine historical writing with a more critical eye. Hopefully, you will also learn something more personal about the history of Canada through your family experience. Lastly, you will be introduced to some of the practical methods of historical research; another important aspect to being a discerning reader of history.


There are some general parameters to remember when doing this assignment:

• use standard margins (don't change the page margins in Word)



• use 12 point Times New Roman



• text pages are typed, single spaced



• use standard paper 8 1/2 x 11



• the project is to be submitted in a duo tang folder (no three ring binders)



• pictures and other items may be included by will NOT count as part of the page requirement as outlined below
  
  

The Assignment...

• Overview



• Family Tree



• Personal History



• Family Spotlight



• Your Family History and Canada

Overview


This section should be about half a page long and should offer a synopsis of your family history. In this portion of the assignment you will discuss how many generations you were able to track, what you will be focusing on in your personal history, and who you will be spotlighting in your family and why.


Section Value - 10 marks (7 marks for the written work, 3 for a relevant picture or family artifact such as a coat of arms)


Family History


This section should cover at least a page. You may choose to use a fold out page if 8 1/2 x 11 paper provides you insufficient space. This is your family tree. Have the most recent generation at the bottom of the page and work up from there. You will want to include everyone. Find an organizationally efficient and consistent manner for doing this. I have provided you with a few examples below to get you started. There are others available online.


http://genealogy.about.com/od/free_charts/ig/genealogy_charts/


http://labnol.blogspot.com/2006/09/create-family-tree-charts-inside.html


Section Value - 25 marks (5 marks for neatness; 10 marks for effective and clear presentation of information; 10 marks for depth and breadth of research)




Personal History


This section will include your personal history. This is the first place where you are going to have to make some tough decisions about what you will include and what you will not have the space to write about. You should begin either at birth or over the nine months of your mother's pregnancy, whichever you prefer. You should end at present day - our entry into your current grade. This section may not exceed two pages and may not be less than one and a half pages.


Section Value - 35 marks (5 marks for spelling; 5 marks for organization; 20 marks for content; 5 marks for grammar)




Family Spotlight


This section features a selected member of your family whose story you are going to tell. You may want to focus on a particular momentous event that they were involved in or you may deem their full life story worthy of coverage. Although you have already stated why you have chosen to spotlight the individual selected in the overview, you are required to do it here again. However, this time your explanation should be in greater detail. Devote a short introductory paragraph at the outset to this task.


This section may not exceed two pages and may not be less than one and a half pages.


Section Value - 35 marks (5 marks for spelling; 5 marks for organization; 20 marks for content; 5 marks for grammar)




Your Family History and Canada


This section represents the closing of your project. It is not a summary, as the overview already provides a place for that. It is part reflection and part application. You are to reflect on what you have learned about your family history and apply it to help you make some sense of Canada's history. Think about how your family history fits into the Canadian experience and what you think Canada is about and what it stands for. What are the values that are inherent in our national thinking and how does your family experience fit into that? This section may be no longer than a page and no shorter than three quarters of a page.




Section Value - 20 marks (5 marks for spelling and grammar; 15 marks for content)


Total Value - 125 marks


Due Date - Tuesday, March 1, 2011 at the beginning of class


You will have two work periods in class in which you will have additional support from me. The dates are as follows - Friday, February 18 and Friday, February 25.

You will be graded on the following on those dates:


General Progress 10 marks

Work Ethic 10 marks

I am available to discuss this project outside of class if you make an appointment. Otherwise, the remainder of class time will be used for progressing with the course

What is History, Dammit?!?!

Our first activity was for you to consider the following:

What do you think is the most important event in Canadian history?

Who do you think is the most significant individual in Candian history?


You were also asked two follow-up questions:

What is history?

How do you define "significant" or "important"?


We briefly discussed some of the answers that students had written and why they had chosen the person and event that they did. We discussed the difference between history being considered as all the events of the past versus the events and people who had a major influence on the majority of people.

As an example, we considered the relative importance of the diary of a Canadian soldier who had landed and survived Vimy Ridge and the importance of the diary of his mother.

Through this, we uncovered that there was some merit to studying the history of the ordinary person, often referred to as social history. See the link below:

http://en.wikipedia.org/wiki/Social_history

Conversely, the history of "significant" people or events may be described as political history. For more information, see the link below:

http://en.wikipedia.org/wiki/Political_history


There is an age old battle between political history advocates and social history advocates in terms of which interpretation is the more correct or accurate one. In essence, this is the constant battle that goes on in the mind of the historian as he goes about his work - What is and what is not worthy of study?

To begin with, you are going to embark on a social history study -- one that looks at the history of you and your family. The details of this will be presented to you shortly. For now, start thinking about it and talking about it at home so that you will be ready to work on the assignment when we begin.

As well, we talked about the difference between primary and secondary sources. A primary source may be defined as an eyewitness account or direct, first person version of events. A secondary source is an account (like a textbook) that makes use of many different versions of events. They may be both primary and secondary in nature. Your research into your family history is an example of a primary activity.

