1. Social 20-1 Related Issue 4 Lesson Plans (Overarching Values and Attitudes Outcomes) Knowledge Outcome Focussed Lessons

2. Social Studies 20-1 Course Students will: evaluate to what extent we should embrace nationalism Related Issue 4 To what extent should individuals and groups in Canada embrace a national identity? (Students will assess strategies for negotiating the complexities of nationalism within the Canadian context). Values and Attitude Outcomes 4.1 appreciate historical and contemporary attempts to develop a national identity (I, TCC, C) 4.2 appreciate contrasting historical and contemporary narratives associated with national identity (I, C, TCC) 4.3 respect the views of others on alternative visions of national identity (I, C)

3. To what extent should we embrace nationalism? (OPTIONAL Final Project) Introduction (Why the question is important? The various positions that can be taken. Statement of your position on the issue.) Arguments (Body – Middle paragraphs) Identity as part of Nation (Unit One) Pursuit of National Interests (Unit Two) Pursuit of Internationalism (Unit Three) Embracing National Identity (Unit Four) Conclusion (Restate your position and arguments briefly)

4. Social Studies 20-1 Course Students will: evaluate to what extent we should embrace nationalism Related Issue 4 To what extent should individuals and groups in Canada embrace a national identity? (Students will assess strategies for negotiating the complexities of nationalism within the Canadian context). Knowledge Outcome 4.4 explore multiple perspectives on national identity in Canada (I, C, LPP) http://web.library.emory.edu/subjects/humanities/history/Nationalism/N ationalism.jpg http://www.sfcb.org/50books/large/612_063- NationalismAndMargins.jpg http://www.penguinbooksindia.com/upload/Nationalism.jpg

6. Images from Previous Slide What does each image tell you about the image of Canada those who commissioned it wanted to convey? Can a single poster or image provide enough information about a country or people to represent everyone? Should it be required to do this? What elements of Canadian identity do you believe have been left out of each poster? To what extent do you think the posters show a real, imagined, or purposely fabricated view of Canadian identity? Do any of the images match your vision of Canada? If so, how? If not, what image(s) would you include on a poster advertising Canada?

7. What is Canada? Canada is..... A nation with a collective identity and a sense of belonging among its people A nation-state A sovereign state A multicultural nation A bilingual nation A religious and political plural nation

8. What is Canada? Mike Myers Canadians are best described as “not being” something else “Canada is the essence of not being. Not English, not American, it is the mathematic of not being.” Susan Delacourt “Bilingualism, multiculturalism, and religious and political pluralism are all part of the complicated mix that we call Canadian society... To be Canadian means to be willing to shrug off your own identity so you can imagine what it’s like to be someone else.”“A complicated mix of societal values”

9. Visions of Canada  Geography  Natural aspects  “Taming” the wild  “Survival”  Vast, open  From “sea to sea”  Unified  Diefenbaker, “I have one love-Canada; one purpose-Canada’s greatness; one aim-Canadian Unity”  Canada as a civic-nation, people are Canadian regardless of their individual identities

10. Visions of Canada Pluralistic and Multicultural Bilingual and multicultural Diversity is identity Respect and encouragement for difference Cultural mosiac Communities and Nations Joe Clark, “Gov’ts make nations work by recognizing that we are fundamentally a community of communities” Stephen Harper, “Quebec is a nation within a unified Canada” Many national identities coexist within Canada

11. Visions of Canadian Identity Some claim beliefs, values, and traditions in Canada are different from other countries. Some claim that there is no Canadian Identity, there is a nation-state called Canada, but the geographical size and cultural diversity means that Canadians have little in common and thus a Canadian nation does not exist. Margaret Atwood’s Themes of Canada OPTIONAL(Read Handout Canadian Themes of Margaret Atwood)

12. Some More Visions of Canada 1.Canada’s open spaces, climate, small population, and its northern location defines Canada 2.Canada is Canada (a civic nation that creates unity) 3.Diversity is Canada (Multiculturalism is Canada – We are a mosaic of ethnicities, cultures, languages, regions) 4.Communities create Canada (Quebecois, Maritimes, the West)

13. Discussion and Questions Does the existence of many differing visions of Canadian identity mean that trying to define Canada’s identity is an exercise in futility? “It is not the answer that enlightens, but the question.” -From Découvertes (Finding) (1969) by Eugène Ionesco Complete the Reflect and Respond below.

