REVIEW PACKAGE FOR - Ms. Armstrong's Class...

REVIEW PACKAGE FOR

OFFICIAL POWER ANDCOUNTERVAILING POWER

Description of Package

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

The Power and Countervailing Powers theme spans three time period: The French Regime, British Ruleand Contemporary Period. Within each time period, the relationship between Official Power(governments) and various influential groups (Church, unions, feminists, social groups, media, etc.) areexplored. Each time period is divided into sub-sections and each sub-section is introduced by elementsfound in the Progression of Learning (POL). The tables found in each sub-section contain documentsrelated to the POL on the Left and on the right side the related questions are intended to guide thestudents in developing their notes. Finally, each sub-section ends with a MELS type question andintellectual operation.

How to use this Review Package

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

• Teachers should go over the documents, help students develop strategies on how to interpretdocuments. (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 topractice the various intellectual operations.

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

Acknowledgements

This review package was prepared by Kim Blackburn and Patricia Donovan, teachers at Riverdale HighSchool, with the support of Rosanna Riccardi, Social Studies Consultant.

A special thank you to Julie Phenix, graphic artist at LBPSB, for the meticulous attention to detail inorganizing the layout of this review package.

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1. Power relations between the Amerindians and the administrators of the colony

a. Identifies players who embody power relations between the Amerindians and the administrators of the colony (e.g. governors, the Innu, the Iroquois)

b. Indicates demands made by Amerindians (e.g. military support against their enemies, Europeanproducts, especially rifles)

c. Indicates means used by Amerindians to influence the decisions of the colonial administrators(e.g. declare war, supply furs)

d. Indicates effects of power relations between the administrators of the colony and the Amerindians(e.g. Champlain’s expedition against the Iroquois on the rivière Richelieu, signing of the GreatPeace of Montréal, French use of Amerindian customs in diplomacy, ongoing military presence inthe territory of the colony)

In diplomatic relations, the state also followed Aboriginal customs: theexchange of gifts or shell necklaces (wampums), speeches, passing theceremonial peace pipe, etc. Meetings would take place in Aboriginallanguages . . . .

Christophe Horguelin et al., Panoramas: History and Citizenship Education, SecondaryCycle Two, Year 2 (Montréal: Graficor, 2009), Vol. 2, 109.

Why did the state maintain an alliance withthe Aboriginal peoples?

Library and Archives Canada/C-073418.

In addition to the economic benefits gainedthrough the fur trade, what motivatedaboriginal peoples to maintain alliances withthe Europeans?

http://www.jeuxpac.net/chateau-calliere/en/calliere/pages_html/calliere_en.htm#

What measures did the state take to maintainits Aboriginal allies?

FRENCH REGIME: 1608- 1760

2

2. Power relations between the administrators of the colony and the mother country

a. Identifies players who embody power relations between the administrators of the colony and the mother country (e.g. Company of One Hundred Associates, Talon, the Minister of the Marine)

b. Indicates demands made by the administrators of the colony: financial resources, militaryresources

c. Indicates the main means used by the administrators of the colony to influence the decisions ofthe mother country: exchange correspondence, draft briefs

d. Indicates effects of power relations between the administrators of the colony and the mothercountry (e.g. publication of orders and edicts, submission to French authority in the colony, littleeconomic diversification in the colony)

Who controlled the colonial state? How wasthis control exercised?

Before 1663:

After 1663:

"Several initiatives undertaken by Talon and his successors, hatmanufacturing in particular, were disallowed by the king and hisminister."

Translated from: Cardin Le Québec : héritages et projets, p. 112

The Governor General represented the king. (...) He commanded thearmies and militia, and was responsible for relations with the Nativepeoples and the Thirteen Colonies.

Thibeault, Charland et Ouellet, Repères, Manuel de l’élève A, 1er année du 2e cycle dusecondaire, Montréal, Edition du Renouveau Pédagogique du Secondaire Inc, 2007, p.105[Translation]

Whose interest must the colony protect?

What were the governor’s responsibilities inthe colonies?

FRENCH REGIME: 1608- 1760 (continued)

3

3. Power relations between Church and state

a. Identifies players who embody power relations between Church and state (e.g. king, Monseigneur de Laval, Frontenac)

b. Indicates one demand made by the Church: prohibition on trading alcohol

c. Indicates means used by the Church to influence the decisions of the state (e.g. complaining tothe king about the actions of some governors, making a commitment to convert moreAmerindians)

d. Indicates effects of the power relations between the Church and the state (e.g. alliance to imposepublic order in the colony, revocation of governors D’Avaugour and Frontenac, prohibition onperforming Molière’s comedy Tartuffe, granting of seigneuries to religious communities)

Missionaries lived with Amerindian families; Marguerite Bourgeoisestablished the Congregation of Notre-Dame in Ville-Marie and severalreligious orders owned seigneuries.

