Mr. Neufeld will be overseeing the class until the Christmas break. In that time, he will be covering the period from 1945-1982. We will step back and cover Canada at the turn of the 20th century and World War I after Christmas, as we have covered the material prior to these events. As students have handed in their essays, it will also be a good opportunity for us to pick up with our work in that area. Finally, we will be working on a review for the exam.
Mr. Neufeld has already distributed an overview of the material that will be covered, which is available on the network in the Canadian History pickup folder. Below, you will find the topics that will be covered and the corresponding pages from the textbook where you may find this material.
Module 1 – Moving Forward
Topics:
• The Tragedy of Africville – p 492
• The Bill of Rights – p 493
• Unemployment Insurance – p 521
• Health Insurance – p 521
• Pension Plans – p 522
• Canada Assistance Plan (CAP) – p 522
• Women’s Social Action Groups – p 524
• The Government Chooses Multiculturalism – p 595
• Employment Equity – p 596
Module 2 – Establishing and Promoting Canadian Culture
Topics:
• Canadian Culture on the Brink of Destruction? – p 530
• Strategies for Change (The Massey-Levesque Report) – p 533
• The Great Flag Debate – p 549
• Expo ’67 – p 553
• The National Film Board (NFB) – p 546
• The Development of a Canadian Music Industry – p 541
• The Birth of Television in Canada – p 542
• The Struggle for Canadian Content – p 542
• The Growth of the Canadian Film Industry – p 543
Module 3 – The Cold War
Topics:
• The Gouzenko Spy Case – p 470
• North Atlantic Treaty Organization (NATO) – p 471
• Korean War – p 472
• Distant Early Warning (DEW) Line – p 473
• North American Aerospace Defense Command (NORAD) – p 475
• Avro Arrow – p 475
• The Cuban Missile Crisis – p 477
• Canada’s Role in the UN – p 479
• The Suez Crisis – p 481
Module 4 – A Country Divided
Topics:
• Newfoundland as Canada’s Tenth Province – p 482
• The Quiet Revolution in Quebec – p 483
• Aboriginal Peoples Challenge the System – p 486
• Immigration and the Beginnings of Multiculturalism – p 489
• The Developing Idea of Canadian Citizenship – p 491
• The October Crisis – p 566
• Bilingualism – p 569
• Royal Commission on the Status of Women – p 571
• Western Alienation – p 574
Thursday, December 2, 2010
Thursday, November 18, 2010
Assignments Handed in Today!!!!!
Today you were to hand in all the questions from the assignments that we've been working on this week:
Immigration
Early Immigration
Rebellion and Reform in Upper Canada
War of 1812
If for whatever reason you did not get these in today, email them in before noon on Sunday. Do not send me attachments. Clip and paste the answers into your email and send them that way.
Monday, November 15, 2010
Immigration
Immigration in Canada
Answer the following questions using your search techniques.
Ukrainian Migration:
1. Why did so many Ukrainians come to Canada from 1880-1914? Where did most of the Ukrainians settle?
2. Why was coming to Canada such an appealing idea to poor Europeans during this time period?
3. The experience of the Ukrainians shows that different factors caused people to leave their homes and risk beginning again in Canada. What are some of these factors?
Mennonites, Doukhobors, and the Hutterites
4. Why did these three groups of people leave Europe for Canada?
Immigrants and the City
5. Why did newly arrived immigrants and native-born Canadians not mix well in the cities of Canada?
6. What were Canadian cities like in the 1900s?
A Canada of Many Cultures:
7. In what way(s) did immigration in this time period put a strain on Canadian society?
8. What i
s Nativism?
Answer the following questions using your search techniques.
Ukrainian Migration:
1. Why did so many Ukrainians come to Canada from 1880-1914? Where did most of the Ukrainians settle?
2. Why was coming to Canada such an appealing idea to poor Europeans during this time period?
3. The experience of the Ukrainians shows that different factors caused people to leave their homes and risk beginning again in Canada. What are some of these factors?
Mennonites, Doukhobors, and the Hutterites
4. Why did these three groups of people leave Europe for Canada?
Immigrants and the City
5. Why did newly arrived immigrants and native-born Canadians not mix well in the cities of Canada?
6. What were Canadian cities like in the 1900s?
A Canada of Many Cultures:
7. In what way(s) did immigration in this time period put a strain on Canadian society?
8. What i
s Nativism?
