Social studies 11 unit syllabus canadian, Quebec and Aboriginal Identities

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Canadian, Quebec and Aboriginal Identities
Tolliday (Waatainen) 2013/14 - email:
Key Questions

  1. How was Canada’s identity shaped as it moved through the 20th century?

  2. Where did the separatist sentiment in Quebec come from? Why?

  3. How has Ottawa responded to the pleas from Quebec?

  4. How has Canada treated its indigenous peoples?

  5. What strategies have aboriginals used to improve their status?

Multiculturalism Act, Quiet Revolution, separatism, Parti Quebecois and Bloc Quebecois, “Bi and Bi” (Bilingualism and Biculturalism Commission), Bill 101, Official Languages Act, October Crisis, War Measures Act, Meech Lake Accord, Charlottetown Accord, referenda (1980 & 1995), Clarity Act, “nation within a nation”, Royal Proclamation (1763), Indian Act, Residential Schools, National Indian Brotherhood, White Paper, Oka Crisis, Burnt Church, Nunavut, Delgamuukw decision, cultural appropriation, self-government, Truth and Reconciliation.
Mar 4 Introductions, Canadian identity
Mar 6 Quebec identity – Birth of separatism

Mar 10 Quebec identity – Pearson and Trudeau
Mar 12 Quebec identity – October Crisis
Mar 14 Paper outline due

Quebec identity – Referenda and “Nation within a nation”

Apr 1 Aboriginal identity – A brief history

Apr 3 Aboriginal identity – Government relations

Apr 7 Aboriginal identity – Oka and Burnt Church
Apr 9 Aboriginal identity – Land claims and self-government
Apr 11 Position Paper due and in-class debate
Apr 15 Debate reflection due

Social Studies 11 Position Paper and Debate – Rough outline due March 14, final product due April 11

Statement #1:

Self-government is the right choice for Aboriginal peoples considering the history of poor treatment and discrimination against them in Canada. Agree or disagree.

Statement #2:

Quebec’s “nation within a nation” status is the right option considering the level of indifference English Canada has shown that province and the loss of French culture throughout the 20th century. Agree or disagree.

This assignment is divided into 3 parts:

  1. Position Paper Outline and Final Product (50 marks total): The class will be divided into 4 groups and assigned a position on one of the topics above.

    1. Outline (10 marks): This includes thesis statement in full, outline of arguments, general evidence that you will be using to support your thesis and a working bibliography. Can be in point form and should be no more than one page in length. Due Friday, March 14

    2. Position Paper (40 marks): This is a 600-800-word position paper that supports and argues for the perspective assigned in class. It includes research from 3 or more credible sources. Due Friday, April 11

  2. Class Debate (20 marks): When you arrive to class on April 11th, you will be given a scenario or question to do with your topic. You will work with the rest of your position group to put together points on your side of the argument, and will be graded on how well you defend your side. Friday, April 11

  3. Reflection (20 marks): Through taking notes and considering the different positions of the other group’s debate, you will write a reflection on which side you agree with and why. This should be a short summary containing thoughts on the most compelling perspective with evidence to support it. Maximum 300 words. Due Tuesday, April 15

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