14. Social Studies 20-1 Course Students will: evaluate to what extent we should embrace nationalism Related Issue 4 To what extent should individuals and groups in Canada embrace a national identity? (Students will assess strategies for negotiating the complexities of nationalism within the Canadian context). Knowledge Outcome 4.5 analyze methods used by individuals, groups and governments in Canada to promote a national identity (symbolism, mythology, institutions, government programs and initiatives) (I, C, LPP) http://web.library.emory.edu/subjects/humanities/history/Nationalism/N ationalism.jpg http://www.sfcb.org/50books/large/612_063- NationalismAndMargins.jpg http://www.penguinbooksindia.com/upload/Nationalism.jpg

15. Canadian Flag Committee- 1964 Lester B. Pearson suggested finally adopting a design for a distinctly Canadian flag Was this a good idea? What were we using as a flag before this? What should a flag do? What are the problems associated with picking a flag?

16. Canadian Flag Proposals The following are some of the proposals that were submitted by Canadians of all walks of life to be our national flag These are the REAL, hand-drawn suggestions that Canadians sent in, and their REAL rationales! Write down symbols of Canadian nationalism that are represented in each of the submissions you see How do they differ from one another? What distinctive features of nationalism are represented in each one?

17. Canadian Red Ensign Used up until 1965 and for a large portion of Canadian history

18. Canadian Flag Proposals  A project for a Canadian flag showing our origins and representing our different ethnical groups; WHY NOT?

19. Canadian Flag Proposals  RED: The colour of the maple leaf is the red of the Royal Canadian Mounted Police ceremonial tunic, representing Justice and The Rule of Law. WHITE: The white circle symbolizes The World, representing the many lands whence our varied peoples have come. BLUE: The United Nations blue background represents Canada's general awareness of her increasing international obligations. It emphasizes her faith and willingness to participate in world councils whose aims are peace, human progress and the brotherhood of all men.

20. Canadian Flag Proposals  Distinctive. Suggesting clarity and vigour. Transcending all divisive 'blocs.' "Blessed are the peacemakers."

21. Canadian Flag Proposals  This design incorporates the symbols of the two founding races of Canada, but above all we are Canadians, and this is represented by the Maple Leaf.

22. Canadian Flag Proposals  Blue Bars - "Sea to Sea"; Golden Yellow Background - Grain Fields of the Prairies; Maple Leaf - Symbol of all provinces; Beaver - A National Emblem, also a Dedication to Lord Beaverbrook.

23. Canadian Flag Proposals  United by both crosses appealing to us by reaching, and circle shows togetherness. 10 Maple Leafs could be placed on blue bars, 5 on each side or all ten on one (for Provinces). Symbol looks good with or without blue bars.

24. Canadian Flag Proposals enclose what looks like a sensible flag for internal use in Canada. It is not cumulative like that of the U.S.A. It is simple so that a child can draw it. It has colours to please both French and British. White represents the frozen north and purity; Red, a mature colour; Blue for fidelity, and oceans if you like. The red ensign should be retained for air and sea use! The Union Jack should not be scrapped! A flag that represents the polyglot that is Canada today is need for unity. One leaf, one disc, and one colour surrounding it. It smacks of Canada, and only Canada. The old cliche that there is strength in unity still holds today, and we should all do our best to show the world that Canadians can live together peacefully, successfully, and with high respect and tolerance for each other's ways.

25. Canadian Flag Proposals  The top green strip portrays in the background the Rocky Mountains of the West and the Laurentians of the East....The second strip of yellow gold depicts the growing grain for which Canada is famous...The third strip describes untold numbers of rivers and thousands of lakes...the Atlantic, the Pacific and the Arctic....The coats of arms of the ten provinces which make up Canada are in the shape of an arc and depicts its beginning and origin. Even the shape of the arc has a meaning - freedom, better life and individualism for all those who want to make Canada their new country.

26. Canadian Flag Proposals Colours: Azure blue of our skies....White: typically emblematic of Canada is the immensurable expanse of snow, some of it eternal, covering our entire territory up to our remote North Pole. Hence, Snow White should have the largest space in our new flag. Red: the emblematic red on this flag symbolizes "Love and Courage" or again "Love and Valiance."Star: the Polar star, or North star.

