credit recovery chc 2p -...

Credit Recovery

CHC 2P

Student Workbook

CHC2P_Student_Information

Credit Recovery: Student Information

Background Research shows that accumulating credits in Grades 9 and 10 is an important predictor of success. The Ministry of Education also empowers principals to grant credits when students demonstrate course expectations in a setting other than the ‘regular’ classroom.

Purpose: Credit Recovery is an in-school opportunity for success. In a Credit Recovery program, students “recover” a credit they have missed. Credit Recovery takes place in a supportive environment: usually the student is also registered in a Learning Strategies course. The point, of course, is not only to recover the credit and move on, but also to develop the skills and work habits that will contribute to continued success. Most districts establish policies concerning the grades earned in Credit Recovery. Students may earn

(1) marks up to 100% in their Learning Strategies course, and (2) 51% in their credit recovery course.

The 51% is a mark that symbolizes having met expectations and being ready to move on high school. Students receive informal feedback while recovering their credit on their actual level of achievement.

Teaching Approach: Although students have the support of a teacher, credit recovery requires considerable independent learning. For this reason, taking responsibility for your learning, through consistent attendance and effective study habits, is crucial.

Time: Each course consists of about 20 lessons and requires approximately 25-30 hours of instructional time.

Guiding Principles:

1. Credit Recovery courses specifically target achievement of overall curriculum expectations and aim to provide a foundation for success in subsequent courses. That is why these courses seem so streamlined.

2. Research shows that learning is improved when students understand how they learn

and reflect on their progress. That is why students are asked to reflect on what they have learned.

3. The course of study begins with the final Culminating Performance Task. The reason is

that success on this final evaluation is the goal. Everything in the course should prepare students for success.

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CHC2P_Course_Checklist

Canadian History in the Twentieth Century - Course Checklist

Student’s Name: ____________________________

Unit Lesson Title Date Complete Unit One 1914-1929

Lesson One Causes of World War One

Lesson Two The Homefront and Two Battles Lesson Three Soldier’s Diary

Lesson Four 1920’s and Changing World of Work

Unit Two 1939-1945

Lesson One Causes and Effects of the Great Depression

Lesson Two Causes of World War Two The Blitzkrieg and Who is Fighting

Lesson Three Conscription and D-Day

Lesson Four Newspaper Assignment-The Holocaust

Lesson Five

Labour Helps Change the Canadian Work Place

Unit Three 1946-1967

Lesson One Years of Promise

Lesson Two United Nations Lesson Three The Cold War

Lesson Four How Immigration Created a Multicultural Foundation

Lesson Five American Cultural Influences Unit Four 1968-1983

Lesson One Canadian Hockey and Canadian Identity

Lesson Two

Canada’s Economy in the 1970’s and 1980’s

Lesson Three English- French Relations Unit Five 1983-present

Lesson One How Aboriginals Struggle to be Equal

Lesson Two

Canada’s Link to the Global Economy

Lesson Three NAFTA

Credit Successfully Recovered � Yes � No

Teacher’s signature: _____________________________ Date ________

Student Handout: Unit 1 Lesson 1

CHC2P_Unit1_Lesson1_Student Instructions

Causes of World War One Suggested time: 75 Minutes What’s important in this lesson: The causes of World War One had been building up for many years. In June of 1914, the assassination of Franz Ferdinand unleashed international conflict, and an arms build up, which had been taking place for decades.

Complete these steps: 1. Read “Causes of World War One”, Handout 1. 2. Use the notes on “Causes of World War One”, Handout 1, to summarize

causes on “Causes of World War One Chart”, Handout 2. 3. Use your textbook, Scrapbook and/or the internet to research answers to the

questions on “World War I: The War Begins”, Handout 3. 4. When you understand the causes of World War One, complete “World War I

Quiz”.

Hand-in the following to your teacher: 1. “Causes of World War I Chart”, Handout 2 chart 2. Answers to questions on “World War I: The War Begins”, Handout 3 3. Answers to “World War I Quiz” Questions for the teacher:


CHC2P_Unit1_Lesson1_StudentHandout1

Causes of World War I

1. Nationalism:

• Having an extreme pride in your country

• Prior to WWI many countries felt an extreme sense of nationalism

• This nationalism resulted in a dislike for other countries 2. Imperialism:

• Empire building – take over other countries for your own

• Prior to WWI many countries wanted to expand their empire which resulted in hostilities

3. Militarism:

• Building up arms and armies

• Prior to WWI many countries believed in having a strong military

• As a result these countries began to build up their arms in a battle to ‘out do’ one another

4. Alliance System:

• Developing alliances or friendships with other countries

• Prior to WWI many countries did not trust one another so they looked for ‘friends’ that they could trust

• The two main alliances were: A) Triple Alliance – Germany, Italy, Austria-Hungary B) Triple Entente – Britain (and its colonies, e.g., Canada, Australia),

France, Russia, Serbia 5. Assassination of Arch Duke Franz Ferdinand (Austrian-Hungarian)

• June 28, 1914 – in Sarajevo (A-H) the Archduke was assassinated by Serbian Nationalists because they disliked A-H control of that largely Serbian area

• This was the spark that began the war

• Austria-Hungry blamed Serbia for the assassination and presented them with an ultimatum which would result in an attack if Serbia did not comply

• Russia came to Serbia’s aid – alliance system

• Germany came to Austria-Hungary’s aid – alliance system

• France sides with Russia – alliance system

• Britain remain temporarily neutral


CHC2P_Unit1_Lesson1_StudentHandout1 1

The Spark and The final out break of War – August 1914 Austrian Hungarian Archduke Franz Ferdinand was assassinated by a Serbian terrorist on June 28, 1914 in city of Sarajevo. Serbians refused an ultimatum. Serbia asked help from its friend Russia. Russia allied with Britain and France. By August, war broke out between the two alliances.

1. Militarism

3. Imperialism 4. Nationalism

2. Alliance System

Read the note “Causes of the First World War One”, handout 1, and fill in this worksheet using point form notes.



World War I: The War Begins

Use your textbook, a scrapbook and/or the internet to answer these questions. Write one or two sentences in the spaces provided.

1. Why did Britain declare war on Germany?

2. Who organized Canada’s expeditionary force (army)? 3. What was reaction of Canadians to the beginning of the war?

4. Reflection: What would your reaction be if Canada were to enter a war?

Evaluation: Unit 1 Lesson 1

CHC2P_Unit1_Lesson1_Evaluation_Quiz

World War I Quiz

INSTRUCTOR:

NAME: TOTAL: /10 No. of pages: 1

_____________________________________________________________________

Matching Items (10 marks) Please read the following items carefully, and match column B to the items in column A by placing letters in the appropriate blanks:

Column A: Column B: ___1. Assassinated a. Serbia=s friend. ___2. France b. Gravillo Princip ___3. Black Hand c. Great Pride in your country ___4. Largest Navy d. Build up of new modern weapons. ___5. Nationalism e. Britain. ___6. Assassin f. Terrorist Group. ___7. Arms Race g. City where assassination took place. ___8. Sarajevo. h. Triple Entente ___9. Germany i. Franz Ferdinand. ___10.Russia j. Triple Alliance.



The Homefront and Two Battles Suggested time: 75 Minutes What’s important in this lesson: Canada’s prestige and world status increased because of the performance of Canadian soldiers on the battlefield. After completing questions and a scrapbook assignment, you will gain an appreciation of the human cost of this war. You will also gain an understanding that wars are not just fought on the battlefield, but are fought with the support and supplies from “home.” Complete these steps: 1. Using any textbook and/or scrapbook, answer the questions on “A Tale of

Two Battles: Ypres and Vimy Ridge”, Handout 1. 2. Using The Canadiana Scrapbook: Canadians at War: 1914 – 1918, pages 32

to 40,” answer the questions on “World War Homefront”, Handout 2

Hand-in the following to your teacher: 1. Answers to “A Tale of Two Battles: Ypres and Vimy”, Handout 1 2. Answers to “World War I Homefront”, Handout 2 Questions for the teacher:



A Tale of Two Battles: Ypres and Vimy Ridge

Use your textbook or scrapbook to complete the chart below. Use point form.

Ypres Vimy

What happened:

What happened:

Why it was important to Canada: Why it was important to Canada:



World War One Homefront 1914-1918

As the war dragged on for longer than anyone expected, the Canadian government realized that a greater contribution from Canadians at home would be required. The armed forces needed more men and more supplies. Every Canadian would have to sacrifice. Use the The Canadian Scrapbook: Canadians at War: 1914 –1918, pages.32 – 40 to answer the following questions, which are based on war posters. Answer in the spaces provided. 1. How would you describe the feelings of the father in the poster at the top right on

page 33? 2. What is the real purpose of the father poster (in #1)? 3. According to the poster at the bottom of page 35, who were the soldiers of the soil? . 4. Why would this poster (in #3) have been created? 5. Examine the poster at the bottom right of page 40. What is a Victory Bond? 6. How was a Victory Bond different from a Patriotic Fund? 7. What kind of everyday foods would be rationed?



A Soldier’s Diary Suggested time: 2 Hours What’s important in this lesson: It is important to develop your ability to place yourself in the historical event you are researching. Doing so helps you personalize the history you are studying. By using your historical imagination you will place yourself in the role of a Canadian soldier in the trenches at the Western Front. After completing this assignment, you should gain a factual and personal appreciation for the human cost of this war.

Complete these steps: 1. Using your historical imagination, create a soldier’s diary based on the

information you have learned from reading your textbook. Use any or all of the following:

• Canadiana Scrapbook: Canada and World War I: 1914-1918

• Any history textbook

• www.spartacus.schoolnet.co.uk/FWWtrench.thm

• sites accessed by doing a wordsearch online: type in key words “World War I and life in the trenches”

The Diary will consist of 3 entries. These will combine creativity and sound historical research.

Hand-in the following to your teacher:

• Your Soldier’s Diary (3 entries)

Questions for the teacher:



World War I: A Soldier’s Diary

Use your historical imagination and prior knowledge of World War I to write 3 diary entries by a Canadian soldier who fought during World War I. Your diary entries should combine creativity and sound research. Keep in mind that Canadian men and women fought both on the front lines and on the homefront in various capacities. Main Sources of Information: Your textbook, the scrapbook and the internet. Specific Instructions: 1. Write three double-spaced diary entries, each entry approximately one

page long. 2. The diary should look and sound as authentic as possible. 3. Create diary entries that consist of information which is historically

accurate and based on actual experiences of Canadians who fought in World War I .

4. Include dates, fighting techniques, emotions, language, and attitudes in

each of the entries. 5. For handing in, include a cover page with the assignment title, course

code, teacher’s name, due date and your name. Grading Scheme: 10 marks 3 entries/cover page (knowledge and understanding) 10 marks depth and historical accuracy (thinking and inquiry) 10 marks creativity and authenticity (communication) 30 marks total


CHC2P_Unit1_Lesson4_Student Instructions 1

1920’s and the Changing World of Work Suggested time: 1 Period What’s important in this lesson: The economy affects the way people work and live. The 1920’s were a prosperous decade for most people. After World War I, the way Canadians worked and lived changed due to new technology and an upswing in the economy. In this lesson, you will learn how these changes in the economy and the way we worked caused social change in Canada.