GRICS (Module 2, No. 47, Sept. 2002)

How did the state support and encourage theChurch’s power?

http://www.mcq.org/seminaire/english/chap2/photos/24-6-12_ptitre.htm

How did the Catholic Church exercise itspower over the colonists?

Letter from Jean Frédéric Phélypeau Maurepas, Secretary of the Marine, to Henri-Marie Dubreuil Pontbriand, Bishop of Québec, 1742.

Trading alcohol with the natives ... is necessary not only for commerceof the colony, but also to prevent the Natives from trading with theEnglish. Furthermore, this trade maintains their loyalty to France andthe catholic religion.

Bishop François DE LAVAL, Pastoral letter of the Bishops to excommunicate those whosell intoxicating liquor to Indians, Québec, May 5, 1660

[With regards to trading with the Natives]… we strongly prohibit ...under pain of excommunication, for [French merchants] to give inpayment, sell, trade, or give free any wine or eau-de-vie . . . .

Virginie Krysztofiak et al., Le Québec en deux temps: 1840 à nos jour, Cahier de savoirset d’activités, 2e cycle du secondaire (Montréal: ERPI, 2012), 317. [Translation]

Indicate the exact point the authors of thesetexts disagree.

FRENCH REGIME: 1608- 1760 (continued)

4

Practice Question

Document 1

The Church played an important role in New France. In the 17th century, Father Marquette travelleddown the Mississippi; the Miséricorde-de-Jésus opened the Hotel-Dieu Hospital in Québec; BishopLaval appointed young individuals as curés (parish priests); the Jesuits opened colleges and publishedtheir Relations in France; missionaries lived with Amerindian families; Marguerite Bourgeois establishedthe Congregation of Notre-Dame in Ville-Marie and several religious orders owned seigneuries. GRICS (Module 2, No. 47, Sept. 2002)

Document 2

Charles Huot, Collection Musée du Québec, 80-117.

Identify two ways that the Catholic Church exerted its power in New France.

Characterize ahistorical

phenomenon

2 marks 1 mark 0 marks

The student characterizes the

historical phenomenon.

The student partlycharacterizes the historical phenomenon.

The student does not characterize the historical phenomenon.

5


a. Identifies players who embody power relations between the Church and the state: king, bishops, governors

b. Indicates demands made by the Church: appointment of a Catholic bishop, collection of tithes

c. Indicates the means used by the Church to influence the decisions of the state: submittingrequests to the king

d. Indicates effects of the power relations between the Church and the state(e.g. appointment of a Superintendant of the Catholic Church in Canada; suggestion by Monseigneur Lartigue that the population of Lower Canada should submit to British authority during the Rebellions)

The replacement of the Test Act by an oath of loyalty allowed Canadiensto sit on the Council, but the Council remained predominantly British.

Ministère de l’Éducation.

Which social groups supported the colonialstate in the province of Québec?

45. Paul Revere, "The mitred minuet." In: The Royal American Magazine, Vol. I, no. 10,[Boston,] October, 1774.

Why are the bishops celebrating the QuébecAct?

Shortly before fighting broke out, Monseigneur Lartigue, Bishop ofMontréal, issued a pastoral letter asking Canadiens to remain loyal tothe British government.

“What do you have to show for all their beautiful promises [thePatriotes’ promises], except the burning of your homes and churches,the loss of some of your friends and loved ones…But above all, for manyof you, the shame of having been remiss in the loyalty due to yourking…

Sylvain Fortin et al., Panoramas, History and Citizenship Education, Secondary Cycle two,year 1, (Montréal : Graficor, 2008) Student Textbook B, p. 33

Explain the relationship between the CatholicChurch and the state. Found in Panoramas,sec. 3)

This informatio

n

is found in

Sec. 3 textboo

k

BRITISH RULE: 1760 - 1867

Administrator

Sticky Note

remove bbble

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2. Power relations between British merchants 2. in the colony and the governor

a. Identifies players who embody power relations between British merchants in the colony and the governor: the king, Governor Murray, Montrealers, members of the legislative assembly

b. Indicates demands made by British merchants: discontinuation of the concessions made to theCanadiens by the first governors, restoration of Habeas corpus, abolition of taxes on trade

c. Indicates means used by British merchants to influence the decisions of the governor (e.g. writingpetitions, writing to opinion journals such as the Québec Mercury and the Montreal Gazette)

d. Indicates effects of the power relations between British merchants and the governor(e.g. maintenance of taxes on trade, recall of Governor Murray by London)

They [British merchants] demanded the establishment of a LegislativeAssembly from which French Canadians would be excluded. Needlessto say, they were opposed to Governor James Murray . . . and GovernorGuy Carleton . . . who had both decided to apply the Royal Proclamationin such a way as not to alienate the French Canadian majority.1

1. alienate the French Canadian majority: turn it against them

Who exercised political power in the Provinceof Québec?

