chapter 3: 1945-1980: the modernization of quebec & the ......party to promote human rights...
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Recap Activity-Chapter 3: Note Sections 3.4, 3.5 Secondary IV – History of Quebec & Canada Mr. O’Neill Beaconsfield High School
Beaconsfield High School | History of Quebec & Canada Secondary IV 1
Name: _____________________________ Group: 404- ______ Date: ________________________
Chapter 3: 1945-1980: The Modernization of Quebec & the Quiet Revolution In class activity- Document Analysis questions for notes 3.4 & 3.5 Task:
IF NEEDED, use your class notes, Mr. O’Neill’s PowerPoints and your textbook to help you answer the
questions below. Take this activity seriously as it meant for review for quiz 3 of chapter 3. DO NOT leave any
question blank.
***4 documents will be used TWICE***
1. Find, in the document section, 1 document that expresses a measure taken by the Robert Bourassa Liberal party to promote human rights within Quebec.
Document that expresses a measure taken by the Robert Bourassa Liberal party to promote human rights within Quebec.
2. Indicate, in the space provided, the number of the document that expresses a consequence of the development of the James Bay Hydroelectric Project.
Document that expresses a consequence of the development of the James Bay Hydroelectric Project.
2
Recap Activity-Chapter 3: Note Sections 3.4, 3.5 Secondary IV – History of Quebec & Canada Mr. O’Neill Beaconsfield High School
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3. Referring to document 1, indicate in the space provided below, the letter on the map that corresponds to the region of Quebec that was developed for the James Bay Hydroelectric project
Letter on the map that corresponds to the region of Quebec that was developed for the James Bay Hydroelectric project.
4. In the space provided below, indicate a document that indicates a measure taken by the Quebec government in order for the James Bay Hydroelectric project to continue after 1975.
Document that indicates a measure taken by the Quebec government in order for the James Bay Hydroelectric project to continue after 1975.
5. In the spaces provided below, indicate the number of the document that expresses a demand made by Indigenous groups in Canada beginning in the early 1970s.
Document that expresses a demand made by Indigenous groups in Canada beginning in the early 1970s.
Recap Activity-Chapter 3: Note Sections 3.4, 3.5 Secondary IV – History of Quebec & Canada Mr. O’Neill Beaconsfield High School
Beaconsfield High School | History of Quebec & Canada Secondary IV 3
6. In the spaces provided below, indicate the number of a document that expresses a cause of the implementation of the War Measures Act during the 1970 “October Crisis” and the number of a document that expresses a consequence of the implementation of the War Measures Act during the 1970 “October Crisis”.
Document that expresses a cause of the implementation of the War Measures Act during the 1970 “October Crisis”
Document that expresses a consequence of the implementation of the War Measures Act during the 1970 “October Crisis”
7. In the space provided below, indicate the number of the document that expresses a consequence for the leaders of Labour Confederations because of the “Common Front” of 1972.
Document that expresses a consequence for the leaders of Labour Confederations during the “Common Front” of 1972
8. In the space provided below, indicate the number of the document that indicates a demand made by women and feminist groups during the 1970s.
Document that indicates a demand made by women and feminist groups during the 1970s
Recap Activity-Chapter 3: Note Sections 3.4, 3.5 Secondary IV – History of Quebec & Canada Mr. O’Neill Beaconsfield High School
Beaconsfield High School | History of Quebec & Canada Secondary IV 4
9. Referring to the documents in the document section, indicate in space provided below, a document that expresses artists’ willingness to advocate for social issues in society in the early 1970s.
Document that expresses artists’ willingness to advocate for social issues in society in the early 1970s 10. In the spaces provided below, indicate the number of the document that express a cause of the 1973 Oil Crisis and a document that expresses a consequence of the 1972 Oil Crisis.
Document that expresses a cause of the Oil Crisis of 1973
Document that expresses a consequence of the Oil Crisis of 1973
11. In the space provided below, indicate the number on the document that indicates a measure taken by Pierre Elliott Trudeau and the federal government to patriate and amend the Canadian constitution in 1971.
Document that indicates a measure taken by Pierre Elliott Trudeau and the federal government to patriate and amend the Canadian constitution in 1971
12. Referring to the documents, indicate in the space provided below, the number of the document that expresses a consequence of The Official Languages Act (Bill 22) in 1974.