Welcome to the Start of Semester 2

This blog will be used as a means of keeping track of what we are doing, when we are doing it, and sometimes where we are doing it.

As a result, it will include all relevant course material and timelines. In the event that you are away, the blog will be quite useful to help you keep up to date.

YOU ARE RESPONSIBLE FOR CHECKING THE MATERIAL HERE.

Hey... Just To Let You Know

We have completed nearly to the end of Unit 3 in the review. Be prepared to finish Unit 4 on Wednesday.

The Great Gazoo....Errrr Review

Below you will find the Canadian History Exam Review.









It is included here, as Rod Serling would say, "For your enjoyment and edification."





You can choose to do it or ignore it at your own peril. Oooooh. Threatening, isn't it?





This highway leads to the shadowy tip of reality: you're on a through route to the land of the different, the bizarre, the unexplainable...Go as far as you like on this road. Its limits are only those of mind itself. Ladies and Gentlemen, you're entering the wondrous dimension of imagination. . . Next stop The Twilight Zone and, of course, the review...











Canadian History – Exam Review

Unit I: The First Peoples of Canada:

1. Explain some characteristics of early aboriginal societies:

a. What does it mean when we say that aboriginals lived in a Matriarchal society?
b. What does it mean when we say that aboriginals were an “oral” culture?
c. Explain some examples of how early aboriginal cultures were governed by spirituality?

2. Who were the Iroquois? Generally what European group did they form an alliance with? Who are the Huron? Generally what European group did they form an alliance with?

3. What is meant by “First Contact” between the “Old World” and the “New World”

a. Discuss the effects or outcomes of first contact between the early Europeans coming to the “New World” and the aboriginal groups already living on the continent.

b. Explain how what happened at first contact shaped the relationship between aboriginals and Europeans in general.

Unit II: New France: (1500s – 1759)

4. Who were the Jesuits?

a.What other names were they known by?
b.What was their main goal in coming to New France?
c.Discuss how their relationship with various aboriginal groups is symbolic of

Aboriginal – European relations?

5. What is the Seigneural System?

6. In what ways was the fur trade important to the development of Canada? In what ways did it shape the course of early Canadian history?

7. What was the Battle of the Plains of Abraham

8. Identify and discuss the various factors that led to the fall of New France to the British? Why was this one of the most important events in early Canadian history?

9. Discuss why General Wolfe led a brilliant military attack on the French in the final battle for control of Canada. What mistakes did the French leader Montcalm make in this final battle? Explain the Battle for the Plains of Abraham in full detail.

Unit III: British North America (1759 – 1867)

10. What was the Royal Proclamation Act of 1763 and what did it do?

11. What was the Quebec Act and what did it do?

12. Identify and explain three reasons why the people in the Thirteen Colonies began rebelling against British rule, ultimately leading to the American Revolution?

13. What was the American Revolution

a. When did it begin and end?
b. Who was it fought between?
c. What position did French Canadians take in this war?
d. What did the American Revolution result in?
e. Why was it considered a civil war?

14. Who were the Loyalists? Identify and explain four ways their arrival in Canada impacted and/or shaped early Canadian culture and life?

15. What is an Oligarchy? Name the Oligarchies that existed in Upper Canada and Lower Canada?

16. What is responsible government?

17. Explain what lead to the 1837 rebellions in both Upper and Lower Canada?

a. What did the people rebelling want?
b. Which rebellion (Upper or Lower Canada) had racial or ethnic overtones? Explain.

18. Describe the background and results of the Rebellions in both Upper and Lower Canada, making specific reference to the impact that Lord Durham’s report had on Canada.

19. Who were some of the earliest immigrant into Canada?

a. Why did so many Irish immigrants come to Canada prior to the 1850s?
b. What was the Underground Railway? What did it result in?
c. Why did so many Chinese immigrants come to Canada?\

Unit IV: Canada in the 19th Century (1800s -1900)

20. Who was John A. Macdonald?

a. Why was he called one of the “Fathers of Confederation”?
b. What was his major project?
c. What was the Pacific Scandal?

21. Identify and explain four major factors that led to Confederation?

22. What was Confederation?

a. Identify the first four provinces to join Confederation?

b. What year did Confederation take place?

c. What province was initially at the Confederation Conferences but then pulled out of Confederation becoming one of the last provinces to actually join?

d. What year did Manitoba become a province and join Confederation?

e. When did B.C join and why did they finally agree to this?

23. What does the CPR stand for?

a. What year was the famous last spike completed?
b. What immigrant group built the majority of railway?
c. How did the railway lead to the opening of the west?
d. What effect did the opening of the west have on aboriginal groups living on the prairies?

24. Why was the construction of the CPR such an important event in the history and development of Canada? Identify and explain five reasons.

25. Who was Clifford Sifton?

a. What types of immigrants did he encourage to come to Canada?
b. What were immigrants given to help them settle the west?
c. What was the experience like for many of the early immigrants that came to settle the west?

26. Who was Louis Riel and why was he a significant figure in Canadian history? Provide an overview of his life and explain his legacy in Canada?