27. Canadian Flag Proposals  The “Pearson Pennant”  Favoured design of Prime Minister Pearson  Maple Leafs=symbol of Canada, White=peace, Blue Bars=Sea to Sea

28. Redesign the Canadian Flag

29. PROJECT 4 Keep in Mind the Diversity of Canadians leader of an Aboriginal community Canadian international business leader Francophone living outside of Québec Francophone living in Québec Acadian Maritimer Westerner African Canadian recent immigrant Ontarian rural mayor/reeve – urban mayor/councillor – Council of Canadians member – representative from the Dominion Institute – representative from the Parkland Institute – contemporary religious leader (Christian, Jewish, Muslim, other) – members of various visible/invisible minority groups – feminist – person with a disability – Canadian living abroad or having travelled extensively.

30. Graphic Representations: Various Visions of National Identity Suggests the visions have some unique and some common features Suggests all features of one vision are represented in the other vision Suggests no common features between the two visions

31. Key Points to Explore in Assignment Explored multiple perspectives on national identity in Canada Analyzed possible methods to be used or already being used by individuals, groups and governments in Canada to promote a national identity (e.g. symbolism, mythology, institutions, government programs and initiatives) Examined the historical perspectives/impact of Canada as a nation Evaluated the challenges and opportunities associated with the promotion of Canadian national unity in regards to the diversity of Canadians Developed and evaluated various perspectives of future visions of Canada (pluralism, multination model, separatism, Aboriginal self-determination, global leadership, North American integration)

32. Project 4 Planning Work

33. Six String Nation Guitar

35. Promoting National Identity Through Symbols, Myths, Institutions Six String Nation Guitar at the Mint CLIP Why might the nickname “Voyageur” have been chosen for the guitar? Are there any pieces you do not recognize? If so, does this make these pieces less relevant or significant? Would a non-Canadian recognize the guitar’s elements as symbols of Canada? If you were choosing pieces for the guitar, what would you pick? We will discuss your answers as a class.

36. An Australian’s Definition of a Canadian Examine the handout This is a chain letter/chain email that was sent around. Pay particular attention to this statement: “You probably missed it in the local news, but there was a report that someone in Pakistan had advertised in a newspaper an offer of a reward to anyone who killed a Canadian - any Canadian.” This is not an accurate statement, yet another example of propaganda.

37. Canadian Idiot Don't wanna be a Canadian idiot Don't wanna be some beer swillin' hockey nut And do I look like some frostbitten hose-head? I never learned my alphabet from A to Zed They all live on donuts and moose meat And they leave the house without packin' heat Never even bring their guns to the mall And you know what else is too funny? Their stupid Monopoly money Can't take 'em seriously at all Well maple syrup and snow's what they export They treat curling just like it's a real sport They think their silly accent is so cute Can't understand a thing they're talkin' aboot Sure they got their national health care Cheaper meds, low crime rates and clean air Then again well they got Celine Dion Eat their weight in Kraft macaroni And dream of drivin' a Zamboni All over Saskatchewan Don't wanna be a Canadian idiot Won't figure out their temperature in Celsius See the map, they're hoverin' right over us Tell you the truth, it makes me kinda nervous Always hear the same kind of story Break their nose and they'll just say "sorry" Tell me what kind of freaks are that polite? It's gotta mean they're all up to somethin' So quick, before they see it comin' Time for a pre-emptive strike!

38. Myths Rick Mercer on Annoying Canadian Stereotypes CLIP Evaluate the following Canadian Myths The myth of the rugged Canadian The myth of Canada as peacekeepers (10% of UN force in 1991 to.1% in 2007) Canadas World_1 CLIP Jon Stewart CLIPS Are these myths based on concrete facts? Is the blurring of factual boundaries acceptable in the promotion of national identity (national unity)? Does the promotion of certain myths favour specific elements of society (socioeconomic, cultural, racial)?

39. Souvenir of Canada Analyze methods used by individuals, groups and governments in Canada to promote a national identity (symbolism, mythology, institutions, government programs and initiatives) In what ways does the film explore and promote national identity in Canada? What symbols are presented in the film? Are they symbols that you have a connection with? What myths are presented within the film? What institutions are presented within the film? What government programs/initiatives are presented in the film?