Extrait de «Il était une fois le Québec»

"Le Régime Britannique Chez Couture." Le Régime Britannique Chez Couture. N.p., n.d.Web. 07 June 2013.

What were some of the demands made bythe English prior to the Constitutional Act?

We . . . rely on your Majesty for the Redress1 of those Grievances2 wesuffer from the Measures of Government practiced in this your Majesty'sProvince . . . . We could enumerate many more sufferings which renderthe lives of your Majesty’s Subjects, especially your Majesty’s loyal BritishSubjects, in the Province, so very unhappy that we must be under theNecessity of removing from it3 . . . .

Petition of the British merchants of Québec, 1765

1. the redress: the solution2. grievances: complaints, problems3. removing from it: leaving it

What means did the British Merchants use toinfluence the decisions of the king? Wherethey successful in getting their way?

BRITISH RULE: 1760 - 1867 (continued)

7

3. Power relations between the legislative assembly and the governor

a. Identifies players who embody power relations between the legislative assembly and the governor: Papineau, Gosford, W. L. Mackenzie, Elgin, members of the assembly, political parties such as the Parti canadien, the Tory Party, the Parti patriote

b. Indicates demands made by the Patriotes and Reformers: responsible government, control overthe budget, election of members of the legislative council 3

c. Indicates means used by the legislative assembly to influence the decisions of the governor:adopting a resolution on the free choice of language when tabling bills, adopting the92 Resolutions, refusing to pass the budget

d. Indicates means used by the Patriotes and Reformers to influence the decisions of thegovernor: asking the population to boycott British products, forming an alliance with Reformers inUpper Canada, organizing public assemblies

e. Indicates effects of the power relations between the legislative assembly and the governore.g. dissolution of the legislative assembly, application of responsible government)

f. Indicates effects of the power relations between the Patriotes, the Reformers and the governor(e.g. closing of opinion journals, the Rebellions, intervention by the army, the hanging ofPatriotes, the call to Baldwin and Lafontaine to form a government)

Collection Assemblée nationale 91-706-15

What government institution was put in placein 1791?

The governor remains in office and continues to represent the interestsof the mother country. It ... also appoints the Executive Council, whichhelps him to administer the colony.

Marcel Roy et Dominic Roy, Je me souviens, Histoire du Québec et du Canada, Ottawa,Editions du Renouveau Pedagogique Inc, 1995, p.227. [Translation]

Name an element of continuity after theConstitutional Act of 1791.


8

The Ninety-two Resolutions served the cause of the radical Patriotesduring the vigorous electoral campaign . . . . The Patriotes, some ofwhom were Anglophones, won a rousing victory and were determinedto continue opposing the governor.

Louise Charpentier et al., Nouvelle histoire du Québec et du Canada (Montréal: CEC,1985), 162. [Translation]

What was the relationship between theofficial power and the Parti Patriote?

MNBAQ/37.54

How did the Parti Patriote and Reformersdefend their interests?

Why did the Parti Patriote call for ResponsibleGovernment?


3. Power relations between the legislative assembly and the governor (continued)

9

4. Power relations between the Native peoples and the British authorities

a. Identifies players who embody power relations between the Amerindians and the British authorities (e.g. Pontiac, Le Grand Sauteux, Amherst, Governor Murray)

b. Indicates Amerindian demands (e.g. financial compensation for lost territory, recognition of their rights)

c. Indicates the main means used by the Amerindians to influence the decisions of the Britishauthorities after the Treaty of Paris (1763): revolting

d. Indicates effects of the power relations between the Amerindians and the British authorities (e.g. the establishment of a policy of assimilation starting in 1830, the creation of reserves)

<http://kids.britannica.com/elementary/art-165395>.

Why did the Aboriginal peoples revolt againstthe British? What event led Aboriginal peoplesto sign a peace treaty with the British?

From 1763 to 1830 the imperial government dealt with "Indian Affairs"through the military, and the provision for education for Aboriginalpeoples was minimal. After 1830, when administration was transferredto the secretary of state for the colonies, some money was diverted toeducation by means of donations to church organizations. This fundingallowed the building of rudimentary schools in pre-reserve Aboriginalsettlements. During this period various colonies began to providelimited resources for the education of band members within theirboundaries.