Complete these steps: 1. Your ‘Dream Car’”

a) Design and draw your ‘dream’ car. If you are not an artist, then you can look through newspaper or car magazines to find your ideal car. What special features does it have: Why is it your ‘dream’ car?

b) Answer the following questions underneath the design:

• How much to you think your car would cost to purchase?

• Where do you think your car would be built?

• Who would be able to afford to buy the car you designed?

c) If possible, share your design with your teacher or fellow classmates.

2. Technology and the economy changed in Canada after World War I. a) Read “After the War”, Handout 1. b) Using a textbook or information provided by the teacher, fill in the chart on

Branch Plants in Canada, Handout 2.

c) On the back of the Branch Plant Chart paper, answer the question: Why do you think we shifted from Great Britain to the United States as our major trading partner?

3. The Business Cycle

a) The ability to purchase the products made on assembly lines or factories depended on the Business Cycle. On your copy of “The Business Cycle”, Handout 3, work with your teacher to fill in what happens during each stage.

b) Use The Canadiana Scrapbook, The Confident Years: Canada in the 1920’s. On

a piece of paper, write or draw five (5) examples that would show that Canada was in the ‘prosperity’ stage of the business cycle.

c) Read “The Automobile Changes the Way We Work and Live”, handout 4, and answer the questions on the question sheet, Handout 5. Hand these in for marking.


CHC2P_Unit1_Lesson4_Student Instructions 2


1. Car design and answers 2. “Branch Plant Chart “, Handout 2, and answers 3. Completed business examples from the scrapbook 4. Answers and a paragraph based on “The Automobile Changes the Way

We Work and Live”, Handout 5, reading Questions for the teacher:


CHC2P_Unit1, Lesson4_StudentHandout1

“After the War”

--by Colleen Wray

World War 1 ended in November 1918. Many Canadians hoped that their life would be better after the war but many of them lost their jobs as the war-time industries were no longer needed. After the war, Canada loosened their ties with Great Britain as Canada became a more independent nation, both politically and economically. It was not until the middle of the 1920’s that Canada’s economy began to grow. People were beginning to spend their money on automobiles, radios, and other new ‘gadgets’ that were becoming popular. Canada now looked to the United States as their major trade partner. At the beginning of the twentieth century, Great Britain was the biggest foreign investor in Canada. During the war, British investment in Canada slowed down and American investment increased. Americans invested their money in Canadian pulp and paper, mining, and hydroelectric power. When Britain invested in Canada, it did not take much control over the industry. The British generally left Canadian business people to run the business in their own way. American investors took greater control over the industries they invested in.

Branch Plants in Canada The Americans introduced the branch plant system to Canada. These branch plants were copies of the original parent company in the United States. The branch plant made the same items as the original American company. However, the item could be marked “Made in Canada”. Because the article was marked “Made in Canada” the parent company in the United States avoided paying tariffs (a tax for imports at the border). Some people believed that American investment was good for Canada. They felt that American capital (money) would help develop Canada into a great economic country. Other Canadians believed that too much American investment in Canada would result in American control of the Canadian economy or the “Americanization of the Canadian economy”. They feared that too many decisions about the Canadian branches were being made in the United States and the profits from the branch plants were sent back to the U.S. Some Canadians felt that the government should limit the amount of American investment in Canada.

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The Automobile Changes the Way We Work and Live

--by Colleen Wray

The American, Henry Ford, build his first car in1893. It took a long time to build because it had 500 parts. By 1908, Ford built the car that would make him famous – the Model T. The Model T was an inexpensive car that almost anyone could afford. By the 1920’s the sale of the car was very successful and Ford could not produce enough cars to keep up with the demand. Ford decided to use a method to car manufacturing that was being used in other industries, mass production. He wanted to mass-produce the Model T or “tin lizzie” so that it would take less time to produce and make it even more affordable. Ford set up an assembly line that ran from one end of a building to another. At one end of the line were the frames of the cars. The line moved itself like a conveyor belt. Each car moved along the belt at 15 cm a minute and each worker added only one part. By the time the car reached the end of the line, it had been assembled and was ready to drive. Each worker on the assembly line had a separate job. Some added parts while others secured the parts in place. Each part was the same, or standardized, and mass-produced. This made the car parts cheaper and lowered the price of the car. The Model T’s were built in a branch plant in Windsor, Ontario. The automobile has probably done more than any other machine to change our way of living. The United States and Canada became a car culture; paved roads, gas stations, parking lots, and motels were created to reflect this new way of life. People working on the assembly line were physically challenged on their job. In order to keep up with the demand for the car, shift work was introduced. People began to work in shifts around the clock. Shift work changed the way families lived and played. On Sunday’s, a family with a car could visit relatives 15 to 20 km away and still be home in time for supper. Young people began to ‘drive’ around with their friends instead of staying home with their families. Farm families could now drive to nearby towns and cities for a day’s shopping instead of shopping by mail-order catalogue. Cars also became a status symbol. Cars represented freedom and glamour and gave people a new sense of individualism – cars were much more private that riding a train or streetcar.



The automobile also caused the spin-off of other industries. Spin-off industries sprang up across the country; gasoline, rubber, glass, and oil, just to name a few, provided the materials needed to build and maintain cars. The car has made a significant change to the world.



The Automobile Changes the Way We Work and Live - Questions

Answer in complete sentences or paragraphs on lined paper. These questions are based on the reading “The Automobile changes the Way We Work and Live”, handout 4. 1. Explain how an assembly line works. (2 marks) 2. Explain, in your own words, two (2) ways the automobile has changed the

way we work. (2 marks) 3. Explain, in your own words, two (2) ways the automobile has changed the

way we live. (2 marks) 4. When the automobile was first invented, people believed it was beneficial to

society. It took some time before people realized the problems that could be associated with the car. Explain 3 problems that the automobile has created for society. (3 marks)

5. Paragraph

Compare assembly line work in the 1920’s to assembly line work today. Do you think there are any major changes to the way assembly line work is done? Give examples to support your viewpoint.

Title 1 mark Content 3 marks Structure 2 marks Total 15



Causes and Effect of the Great Depression Suggested time: 2 Periods What’s important in this lesson: Like the prosperity of the 1920’s, the Great Depression of the 1930’s affected Canadians from all walks of life. You will continue to work with “The Business Cycle” from Unit 1 and continue to examine the social impact the Depression had on Canadians from all walks of life.

Complete these steps: 1. Imagine that you had no money and no place to live.

• On a sheet of paper, brainstorm how you are going to live. You may work with a partner if one is available. Come up with as many ideas as possible.

• Read over all of your ideas and circle the ones that you feel did not exist in Canada before the 1930’s.

2. Get out your “Business Cycle” chart from Unit 1, Lesson 4. Read the

Handout 1, “The Stock Market and the Great Depression”. Use your chart to fill in the Business Cycle section and to answer all the questions.

3. The Stock Market crash was just one of the causes of the Depression. On

Handout 2 “The Causes of the Great Depression”, research using any of the sources available to you, and fill in the answers for each heading. Hand in your chart to the teacher for evaluation. Each section is worth 2 marks, for a total of 12 marks.

4. Now that you understand the causes of the Depression, look at the effects of

the Depression on Canadians. Using The Canadian Scrapbook: The Depression Years: Canada in the 1930’s, answer the questions on the Handout 3 “The Effects of the Depression on Canadians”. Hand in for assessment of information accuracy.

5. Reflection: On a lined piece of paper, write the title, ”Reflection” and answer

the following question in a paragraph: How do you think Canadians would live through a Depression if one occurred in Canada today? Hand in your paragraph for assessment.




1. Handout 1 “The Stock Market and the Great Depression” 2. Handout 2 “The Causes of the Great Depression” 3. Handout 3 “The Effects of the Depression on Canadians”. 4. Reflection Paragraph




The Stock Market and the Great Depression

A Stock Market Glossary Stock A share in the ownership of a company

(e.g. if you buy 100 shares in a company at $25 a share and the company has a total of 10 000 shares, you own 1/100 of the company)

Investor A person who buys shares in a company

Stockbroker A person who buys and sells stocks on the stock exchange for people who want to invest in the stock market

Stock Exchange A marketplace where stocks are bought and sold

Stock Certificate A paper providing ownership of a stock Dividends The share of a company’s profits paid

to shareholders The Crash of the Stock Market Go back to your chart of the Business Cycle. The prosperity cycle of the 1920’s came to a halt with the ‘crash’ of the stock market on Black Tuesday in October 1929. The Business Cycle was now in the Depression stage. In the following chart, compare the Prosperity stage of the cycle to the Depression stage of the cycle. BUSINESS CYCLE PROSPERITY DEPRESSION SALES WAGES PRICES PRODUCTION BUSINESS PROFITS BUSINESS FAILURES DEMAND FOR GOODS LABOUR UNREST UNEMPLOYMENT



Black Tuesday was one of the most dramatic events signaling the Great Depression. During the 1920’s, many people played the stock market. Many of them borrowed money to invest (buying on margin). People dreamed of making

it rich. They would buy stock from a stockbroker when the price was low and sell those stocks when the price was high. Many people who invested in the stock market lost everything when it crashed. Explain how the Stock Market “crash” helped lead Canada into a Depression. Write one or two sentences.



The Causes of the Great Depression

Over-Production and Over-Expansion (2 marks)

Canada’s Dependence on a Few Primary Products (2 marks)

Canada’s Dependence on the United States (2 marks)

High Tariffs and International Trade (2 marks)

Too Much Credit Buying (2 marks) Too Much Credit Buying of Stocks (2 marks)



The Effects of the Depression on Canadians

Use the Canadiana Scrapbook: The Depression Years – Canada in the 1930’s to answer the following questions. Answer in point form notes.