40. Institutions You will create a graphic organizer about the different types of organizations that promote national identity You need to examine the goals, strategies, and effects on Canadian Identity You should also analyze who is/was left out of each institutions attempts to promote identity.

43. Institutions The Dominion Institute has recommended that all Canadian high school students should be required to pass a national citizenship test before graduation. What do you think about this proposal? What are the pros? What are the cons? Rick Mercer Report - Everything you wanted to know about Canada CLIP

44. Project 4 Work

45. Government VS. Corporate Programs Government Paint the Town Red_1 CLIP 2012 Lucky Loonie _ Royal Canadian Mint CLIP Corporate When Colors Mean This Much - Tide Anthem CANADIAN VERSION CLIP VS. When Colors Mean This Much - Tide Anthem AMERICAN VERSION CLIP

46. Government Programs Think about how government initiatives can promote identity. Utilize your textbook and/or digital device to inform your answers Get into groups of 4 or 5 1.Should Canadian taxpayers be required to foot the bill for promoting Canadian culture? 2.Should broadcasters in Canada be required to meet Canadian- content quotas? 3.Are experiential education programs like Katimavik and Canada World Youth more effective than traditional schools at preparing teens for the future? 4.Why should the government pay for Katimavik and Canada World Youth when it already pays for high schools to educate Canadian youth?

48. Debriefing Do you believe that arts, cultural, and educational programs contribute significantly to a national identity? If so why? If not, why not? Be sure to provide specific reasons for your answer.

50. Symbolizing Identity Why might the Mercedes logo be more powerful than the Toyota logo? Why might the national flag be more powerful than the coat of arms?

51. Making Powerful Symbols simplicity widely available touches a deep desire or need makes people feel special. How might these criteria apply to the Canadian flag?

52. Possible Criteria for judging Symbols distinctive—is uniquely associated with Canada recognized—is widely known across groups and regions attachment—has strong attachments for many people long lasting—had been a factor for many years.

53. Review of Canadian Symbols, Myths, Institutions, Programs SymbolsMythsInstitutionsPrograms flag—maple leaf, fleur- de-lis beaver coat of arms national anthem Parliament Buildings hockey lacrosse commemorative postage stamps Canada as the "just" society Canada as a cultural mosaic Canada as a land of boundless opportunity Canada as a welcoming home for immigrants Royal Canadian Mounted Police Radio-Canada CBC CPR and CNR Société Saint-Jean- Baptiste Royal Family (Governor General) Armed Forces Katimavik Cross-Canada youth exchanges Snowbirds airshow Parks Canada Heritage Minutes Dominion Institute Canadian history test Canada: A People's History (television series) Evaluate based on the criteria (distinctive, recognized, attachment, long lasting) the effectiveness of these items in representing or symbolizing Canadian identity.

54. Social Studies 20-1 Course Students will: evaluate to what extent we should embrace nationalism Related Issue 4 To what extent should individuals and groups in Canada embrace a national identity? (Students will assess strategies for negotiating the complexities of nationalism within the Canadian context). Knowledge Outcome 4.6 examine historical perspectives of Canada as a nation (Louis LaFontaine and Robert Baldwin, the Fathers of Confederation, First Nations treaties and the Indian Act, Métis and Inuit self-governance, Louis Riel, Sir Clifford Sifton, Henri Bourassa, French-Canadian nationalism, Pierre Trudeau, National Indian Brotherhood) (I, CC, TCC, LPP) http://web.library.emory.edu/subjects/humanities/history/Nationalism/N ationalism.jpg http://www.sfcb.org/50books/large/612_063- NationalismAndMargins.jpg http://www.penguinbooksindia.com/upload/Nationalism.jpg

55. Outcome Exploration THE INFORMATION ON THE FOLLOWING 23 SLIDES IS FOR REVIEW PURPOSES. You will explore the following concepts and then we will discuss them briefly: Louis LaFontaine and Robert Baldwin The Fathers of Confederation First Nations treaties and the Indian Act Métis and Inuit self-governance Louis Riel Sir Clifford Sifton Henri Bourassa and French-Canadian nationalism Pierre Trudeau National Indian Brotherhood

56. Responsible Government Upper and Lower Canada were merged into the single colony/province of Canada (Canada East and Canada West) – One legislative assembly (Equal # of representatives – 21 Canada East, 21 Canada West) English the language of the legislature (Assimilation was the name of the game) Baldwin and LaFontaine CLIP In response, in 1848 LaFontaine (East) and Baldwin (West) teamed up to demand responsible government (responsible to the people not the British Governor) Established the framework of English and French relations in Canada

57. Fathers of Confederation Macdonald and Cartier sought independence and a union of Britain’s North American colonies. 1867 – Canada (Ontario and Quebec), Nova Scotia, and New Brunswick formed the nation of Canada BNA Act divided the powers (Federal & Provincial) Allowed Quebec the affirmation of language and culture How did these decisions begin to shape the identity of Canada?