MCCUE, HARVEY. "Aboriginal People, Education." - The Canadian Encyclopedia.Historica-Dominion, n.d. Web. 05 June 2013.

Briefly explain the relationship between theNative groups and the British authorities after1830s.

Thisinformationis foundin Sec. 3textbook

NEW, not it

textbooks


10

Practice Questions

Document 1

... I think we should commit to cease using wine, brandy, rum and all other spirits1 that are importedand taxted. It will be to the advantage of both the public and individuals to abstain2 from these items.

Louis-Joseph Papineau1. spirits: alcohol2. abstain: go without

In the years preceding the rebellions, the Parti patriote was dissatisfied with the way the colony’s political institutions worked. Illustrate this statement with a fact.

Establishconnectionsbetween facts


The student correctly illustratesthe statement.

The student illustrates the

statement, but theanswer lacksprecision.

The student illustrates the

statement incorrectlyor does

not illustrate it.

11


a. Identifies players who embody power relations between Church and state (e.g. Monseigneur Laflèche, Boucher de Boucherville, the Duplessis government, Frère Untel [Jean-Paul Desbiens])

b. Indicates demands made by the Church (e.g. the colonization of new regions, amendments to thebill concerning the creation of a department of education)

c. Indicates means used by the Church to influence decisions by the state (e.g. found Catholicunions, support strikers in some circumstances)

d. Indicates effects of power relations between the Church and the state (e.g. the colonization ofnew regions, the refusal to give women the right to vote)

Source: CSN - Service de la documentationhttp://www.lapresse.ca/le-droit/dossiers/100-evenements-historiques/201302/11/01-4620326-39-lancetre-de-la- csn-voit-le-jour-a-hull.php

What reasons did the Church have forcreating Catholic unions in the first half of the20th century?

[The federal and provincial governments] adopted programs to helpcolonists settle in Abitibi and in the back-country areas of the Gaspésie,the Bas-Saint- Laurent and Lac-Saint-Jean regions. It offered bonusesto unemployed people who were willing to go to these distant regions,and subsidies for clearing land and building houses.... About 50 000people agreed to participate in this “back to the land” movement.

Sebastien Brodeur-Girard et al., Le Québec,une histoire a construire: histoire et educationà la citoyennete, 2e cycle du secondaire, 2e annee (Laval: Grad Duc, 2008) Vol. 1, 80.[Translation]

What motivated the Catholic Church tointroduce the “back to the land movement”in the 1930s?

Maurice Duplessis and the Bishop

Québechistory. N.p., n.d. Web. 05 June 2013.

Describe the relationship between the Churchand the Duplessis Government.

CONTEMPORARY PERIOD: 1867 - PRESENT

12

Practice Question

Document 1With the rise of the welfare state, education and social services were seen as entitlements1 that shouldbe available to all citizens, without any distinctions and especially without reference to religious values.1. entitlement: something to which people have a right

Paul André Linteau et al., Québec Since 1930 (Toronto: James Lorimer and Company, 1991), 476.

Establish the connection between the challenging of the power of the Church and the rise of the welfare state in the 1960s.

Establish connectionsbetween facts


The student correctlymakes the connection.

The student makes aconnection, but theanswer lacks precision.

The student’s answer isinadequate.

Document 2After World War II, the power of the Church was strongly contested. . . . a growing number of citizens,intellectuals in particular, felt let down by this dominant ideology. . . . All of this criticism of the Churchby artists and intellectuals contributed to the Church’s rapid loss of power.Julie Charette, A Question of History: History and Citizenship Education, Secondary Cycle 2, Year 2 (Anjou: CEC, 2009), Activity Book, 132.

13

2. Power relations between financial circles and the state

a. Identifies players who embody power relations between financial circles and the state (e.g. the Canadian Pacific Railway, J. A. Macdonald, electricity trusts)

b. Indicates demands made by financial circles (e.g. income tax reductions, subsidies, easing ofregulations)

c. Indicates means used by financial circles to influence decisions by the state (e.g. contributing, atcertain times, to the funding of political parties, constituting lobby groups)

d. Indicates effects of power relations between financial circles and the state (e.g. nationalization ofhydroelectric companies, creation of Crown corporations for economic purposes, passage of theAct to govern the financing of political parties)

Building the Canadian Pacific Railway: http://www.collectionscanada.gc.ca/settlement/kids/021013-2031.3-e.html

What is the connection between the CanadianPacific Railway and

A) Confederation?

B) John A. MacDonald’s ConservativeGovernment?

Until the middle of the 20th century, patronage and favouritism werenormal practices in politics. The business community financed the par-ties and expected them to adopt policies in their favour once elected.