FAMILIES

1. Describe at least ONE of the housing conditions for families. (pp. 6-7)

2. Give details of the typical food allowance for a family of five in 1932. (pp. 6-7)

3. Give ONE example of how unemployment affected families? (pp. 8-9)

4. What was Christmas like in the 1930’s?

FARMERS

1. Give TWO examples of what conditions were like for farmers before the Depression. (p. 2)

2. What was a Bennett Buggy? (p. 22)

3. Give TWO examples of weather condtions in the Prairie Dustbowl during the

1930’s. (pp. 14-15)

4. Describe the damage caused by grasshoppers. (p. 15)

5. Explain how a farmer could lose his farm to the bank. (pp. 3, 41)

SINGLE YOUNG WOMEN

1. Explain how the Depression affected people’s decision to marry. (p. 12)

2. Give TWO details of working conditions in the garment industries in the 1930’s

and how this affected women. (p. 42)



YOUNG UNSKILLED LABOURERS

1. What percentage of Canada’s wage earners was unemployed? (p. 2)

2. In what occupation was unemployment the highest? (p. 8)

3. Explain TWO ways a worker became eligible for relief payments.

4. What was relief work? (p. 11)

5. What was a soup kitchen? (p. 32)

6. Explain how unemployment and depression sometimes led to suicide in the 1930’s. (p. 12)

IMMIGRANTS AND MINORITIES

1. Explain why an immigrant to Canada could risk deportation in the 1930’s? (p. 37)

2. Give ONE details of Canada’s immigration policy in the 1930’s. (p. 36)

3. What was the “pecking order” for different nationalities and faiths living in Canada during the 1930’s? (p. 37)

EMPLOYEES AND THE WELL OFF

1. List the cost of THREE different items for sale in the Eaton’s catalogue.

2. Explain TWO ways employers dealt with employees during the Depression, especially with regard to exploitation, layoffs, reputations. (pp. 40-41)

3. Give details of the salaries earned by a chef, chauffeur, maid, laundress, and

yardman. (p. 17)

4. Why did J.D. Eaton say, “It was a good time for everybody?. (p. 40)


CHC2P_Unit 2_ Lesson 2_ Student Instructions 1

Causes of World War II: Canada’s Entry into World War II, Who is Fighting,

and Hitler’s Blitzkrieg Suggested time: 75 Minutes What’s important in this lesson: World War II began because of the failure of the League Nations and the Treaty of Versailles. The war also began because of the rise of dictators and the world’s eagerness to appease these dictators and their aggressive actions. As in the previous war, there was some division over Canada’s entry into World War II. This time, however, Canadians decided their actions, not the British. There are two clear sides in this war: the Allies with whom Canada was allied, and the Axis power made up of Germany, Japan and Italy. Complete these steps: 1. Using information from your textbook, the scrapbook, and/or the internet,

answer the questions on Handout 1 “World War II: Underlying Causes”. 2. Read and respond to the questions and issues on Handout 2 “Who is

Fighting?” 3. Read and answer questions and issues on Handout 3 “Canada’s Entry Into

World War II”.


1. Completed answers to Handout 1: “World War II: Underlying Causes” 2. Completed Handout 2: “Who is Fighting?” 3. Completed Handout 3: “Canada’s Entry in World War II”


CHC2P_Unit 2_ Lesson 2_ Student Instructions 2




The Visit

--by Jack Nahrgang The scene is a retirement home, where an elderly gentleman, Buster Waters is listening to the radio. There is a knock at the door, and a teenager with a backpack on his shoulder pokes his head in the room. Teen: Uh, Mr. Waters? Mr. Waters: Yeah, sonny, can I help you? Teen: My name is Jesse Thorpe, and I’m from Edgemount High School. I’ve got to do a history project on Canada and I got stuck with, I mean, I picked the topic of Canadian labour during the 1930s and 1940s. We have to interview someone who was alive at the time, and the nurse at the desk said you might be able to help me. Mr. Waters: (chuckling) I might. C’mon in, sit down. Now, what did you mean, you got “stuck” with this topic? Jesse: (sitting) Well, I wanted Adolph Hitler and the rise of the Nazis, but Adam Zivku got it first! Mr. Waters: (smiling) Hmmm, Hitler is an interesting subject, but what’s wrong with Canadian labour? Everybody has to work. Jesse: But it’s so boring! I mean, I like money, and I know you have to work for it, but who cares about the history of labour? Mr. Waters: (eyes twinkling) Well, you should care; you’re part of the next generation of Canadian workers. If you don’t know where labour’s been, how can you know where it’ll go next? Jesse: (puzzled, but interested) What do you mean? Mr. Waters: Jesse, in Canada’s history, the working man and woman have always had a special place of importance. After all, without a dedicated and productive labour force, our economy would weaken. But labour is so much more than people struggling to make a living. Labour has fought for the rights of workers and has tried to better the working conditions for all Canadians. So, labour in Canada is a force of authority, either negotiating with businesses and governments or protesting and striking against unfair labour practices.



Jesse: (brightening) Really? I know my dad sure gets mad when he sees people protesting. He says they’re lazy bums hiding behind a union. Mr. Waters: (smiling) But Jesse, that’s just a generalization that we make today. In the early part of the twentieth century, businesses in Canada clearly had the advantage. Many business owners paid poor salaries to workers and working conditions were very dangerous. However, some individual workers decided to form together into unions. As collective organizations, unions often threatened strikes or withdrawals of services to pressure businesses for better benefits for labour. For example, workers won Sundays off from work and minimum age limits were established to stop child labour in Canada. Canadian labour organized to produce the first unions that negotiated with employers to improve working conditions and wages. Jesse: (nodding) So, the ordinary kid like me has it better today even if I don’t belong to a union? Mr. Waters: That’s right. Jesse: (clearly interested) Well, then tell me about labour in the Second World War. Mr. Waters: (putting up his hands) Whoa! Now slow down. You can’t understand the importance of that workforce without knowing a bit of what came before. Jesse: (puzzled) I don’t understand? Mr. Waters: Well, working men and women contributed significantly to Canada’s industrial reputation during the First World War, supplying materials for the armies fighting in Europe. But after the war, returning soldiers found a shrinking labour force because jobs were scarce, and in frustration, many of them joined together in protests like the Winnipeg General Strike. That was a huge fight between businesses and the working class – some protesters even died when the RCMP rode through the crowd. Jesse: (wide-eyed) You’re kidding? In Canada? Mr. Waters: (nodding) In Canada. And divisions between the working class and businesses grew deeper from that conflict, but the good economic times of the Roaring Twenties produced enough work to employ Canadians in a variety of jobs. Goods produced in Canada by Canadian laborers were respected worldwide. Sure, workers did



have concerns and complaints about their jobs, but much of what they had fought for was achieved. Strike leaders who had clashed with authorities were now being elected to city councils, and to the provincial and federal governments. Imagine! And their desire for reform would inspire new political parties and change the traditional Canadian party system. Jesse: (curious) You mean there weren’t as many political parties back then as there are now? Mr. Waters: No. Just the Liberals and the Conservatives, and both might want the working Canadians’ votes, but governments still favoured businesses. Labour’s fights in the early 1930s helped to form alternative political parties. Jesse: (frowning) But how did this happen when you said the old parties sided with the businessmen? Mr. Waters: (impressed) You were listening! Good. Well, let’s see. It’s a bit complicated. By 1929, the availability of jobs was slowing as worldwide demand for manufactured goods was dropping. Wages fell, and when the stock market crashed in 1929, many Canadian workers lost their jobs as factories closed or slowed production. Prime Minister Mackenzie King was defeated in a general election in 1930 because he could not find a way out of the economic downturn, but his replacement, Prime Minister R.B. Bennett, had no better fortune -- the Depression worsened. By the winter of 1932, one third of Canada's workforce was unemployed. Jesse: (shocked) That’s horrible. All those people out of work. Mr. Waters: (quietly) Yes, and families actually had to encourage some of their children to leave home if they could not feed them. I was one of those kids. Jesse: Really?! What did you do? Mr. Waters: Jesse, you must understand, the country was filled with young, unemployed, homeless men drifting from one place to another, looking for work that did not exist. We rode in on trains to any town where work might be, and as a group, we frightened many middle- class Canadians; being unemployed people, we were watched by police, often arrested as vagrants, and kicked out of towns because we had no permanent address. Jesse: (concerned) Was there no help from the federal government?



Mr. Waters: (bitterly) Prime Minister Bennett’s help was to establish a federal government policy of Unemployment Relief Camps that would offer work, food, and shelter to homeless men, while keeping them away from concerned communities. Over 175 000 Canadian men were sent to the camps which often felt more like prisons. We were paid 20 cents a day, had substandard food, and poor accommodations. Most of the camps were isolated from urban centers, deep in the woods. We worked hard, clearing land for roads and airport runways, while others plugged away at "make work" tasks such as digging ditches or building remote roads in isolated areas. Jesse: (astonished) Did this camp idea work? Mr. Waters: (proud) No, but there were other ideas. When the government showed its inability to combat the Depression, labourers – even those of us who were unemployed – offered alternatives. As I said before, Canadian workers were one of the core founding members of a new political party formed in 1932. The Co- operative Commonwealth Federation (CCF), a western Canada party that attracted the interest of Canadians who were unhappy with the current economic conditions. The CCF certainly had a labour focus in its policies, insisting on public ownership of key industries and the establishment of government relief to help all Canadians who faced hunger or homelessness. Through the CCF, labour protested for a national minimum wage and a system of social insurance for workers. Although the CCF did not win many seats in the 1930s, the policies set by labour were often taken and adapted by the Conservative and Liberal parties. Jesse: (impressed) So, it’s like you said; you worked within the system. Mr. Waters: (stern) Not always. Workers could influence political policy, but at times they also could explode into anger. Due to the poor conditions of many work camps, we workers finally organized ourselves into a union and rebelled. In 1935, thousands of us left the camps in British Columbia, and led by our new Relief Camp Workers’ Union, we decided to leave for a mass protest in Ottawa. To get there, the men had to hitch rides on railway boxcars, and this journey became known as the On-to-Ottawa Trek. Jesse: (wide-eyed) Cool! What was it like going to Ottawa?



Mr. Waters: (frowning) I never got there. At first, the movement grew; as we left the West coast, we picked up support from other relief camps. When the Trekkers reached Saskatchewan, the Royal Canadian Mounted Police stopped us, letting only the union leaders move on to the nation’s capital. Our leaders met with Prime Minister Bennett, but he called them troublemakers. When no progress was made, the federal government ordered that all the rest of us workers detained in Saskatchewan be dispersed and told to go home. Jesse: (puzzled) So, I’m confused – did you win or lose? Mr. Waters: (proudly) Well, we might not have won that day, but as a force of unemployed workers, we served notice to the government that labour would not be bullied either. Jesse: (curious) How did things get better? Mr. Waters: Strangely enough, you mentioned Hitler before. Our problems were soon lessened when the Second World War broke out in 1939. The economy which had been idling for so long now sprang to life. War material would be needed and Canadian labour responded. The large numbers of Canadians volunteering to fight meant that manufacturing plants found themselves short of workers. Those who stayed working on the home front put in long hours. Once again, women joined the work force, taking the place of men overseas. Jesse: (surprised) Women in factories? I thought they’d do office work. Mr. Waters: (laughing) I wish my Marcie was here to hear you say that – she’d tell you a thing or two! I met my wife in Toronto at a Lancaster bomber plant. She was a riveter. Jesse, women worked at a variety of heavy industrial jobs and they were invaluable. Single women were in great demand as factory workers, as they often had limited family obligations and could work long hours. But Marcie’s sister Anna was married and she also found factory work. That’s when Canada’s modern daycare movement came into being. In Ontario and Quebec, where most munitions factories were located, the provincial governments began to provide money for daycare facilities so that young mothers like Anna would be free to work. Many war workers, especially single women, moved from rural areas to the industrial cities. Jesse: (curious) But with all those workers, where did everyone live?