Early Immigration into Canada: An Overview
Be like Johnny Canuck and use your search techniques to answer the following questions.
THESE QUESTIONS ARE DUE THURSDAY, NOVEMBER 18
1. What was the Great Migration? When did it take place? Who did it involve?
2. What did people think these immigrants from the Great Migration should be doing?
3. How did the poorest immigrants arrive during the Great Migration? What were the conditions like for them?
4. At what time did Canada see its highest immigration levels from Ireland? Why did these people come?
5. What was Grosse-Ile? What happened there?
6. What was the underground railroad? Explain how it functioned.
7. Who was the driving force behind organizing the underground railroad?
8. Discuss the conditions of Chinese immigration during the time of building the transcontinental railway.
9. Compare the pay for Chinese workers on the railway versus white workers.
10. How did polict towards Chinese immigration change once the railway was built?
THESE QUESTIONS ARE DUE THURSDAY, NOVEMBER 18
1. What was the Great Migration? When did it take place? Who did it involve?
2. What did people think these immigrants from the Great Migration should be doing?
3. How did the poorest immigrants arrive during the Great Migration? What were the conditions like for them?
4. At what time did Canada see its highest immigration levels from Ireland? Why did these people come?
5. What was Grosse-Ile? What happened there?
6. What was the underground railroad? Explain how it functioned.
7. Who was the driving force behind organizing the underground railroad?
8. Discuss the conditions of Chinese immigration during the time of building the transcontinental railway.
9. Compare the pay for Chinese workers on the railway versus white workers.
10. How did polict towards Chinese immigration change once the railway was built?
Rebellion and Reforms in Upper and Lower Canada
If you have competed the War of 1812 assignment, read the aticle below and answer the questions at the end.
THIS ASSIGNMENT IS DUE THURSDAY, NOVEMBER 18
Rebellion and Reforms in Upper and Lower Canada
The years between 1812 and 1850 were a time of economic growth in Canada. Wheat and lumber became the staples of the St. Lawrence colonial economy, the Montreal based fur trade pushed farther and farther into the northwest regions, Nova Scotia and New Brunswick became centers of trade with the U.S. More immigrants were arriving from Britain and the United States, settling especially in Upper Canada.
Nonetheless, it was during this time that popular movements to reform the government sprang up, especially in Upper and Lower Canada. The political system then in place gave the real power to the British appointed governors and to their executive councils who were appointed for life. These men formed an Oligarchy.
Not only did they make up the governor’s councils, but they also held the highest bureaucratic and judicial positions. They were well connected men of property with commercial and financial interests to defend.
In Upper Canada this elite group was known as the Family Compact, and in Quebec or Lower Canada they became known as the Chateau Clique. Both these groups held a strong hold over the commercial and political life of their colonies. As the oligarchy members made all government appointments, they were able to control the legal, religious, and educational systems in the colonies. Using their political power, they put policies in place that were favorable to themselves and their interests rather than to the majority of citizens in the colonies. They could, and did, spend public money on canals that would further their business interests rather than on roads that the settlers needed.
This lead to rebellions and reforms in both Upper and Lower Canada. By 1815, the French were growing uneasy about their position in Canada because they were worried about the increasing number of British immigrants that were flooding the colony. They were slowly being outnumbered and feared assimilation.
The French in Lower Canada were excluded from government as the Chateau Clique was made up of English speaking colonists and made decisions that only helped their own personal situations, thus making the French even more fearful. Louis-Joseph Papineau rose up among the common man and called for the colonists to rebel against the Chateau Clique, demanding responsible government and a change in the colony’s situation. He argued this was necessary for the cultural survival of the French in Canada. He wanted to see that the French majority had more say in colonial affairs. His group was called the Patriotes.
The Patriotes raised support for their cause through a series of meetings in the countryside that called for the overthrow of the government. The government called in troops to protect and to try and arrest the leaders of the rebels. On November 23, 1837 at St. Denis, 800 Patriotes (only ½ of which were armed) battled the troops for an entire day behind wooden barricades, forcing the troops to withdraw. A few days later, Papineau escaped to the United States and later returned to France. But not before burning the parliament building in Montreal. Other Patriote leaders were not so lucky and were arrested.