Julie Charette, A Question of History Activity Book Secondary cycle 2, year 2 (Québec:Louis-H. Lafontaine, 2009), p. 178

What did the governments of Lesage andLévesques do to limit these political practicesin the 1960s and 1970s?

What is the connection between the sloganand the logo? What changes did the provincialgovernment wish to achieve during the QuietRevolution?

CONTEMPORARY PERIOD: 1867 - PRESENT (continued)

14

3. Power relations between Native peoples and the state

a. Identifies players who embody power relations between Native peoples and the state (e.g. Riel, the Assembly of First Nations of Québec and Labrador, the governments of Canada and Québec)

b. Indicates demands made by the Native peoples (e.g. respect for Native and treaty rights, politicalautonomy)

c. Indicates means used by the Native peoples to influence decisions by the state (e.g. forming aprovisional government at Red River, addressing protests to the United Nations, breaching thepeace)

d. Indicates effects of power relations between the Native peoples and the state (e.g. the hanging ofRiel and eight Amerindians, the end of the official policy of assimilation, the signing of the JamesBay and Northern Québec Agreement)

e. Indicates the principles of the Paix des Braves, signed by the Cree people and the Québecgovernment (e.g. partnership based on trust and mutual respect for land development,compliance with the principles of sustainable development and the traditional lifestyle)

Louis Riel, Metis leader in Canada: en.wikipedia.org

What were demands of the Metis during the NorthwestRebellion? How did the government respond?

How did this 1975 accord define relations between theQuébec government and the 1st Nations people living inNorthern Québec?


15

3. Power relations between Native peoples and the state (continued)


Matthew Coon Come - Le Devoir (opinions) 16 novembre 2009

By signing the "Paix des Braves" which rights have beengranted to the Cree with regards to the development ofthe North?

16

4. Power relations between unions and the state

a. Identifies players who embody power relations between unions and the state (e.g. the Knights of Labour, Monseigneur Charbonneau, the Confédération des travailleurs catholiques du Canada/ Canadian Catholic Confederation of Labour, labour confederations)

b. Indicates demands made by the union movements (e.g. prohibition of child labour, deduction ofunion dues at source, reconciliation of work and family life) 3

c. Indicates means used by union movements to influence decisions by the state (e.g. testifying before the Royal Commission on the Relations of Labor and Capital, forming a common front, publishing the Manifeste des grévistes)

d. Indicates effects of power relations between union movements and the state (e.g. recognition oflabour associations, intervention by the provincial police during labour conflicts, passage of theAct respecting labour standards)

3

We have evidence of children under the age of 10 working 10 hour daysfor $1.25 or $1.50 a week, and who, when payday finally arrives onSaturday, do not receive their pay.

La presse. [Translation]

Workers began to organize and formed unions. The federal governmentpassed legislation to make trade unions legal for the first time. Themembership of the “Knights of Labour” increased.

MELS

Why did the workers feel the need toorganize unions in the 1870’s?

FTQ et CSN, 1973

What are some of the means used by theunion movement to influence the decisions ofthe government?

Police Arrests during Asbestos Strikes, 1949

Société d'histoire de Sherbrooke, Fonds Gilles Dallaire, cote IP191, PN4.3f/5.

How did the Duplessis gouvernementexercise its power over the unions?

What law did Duplessis put in place in orderto control the unions?

NEW, not

it

textbooks


In 1973, 400 strikers FTQ andCSN occupy the offices of theMinister of Labour. They demanda law against strikebreakers andunion recognition. They publishedthe MANIFESTE DES GRÉVISTES(Manifesto of the strikers.)

Jesse Boulette et als., Québec. Docs.(Montréal: Chenelière éducation, 2013),270. [Translation]

17

Practice Question

Document 1Workers had no job security in the early [20th] century. Work was irregular and unemployment frequent.. . Wages were usually low, except those for highly skilled workers who were able to obtain more.Women and adolescents were paid very little, much less than men.Louise Charpentier et al., Nouvelle histoire du Québec et du Canada (Montréal: CEC, 1985), 286. [Translation]

Establish the connections between the following three elements:

• working conditions in the between the late 19th century and early 20th century• the action of the unions and • the role of the government in the area of work.

Establish causalconnection

3 marks 2 marks 1 mark 0 marks

The student correctly establishes all the causal connection.

The student correctlyestablishes one of thecausal connections.

The student provides details on one elementwithout correctly establishing the causal connection.

The student does not provide details on any of the elements.

Document 2[After 1850], the power of financial and industrial groups increased. What’s more, certain groupsincluding Aboriginal peoples, unions and women fought to have their rights recognized. The pressuresexerted on the government by these various interest groups caused it to intervene more heavily onbehalf of all citizens.Christophe Horguelin et al., Panoramas: History and Citizenship Education, Secondary Cycle Two, Year 2 (Montréal: Graficor, 2011), Student Textbook 2, 140.