Mr. Waters: Companies built dormitories to house us close to the factories, and sometimes right on site. With travel time cut to a minimum or eliminated completely, it was easy to arrange a three-shift system of production. That’s why Canadian labour was so successful in the war – we produced so much. Dormitory residents were charged a low rent and given free or subsidized meals. The cost was generally handled by the federal government. Jesse: (questioning) You said “us.” You didn’t live near Toronto? Mr. Waters: (smiling) No. After the On-to-Ottawa Trek, I moved back to the family farm. When the war started, I wanted to volunteer but I had hurt my leg on a train – nothing too serious for farm work, but enough of a limp that the army couldn’t use me. So, I told my dad I was going to move to the city to help out building planes. Jesse: (surprised) What about the farm? Didn’t your dad need you? Mr. Waters: (knowingly) Oh there were government programs put into place to relieve the shortage of farm workers. The Ontario Farm Service Force, for example, was aimed at women aged 16 and over. If a woman made a promise to work on a farm for a minimum of four months over the summer, the government would provide return transportation and board at a rate of 5 dollars a week. These women worked hard, up to 10 hours a day, Monday to Saturday, and some times on Sundays during the harvest season. Jesse: (astonished) Wow. I never knew that so many Canadian women helped out during the war. Mr. Waters: (proudly) My Marcie sure did her bit. Although she and most women returned to their homes or their previous jobs after the war, their wartime experiences were the beginning of a gradual change in the structure of Canada's workforce. It would not just be males in the future. Jesse: (curious) Mr. Waters, my dad says that families should stick together in the rough times. Did the government, business and labour do that in the war? Mr. Waters: (impressed) Good question, Jesse. There were sacrifices by labour. Workers extended working hours, surrendered its holidays, and in its determination to increase and proceed with greater production, many veteran workers taught the young and the inexperienced the ins and outs of complicated trades. Canadian labour started to



specialize and young people were taken on in apprenticeship programs. Jesse: (intrigued) Hey, we have those apprenticeship programs at school – I thought they were something new. But what about the government? You said that the mainstream political parties didn’t always care for labour. Mr. Waters: (thinking) I recall that the government did its part. Ottawa remembered lessons from the First World War when many businessmen took advantage of workers – paying little and keeping lots of profits. In the Second World War, the government quickly introduced a system of wage and price controls to control inflation and stop companies from overcharging for goods. Jesse: (curious) So what about the union movement in Canada? It must have slowed down if the government was looking after its concerns. I mean, why join a union when times are good? Mr. Waters: (insistent) Ah, but Jesse, times are NOT always good. Past experiences told workers that being alone wasn’t always great. So, to answer your question, most workers sought membership in unions, and moved from small craft unions to the now well- established international unions like the Committee for Industrial Organizing (CIO). Unlike in the 1930s, these unions now had the financial and organizational resources to assist industrial unionists in Canada. By the end of the war, the Canadian Congress of Labour's (CCL) membership had tripled to 314,000 and the Trades and Labor Congress' (TLC) increased from 132,000 to 356,000. Despite such support and the enthusiasm of Canadian organizers and members, employers continued to resist the unionization of their shops. Jesse: (questioning) You said that one of labour’s weapons is the strike. Were there any strikes during the war? Mr. Waters: (nodding) Yes. There were violent strikes by gold miners in Kirkland Lake, Ontario and by steelworkers in Sydney, Nova Scotia and Sault Ste. Marie. Jesse: (surprised) Wasn’t the public mad? There was a war on. Mr. Waters: (confident) No, public opinion started to shift distinctly in labour's favour. Remember those new political parties I mentioned? Well the Co-operative Commonwealth Federation (CCF) party won remarkable support by supporting labour rights. In 1943, the CCF



nearly formed provincial governments in Ontario and British Columbia. The next year the CCF produced a stunning victory in Saskatchewan. In national opinion polls the party threatened the historic dominance of the Liberals and Conservatives. Jesse: (amused) That must have made the federal government nervous! Mr. Waters: (smiling) It did. Labour's pressure in the workplace and in politics forced the government to change. In early 1944, the ruling Liberal government passed an emergency Order-in-Council that protected the workers' right to organize and required employers to recognize unions chosen by a majority of workers. This emergency law was extended by two years after the war's end to make certain of labour stability in the transition to a peacetime economy. So, there was no repeat of the violence like the Winnipeg General Strike. This central change in Canada’s labour laws had long term effects on industrial relations in Canada. It meant that employers now had to bargain with legally certified organizations of their employees. Jesse: (smiling) Hey, Canadian workers have sure accomplished a lot. Mr. Waters: (proudly) Jesse, we should always remember the sacrifices that all our military men and women gave for this country, but Canadian labour was valuable, too. Do you know that we produced so much war material that we were known as the “arsenal of democracy”? Little old Canada. Jobs were created in production, transportation, processing and supplying services to other industries. For the first time in our country’s history, agriculture was not the most important sector of the economy. Canadian cities and their surrounding industrial areas became huge economic engines in Canada. Jesse: (curious) But what about after the war? Did labour still have influence? Mr. Waters: (pleased) They did, Jesse. After the war, there was a strike at a Windsor car plant. A judge, Justice Ivan Rand, made a decision that still affects all workers today. He ruled that the union be allowed something called the compulsory check-off of union dues. What this meant was, all workers benefited from a contract whether you were in a union or not. Therefore, Rand decided that every worker must pay union dues, although they did not have to join the union. Jesse: (puzzled) You are smiling -- why is this Rand decision a good thing?



Mr. Waters: (pleased) This decision meant a degree of financial stability for unions never previously enjoyed. This formula created the legal framework for labour relations in Canada for the next 30 years. So Jesse, you have a lot to be thankful to Canadian workers from the past. Jesse: (thoughtful) You are right. I never thought of workers in such a way before. I sure appreciate you taking the time to talk to me, Mr. Waters. It has been very useful. Mr. Waters: (hopeful) Maybe you’ll stop by again, Jesse. I sure enjoyed recalling those memories and talking to you. Perhaps I could get a copy of your report that you will give to the teacher? Jesse: (enthused) You bet. I’ll bring it round myself. Well I better get going. It will soon be time to get home and watch the OC. Mr. Waters: (puzzled) The OC? What’s that? Jesse: (smiling) It’s my favourite tv show. Mr. Waters: (shaking his head) Television? Bah! I’d rather read a book. Jesse: (grinning) You should try it Mr. Waters – you might learn something yourself. Both of them laugh and Jesse heads out the door, waving goodbye to his new friend. Mr. Waters walks to his apartment window and sees Jesse get on his bike. He smiles, and waves once more . . ..


CHC2P_Unit 2_Lesson 2_Student Handout 2

Who is Fighting?

There were many reasons for the start of World War II, but the main reason was that Germany, Japan and Italy wanted to expand their power over many countries. Germany had already invaded Poland and Czechoslovakia before war was declared on Germany by Britain, on September 3, 1939. Other countries declared war on Germany shortly afterwards. Throughout the war, countries either fought with Germany or against Germany. Those countries that fought against Germany were called Allies. Those countries that fought with Germany were called the Axis powers.

To Do:

1. (a) What was the name of the countries that fought with Germany? ___________________________________________________________

(b) What was the name for the countries that fought against Germany?

___________________________________________________________ (c) List five countries that fought against Germany?

___________________________________________________________

___________________________________________________________

Allies Axis

Britain France Canada

New Zealand Australia

Russia (1941) United States (1941)

Germany Japan Italy


CHC2P_Unit 2_Lesson 2_Student Handout 3 1

Canada’s Entry into World War II

Background:

After the end of World War I, Canada had won her independence from Great Britain. By 1939, Canada had full authority over her own foreign policy decisions. So, while Canada was automatically at war in 1914 when Britain declared war, Canada was not automatically at war in 1939 when Britain declared war on Germany. Canadian Prime Minister William Lyon MacKenzie King and the Canadian parliament took a full week after Britain declared war on September 3, 1939, before it declared war on Germany. Here are some statements made in the House of Commons during that week of debate: Viewpoint One “There was never any doubt that Canadians would act to defend freedom as they did twenty five years ago. However, our party felt that it should be done in a unified way from coast to coast and that Parliament should make the final decision.” Viewpoint Two “As a British subject, we are part of the British Empire and, therefore, bound to participate in this war. We are fighting against anti-Christian and anti-democratic policies in order to save justice, honor and liberty.” Viewpoint Three “Wars have never settled anything in the past……personally, I can’t agree with a bill that will drag us into another war. While I respect a man who gives his life to fight for what he believes in, I also respect the man who refuses to enlist and kill his fellow human beings. In this war it would include killing women and children as well.”


CHC2P_Unit 2_Lesson 2_Student Handout 3 2

1. Read over the quotations from “Canada’s Entry into World War II” and fill in the chart below. You can also add reasons of your own.

2. Using the points listed in the chart above, write a paragraph of at least five

sentences responding to one of the following prompts:

a) Why Canada should or should not have joined the fighting in World War II.

OR b) Whether or not you personally would have enlisted in the war effort in 1939. ________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

Reasons why Canada should go to war

Reasons why Canada should not go to war


CHC2P_Unit 2_Lesson 3_Student Instructions

Conscription and Canadians in Europe Suggested time: 1 Hour What’s important in this lesson: The conscription crisis, like in WWI, becomes a serious issue in Canada from 1942 to 1944 when the need for more men becomes desperate. The main issue is a citizen’s right to choose. French Canadian also had concerns. Nevertheless, Canadians were involved in many key events in Europe throughout WWII. Some of these events include: the Dieppe Raid, D-Day, the Italian Campaign and the liberation of the Netherlands.

Complete these steps: 1. Research the 1942-1944 Conscription Crisis using your textbook, the

scrapbook, and/or the internet. Use this research to complete the chart on Handout 1, “Conscription Crisis”. The purpose is to see if you can draw conclusions about how the 1942-1944 Conscription Crisis issues were similar to or different from the issues in 1917. Hand in your answers for assessment.

2. Using information from your textbook, the scrapbook, and/or the internet,

write point form notes in the chart on Handout 2, “Key Events: Dieppe, D-Day, Italy and the Netherlands.” The key events are identified on the left-hand side. There are spaces for writing in time and place, Canada’s role, and the outcome for each event. Hand in your answers for assessment.

Hand-in the following to your teacher: 1. Handout 1, “Conscription Crisis” 2. Handout 2, “Key Events: Dieppe, D-Day, Italy and the Netherlands” Questions for the teacher:



Conscription Crisis, 1942-1944

The left column of the organizer lists the issues in the 1917 Conscription Crisis. After reading your textbook and/or researching on the internet, list issues in the 1942-1944 Conscription Crisis in the right-hand column. Study your lists: do they match up?