Document that expresses a consequence of The Official Languages Act (Bill 22) in 1974
Recap Activity-Chapter 3: Note Sections 3.4, 3.5 Secondary IV – History of Quebec & Canada Mr. O’Neill Beaconsfield High School
Beaconsfield High School | History of Quebec & Canada Secondary IV 5
13. In the spaces provided below, indicate the number of the document that expresses a consequence of the Health Insurance Act of 1970.
Document that expresses a consequence of the Health Insurance Act of 1970
14. In the spaces provided below, indicate the number of the document that expresses a consequence of Canada’s new Immigration Act from 1976.
Document that expresses a consequence of Canada’s new Immigration Act from 1976.
15. In the spaces provided below, indicate the number of the document that expresses a cause of the 1977 Charter of the French Language and the numbers of 2 documents that express consequences of the 1977 Charter of the French Language.
Document that expresses a cause of the 1977 Charter of the French Language
2 documents that express consequences of the 1977 Charter of the French Language
16. In the spaces provided below, indicate a consequence of the Quebec provincial government’s Act to Govern the Financing of Political Parties. In addition, Indicate the document which helped you find your answer. __________________________________________________________________________________________ Document number used: ___________________________
Recap Activity-Chapter 3: Note Sections 3.4, 3.5 Secondary IV – History of Quebec & Canada Mr. O’Neill Beaconsfield High School
Beaconsfield High School | History of Quebec & Canada Secondary IV 6
17. Refer to documents 2, 3, 4 and 5. In the space provided below, place the documents in chronological order.
Order 1 2 3 4 Document Number
Recap Activity-Chapter 3: Note Sections 3.4, 3.5 Secondary IV – History of Quebec & Canada Mr. O’Neill Beaconsfield High School
Beaconsfield High School | History of Quebec & Canada Secondary IV 7
1
Document Section
A
C
B
“…Robert Bourassa’s Liberal government restricted English schools to students who could demonstrate a
sufficient knowledge of English .”
Source: Dickinson, J & Young, B. Diverse Pasts: A History of Quebec and Canada. Copp Clark Publishing. Page 359
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Recap Activity-Chapter 3: Note Sections 3.4, 3.5 Secondary IV – History of Quebec & Canada Mr. O’Neill Beaconsfield High School
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“…the Common Front of public sector workers… Marcel Pepin, Louis Laberge and Yvon Charbonneau…
were sent to jail for defying back to work legislation.”
Source: Dickinson, J & Young, B. Diverse Pasts: A History of Quebec and Canada. Copp Clark Publishing. Page 370
3
4
“…[this] project brought Native claims to the forefront…this …agreement… with the Cree is one example
of how Native peoples have negotiated with government to obtain a better deal .”
Source: Dickinson, J & Young, B. Diverse Pasts: A History of Quebec and Canada. Copp Clark Publishing. Page 372
5
Recap Activity-Chapter 3: Note Sections 3.4, 3.5 Secondary IV – History of Quebec & Canada Mr. O’Neill Beaconsfield High School
Beaconsfield High School | History of Quebec & Canada Secondary IV 9
“This act expanded [these services],
which until then had been limited to
hospitalization. Through medicare, all
Quebecers could now access [these
services for free].”
Source: Fortin, S., Lapointe, D., Lavoie, R. & Parent, A.
Reflections.qc.ca.: 1840 to Our Times. Cheneliere Education.
2017. Page254
6 7
“Combining fiction and documentary, interviews and re-enactments, Brault draws a complex picture of
one of the most traumatic events in Québec history. “Les Ordres” conveys the experience of utter
humiliation suffered by characters who are imprisoned without just cause, and mentally and physically
tortured by petty officials during their incarceration. By showing his characters torn from their homes,
strip-searched, thrown into solitary confinement, deprived of proper food for days, and victimized by cruel
pranks such as fake executions, Brault relentlessly exposes the inhuman mechanisms of oppression
deployed at the time…The film ultimately serves as a condemnation of unseen power structures…”Les
Ordres” stands out as one of the most arresting viewing experiences in Canadian film history.”
Source: The Canadian Encyclopedia Online.< http://www.thecanadianencyclopedia.ca/en/article/les-ordresorders/>
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Recap Activity-Chapter 3: Note Sections 3.4, 3.5 Secondary IV – History of Quebec & Canada Mr. O’Neill Beaconsfield High School
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“[producers of this natural resource] cut off exports to the U.S. to protest American military support for
Israel in its 1973 war with Egypt and Syria.”