In Upper Canada, there was also a division between the colonists and the Oligarchy there that was called the Family Compact. The colonists in Upper Canada wanted to have more input into government affairs, as the Family Compact also ruled in their own best interests. The family Compact feared the democratic ideas of the colonists because they believed that democracy equaled mob rule.
William Lyon Mackenzie was the leader of the rebels in Upper Canada. His group was called the Reformers. Mackenzie used the same methods as Papineau and the Patriotes had used in Lower Canada and made speeches in order to organize the people of Upper Canada against the Oligarchy and towards overthrowing the government in favor of responsible government. On December 5, 1837, 700 reformers marched on Toronto to overthrow the government, but the defenders of the oligarchy fired on them and the rebellion was crushed. Like Papineau, Machenzie fled to the United States and was later allowed to return to Toronto without any persecution.
Although both rebellions were unsuccessful, the British government took notice of the rebellions in Upper and Lower Canada and realized that serious problems existed with the way that the colonies were run. They sent Lord Durham to the colonies to investigate and to make suggestions on two issues: How to improve the relations between the governments and the colonists, and to try and prevent any further rebellions from the colonists that lived there.
Discussion Questions:
1. According to what you read in this article, what do you believe an Oligarchy is? Based on this definition brainstorm another culture, civilization or time period run by an Oligarchy.
2. What does a Clique refer to nowadays? Can you think of a modern example of a clique?
3. The French in Lower Canada were fighting for Responsible Government and Cultural Survival. In your opinion what is meant by these two terms.
4. What were the similarities and differences between the causes of the rebellions in Upper and Lower Canada and the causes of the American Revolution.
5. Why do you believe these two conflicts had different effects or outcomes? Brainstorm at least two reasons.
THIS ASSIGNMENT IS DUE THURSDAY, NOVEMBER 18
Rebellion and Reforms in Upper and Lower Canada
The years between 1812 and 1850 were a time of economic growth in Canada. Wheat and lumber became the staples of the St. Lawrence colonial economy, the Montreal based fur trade pushed farther and farther into the northwest regions, Nova Scotia and New Brunswick became centers of trade with the U.S. More immigrants were arriving from Britain and the United States, settling especially in Upper Canada.
Nonetheless, it was during this time that popular movements to reform the government sprang up, especially in Upper and Lower Canada. The political system then in place gave the real power to the British appointed governors and to their executive councils who were appointed for life. These men formed an Oligarchy.
Not only did they make up the governor’s councils, but they also held the highest bureaucratic and judicial positions. They were well connected men of property with commercial and financial interests to defend.
In Upper Canada this elite group was known as the Family Compact, and in Quebec or Lower Canada they became known as the Chateau Clique. Both these groups held a strong hold over the commercial and political life of their colonies. As the oligarchy members made all government appointments, they were able to control the legal, religious, and educational systems in the colonies. Using their political power, they put policies in place that were favorable to themselves and their interests rather than to the majority of citizens in the colonies. They could, and did, spend public money on canals that would further their business interests rather than on roads that the settlers needed.
This lead to rebellions and reforms in both Upper and Lower Canada. By 1815, the French were growing uneasy about their position in Canada because they were worried about the increasing number of British immigrants that were flooding the colony. They were slowly being outnumbered and feared assimilation.
The French in Lower Canada were excluded from government as the Chateau Clique was made up of English speaking colonists and made decisions that only helped their own personal situations, thus making the French even more fearful. Louis-Joseph Papineau rose up among the common man and called for the colonists to rebel against the Chateau Clique, demanding responsible government and a change in the colony’s situation. He argued this was necessary for the cultural survival of the French in Canada. He wanted to see that the French majority had more say in colonial affairs. His group was called the Patriotes.
The Patriotes raised support for their cause through a series of meetings in the countryside that called for the overthrow of the government. The government called in troops to protect and to try and arrest the leaders of the rebels. On November 23, 1837 at St. Denis, 800 Patriotes (only ½ of which were armed) battled the troops for an entire day behind wooden barricades, forcing the troops to withdraw. A few days later, Papineau escaped to the United States and later returned to France. But not before burning the parliament building in Montreal. Other Patriote leaders were not so lucky and were arrested.