1917 Conscription Crisis 1942-44 Conscription Crisis The number of volunteers declined after 1916. Casualties increased in 1917. Quebeckers and others resisted conscription. The conscription crisis threatened to bring down the government. Pacifists spoke out against the war



Key Events: Dieppe, D-Day, Italy and the Netherlands

Event When and Where Canada’s Role Outcome

The Dieppe Raid

D-Day

The Italian Campaign

The Liberation of the Netherlands


CHC2P_Unit 2_Lesson 4_Student Instructions 1

The Holocaust and World War II Newspaper

Suggested time: 2 Hours What’s important in this lesson: The tragedy of the Holocaust occurred because of anti-Semitism and a Nazi government that ruthlessly organized and perpetrated the mass murders. Through the newspaper assignment in this lesson, will help you develop a more complete picture of the many events of World War II.

Complete these steps: 1. Your teacher will highlight features of local newspapers and the

characteristics of news articles. As you go over the newspaper assignment, make sure you understand requirements.

2. Following the instructions on Handout 1 “World War II Newspaper

Assignment”, write and design a newspaper that would have been published during World War II. Your newspaper will consist of five articles focusing on the Holocaust. Taking time with writing process will result in a higher quality newspaper:

• Take accurate research notes

• Select newsworthy events and facts for your news articles

• Organize your information so that the most important facts are in your headline and first (lead) paragraph of each news article.

• Write short paragraphs of 1 or 2 sentences.

• Include quotations from witnesses or experts. This is the only place opinions can get into news articles.

Hand-in the following to your teacher: 1. World War II Newspaper Assignment.



World War II Newspaper Assignment

Create a newspaper that people might have read when the Allies discovered the concentration camps during World War II. Your newspaper will contain five newspaper stories based on actual events and facts from World War II. Lay these out to create a newspaper which looks as if it was printed during World War II. Requirements:

1. Name of Newspaper -

• This could be the name of a local newspaper in your community or and name you have made up

2. News Articles -

• Write five (5) news articles, one on each of the topics below and based on actual events and facts from World War II.

• Articles should be lead news that would appear on the front page of a newspaper.

• Length: 100-200 words

• Topics:

• Holocaust: Discovery of the Camps

• Hitler’s Final Solution

• Holocaust: A Survivor’s Experience

• Holocaust: A Soldier’s Experience

• Key Battles/Events from the end of the war

3. Authenticity –

• Make it look as realistic as possible. Resources: Text book Scrapbook: Canadians at War, 1939-45 Internet Marking Scheme: Required Elements - /15 marks (Thinking - Inquiry) Historical Facts - /20 marks (Knowledge) Grammar/Sentence Structure - /5 marks (Communication) Creativity/Appearance - /10 marks (Application) 50 marks

Student Instructions: Unit 2 Lesson 5


Labour Helps Change the Canadian Workplace

Suggested time: 2 Periods What’s important in this lesson: The Great Depression and World War II resulted in changes in how Canadians worked. These changes occurred because the average Canadian worker fought for them. The power of the people should never be underestimated in the study of Canadian history.

Complete these steps: 1. Your teacher will lead a discussion based on the following questions:

• “When you get a job, what are your responsibilities to your employer – and yourself?”

• “What do you think work was like 60 or 70 years ago?

• Do you know what your grandparents did for a living and where they worked?”

If your teacher is unable to lead a discussion, do a quick-write of your thoughts and, if possible, share your thoughts with a partner.

2. On a piece of paper, brainstorm as many ideas as possible around these two questions:

• “Why should you be concerned about other people at you place of work?”

• “When should you sacrifice your interests for those of the larger workforce?”

Come up with as many ideas as possible, you will hand in your brainstorming sheet.

3. Read Handout 1, “The Visit”, which is a short play on workplace issues. 4. Look through a scrapbook or use your textbook to learn more about Canadian

workers in this time period. Make notes of key facts. 5. Based on what you have read, create a one-page summary report to give to

“Mr. Waters”, a character in the play. In your summary, list and explain the five most important facts that you learned about the struggle of the Canadian worker.

6. Before completing the final copy of your report, ask to see the rubric. The

criteria on it can give you ideas about how to improve your report.

Student Instructions: Unit 2 Lesson 5



1. Your brainstorming sheet 2. Your one-page summary report for Mr. Waters



CHC2P_Unit3_Lesson1_StudentInstructions

Years of Promise

Suggested time: 1 Hour What’s important in this lesson: The post-war period was a time of economic expansion and growth of the youth culture in Canada. The purpose of this lesson is to reinforce your understanding of the establishment of the nuclear family, the suburban lifestyle and the influence of youth culture in the mainstream Canadian culture.

Complete these steps: 1. Using The Canadiana Scrapbook, Years of Promise: Canada 1945-1963,

answer the questions on “Years of Promise”, Handout 1. Hand these in for evaluation.

2. Reflection: Write a paragraph comparing your life to that of a teenager in the

1950’s. You might want to consider:

• School

• Home life

• Music

• Dress.


1. Answers to “Years of Promise”, Handout 1 questions 2. Reflection paragraph



CHC2P_Unit3_Lesson1_StudentInstructions 1

Years of Promise: Canada 1945-1963

There are five sections to this assignment. Answer questions for all five sections. Please use proper sentence format and include a title page. Adjusting to Peace: 1. How many veterans entered civilian life in “Number of Returning Veterans”? (1) 2. What industries would have their production reduced? (2) 3. What percentage of Canada’s population served in Canada’s armed forces?(1) 4. What was a war bride? (1) 5. Who is demonstrating in photos a and b? (2) 6. What problems would returning soldiers have? (2) Suburbia: The Best of Two Worlds 1. Studying the “Growth of Urban Population” statistics, which decade shows the

greatest movement toward cities? Which decade showed the least amount of movement toward cities? (2)

2. Define the term suburbia. (2) 3. Explain why suburbia offered the best of city and country living? (2) 4. What made suburban living possible? (1) 5. Why were Canadians able to buy new homes in 1950`s? (2) The Baby Boom: 1. Define the term ‘baby boom’. (1) 2. What is meant by natural increase, and birth rate? (2) 3. Why did the birth rate increase from 1946 to 1965? (2) 4. Why did this baby boom take place? (2)



High School Canada: 1. Provide 5 differences between your high school and high school in Canada

during this period of time. (5) 2. What subjects did students have to take in high school during this period? (3) 3. State four rules in high school during this period of time. (4)



The United Nations

Suggested time: 1 Hour What’s important in this lesson: With the end of the Second World War, a new international organization was needed to respond to international conflicts. With the failure of the League of Nations countries like Canada were determined to prevent the horrors of the Second World War from happening again. Along with the new international organization known as the United Nations, Canada also embarked on its new international role as peacekeeper.

Complete these steps: 1. Using the textbook, scrapbook, and/or the internet, create a mind map on the

topic of the United Nations. Some topics for your mind map include:

• Who created it

• Why it was created

• When it was created

• Where is it located

• How it is run

• Which prominent Canadians are involved

• What Canada’s current role is.


• United Nations mind map




The Cold War

Suggested time: 1 Hour What’s important in this lesson: With the end of the Second World War, a new international tension between Western Democratic countries and the Communist Soviet Union grew. The added ingredient to this tension was the presence of a new weapon of mass destruction known as the Atomic Bomb. In order to deal with this new reality, new alliances and international protocols were developed during this period of time known as the Cold War. You will become familiar with the terms, concepts, and alliances developed during this time period.

Complete these steps: 1. Read “The Cold War”, Handout 1, answer and hand them in to your teacher

for evaluation.


1. Answers to questions on “The Cold War”, Handout 1 Questions for the teacher:



The Cold War

Read the following sections below and then answer the questions that follow each section. Each multiple choice question is worth 1 mark. (10x1=10 marks), each definition 2 marks. (2x4=8 marks)

During World War II the Soviet Union and the United States fought together against Germany. Though it was hoped that the alliance between the Soviets and the democratic allies would last, shortly after the war ended it was clear that this alliance would not continue. The United States, Canada and other democratic countries had very different views of how their government, economies and society should be organized. The Soviet’s view was called Communism. This view is that the government should control private property and private businesses and that the government should control and limit human rights and freedoms. The United States and Canada have a system which is called Democratic. Democratic nations believe in greater freedom for their citizens who are not controlled by the government. The democratic perspective is that people should own their own property and businesses. With such different views it did not take long before the democratic countries like the United States and Canada began to have serious conflicts with the Communist-based Soviet Union (Russia).

1. In World War II the United States, Canada and Russia fought together against:

a) France b) England c) Germany d) Canada

2. The basic difference in outlook between the U.S. and Russia is:

a) The democratic countries want to rule Russia b) Russia is communist, the United States is a democracy c) Russia is democratic and the United States is communist. d) All of the Above

3. A communist country is a country where:

a) People have unlimited freedom b) The government owns private property c) The government does not own private businesses d) None of the Above



4. A democracy is a country where:

a) People have greater freedoms and civil liberties b) People are poor c) The government controls everything and everybody d) People must serve two years in the army

The Russian army invaded and occupied many countries of Eastern Europe during World War II. Stalin, the leader of Russia, had promised to withdraw these troops from these countries when the war ended. Stalin refused to do this after World War II ended. Instead, he forced a communist government on these occupied Eastern European countries. The countries which Russia occupied and forced to become communist were called “satellites.” Russia cut these countries off from all contact with democratic countries. There was no news or trade from these satellite communist countries. The border between these satellite countries and the rest of Europe was known as the “Iron Curtain.”

5. After World War II ended many countries became communist because:

a) They chose to be communist b) They feared the United States c) They were poor and needed money d) Russia forced them to turn Communist by occupying them.

6. A Russian satellite country refers to:

a) The Russian space program b) A communist country which has been occupied and controlled by Russia c) A enemy of the Soviet Union d) None of the Above

7. The Iron Curtain is:

a) A set of diplomatic dispatches during the Cold War b) An area mined for iron ore c) A line drawn around Canada d) A border dividing communist and non-communist nations



After World War II a new type of warfare broke out between democratic countries like Canada and the United States and Communist Russia. Both the United States and the Soviet Union knew that an all out war would destroy both countries. Instead of fighting an open battle using all available weapons, both sides began using other methods. This new type of struggle became known as the “Cold War.” Three tactics became important in fighting the Cold War: spying, propaganda and the arms race. Propaganda involved each side trying to convince people that their side was better than the other. The expensive arms race which focused on building more nuclear weapons and advanced military technology.