58. First Nations Treaties Historical Modern Negotiations Clips CBC Digital Archives - The Battle for Aboriginal Treaty Rights - Aboriginal rights How do we resolve land claims CLIP OPTIONAL CLIPS making_treaties-mov CLIP treaties_and_law_intro-mov CLIP treaty_relationships-mov CLIP

59. First Nations Indian Act “the 1927 Indian Act forbade First Nations people from forming political organizations...it was common for a First Nation leaders to be jailed by the RCMP for trying to organize any form of political group. This apartheid law prohibited traditional First Nation government systems from existing in the native communities and in its place established the present day "band council" system...the 1927 Indian Act also denied the Aboriginal people of Canada from speaking their native language, or practicing their traditional religion” -From http://www.afn.ca/index.php/en/about-afn/our-storyhttp://www.afn.ca/index.php/en/about-afn/our-story CAP_-_On_Canadas_Indian_Act_1 CLIP Treaties and Law The Indian Act CLIP OPTIONAL

60. First Nations Attempts were made to organize a First Nations activist group after WWI and WWII, but to little reception it was not until the 1960s that National Indian Council was formed and later split into two. National Indian Brotherhood Formed in 1968 representing status First Nations and is now known as the Assembly of First Nations (AFN) “The story of the Assembly of First Nations (AFN) is one that remains unknown to most Canadians. It is the story that is lived each day by the First Nations peoples of Canada. It is the story of a struggle for self-determination and human dignity. It is a story that must be told.” - From http://www.afn.ca/index.php/en/about-afn/our-story CBC Digital Archives - Native Issues General - 1981 Native people fight for constitutional protection CLIP

61. Métis: Fight for Control Louis Riel Regarded as the founder of Manitoba 1869/1870 Red River Resistance/Rebellion 1885 North West Resistance/Rebellion Louis Riel (1885) CLIP Author Joseph Boyden on First Nations opinion of Louis Riel CLIP OPTIONAL

62. Red River Resistance 1869 Métis (individuals of Native and European ancestry) many were living in a settlement at present day Winnipeg Canada bought the NWT (Prairies) from the Hudson's Bay Company without asking the Métis This led to conflict as they sent surveyors to divide land for selling The Métis set up a provisional government, outlining rights they wanted in order for Red River to join Confederation, including French as official language and French Catholic schools The Métis executed a Protestant troublemaker: Thomas Scott Ontario “Orange” protestants were outraged & sent troops to Red River Ontario troops killed a Fr. Catholic which enraged people in Quebec Result Conflict was settled when federal government created province of Manitoba in 1870 with French as official language Riel fled to Montana to be safe from the English English saw Riel as a traitor, but the French/Metis saw Riel as a hero

63. North West Resistance 1885 Métis had moved west to present day Saskatchewan because English settlers moved into Red River and took their land By 1885 settlers were again threatening Métis landholdings Métis assisted by Blackfoot and Cree who were facing starvation due to the increase of white settlers and loss of the buffalo and land Riel came back to help the Métis, but the government ignored their request for a Métis Bill of Rights Frustrated, Métis decided to use force and clashed with NWMP at Duck Lake - Métis won the battle and battles at Fish Creek & Cut Knife Newly completed CPR (railroad) allowed transportation of additional troops from east to help defeat Métis and Natives at Batoche, SK CBC Digital Archives - Public hanging for Frog Lake Massacre CLIP Result Riel was tried and found guilty of treason; he was hanged French across Canada were outraged

64. Clifford Sifton In charge of immigration as the Minister of the Interior from 1896 to 1905 Vigorous Recruitment from Europe Characterized ideal an ideal immigrant as “a stalwart peasant in a sheepskin coat, born on the soil, whose forefathers have been farmers for ten generations, with a stout wife and a half-dozen children.” The majority of these immigrants came from mainly eastern European background (e.g. Ukrainian, Austro-Hungarian, German)

