Take Your Medicine...and Your Quiz

http://typology.people-press.org/typology/



http://www.gotoquiz.com/politics/political-spectrum-quiz.html



http://www.theadvocates.org/quiz


http://www.politicswatch.com/vote_selector_quiz.htm

The above links were used in order to provide you with a frame of reference in terms of commonly held political beliefs. For the most part, these beliefs can be summarized as follows:

1. Your stand on economic and social policy is largely rooted in your perspective with respect to the role of government -- If you think government has a positive role to play in ensuring that people have fair opportunities and in providing for the general welfare, you are more of a statist and more on the left of the politician spectrum. If you believe that government is a necessary evil, that smaller government is better, and that people have a personal responsibility to look after themselves, you are more likely on the right of the political spectrum.
2. Another way in which people split is along authoritarian vs libertarian lines. Those who are more authoritarian prefer the government to decide and prescribe, regulating people's activities. Those who are more libertarian prefer people to remain free to largely do as they wish.
3. You were asked to take all the tests and analyze where you were likely to find yourself on the political spectrum.

Review for Test

The blog test will take place on Tuesday, November 2. Please ensure that you have prepared yourself for this test. The review is available below...

Our work thus far can be divided into a few categories:

• Historiography
• Canada's Identity
• Colonization
• Our System of Government

Historiography:

Be prepared to discuss the classic question, "What is history?" You worked on your family history projects and had to deal with the practical issues of writing history. You must be able to apply this experience to the criticism of historical writing. Key questions:

• How do we decide what is worthy of study?
• Is political history more important than social history?
• Does bias always exist? How do we best deal with historical bias to get a balance?
• Reread the article on Pierre Trudeau from the blog. Should this article affects Trudeau's reputation and how history will view him? Is it historically significant?

Canada's Identity:

In your presentations you had to make the case for a Canadian identity -- what was it? How was it unique?

Many people discussed the concept of multiculturalism. We also looked at length at the Globe and Mail series, "Our Time to Lead." Be familiar with the idea of Canada as a cultural mosaic -- a series of distinct and unique cultures which create a national identity. Be able to contrast this concept with the American melting pot -- one people out of many.

Canada's involvement in World War I was also identified as a key to the national identity. be able to explain how fighting in Europe actually helped Canada gain recognition as its own nation. Consider the reputation Canadian troops developed for toughness and perseverance. How does this fit with the toughness required to persevere in building the railway, building a country with a small population on a large land mass, and surviving the frontier and the elements?

Colonization:

See the questions for the Tuesday, October 5 blog entry. Be especially familiar with #1 for each chapter and #2 for Chapter 4. As well, you should know the following:

• Who were the Jesuit missionaries? What was their goal?
• What was the cause of early European exploration?
• Who was Samuel de Champlain?
• What kind of alliances with native peoples did Champlain build?
• How did the fur trade evolve? (see table p 104-105)
• How did the Acadian colony end?

Our System of Government:

Review the links below to review how a bill becomes a law in Canada. Also, review the chart in Chapter 5 on royal government and be able to identify the parts of our system that have endured to present day.

http://www.filibustercartoons.com/law.gif

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

Oh Nooooo!!!! Due Date for October 5th Readings and Questions....

Chapter 4,5, and 6 questions are DUE THURSDAY, OCTOBER 21!!!!!

Our Time to Lead

Today we looked at the Globe and Mail initiative http://ourtimetolead.ca/



This is a practical online discussion based on a series of articles found online through the Globe and Mail which looks at a selected series of issues that are important to Canadians and the future of our country.












These issues are:

• multiculturalism


• women in power


• failing boys


• future of the military


• work - life balance


• private health care


• controlling the Internet


• Global food

Some of these issues directly relate to our discussion, "What does it mean to be Canadian?" Each week, the Globe will combine a series of articles on a given topic with online discussion to host a national conversation on the future direction of the country. We will take a look at this discussion and try to determine what it says about us as a nation and where we may be heading.