Source: National Public Radio. <https://www.npr.org/sections/parallels/2013/10/15/234771573/the-1973-arab-oil-embargo-the-old-rules-no-longer-apply>
“In the pre-Trudeau era, [this group of people were] recruited based on labour shortages and the skill sets
required to develop the economy. But under Trudeau, the portion of “family class” or sponsored relatives
allowed into Canada expanded significantly. The system became increasingly skewed toward large
extended families … [this act]… allowed new Canadians to sponsor their parents of any age, which proved
particularly enticing to those from less-developed nations, and less so to those from Europe.”
Source: McLeans Magazine. < http://www.macleans.ca/news/canada/nothing-to-write-home-about/>
“This charter… recognized all individuals are equal. In 1976… this commission was established… to ensure
that the rights outlined within the charter were… respected… through publications and by investigating
cases of discrimination.”
Source: Fortin, S., Lapointe, D., Lavoie, R. & Parent, A. Reflections.qc.ca.: 1840 to Our Times. Cheneliere Education. 2017. Page 254
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12
“In 1977…francophones all too often were made to feel like second-class citizens, forced to speak English
while many anglophones didn’t bother to learn French. Immigrants often joined the English community,
leaving francophones worried about becoming outnumbered.”
Source: The Montreal Gazette. <http://montrealgazette.com/opinion/editorials/editorial >
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Recap Activity-Chapter 3: Note Sections 3.4, 3.5 Secondary IV – History of Quebec & Canada Mr. O’Neill Beaconsfield High School
Beaconsfield High School | History of Quebec & Canada Secondary IV 11
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14 Canadian soldiers guard Montreal City Hall
“… Quebec banned corporate contributions and capped individual donations at $3,000 a year. In 2012,
after the Charbonneau Commission heard allegations that firms engaged in illegal financing through straw
names, the Parti Québécois government of the time tabled legislation to limit individual contributions to
$100 a year, with an additional $100 donation allowed during an election campaign. To compensate for
the lost revenues, political parties receive more public subsidies, based on the percentage of votes
received during the previous election.”
Source: The Globe and Mail. <https://www.theglobeandmail.com/news/politics/political-donations-in-canada-a-guide/article34296694/>
“[This project]… transformed the territories
of the indigenous people established there.
These projects threatened certain aspects
of their traditional way of life…hunting and
fishing”
Source: Fortin, S., Lapointe, D., Lavoie, R. & Parent, A.
Reflections.qc.ca.: 1840 to Our Times. Cheneliere Education.
2017. Page 257
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Recap Activity-Chapter 3: Note Sections 3.4, 3.5 Secondary IV – History of Quebec & Canada Mr. O’Neill Beaconsfield High School
Beaconsfield High School | History of Quebec & Canada Secondary IV 12
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“…many Anglophone Quebeckers,
including a large portion of young adults
convinced that they could have a better
future elsewhere, left the province. At
the same time, a large number of head
corporate head offices in Montreal…
decided to move westward, mainly to
Toronto.”
Source: Francis, D, Jones, R., Smith, D. Destinies: Canadian
History Since Confederation. Nelson Education. Page460
Recap Activity-Chapter 3: Note Sections 3.4, 3.5 Secondary IV – History of Quebec & Canada Mr. O’Neill Beaconsfield High School
Beaconsfield High School | History of Quebec & Canada Secondary IV 13
19 “Pierre Elliott Tudeau wanted the country to gain full legal autonomy and the right to amend the
constitution without having to call on the British Parliament…In 1971, a … conference was held in Victoria,
British Columbia.”
Source: Fortin, S., Lapointe, D., Lavoie, R. & Parent, A. Reflections.qc.ca.: 1840 to Our Times. Cheneliere Education. 2017. Page 262
“…Memebers of one cell (group) kidnapped James Cross, the British trade minister…Then, on October 10,
another cell kidnapped Pierre Laporte, Quebec’s minister of labour and a key member of the government
team.”
Source: Cecillon, J., Colyer, J., Draper, G., Hoogeveen, M. Creating Canada. McGraw Hill-Ryerson. Page 350
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