65. Conscription Crisis: Henri Bourassa WWI (1914-1918) and WWII (1939-1945) Henri Bourassa was a provincial and federal Francophone politician between 1896 and 1932 he became increasingly anti-English as new immigrants to Canada chose to learn English, decreasing the influence of Francophones In both wars, most French Canadians didn’t want to fight in what they viewed as a British war by the end of both wars, Canada was running out of volunteers so the government passed the Military Service Act of 1917 which introduced conscription: forced military service Result: French were unhappy and a growing wedge was created between Anglo- and Francophones many refused to join armed forces riots (4 civilians die in Quebec) and protests by French were viewed as un-patriotic by other Canadians

66. French Canadian Nationalism: Before the Quiet Revolution Focused on la “survivance”, or the survival and preservation of French language and culture Maurice Duplessis was Quebec Premier 1936-1959 tried to keep Quebec traditional and shut off from the outside world to ensure a strongly Francophone Quebec A strong influence from the Roman Catholic Church no birth control large families (more people to speak French) low level of education led to work in factories or on farms English = bosses French = labourers low wages

67. French Canadian Nationalism: The Quiet Revolution 1960s led by Jean Lesage Duplessis dies and young “Quebecois” want change to more control for French people inside the province (“Maitres chez nous” = “Masters in our own house”) Result: less influence of Catholic church lower birth rate (lowest in Canada!) increase in education levels French in management positions French desire to form own “country” begins *Parti Quebecois formed (1968) by Rene Levesque on a platform of Quebec separation; the same year Pierre Trudeau is elected PM of Canada; Levesque is a "Quebec Nationalist", believing Quebec sovereignty is the only solution. Trudeau is a "Federalist", believing in 2 official languages and a pluralist society, the PQ win Quebec provincial election in 1976

68. French Canadian Nationalism: FLQ Crisis In 1970 the FLQ (Front de Liberation du Quebec); a terrorist group tries to force the government of Canada to allow Quebec to separate FLQ kidnap British James Cross and French cabinet minister Pierre Laporte demand $500 000 ransom, release of FLQ members jailed for bombings, FLQ manifesto read on national TV, transportation to Cuba PM Trudeau implemented War Measures Act due to “conspiracy to overthrow government”; War Measures Act policies (i.e. severe restrictions of rights) applied to all Canadians although most instances of its use during the crisis were in Quebec Cross released; Laporte found dead in the trunk of a car The end result was that the French felt the War Measures Act was too harsh; continue to push for separation

69. French Canadian Nationalism: Bill 22 and Bill 101 Bill 22 in 1974 and Bill 101 in 1977 Made French the official language of Quebec tough new laws: Kids must be educated in French unless at least 1 parent schooled in English; this forced immigrant kids to go to French schools French to be used in government, courts, and businesses Commercial signs to be only in French Result: was a bitter battle between French and English in Quebec French claim signage was necessary for French culture to survive CBC Digital Archives - Fighting Words Bill 101 - Bill 101 is official CLIP CBC Digital Archives - Fighting Words Bill 101 - Bill 101 one year later CLIP Copy of CBC Digital Archives - Fighting Words Bill 101 - Five years after Bill 101

70. French Canadian Nationalism: Quebec Sovereignty In 1980 Rene Levesque’s PQ government proposed Quebec would be an independent (sovereign) nation but would maintain its connection (association) with Canada Quebec would be sovereign in the following ways: have its own flag own seat at United Nations control over laws regarding language, immigration, culture, human rights Quebec would maintain its association with Canada in the following ways: Canadian Dollar as currency Free flow of goods, services and people across border (open border) Canadian military Levesque wanted 2 separate nations with loose affiliations Result: in the 1980 Que. referendum on sovereignty-association, 60% of Quebecois said they did NOT want the Que. government to negotiate sovereignty-association with Canada

71. Constitution Act of 1982 PM Trudeau was intent on a new constitution for Canada 9 provinces agreed to a plan whereby most changes to Canadian constitution could be made by parliament and 2/3 of the provinces, not the British Crown Entrenching the Canadian Charter of Rights and Freedoms into the Constitution was the first amendment made to the Constitution Act Quebec (Premier Rene Levesque) refused to sign the new constitution that replaced the 1867 BNA Act because it did not recognize Quebec as a “distinct society”