In Upper Canada, there was also a division between the colonists and the Oligarchy there that was called the Family Compact. The colonists in Upper Canada wanted to have more input into government affairs, as the Family Compact also ruled in their own best interests. The family Compact feared the democratic ideas of the colonists because they believed that democracy equaled mob rule.
William Lyon Mackenzie was the leader of the rebels in Upper Canada. His group was called the Reformers. Mackenzie used the same methods as Papineau and the Patriotes had used in Lower Canada and made speeches in order to organize the people of Upper Canada against the Oligarchy and towards overthrowing the government in favor of responsible government. On December 5, 1837, 700 reformers marched on Toronto to overthrow the government, but the defenders of the oligarchy fired on them and the rebellion was crushed. Like Papineau, Machenzie fled to the United States and was later allowed to return to Toronto without any persecution.
Although both rebellions were unsuccessful, the British government took notice of the rebellions in Upper and Lower Canada and realized that serious problems existed with the way that the colonies were run. They sent Lord Durham to the colonies to investigate and to make suggestions on two issues: How to improve the relations between the governments and the colonists, and to try and prevent any further rebellions from the colonists that lived there.
Discussion Questions:
1. According to what you read in this article, what do you believe an Oligarchy is? Based on this definition brainstorm another culture, civilization or time period run by an Oligarchy.
2. What does a Clique refer to nowadays? Can you think of a modern example of a clique?
3. The French in Lower Canada were fighting for Responsible Government and Cultural Survival. In your opinion what is meant by these two terms.
4. What were the similarities and differences between the causes of the rebellions in Upper and Lower Canada and the causes of the American Revolution.
5. Why do you believe these two conflicts had different effects or outcomes? Brainstorm at least two reasons.
War of 1812
Use your new Internet search skills to find the answers to the following...
THIS ASSIGNMENT IS TO BE HANDED IN ON THURSDAY, NOVEMBER 18
War of 1812
THIS ASSIGNMENT IS TO BE HANDED IN ON THURSDAY, NOVEMBER 18
War of 1812
1. Who was the war of 1812 fought between?
2. Identify and explain two major causes of the war.
3. Why did the British delay giving up western forts? What did the Americans think of this?
4. Who were the “War Hawks” and what did they want?
5. Why did the Americans attack Canada even though their military was still young and undeveloped?
6. Where did the Americans attack first and why?
7. Identify two reasons why Canada was at risk for being defeated by the Americans?
8. What was the actual result when the Americans and the Upper Canadians fought? Why did this occur?
9. Who was Tecumseh? And why was he an important figure in early Canadian history?
10. When did the war end? Identify and explain three outcomes or results of the War of 1812 on Canada.
Internet Research
Today will be your first day using Internet resources to find the answers to some basic questions about topics in Canadian History. This is something that you need to become adept at if you are going to find useful and quality material for the research paper that you will write towards the end of the semester.
There are two components to this -- searching the Internet broadly and searching the Internet specifically through academic research databases. We will begin with searching the Internet broadly today. I have linked a tutorial here for you.
Unfortunately, most of us resort to going to Google and just typing in a string of words that we think might get us what we are looking for. There is a better way. Begin by examining the tutorial below:
http://www.collectionscanada.gc.ca/education/008-3040-e.html
Read the following links you will find at this site:
Choosing the Right Tools for Searching the Web: A Tutorial
Basic Web Searching: A Guide
Evaluating Internet Sources: A Guide for Learners (Ages 16 and up)
Then begin the assignment on the War of 1812.
There are two components to this -- searching the Internet broadly and searching the Internet specifically through academic research databases. We will begin with searching the Internet broadly today. I have linked a tutorial here for you.
Unfortunately, most of us resort to going to Google and just typing in a string of words that we think might get us what we are looking for. There is a better way. Begin by examining the tutorial below:
http://www.collectionscanada.gc.ca/education/008-3040-e.html
Read the following links you will find at this site:
Choosing the Right Tools for Searching the Web: A Tutorial
Basic Web Searching: A Guide
Evaluating Internet Sources: A Guide for Learners (Ages 16 and up)
Then begin the assignment on the War of 1812.
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