8. The Cold War refers to:

a) A war fought in winter b) The struggle between democratic countries and communist countries c) A battle fought in the far north d) None of these

9. Propaganda is:

a) A new type of weapon developed during World War II b) Government attempt to persuade they country is better c) A Russian world for attack d) An American code word for attack

10. The arms race is:

a) A race between Russia and the U.S. to build more weapons b) A race between Russia and the U.S. to build advanced weapons c) A and B. d) none of these

By 1949 democratic nations in Europe and North America became afraid of attack by Russia. To protect themselves they formed the North Atlantic Treaty Organization (NATO). Canada was part of this organization. It was a military alliance in which all members promised to come to the aid of any member of NATO who was being attacked by Russia.

By 1955 the communist countries being led by Russia created their own military alliance called the Warsaw Pact. NATO Warsaw Pact countries promised to come to another member’s aid if that country were attacked by a NATO country.



In 1957, Canada and the United States entered into an agreement called the North American Air Defense System (NORAD). The aim was to protect North America from a nuclear or air attack from Russia. NORAD joined Canadian and American fighters, missiles and radar units under one command, which is situated deep in a mountain in Colorado. An American General is the commander and a Canadian General is the Deputy commander. In the same year, Americans and Canadians built the DEW Line (Distant Early Warning). This was a series of radar stations along the American and Canadian border to monitor air space.

11. Define the following terms; (2x4=8)

DEW Line - NATO – NORAD – Warsaw Pact –

12. Using the websites listed below and your own internet search, select 3 examples of cold war flashpoints in which Canada was involved, e.g., Korea, Kosovo, and Suez. Describe each event and Canada’s role. Note: you will have to go to more than one website to do that!

www.coldwar.org www.archives.cbc.ca

13. When and how did the cold war end?



How Immigration Created a Multicultural Foundation

Suggested time: 2 Hours What’s important in this lesson: Other than our aboriginal peoples, Canada was founded and built by immigrants. This lesson will provide you with an opportunity to understand the changing face of immigration in Canada.



Complete these steps:

1. In discussion with your teacher and classmates or in your notebook, answer these questions:

• “What is your heritage?”

• “Where are your ancestors from?”

2. Either participate in a discuss with your teacher and classmates or write thoughtful answers to the following questions:

• “How do immigrants contribute to our country?”

• “What do you think life is like for new Canadians – especially ones that come from a totally different culture to ours?”

3. Read the handout, “Immigration – The Lifeblood of Multiculturalism”,

Handout 1. 4. Get a piece of paper and divide it in half. On one half of the paper put the

heading “Struggles Immigrants Have Had” and on the other half put the heading “Contributions Immigrant Have Made.” Use the information you have just read to fill in information under each heading.

5. Brainstorm with your teacher and classmates or answer on paper the

following questions:

• “What restrictions could block an immigrant coming to Canada?”

• “What are the circumstances where Canada would need more immigrants?”

6. Using the internet, available textbooks, and any other material you are

provided with, research Ellen Fairclough. Type in key words “Ellen Fairclough and Immigration Policy in Canada”. Focus on her policies on immigration (multiculturalism).

7. Write a one-page friendly letter to Ellen Fairclough expressing your

opinion as to how her policies have helped create the multicultural Canada they now live in. Your teacher can show you the Letter Rubric so that you can address the criteria that will be used to evaluate your letter.


• Friendly letter to Ellen Fairclough



Rubric for Ellen Fairclough Letter Criteria Level 1 Level 2 Level 3 Level 4 Layout/Design Letter is

unattractive or inappropriate. Text is difficult to read.

Letter appears busy. Text may be difficult to read.

The letter is eye-catching and attractive. Text is easy to read.

The letter is creatively designed with easily read text.

Information, style, audience, tone

Information is poorly written, inaccurate, or incomplete.

Some information is provided, but it is limited or inaccurate.

Information is well written and interesting to read.

Information is accurate and complete.

Accurate parts of the letter

Improper form is used.

Most elements are missing.

Some elements are missing.

Letter is complete with all elements.

Grammar, punctuation, and choice of words

Grammar, punctuation, and choice of words are poor.

Inaccurate punctuation or grammar.

Grammar and punctuation are fair.

Excellent job on punctuation and grammar.

Additional comments:



Immigration—The Lifeblood of Multiculturalism

--by Jack Nahrgang

Canada is a nation build by immigrants, but in the years after World War II, Canada began to be reshaped by immigration from Europe. Earlier in the twentieth century, European immigrants arrived in Canada and filled up the western prairies with their farms and farming communities. That wave of immigration really made Canada a land “from sea to sea”. Surprisingly, in the ten years between 1931 and 1941, more people actually left Canada than arrived (241 000 out, 149 000 in). With such a movement in and out, immigration did not have as much of an effect on shaping Canadian culture as the numbers of immigrants might suggest. However, in the worldwide dislocation of World War II, a new blueprint of immigration was forming. In Europe, the war had destroyed whole cities; many people had nowhere to live. These immigrants to Canada were accepted into the country on humanitarian grounds. For example, at the close of the war, hundreds of thousands of Europeans were living in camps for “displaced persons”. The term displaced person—or DP for short—referred to the enormous numbers of Europeans who could not return home, either because of the destroyed cities, or due to the violence or oppression awaited them in countries that now had new governments that were not as accepting. Canada took in more than 165 000 DPs between 1947 and 1952. There were also other waves of immigration many years after the war’s end in 1945. In 1956, for example, the people of Hungary revolted against the control by the Soviet Union over their country, but the rebellion was crushed. When large numbers of Hungarians fled the country, Canada admitted 40 000 refugees. Similarly, in 1968, Czechoslovakia was invaded by the Soviet Union, and Canada admitted 12 000 persons from Czechoslovakia. Many people who were not displaced persons or refugees were also seeking to leave Europe after the war, mainly for economic reasons. From 1941 to 1961 immigration to Canada far out-weighed emigration (more than 2 000 000 in, only 850 000 out). The new immigrants who came to Canada after World War II moved mostly to the cities and took jobs in the expanding industrial economy. Unlike the immigrants who came to Canada in the early 1900’s, these post-World War Two immigrants did not wish to be re-educated to fit into “British” culture in Canada. They wanted to feel comfortable with their own culture while at the same time enjoying the freedom and peace provided by a Canada not ravaged by war.



Since the 1930’s, British culture had been losing its grip on Canada. We were discovering our own political identity—we no longer saw our country as a British colony. With the arrival of all these immigrant groups, Canada was slowly beginning to plant roots for a future multicultural growth. The largest single group of immigrants to Canada during the postwar period was from Italy. After the war, the Canadian economy boomed, but there was a severe labour shortage. Italian labourers gladly filled the new needs in construction and manufacturing, accounting for approximately 7 percent of all immigrants to this country. Extended family groups (grandparents, parents, and children) typically immigrated to urban centres in Canada, where they introduced to many cities a new vibrant culture that was neither English nor French. One outcome was that they launched significant cultural changes to Canada. For example, Italian immigrants greatly broadened Canadian eating habits by introducing pizza and pasta. Some of the first multicultural dining experiences for Canadians happened in Italian restaurants. This successful blending of Italian immigrants into urban Canadian life, like that of Chinese and may other immigrants started the idea of a multicultural, and eventually global, Canada. Before World War II, Canada’s immigration policy was racist in nature and practice, permitting little immigration from Asia, or from any other non-white country. New non-white immigrants experienced severe discrimination. In 1947, Prime Minister Mackenzie King told Parliament that his government was determined that the national character of Canada would not change, and he said we had the right not to open our doors to any person who was not a “desirable citizen”. These policies reduced immigration from non-white countries to miniscule totals. In 1951, only 300 Asians from India, Pakistan, and Ceylon—in total—were allowed into the country; in 1955, only 100 immigrants from the British West Indies—and they all had to be single women between twenty and thirty-five years old who would agree to work as domestic helpers for at least one year. This racist policy was short-lived, thanks in part to the death of King in 1950, and the fact that Canada was starting to contribute to global concerns about human rights. The Immigration Act of 1952 required sponsorship of immigrants from Canadians living in the country. Almost two million immigrants arrived between 1946 and 1958. In one year alone, 1957, a total of 282 163 immigrants came. Canada, with her positive future and desire to behave responsibly internationally opened her doors to them. Europe’s hardships were Canada’s gains as technicians, carpenters, businessmen and teachers sought new challenges. Immigration can often be an upsetting element. This was not true of postwar immigration for several reasons. The economy absorbed the new immigrants easily, and the immigrants were willing to take those jobs which



Canadians tended to avoid. Initially, immigration came from traditional sources—Great Britain and Europe—and due to sponsorship requirements, many of those who came often had relatives already in Canada. This helped in the process of adjustment. In the years 1951-57, 29.88 percent of immigrants came from the United Kingdom, 34.75 percent from northern Europe, 14.2 percent from other parts of Europe, and 5.47 percent from the United States. Talented and energetic immigrants, cheap mortgages, paved highways, cheap gasoline and hundreds of new schools created a sense of progress within society. Throughout the 1960’s, there were rumblings of more change in immigration policies. Most Canadians, regardless of origin, were beginning to insist on non-racist immigration guidelines. In 962, Minister of Citizenship and Immigration Ellen Fairclough eliminated racial criteria from the new Immigration Act. The number of sponsored immigrants arriving in Canada dropped as Fairclough’s policies placed new emphasis on occupational skill and education in the selection of immigrants. Fairclough’s ideas were highly controversial and she alienated both public and official support. In 1962, however, she managed to introduce the new immigration regulations, which for the most part removed racial discrimination from Canada’s immigration policy. In 1967, the “points system” was introduced, in an attempt to provide an objective means for immigration officials to assess the suitability of applicants, thus removing the last racial and ethnic barriers to Canadian immigration. The “points system” established nine factors or criteria for applicants, to enable skilled and unskilled immigrants, including third World hopefuls, to enter Canada. The nine factors could total a maximum of 100 points, and each independent applicant required fifty points to be accepted into Canada. The points system established five long-term criteria, including the applicant’s personal qualities, education and training, occupational demand for the applicant’s skills in Canada, applicant’s skills, and age. Four short-term criteria could also help to satisfy immigration officials of the applicant’s suitability to Canada. These included: arranged employment, knowledge of English or French, the presence of a relative in Canada, and the general status of employment opportunities in Canada. The result was a dramatic change in the sources of immigrants. Non-Europeans, especially immigrants from Asia and the Caribbean, arrived in increasing numbers. It is this time period that Canadians look back on as the beginning of our current multicultural status. Today, immigrants and refugees from the developing world and from other non-European sources outnumber European immigrants by about three to one. As a result, visible minorities have become an increasingly important part of the Canadian society.


Unit3: 1946-1967_Lesson_5_Student Instructions 1

American Cultural Influence

Suggested time: 2 Hours What’s important in this lesson: It has been suggested that Canada has a love-hate relationship with the United States. Some historians have suggested that a part of our Canadian identity is being “anti-American”, yet we embraced and accepted much of the American culture. This lesson will examine one way American culture has had an impact on the Canadian identity.