Main Labour Laws Adopted in Québec between 1885 and 1928

1885 Law making it illegal to hire girls younger than 14 and boys younger than 12

1909 Law enabling workers injured in accidents to receive 50% of their wages

1919 Law establishing a minimum wage for women

1928 Law creating a commission to compensate workers injured in accidents

MELS

Document 3

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5. Power relations between feminist groups and the state

a. Identifies players who embody power relations between feminist groups and the state (e.g. suffragettes, the Fédération des femmes du Québec, Éva Circé-Côté, Adélard Godbout)

b. Indicates demands made by the feminist groups (e.g. right to vote, implementation of a publicdaycare policy) 3

c. Indicates means used by feminist groups to influence decisions by the state (e.g. calling for a strike at Dupuis Frères (1952), organizing the march Du pain et des roses)

d. Indicates effects of power relations between feminist groups and the state (e.g. passage of theWomen’s Minimum Wage Act, appointment of women to the boards of directors of Crowncorporations, introduction of provisions on maternity leave into the Act respecting labourstandards)

3

In 1940, Premier Adélard Godbout followed up on his promise and,despite the persistent opposition of the clergy, gave women the rightto vote.

Jacques Mathieu and Jacques Lacoursière, Les mémoires québécoises (Sainte-Foy:Presses de l’Université Laval, 1991), 181. [Translation]

What group gained more rights during WW2?

Elspeth Deir et al., Canada : Years of Change, Toronto : Holt, Rinehart and Winston ofCanada, Limited, 1982, p. 318.

What were the demands made by thewomen’s movement?

"Mission Et Objectifs." FFQ. N.p., n.d. Web. 05 June 2013.

What means did the womens movement useto influence the goverment?

In 1995, La federation desfemmes du Québec organisesa 10 day march in order todraw attention to the world-wide poverty of women.

NEW, not

it

textbooks


19

6. Power relations between the media and the state

a. Identifies players who embody power relations between the media and the state (e.g. André Laurendeau, L’Action catholique, Claude Ryan, The Gazette)

b. Indicates the main roles played by the media: informing the population, conducting investigations

c. Indicates demands made by the media (e.g. access to government information, protection ofsources of information)

d. Indicates means used by the media to influence decisions by the state (e.g. maintaining apresence in the press gallery, broadcasting reports)

e. Indicates effects of power relations between the media and the state (e.g. passage of legislationon censorship, recognition of freedom of the press, passage of the Act respecting access todocuments held by public bodies and the protection of personal information)

In 1982, the Canadian Charter of Rights and Freedoms guaranteesfreedom of the press: they are now free to express themselves withoutbeing censored. Canada's Access to Information Act came into force in1983, under the liberal government, permitting Canadians to retrieveinformation from government files, establishing what information couldbe accessed, mandating timelines for response.

Jesse Boulette et als., Québec.Docs. (Montréal: Chenelière Éducation, 2013), 280.[Translation]

Why is the freedom of the press so importantto our society?

Québec Soccer Federation cites 'safety' for turban ban“If they want to play soccer, Sikh children can play in their own yards”,spokeswoman says

By SIDHARTHA BANERJEE, The Canadian Press June 5, 2013

Québec Soccer Federation reverses turban banCBC News Posted: Jun 15, 2013 9:46 AM ETLast Updated: Jun 15, 2013 10:40 PM ET

How can the media, social networking andpublic opinion influence government policies?

CBC.ca is Canada's Online Information Source. ... news, entertainment,sports, business, and a complete guide to CBC-TV, CBC Radio and CBCNews Network.

How does the government protect Canadianculture?

In greate

r detail

than in th

e

textbooks


20

7. Power relations between linguistic groups and the state

a. Identifies players who embody power relations between linguistic groups and the state (e.g. the Société Saint-Jean-Baptiste, Alliance Québec, the governments of Canada and Québec)

b. Indicates demands made by linguistic groups (e.g. recognition of the primacy of the Frenchlanguage in Québec, amendments to the rules for commercial signs)

c. Indicates means used by linguistic groups to influence decisions by the state (e.g. challengingsections of language laws, organizing demonstrations, taking cases to court)

d. Indicates effects of power relations between linguistic groups and the state (e.g. creation of theOffice de la langue française, imposition of a percentage of French-language content for radioand TV broadcasts, passage of language laws)

"La Charte De La Langue Française Au Québec Ou Loi 101." – Le Site De L'association Frontenac-Amériques. N.p., n.d. Web. 05 June 2013

How did the linguistic groups of Québecinfluence the government?