72. Meech Lake Accord From 1987 – 1990 PM Mulroney attempted to get Quebec to agree on the constitution by recognizing them as a “distinct society” all provinces initially agreed they would sign but the accord was defeated when Newfoundland and Manitoba did not pass the Accord in their province by the deadline MLA Elijah Harper prevented the bill’s passing in Manitoba, arguing that First Nations had not been adequately involved in the process Result: Quebec refused to attend further constitutional meetings unless “Meech Lake” powers granted to them Quebec “nationalism” (separatism) grew even stronger a total of 6 Conservative MPs, including Gilles Duceppe, left the party to sit as independents working for Quebec separatism/independence/sovereignty this group became the Bloc Quebecois and would become the Official Opposition in parliament after the 1993 election

73. Elijah Movie A solid movie to give you a better understanding of Elijah Harper and the Meech Lake Accord. If you get a chance watch this movie.

74. Charlottetown Accord In 1992 a 2 nd attempt by PM Mulroney to get Quebec to enter the Canadian Constitution was defeated by 54 % “NO” vote in a national referendum Result: Quebec “nationalism” (separatism) grew even stronger

75. French Canadian Nationalism: Quebec Sovereignty 1995 Quebec Referendum in a provincial Referendum, 50.4 % of Quebec voters voted “NO” to pursuing sovereignty association (49.6% vote "YES") Result: separatism declined as issues such as economics became more important CBC Digital Archives - Separation Anxiety The 1995 Quebec Referendum 3 CLIPS By 2003 provincial election in Quebec Jean Charest becomes premier of Quebec as Quebec Liberal leader; he is the former leader of federal Conservative Party (1993-1998) The federalist Quebec Liberal Party wins a massive majority over separatist/nationalist parties like the PQ (Parti Quebecois) Result: for that moment, Quebec separatism was not a major Canadian issue

76. 2012 Quebec Election Student Protests Separation Concerns Bill 101 Language Legislation Tightening CTV Charest Quebec 2012 Election CLIP Anglophones protest PQ's plan to boost Bill 101 CLIP

77. Pierre Trudeau Official Languages Act (Bilingualism) FLQ Crisis War Measures Act Constitution Act Regionalism NEP Quebec Sovereignty

78. Inuit Self Governance CBC Digital Archives - Creation of Nunavut - 1992 Inuit vote for new territory of Nunavut CLIP CBC Digital Archives - Creation of Nunavut - Nunavut New territory born at midnight CLIP

79. One Week How does the movie promote Canadian Identity?

80. Social Studies 20-1 Course Students will: evaluate to what extent we should embrace nationalism Related Issue 4 To what extent should individuals and groups in Canada embrace a national identity? (Students will assess strategies for negotiating the complexities of nationalism within the Canadian context). Knowledge Outcome 4.7 evaluate the challenges and opportunities associated with the promotion of Canadian national unity (Québec sovereignty, federal–provincial–territorial relations, Aboriginal self-determination and land claims, bilingualism, multiculturalism) (I, C, CC) http://web.library.emory.edu/subjects/humanities/history/Nationalism/N ationalism.jpg http://www.sfcb.org/50books/large/612_063- NationalismAndMargins.jpg http://www.penguinbooksindia.com/upload/Nationalism.jpg

81. Written Response #1

82. Written Response #2

83. Canadian National Unity How have different groups struggled when dealing with the promotion of national unity or national identity? Are there any specific groups in society today that struggle to fit into a concept of national unity? How might we solve the shortcomings of national unity?

85. Aboriginal Self Determination and Land Claims Westbank, British Columbia A Self-Governing First Nation CLIP Phil Fontaine on overcoming First Nations poverty 23 CLIP Musqueam march on 100th day of burial site vigil - British Columbia - CBC News CLIP