Unit V: Canada in the 20th Century (1900s):

27. Describe how Canadian society had changed by the turn of the 20th century?

Consider things such as:

a. Industrialization
b. Urbanization
c. Immigration

28. Who was Wilfred Laurier? Why is he an important figure in Canadian History?

29. World War I:

a. Between what years did this war take place?
b. Explain the causes that lead to the Great War and how they led to the outbreak of World War I, making specific references to country alliances in your answer.
c. What is Trench Warfare?
d. Why was the First World War such an important war for Canadians?
e. Identify the significance of the Second Battle of Ypres, the Battle of the Somme, and the Battle of Vimy Ridge?
f. Explain the effect World War I had on women and the first wave of women’s rights?
g. Explain the impact World War I had on Canada. How did it bring us together as a country? How did it tear us apart?

30. The period between the First and Second World Wars brought about many changes in Canadian society. Identify four important events or changes that occurred in the interwar years and explain their importance to Canadian society.

31. What was the Winnipeg General Strike? What year did it take place?

32. What was the Great Depression?

a. What were some causes?
b. What was the triggering event that began the Great Depression?

33. Explain how Canada’s immigrant policy has changed from prior to the 1900s to during and after the World Wars? What brought about these changes? Explain in detail.

34. World War II:

a. Between what years did World War II take place?
b. Identify some of the causes of the Second World War.
c. Identify and briefly explain at least four major events that occurred during World War II?
d. Discuss the injustices faced by Japanese Canadians after the attack of Pearl Harbor in 1941. Include in your discussion how Asian discrimination throughout Canadian history led up to this event. Explain what happened to Japanese Canadians during the Internment years? What has happened as a result of this event?

Mini-Unit I: Aboriginal Issues:

49. Define Assimilation. Identify and explain five specific examples of aboriginal assimilation seen in Canadian history.

50. What were residential schools? Explain in detail.

51. What was the Oka Crisis. Explain in detail what happened at the Oka confrontation. How does this event express the relations between Canada and Aboriginal communities throughout history?

Mini-Unit II: Canadian Government:

52. Define Federalism.

53. Describe the division of power and responsibility in the various levels of the Canadian government, providing examples where possible.

54. Be able to Explain structure of the Canadian Government.

55. Who is the current Prime Minister of Canada?

Mini-Unit III: Modern Canadian Issues:

56. Identify and explain at least four examples of where conflict or misunderstanding between English and French Canadians is seen in Canadian history.

57. What was the FLQ Crisis – Identify the Who, What, Where, When, Why, and be able to explain the historical significance of this event.

58. Who was Pierre Elliot Trudeau? Why was he such an important and controversial Canadian figure? Explain in detail some of the controversial political moves that Pierre Elliot Trudeau made.

59. Who is Rene Levesque? How did sovereignty-association differ from separation?

60. What was the Quebec Referendums – When did they occur? What were they? What were the results of the referendums? Why were they significant in Canadian History?

In addition, you will be required to know the importance of the following terms:

Quiet Revolution
Lord Durham
Indian Act
Battle of Ypres
Stock Market Crash
NATO
Charlottetown Accord
Official Languages Act
Brian Mulroney
Cold War
Filles de Roi
Nellie McClung
Valour Road
Free Trade Agreement
Meech Lake Accord
Charter of Rights and Freedoms
Iron Curtain
Lester B Pearson
D- Day
Gold Rush
Mercantilism
HBC
Louisbourg
Conscription
Treaty of Versailles
Sterling Lyon
Paul Henderson

Canada and World War I

Use the resources located at the site below to build two presentations:

• A presentation outlining the causes of WWI
• A presentation which details some aspect of Canadian involvement in WWI

THE PRESENTATIONS ARE DUE MONDAY, JANUARY 17,2011.

http://www.warmuseum.ca/

Your presentation should encompass a 4-5 minute delivery. Please note*** we will NOT be presenting these. You will drop these in the drop box.

You are expected to use a combination of primary and secondary sources. Be sure that you have done this. In total, each presentation should have at least EIGHT different sources.

In your presentations, ensure that you have touched on some of the following...

1. What years did World War I occur between?
2. World War I is also known by these two titles?
3. What countries made up the Allied Powers?
4. What countries made up the Central Powers?
5. Where did much of the fighting in World War I take place?
6. What is “no man’s land”
7. What event caused the beginning of the First World War?
8. Describe what is meant by Trench Warfare.
9. In April what did the Germans use for the first time in battle?
10. Why was the Battle at Vimy Ridge important for Canadians?
11. What was the German U-Boat threat?
12. What year did the United States enter the war? Why did they finally decided to join?
13. What is significant about the date November 11th?
14. What is Conscription?
15. What was the Conscription Crisis of 1917 and what effect did it have on Canadians?
16. List five new technologies developed in World War I?
17. How did the war effect Canada’s national identity?
18. How did the war affect women?

Also, try to fit in material on the following

* Christmas truce on the Western Front

* World War I propaganda

* Images of World War I

* Valour Road

* The origin of Winnie the Poo


Your presentations will be graded using the presentation rubric used throughout the semester and the degree to which you meet the parameters outlined above.