"Office Québecois De La Langue Anglaise." Stronger Bill 101 under PQ. N.p., n.d. Web.05 June 2013

What measures did the government put inplace in order to protect the French languageand culture?


21

8. Power relations between nationalist movements and the state

a. Identifies players who embody power relations between nationalist movements and the state (e.g. the Ligue pour la défense du Canada, Henri Bourassa, René Lévesque, Trudeau)

b. Indicates demands made by nationalist movements (e.g. a change in the political status ofQuébec, passage of laws to protect the French language)

c. Indicates means used by nationalist movements to influence decisions by the state(e.g. organizing Les États généraux du Canada français, founding political parties, organizingdemonstrations)

d. Indicates effects of power relations between nationalist movements and the state (e.g. the holdingof a plebiscite on conscription for service overseas, application of the War Measures Act duringthe October Crisis, the holding of referendums, passage of the Clarity Act)

Québec seeks to enforce its rights, its language, in short its autonomy.Henri Bourassa will be the instigator of the newspaper "Le Devoir"which expresses a nationalist and Catholic character and an oppositionto British imperialism.

How did the Nationalist movement defendthe interests of the French Canadians?

Why is Duplessis refusing to be assimulated?

Source : Centre de recherche Lionel-Groulx, P6/A, 2.

What is this referring to?

Who voted no and why?

"Les 30 Ans D’un Combat éthique: Trudeau/Lévesque." L'actualité N.p., n.d. Web. 05June 2013

What was the main point of disagreementbetween Trudeau and Lévesque?

A.S.P.B.Auteur: InconnuRéférence: A.S.P.B. Collection Saint-Georges. Fonds Édouard LacroixResponsable: Stéphane FontaineNuméro d'image: 1407


22

À l’Assemblée législative deQuébec, le soir du 21 janvier 1948(à gauche, Maurice Duplessis)

Source: La Presse

How did Québec promote it’s identity?

http://www.er.uqam.ca/nobel/m233730/

What means did the Québec governementand the Nationalist movement use in order topromote sovereignty?

"La Commune: Février 2008." La Commune: Février 2008. N.p., n.d. Web. 07 June 2013.

How did the FLQ try to influence thegovernements?


8. Power relations between nationalist movements and the state (continued)

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9. Power relations between environmentalist groups and the state

a. Identifies players who embody power relations between environmentalist groups and the state (e.g. Frédéric Back, the Regroupement des conseils régionaux de l’environment, the Assembly of First Nations of Québec and Labrador)

b. Indicates demands made by environmentalist groups (e.g. protection of fauna and flora,ratification of and compliance with international agreements)

c. Indicates means used by environmental groups to influence decisions by the state(e.g. orchestrating media events, participating in international summits, founding a political party)

d. Indicates effects of power relations between environmental groups and the state (e.g. adoption ofregulations to protect the environment, organization of awareness-raising campaigns, creation ofQuébec’s Ministère de l’Environnement)

(Graham Hughes/The CANADIAN PRESS)The Canadian Press, Published Tuesday, September 11, 2012

BEN NELMS / REUTERS "McQuaig: Canada's Energy Juggernaut Hits a Native Roadblock."Thestar.com. n.d. Web. 05 June 2013

Characterize the relations between theenvironmental groups and governments.

How has the government addressed itsenvironmental issues?


24

10. Power relations between movements for social justice and the state

a. Identifies players who embody power relations between movements for social justice and the state (e.g. the Church, the École sociale populaire, community groups, municipalities)

b. Indicates demands made by movements for social justice (e.g. fair distribution of wealth, socialhousing programs)

c. Indicates means used by movements for social justice to influence decisions by the state(e.g. publishing the Programme de restauration sociale, organizing demonstrations, draftingpetitions)

d. Indicates effects of power relations between movements for social justice and the state(e.g. establishment of social solidarity programs, construction of social housing)

During the Asbestos strike, in 1949, the Archbishop of Montréal speaksout in support of the workers:

«His Excellency Mgr Joseph Charbonneau, Archbishop of Montréal ...asked the provincial authorities to give our province a labour code thatis "a formula of peace, justice and charity towards the workers."» Le Devoir, May 2, 1949

Jesse Boulette et als., Québec. Docs. (Montréal: Chenelière éducation, 2013), 266. [Translation]

Why would Mgr Charbonneau be forced toresign in 1950?

Le Front d’action populaire en réaménagement urbain

FRAPRU was founded in 1978. In 2012, it organized a caravan thattraveled throughout Québec to demand the construction of socialhousing, making homes available for people on low incomes.