1. In 1955, a Halifax radio announcer said the following: “The popularity of blaring, bouncing and bashing rock and roll has a limited audience. It’s very popular among the younger set, but that’s it. Only a rare selection becomes a favourite with everybody.” Write a response to the quotation. Do you agree or disagree with it? Give reasons for your answer.

2. Use the internet and the scrapbook to research Rock and Roll in the 1950’s and 1960’s. Create a “Rock and Roll Organizer”. a) On one side of your organizer put the heading Rock and Roll. b) On the other side, the heading Not Rock and Roll. List information from

your research in the appropriate column. c) If possible, listen to music from the 1950’s and 1960’s. Your teacher may

be able to play some music or you can hear music on some internet sites. d) On your organizer list the bands, groups, or solo singers that would be

classified as rock and roll. List all others in the Not Rock and Roll section. 3. Traditionally, most of the music from this era was from the United States.

Give two to three reasons for this. Write this down on the back of your organizer.

4. Continue your research on the impact and influence of American Rock and

Roll on Canadian teenagers using The Canadiana Scrapbook, any available text, the internet, or any other resources.

5. Create a Rock and Roll Poster. Your poster can do one of the following:

• Promote a band from the 1950’s or 1960’s OR

• Warning of the dangers of rock and roll. This one is sponsored by a parents’ group.

Refer to the Rock and Roll Rubric for a sense of how the poster will be evaluated.


1. Rock and Roll Organizer 2. Rock and Roll Poster


Unit 4_ Lesson1_Student Instructions 1

Canadian Hockey and Canadian Identity

Suggested time: 75 Minutes What’s important in this lesson: In this lesson you are developing specific research skills on the internet as you explore the question of whether hockey has had an impact on the Canadian identity.

Complete these steps: 1. A double-entry journal is a journal in which you

a) make one entry thinking about a topic, and then b) make a later entry re-thinking the topic.

Make the first entry in your double-entry journal by responding to this question: “Is hockey a part of our Canadian identity?”

2. You will begin to research the game of hockey – is hockey a part of the

Canadian identity.

• Begin by researching the 1972, Canada-Russia Series and Paul Henderson’s winning goal.

• On the internet, type in [email protected]. When you are the site, search for the Canada-Russia series, 1972. A number of boxes should appear. Click on “7 ‘God is Canadian’ “ to view a clip of the winning goal.

• You may also use the key words “hockey and the Canadian identity” to help with your research.

• Make research notes. These will be handed in.

3. When you have completed your research, make the second entry in your double-entry journal by responding to this question: “Is it important for Canada to have a distinct identity?”


1. Research notes 2. Double-entry journal containing responses to two questions


Unit 4_ Lesson1_Student Instructions 2



CHC2P_Unit 4_ Lesson2_Student Instructions 1

Canada’s Economy in the 1970’s and 1980’s

Suggested time: 1 Period What’s important in this lesson: Canada was afraid that it was losing control of her own economy during the 1970’s and 1980’s. Canada tried to take control of her economy by beginning a number of government programs to help control foreign investment in Canada.


1. Your teacher may ask you about the Business Cycle and Branch Plant Economies from Unit 1. Review these if necessary; they are important to understandings in this lesson.

2. Either discuss with your teacher and classmates or write in your notebook

your thoughts about these questions:

• How important is it for you to have control over your own personal finances?

• Who Influences/Affects Canada’s Economy? List all the people, events, and circumstances that influence how much money you have. Who or what do you believe has the most control over your personal finances? Why?

3. Think about how important is it for you to have control over your personal

finances and why it is important to you. List as many people, countries, and so on, that you think may influence Canada’s finances (economy). Circle the ones that you believe have had the greatest influence.

4. List at least three (3) reasons why you feel it is important for Canada to

have control over its own economy.

5. Research and fill in the chart “How Did Canada Try to Control Its Own Economy in the 1970’s and 1980’s?”, Handout 1. You may use your history textbook, the internet, or other available sources.

6. Hand your chart (completed Handout 1) in and have the teacher check it

for accuracy.


CHC2P_Unit 4_ Lesson2_Student Instructions 2


1. Chart on Handout 1 “How Did Canada Try to Control Its Own Economy in the 1970’s and 1980’s?”


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CHC2P_Unit 4_Lesson3_StudentInstructionSheet 1

French-English Relations

Suggested time: 2 Periods What’s important in this lesson:

When two different cultures have to live together, there may be conflict. The history of the English-Canadians and French-Canadians has been one of conflict, compromise and often, resolution. The relationships between these two distinct groups continue to shape the Canadian identity.

Complete these steps: 1. Think about a time that you had a problem or disagreement with someone. Use the

“Problem Solving Model” to analyze your problem. Explain the problem, think of two possible solutions to the problem, and think of an advantage and disadvantage for each solution.

2. On the back of the “Problem Solving Model” sheet of paper,

• Explain the solution you used, or would use, to solve the problem you were thinking of.

• Explain why you chose the solution?

• List three (3) ideas on how people could still get along even though they may not agree with a solution to a problem or disagreement.

3. English-French history has been one of disagreements and solutions. Read

Handout 1 “English-French Relations”.

• While you are reading, highlight any words, expressions, or ideas that you do not understand.

• Work with a partner to help clarify what you do not understand or ask your teacher for help.

• On the bottom of the handout, write ONE sentence stating you view on English-French relations in Canada – good, bad, or other?

4. You will now research some major issues in English-French relations.

• Research the topics in the “English-French Relations Chart”, Handout 3, and fill in each section of the chart.

• Hand your chart in. Reflection 5. Think about the relationship between the English and the French Canadians. Write a

few sentences: What is your prediction about English-French relations? What evidence did you base your answer on?


CHC2P_Unit 4_Lesson3_StudentInstructionSheet 2


1. Your completed “Problem Solving Model” Diagnostic and sentence 2. Your completed research chart on Handout 2 “English-French Relations” 3. Your Reflection answer.


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English French Relations

--by Colleen Wray

When Britain defeated France in the Seven Years’ War, the British gained the colony of New France. The British hoped that these French Canadians would begin to speak English and follow the English way of life. However, the French Canadians wanted to preserve and protect their language and culture. From the Conquest in 1760 to present day, the English and French have had a number of conflicts they’ve needed to resolve in order to live together happily. After the Conquest an Englishman named General James Murray became the governor of the colony. He tried to make the transition of the French to British rule an easy one for the French. This was not an easy task. The English speaking population in Quebec wanted to buy the French land at a low price. They also expected to have an elected assembly and a law preventing Catholics from holding government jobs. This caused a problem because all the French were Catholic and such a law would give the English control of the colony. The Quebec Act allowed the French Canadians to keep their land, religion, language, and to participate in politics. This controversial Act made the English angry but protected the rights of the French minority. After the Quebec Act was passed, a rebellion broke out in the Thirteen Colonies. They wanted to become independent of Britain. People who remained loyal to Great Britain during the rebellion were called Loyalists. When the rebels won, many Loyalists left the United States and moved to Canada. With the increase of the English population, Britain thought that changes should be made to the Quebec Act. The Constitutional Act was passed in 1791. The Act divided Quebec into two separate colonies, Lower Canada (Quebec) and Upper Canada (Ontario). The Act recognized the culture of both groups. It was fair to both French and English Canadians and seemed to ease the tensions for a while.



However, by the 1830’s, people in Upper and Lower Canada wanted change. They wanted a more democratic system of government and rebelled to get it. The rebellions were quickly stopped but the English sent Lord Durham to Canada to study the problem and make a report. Lord Durham reported that he found “two nations warring in the bosom of a single state.” He suggested that the government be made more democratic and the Upper and Lower Canada unite into a single colony. The French did not like this proposal because it would mean that they were the minority. Durham was really hoping that the French would be assimilated into the English language and culture. When the Act of Union was implemented in 1841, the French Canadians fought to ensure that their way of life would not disappear. By the 1860’s there were a number of challenges Canada was facing. Many politicians felt that a solution to this problem would be a union of the British colonies. This plan of union was called Confederation. On July 1, 1867, the provinces of Ontario, Quebec, New Brunswick and Nova Scotia joined together to form the Dominion of Canada. Confederation would guarantee, in writing, freedom or religion and the right to use French language. Each province would have control over local affairs. This would allow the French Canadians to protect their way of life. It was hoped that English and French Canadians would work together in harmony to produce a strong Canada. Since Confederation, the French and English have continued to struggle over a number of issues. You will examine some of these issues and make a prediction about the future of the French in Canada.

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CHC2P_Unit 5_Lesson1_Student Instruction Sheet 1

How Aboriginals Struggle to Be Equal Suggested time: 2 Hours What’s important in this lesson: The purpose of this lesson is to provide you with an opportunity to understand the struggles Aboriginal Canadians must overcome to be considered equal citizens in Canada.

Complete these steps: 1. Your teacher will lead a discussion around the following questions:

• How do you know when you’re not being treated fairly?

• What do you think life is like for Aboriginals in Canada today, especially when their ancestors were the first occupants of this land?

• “Who should look after the ‘rights’ of Canadian Aboriginals – the public, the government, the court system, or the Aboriginals themselves?”

If your teacher is unable to lead a discussion, do a quick-write and, if possible, share your thoughts with a partner.

2. Read Handout 1 “The Proud First Nations.” This is one way to research the issues central to today’s lesson.

3. Supplement your research by looking through other available resources, for

example, a Canadiana Scrapbook or a History textbook. 4. Based on the information in the handout reading and your additional

research, write a one-page response to Jasper Cinquet, explaining what you think Canada should do to help his people.

5. Before you make your final copy of your response to Jasper Cinquet, ask to

see the Response Rubric. The criteria on the rubric will give you ideas about how to improve your response.

6. Write and hand in the final copy of your response to Jasper Cinquet.




• Final copy of your response to Jasper Cinquet




The Proud First Nations

--by Jack Nahrgang

An Open Letter to My Canadian Brothers and Sisters, In 1982, Canada’s Charter of Rights and Freedoms established protection for all Canadians’ civil rights. Or so it seemed. One of the most important parts of the new Charter was Section 22, which recognized and affirmed existing Aboriginal and treaty rights. Sadly, the meaning of this section was debated by your politicians and my Aboriginal leaders in the years that followed. Most agreed that the terms of existing treaties with Aboriginal tribes could not be changed or broken by the government. But many of my people still suffer in poor living conditions, with high rates of infant mortality, disease, and suicide. How can their lives be improved? We are tired of being ajutsak (poor). Today discrimination continues to be a problem for all Aboriginal Nations. Have you not persecuted us enough? In the late 1980s Canadians were told that even the justice system was guilty of racism. In Nova Scotia, it was revealed that Donald Marshall Jr., a member of the proud Mi'kmaq First Nation, had been in prison for 11 years for a murder he did not commit. Over the years, the police and courts had suppressed evidence and failed to follow proper procedures. A Royal Commission investigating the case reported that the criminal justice system had repeatedly failed Marshall, due in part at least, because he is an Aboriginal. Sadly, my brothers and sisters, In The Pas, Manitoba, a Cree high-school student, Helen Betty Osborne, was brutally murdered in 1971. The police investigation was half-hearted, and no one was ever charged, even though it was widely believed in the community that four young White men were involved. In 1987, a newly assigned police officer decided to reopen the investigation and to break the "conspiracy of silence" that surrounded it. Eventually one of the four men was convicted. My people began to ask if justice would have been so delayed had Osborne not been Aboriginal. During this debate an incident on a Winnipeg street added to suspicions that the police treated Aboriginal people differently. In March 1988, Winnipeg police were pursuing a teenaged car thief. An officer stopped J.J. Harper, a 39-yearold pedestrian, for questioning. Harper, like the suspect, was Aboriginal and wore a dark jacket, but there was no other resemblance. A prominent Aboriginal leader, Harper objected to his treatment, and a few minutes later he lay bleeding to death on the sidewalk, shot by the officer's revolver. A speedy investigation cleared the officer of misconduct, but the Aboriginal population accused the police of homicide.