86. Regionalism Trudeau not worried about Western alienation CLIP History Bites_ Canada Car Ride CLIP

87. Bilingualism In 1969 Bill passed by Prime Minister Trudeau on recommendation of the "Bi(lingual) and Bi(cultural)" Commission 1.English and French are named the two official languages of Canada 2.In bilingual districts (where there are large minorities of French or English), both languages will be recognized 3.Much of Canada’s civil service to be bilingual 4.Ottawa area is bilingual; all schools must offer French and English instruction Other English provinces felt that Quebec was obtaining special powers, status and rights dissatisfaction in Quebec and the PQ strive to promote French above English; they do not want to offer English services the 2006 Census showed that 20 % of Canadians speak a non-official language at home Roots of Bilingualism in Canada_ Prof Marcel Martel _ Liberal Arts & Professional Studies _ YorkU CLIP CBC Digital Archives - Pierre Elliott Trudeau Philosopher and Prime Minister - 1968 One country, deux langues CLIP

88. Multiculturalism Russell Peters - How to become a Canadian Citizen CLIP Shaun Majumder on Being ‘the Brown’ in Hollywood CLIP Focus in on his statement that Toronto is ahead of the game.

89. Immigration and National Identity

90. FactorChallengeOpportunityExplanation SeparatismYes No RegionalismYes No Aboriginal self- determination and land claims Yes No American influenceYes No PluralismYes No Other FactorsYes No Challenges and Opportunities

91. Social Studies 20-1 Course Students will: evaluate to what extent we should embrace nationalism Related Issue 4 To what extent should individuals and groups in Canada embrace a national identity? (Students will assess strategies for negotiating the complexities of nationalism within the Canadian context). Knowledge Outcome 4.8 evaluate various perspectives of future visions of Canada (pluralism, multination model, separatism, Aboriginal self-determination, global leadership, North American integration) (I, C, CC) http://web.library.emory.edu/subjects/humanities/history/Nationalism/N ationalism.jpg http://www.sfcb.org/50books/large/612_063- NationalismAndMargins.jpg http://www.penguinbooksindia.com/upload/Nationalism.jpg

92. What do you hope your life will be like in 20 years? What current factors in your lives present opportunities that will help you achieve this goal? What current factors in your lives present challenges to your ability to achieve this goal?

93. Future Canadian Identity FactorExplanation of the implications and possible path of national identity in Canada for the future. Québécois Nationalism And Reasonable Accommodation Pluralism and Alberta Diversity Nation of Nations Aboriginal Nations American influence and Integration Globalization

94. National Vision Investigation You are working for an NGO who is examining the possible path of nationalism in Canada. Your research has isolated 6 specific future visions of Canadian nationalism. The following are the possible visions: Pluralism – a nation built on embracing multiculturalism Multination model – a nation of many different nations Separatism – at least one nation leaving Canada to form a new nation- state Aboriginal self-determination – a nation incorporating an Aboriginal gov’t. Global leadership – a primarily international nation sacrificing sovereignty North American integration – blurring the lines between the USA and Canada You will create a proposal that outlines the positives and negatives of all of the factors. Your proposal may take the form of a poster/visual representation, graphic novel/comic strip, script, interview, briefing paper/report, a magazine, etc.

95. Social Studies 20-1 Course Students will: evaluate to what extent we should embrace nationalism Related Issue 4 To what extent should individuals and groups in Canada embrace a national identity? (Students will assess strategies for negotiating the complexities of nationalism within the Canadian context). Knowledge Outcome 4.9 develop personal and collective visions of national identity (I, C) http://web.library.emory.edu/subjects/humanities/history/Nationalism/N ationalism.jpg http://www.sfcb.org/50books/large/612_063- NationalismAndMargins.jpg http://www.penguinbooksindia.com/upload/Nationalism.jpg

96. Criteria for Evaluating a National Identity serve the political and economic interests of Canada protect fundamental rights of everyone in Canada promote personal and cultural values and ideals to the greatest extent possible serve the common good.

97. The difference between patriotism and nationalism is that the patriot is proud of his country for what it does, and the nationalist is proud of his country no matter what it does; the first attitude creates a feeling of responsibility, but the second a feeling of blind arrogance that leads to war. Sydney J. Harris

98. Written Response #1

99. Written Response #2

100. One Week How does the movie promote Canadian Identity?

101. Talking to Americans

102. Working With the Study Guide Historical Globalization (Term) What is the basic definition of it? Is it a positive concept, a negative concept or both? How do people and countries react to the concept? (Multiple Perspectives) Should we embrace or reject the concept? What are some examples of the concept? The questions on the study guide are big questions largely because they are skill based questions for a skill based course Which is more important the who, what, and when OR the why? Exploring and Understanding possibilities of the why will help embed the important factual information