For today, you are to read the articles found under the multiculturalism link. Make some jot notes and be prepared to discuss:

• How multiculturalism is defined -- justify your position


• Can you detect any criticisms of multiculturalism? or potential problems?


• The introduction states, "Multiculturalism has made Canada better, but now it is time for Canada to make multiculturalism better." What does this mean? How do the articles serve to help us achieve this goal?


• Read the rest of the introduction. Identify the bias in it. Is the Globe trying to control the discussion?

Be ready to discuss and hand in your materials on Tuesday, October 12.

Readings, Readings, Readings... And a Few Things to Do

Here are some activities for you to work on based on the recent readings:

After Chapter 4 -

1. What are the major similarities and differences in the way in which France and Britain colonized Canada? How did their goals for Canada compare? Compare the policies that were used as well as the general living conditions.
2. What did aboriginal people have to gain from colonization? What was their motivation to assist the colonists in surviving in the new environment?

After Chapter 5 -

1. Explain the following: Royal government; the seigneurial system; and mercantilism
2. Reread the report on popular culture found on page 134. Summarize the conclusions of the writer with respect to Canadians. Considering the writer's background, try to identify what observed behaviors and attitudes likely led to this evaluation.

After Chapter 6 -

1. What was it about Acadian life that gave them a distinct and strong cultural identity?
2. Prepare a list of research questions that you could use to write a comparison essay in which you investigate the similarities and differences between the colonial experience of French settlers in Quebec and in Acadia. Research and evaluate possible sources, and then draw up a thesis and outline for your essay.

Readings Assigned Today!

Defining Canada Readings are listed below. We will be looking at the Colonial Era.
You can pick up the readings in the drop box if you cannot finish them in class...

Assigned for Tuesday, October 4, 2010 -

Unit 2 - New France

• Chapter 4 The First French Settlements 1603-1738 p. 92-112


• Chapter 5 Royal Government in New France 1663-1738 p. 112-126


• Chapter 6 Acadia 1621-1755 p. 138-139;149-155; 157-159

Might be a pop quiz... Just sayin' so

Be Disciplined and Do Your Reading :)

Defining Canada

You were asked to read the prologue of the textbook, "Defining Canada." You can get a scanned copy of this reading on the network in the Canadian History pick up folder.

The reading offered a summary of much of the discussion we had in class over the previous two days. In particular, the Quebec referendum and Canada's cultural identity is addressed. As well, methods of historical inquiry and the process by which we determine the historical importance of items was covered.

During the course of working on your family history and preparing your slide show concerning Canada's identity, you will have to make decisions regarding the relative importance of various events and personalities. These decisions will be governed in part by your personal biases with respect to how you see the world around you. This is the case for all historical writing. Therefore, you must be aware of this fact and critically evaluate material accordingly. Consider the source, the audience that is being written for and the writer's purpose.

We discussed bias in the context of the section written about Pierre Trudeau. The line, "Repeatedly, Canadians voted Trudeau and his party into office, thereby showing they approved of his policies." Upon further consideration, we discovered that Trudeau's career included a minority government, an electoral loss to Joe Clark (who himself was perceived to be a weak leader), and consistent rejection by Canadian voters outside of Quebec and Ontario.

See the story linked below to learn about Trudeau's youth.

http://www.canada.com/ottawacitizen/news/story.html?id=0c1b3dca-544a-45d8-8ce3-f577f9cb43a6



To be sure, Pierre Trudeau was a complicated man who had a consequential impact as prime minister. He was colorful, controversial, and blunt when he felt the occasion required. He was well read and unquestionably intelligent. He made decisions and took actions that would shape Canada for years to come. However, to say that his elections reflected the approval for all of his policies throughout the country assumes that the country is limited to central Canada. For most of Trudeau's time in office, there were no Liberal Members of Parliament west of Manitoba. Therefore, it would be fair to say that, at least in this section of the textbook, we see a bias towards central Canada and in favor of Pierre Trudeau.

Once again, for the purposes of this course you must be aware of the biases that exist in all historical intrepretation. Keep that in mind as we proceed.