Against the background of frustration Aboriginal people were feeling, one incident escalated into a national issue. In the summer of 1990, in Oka, Quebec, the town council decided to expand a golf course onto land that Mohawks at the nearby Kanesatake reserve considered sacred. The ownership of the land had been long disputed. The Mohawk warrior society decided to stop construction of the golf course by blockading the land. In response, the mayor of Oka called in the Quebec Provincial Police to remove the blockade. On July 11, the police advanced on the Mohawk lines, gunfire broke out, and an officer was killed. It was not clear which side fired the fatal shot. From that point, events grew quickly out of control. The police blockaded Kanesatake. Mohawks from the nearby Kahnawake reserve barricaded the road to the Mercier Bridge, which ran through their reserve, blocking access to part of Montreal. There were nightly violent confrontations involving the population of nearby Quebec communities, the police, and the Mohawks. Across Canada, other Aboriginal groups demonstrated their support by blockading highways and railway tracks that ran through their reserves. I, too, took part in such protests. As the tense standoff at Oka continued, Quebec Premier Robert Bourassa called on the Canadian army for help. Troops with heavy weapons moved into the area. The confrontation that followed through August and September made news around the world. Negotiations to end the crisis were tense. Towards the end of September, members of other Canadian bands persuaded the Mohawks of Kanesatake to end the standoff. Eventually the disputed land was purchased by the federal government and given to Kanesatake. The crisis passed, but the point made by the conflict hit home. Oka was a wake-up call to the government and people of Canada. Canada's Aboriginal Nations have demonstrated that we are prepared to fight for their rights. Oka became a symbol of the ongoing dispute between the government and Aboriginal Nations over Aboriginal rights. We must ask ourselves: what are the rights of the people who were the original inhabitants of this land? The courts have ruled that existing treaty rights allowing hunting and fishing on crown land cannot be overruled by provincial licensing and conservation laws. But is this enough for my people? Do you think it is too much? You must listen carefully, my brothers and sisters. The most important disputed rights are land claims and self-government. In the view of many of my Aboriginal brethren, we might be able to earn enough to break the poverty cycle if we could claim ownership of large areas of land and natural resources. Self-government would give us the right to manage resources and to gain control of our education, culture, and justice system. AngajukKângugasugilikKen? (do you think you are the boss?) We are a proud people, and such control would restore both the pride and hope of our nations. Land claims are classified into two categories: specific and comprehensive. Specific claims take place in areas where treaties have been signed, but the terms of the treaty have not been kept. Usually the terms that have been broken relate to the size of the reserve. Often highways, railways,



military bases, golf courses, and parks have decreased our reserve lands. By the 1990s, hundreds of specific claims were slowly making their way through the courts, as reserves demanded additional land or compensation for lands they had lost. Aboriginal people and provincial police clashed over land claims at Camp Ipperwash, Ontario. In this area, the lands of the Stoney and Kettle Point Nations had been taken over for a military base and provincial park. This clash led to the death of a demonstrator, Dudley George. Comprehensive claims question the ownership of land in large parts of Canada which were never surrendered by treaty. Until the late 1900s, this included most of British Columbia and the North. As Aboriginal Nations, we argue that land not officially surrendered by treaty is ours because we are the original inhabitants. In addition, when the British took over Canada, the Royal Proclamation of 1763 declared that "any lands whatever, which, not having been ceded to or purchased by us [the Brit ish], are reserved to the...Indians." My people have heard the opponents of comprehensive claims argue otherwise. Your people deny that the 1763 proclamation can be valid in parts of Canada, such as the North and British Columbia, which were not known to the British at that time. They declare that Canada exercised the traditional rights of "discoverers and conquerors," that the land ceased long ago to belong to the Aboriginal Nations. In any case, without written records, it is difficult for some of our Aboriginal Nations to prove continuous occupation of land. British Columbia has become the battleground for an important land claims dispute. The provincial government there had long considered the rich forests, mineral resources, and salmon-fishing streams as its own land. It believed it had the freedom to lease or sell the land to logging and mining companies. But the Aboriginal Nations have insisted that they are the true owners of the land, and that they are entitled to justice. The Nisga'a, the original occupants of the Nass Valley in northwestern BC, began asserting their land rights in 1887. Have you heard of them? You should -- in 1912, they became the first group to make a land claim against the Canadian government. Even when the your government passed the Indian Act, which made it illegal for them to raise funds for land claims, they continued their struggle. In 1973, the Nisga'a won a partial victory when some members of the Supreme Court of Canada acknowledged that the concept of Aboriginal title (right to land) did indeed exist. Then, the neighbouring Gitsn and Wet'suwet'en Nations took their land claims to court, in the Delgamuluukw case (named after one of the people who made the claim). Both groups kept at it until they met with success. In the mid-1990s, the governments of Canada and British Columbia decided that the time had come to settle rather than dispute the claims. In 1996, the Nisga'a were offered a settlement that entitled them to 8 percent of their original claimed land, ownership of the forests, and partial profits from salmon fisheries and hydro development. The Nisga'a also won the right to develop their own municipal government and policing. The governments offered to pay the Nisga'a $190



million over 15 years, in compensation for lost land. The Nisga'a agreed to become taxpayers, giving up their tax-exempt status under the Indian Act. In 1998, the Supreme Court of Canada defined "Aboriginal title" in ruling on the Delgamuluukw case. Aboriginal groups can now claim ownership if they can prove that they occupied the land before the Canadian government claimed sovereignty, and that they occupied it continuously and exclusively. The Nisga'a settlement and Delgamuluukw decision has stirred up controversy and fear among you. Some businesses feared future court cases over ownership of the land. They began to halt their investments, and jobs were lost in British Columbia. Some landowners feared that they would lose property. Opponents of the Nisga'a deal argued that there would be further expensive disputes over land and self-government. They demanded that the province hold a referendum on the deal. In a sign of honour that was unexpected by my people, the BC government refused a vote by all the population, arguing that the rights of a minority can never be fairly decided by a vote of the majority. In the last days of 1999, the Parliament of Canada passed the Nisga'a deal over the strong objections of the opposition Reform Party. As Aboriginal leaders, we have long argued that our people have never given up our right to govern ourselves on our own lands. But what does this mean in practice? What would it look like if you saw it in action? Should band members run Indian reserves be like your municipal or town governments? On some reserves this is now the case, and the Department of Indian Affairs no longer has control. Or does self-government mean that Aboriginal lands and reserves in Canada join together to form something like a province? Does this frighten you? These are questions that Canadians must ask as this new twenty-first century begins. Perhaps the most significant agreement between the Canadian government and an Aboriginal group was the treaty that resulted in the creation of the territory of Nunavut in 1999. As the largest treaty ever negotiated in Canada, it gave the Inuit of this northern area political control of almost two million square kilometres on the eastern Arctic. Did you do this because you care, or because you believe that a land of ice and snow is worthless? My brothers and sisters, take note. Aboriginal land claims and self-government will continue to be a powerful force of change in Canadian society. How will you handle such issues? Will you learn from your ancestors mistakes, or will you repeat them, with terrible consequences? Beware. Agiutsivunga tâtsuming atsainâlummik Jasper Cinquet



CANADA’S LINKS TO THE GLOBAL ECONOMY Suggested time: 2 Periods What’s important in this lesson: Canada is part of a global economy. We depend on trade with other countries for our economic prosperity and have joined a number of economic organizations. Canada may benefit from economic globalization because increased trade and investment provide Canadians with a higher standard of living.

Complete these steps: 1. We have studied the concept of ‘economy’ in earlier lessons. With your

teacher, or on a piece of paper, brainstorm what you think ‘global economy’ means.

2. You are now going to look at a number of ‘global’ organizations that Canada

is a member of. Your teacher will quickly discuss with you what an acronym is. You need this understanding for the next activity.

3. Your teacher will give you an envelope containing a cut-apart table. Match the

descriptions of organizations with their names. Arrange these in two lists on a desk or table. The heading for one list is, “Name of Organization” and for the other list, “Description of Organization”.

4. When you think you have all the matches done, ask your teacher to check

them. 5. Prepare study page for your notes:

• When the matches are verified as correct, take out a blank piece of paper.

• Put the headings for the two lists at the top of the page. The headings are “Name of Organization” and “Description of Organization”.

• Glue your matches under the appropriate title.

• Put the grand title at the very top: ‘Canada’s Link to the Global Economy’. 6. Select one organization from your cut-and-paste chart. This is the

organization that you are going to research. 7. Follow the directions on Handout 1 “Canada’s Link to the Global Economy” to

complete your research assignment.




1. Research assignment on the Global Economy


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The North American Free Trade Agreement (NAFTA) Pamphlet Assignment

YOUR TASK Create a pamphlet that can educate someone who has never heard of NAFTA. Your pamphlet should inform your audience about the topics in the bulleted list below.

RESEARCH In preparation for creating your NAFTA pamphlet, research the North American Free Trade Agreement (NAFTA). 1. Make research notes on the following topics. This information must be included in

your pamphlet.

• An overview of the North American Free Trade Agreement

• Some Canadians and Americans who support the agreement (explain why)

• Some Canadian and Americans who do not support the agreement (explain why)

• A picture or cartoon

• The student’s view on the agreement

PAMPHLET 2. Look at sample pamphlets to get an idea of how they are designed. Plan your

pamphlet.

• Many pamphlets fold out so there are 3 panels on the front and 3 panels on the back

• The cover will contain your title

• Each inside panel usually deals with a specific topic

• Cover the topics from the lists of topics you researched

• Use lots of headings, simple sentences and bulleted lists

• Use visuals to add interest and provide additional information; you could use clip art, cut and paste from magazines, or your own drawings

• Put contact information on the back

• Use a font that’s large and easy to read

3. After you plan your pamphlet, ask to see the rubric. The criteria can give you ideas for improving your pamphlet.

4. Create and hand in the final copy of your pamphlet.

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