Specify the means used by FRAPPU toinfluence the decisions of the state?

An Act to combat poverty and social exclusion was unanimouslyadopted on December 26, 2002. With this law, the Government ofQuébec recognized that poverty was a threat to the rights and libertiesof individuals.

“. . . WHEREAS the effects of poverty and social exclusion impede theeconomic and social development of Québec society as a whole andthreaten its cohesion and equilibrium;. . . “

Christophe Horguelin et al., Panoramas: History and Citizenship Education, SecondaryCycle Two, Year 2 (Montréal: Graficor, 2009), Vol. 2, 167.

Have movements for social justice exercisedinfluence on government (official power)?

In greate

r detail

than in th

e

textbooks


25

11. Federal-provincial power relations

a. Identifies players who embody federal-provincial power relations (e.g. the Parti national led by Honoré Mercier, Trudeau, René Lévesque, the Bélanger-Campeau Commission)

b. Indicates demands made by the provinces (e.g. respect for areas of jurisdiction, changes to theequalization system)

c. Indicates means used by the provinces to influence the decisions of the federal government(e.g. holding interprovincial conferences, launching negotiations, signing agreements, taking partin federal-provincial meetings such as the Victoria Conference)

d. Indicates effects of power relations between the provinces and the federal government(e.g. overlapping of certain programs, instances of federal intervention in areas of provincialjurisdiction)

The federal government spends a total of approximately $200 billion peryear in all the provinces and territories. These expenditures generatejobs, incomes, and revenues for governments.

Federal-Provincial Relations. N.p., n.d. Web. 06 June 2013.

Explain the relationship between theprovinces and the federal government?

During the Great Depression (1930-1939), it was the responsibility ofgovernments to help the poor. The federal government intervenedincreasingly in areas reserved to the provinces. Then, in 1940, theRowell-Sirois Commission recommended to give more powers to thefederal government. During the 1940s, the federal government put inplace a series of social programs, such as Unemployment Insurance andFamily Allowances.


Why would the federal government intervenein provincial matters?

The federal government has created departments like the Departmentof Health, which deal with matters reserved for the provinces under theconstitution. . . . It has seized fiscal resources belonging to the provinces.. . . Some governments of the province of Québec, particularly thegovernment of Maurice Duplessis, have struggled persistently againstfederal centralization.

Robert Rumilly, Le problème national des Canadiens français (Montréal: Fides, 1961), 49,50 and 57. [Translation]

Why would the provincial governments objectto federal intervention in provincial matters?


26

Practice Question

Document 1

Library and Archives Canada/C-078864.

In the late 19th century, as a young country, Canada was beginning to define the notion of a federal–provincial relationship. Explain how the federal government perception of this relationship differedfrom that of the provinces.

Make comparison

2 marks 0 marks

The student makesthe comparison correctly.

The student makesthe comparisonincorrectly or does

not make it.

Document 2

. . . Mercier had one of the young members of his party say...:“It cannot be repeated too often: power does not flow fromCanada to the provinces, but from the provinces to Canada .. . we want a real government in Québec City, not an officeunder orders from Ottawa . . . .”Lionel Groulx, Histoire du Canada français depuis la découverte (Montréal: Fides, 1960)

Document 3

[Oliver] Mowat (Premier of Ontario from 1872 to 1896) and his government also contributed to the definition of Canadianfederalism. He was Canada's first important provincial-rightsadvocate and, through a series of successful legal and politicalbattles with John A. Macdonald and the federal Conservativegovernment, altered Macdonald's concept of Canada as a highlycentralized state with the provinces weak and dependent.http://www.thecanadianencyclopedia.com/articles/sir-oliver-mowat

27

Strategies for Reading Documents

Text Documents

• Read and analyze the documents and make notes. Students should interpret the document andthen 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 periodoften associated with that political figure.

Visual Documents (pictures)

• Read the heading and the source. Circle key words in the Heading. Scan image: identify what isat the centre and what is happening in the corners (foreground and background). In the marginwrite 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 themargin.

Graphs

• Read heading. Acknowledge time period or event. • Read labels for Y-axis (vertical) and X-axis (horizontal).• Look at the “movement” within the graph. Circle the lows and highs. Summarize the point the

graph is try to make.

During Exams:

During an exam, students must work with a document file, a question booklet and the “intellectualoperations” or task related to the question.

Before even turning to the question booklet, students should scan the document file and apply thestrategies listed above, which they have practiced in class.

The student can then read the question. Before answering the question, rephrase it to make sure thequestion is understood. Next, read the intellectual operation and the components within the evalua-tion grid, which provide more clues on how to answer the question.

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Example: History and Citizenship Education

How to answer question:

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

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