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Social Studies 20-1 Course Package

2017 – 2018

Mr. Clay

Theme One: To What Extent Should Nation Be theFoundation of Identity?

Nation:The word nation focuses around ‘people’ or ‘race’ and is different than a country or nation-state. A nation is found in the feelings and minds of people, an internal connection to others.Canada can be both a nation-state and a nation. A collective identity is crucial to developing a sense of nation.

-Collective Identity: A sense of belonging with others based around similarities like language, religion, ethnicity, etc…

Linguistic Nation: Languages help influence how people view the world around them by allowing them to make connection when it comes to sharing ideas, knowledge, and wisdom.

E.g. Francophone’s and Québécois in Canada.

Ethnic Nation: People sharing the same ethnic (racial, cultural, linguistic) characteristics develop a sense of pride and loyalty to their heritage. Ethnic nations are not confined to a nation-states border.

E.g. Ukrainians living within the City of Calgary.

Cultural Nation: The way of life that people share inspires a sense of nation and shapes one’s identity.

E.g. Though both First Nations people, Haida people are different than the Blackfoot people.

Religious Nation: Based around the understandings of one’s place in the world and ideas about how the group should live.

E.g. Jewish communities develop a sense of a Jewish nation even though they may speak different languages.

Spiritual Nation: A shared set of beliefs and traditions associated to the land or a specific place. Also brings together people who search for the meaning of life, belief in a spiritual being, or achieving human potential.

E.g. Siksika Nation has numerous sacred sites within Southern Alberta and Saskatchewan as well as northern Montana.

Geographic & Land Nation: Physical landscapes (oceans, mountains, and deserts) often become barriers that force people to develop a sense of connectedness through different languages, cultures, and religious beliefs.

E.g. Tibetans in the Tibetan plateau.

Political Nation: Surround two major ideas ofself-determination and sovereignty.

-Self-determination: Refers to the desire to have power to controls one’s own affairs. Nations often desire, and have, this power.

-Sovereignty:Refers to the political authority to control one’s own affairs.This power is reserved for nation-states.

Nation-State:A territory with internationally recognized boundaries (borders) and a politically organized body of people (government). Nation-states are sovereign because they are recognized by other nation-states as having the right to govern independently.

-Fiji Situation:

-Tibetan Situation: Tibet, originally an independent country, is linguistically, ethnically, culturally, and religiously distinct from the Chinese. In 1950, Tibet was occupied by China when the People’s Liberation Army took control. The Chinese began suppressing Tibet’s Buddhist religion and destroying places of worship. This resulted in thousands of Tibetans being killed by the occupiers and forcing the Dalai Lama and his government, Tibet’s spiritual and political leader, into exile within India. Since the occupation Tibet advocated for independence however now desire self-determination within the Chinese framework, like provincial status. The international community has denounced the Chinese occupation, spoken against the Chinese invasion, and passed resolutions upholding Tibetan self-determination.

  • Qinghai–Tibet Railway: 1,142km section of railway, completed in 2006, which connects Golmud, Qinghai to Lhasa, Tibet. This allowed mass Chinese migration into Tibetan territory resulting in assimilation becoming a major fear of the Tibetan people.

Map of the Qinghai-Tibet Railway

Nationalism:Defined as shared sense of belonging, or a shared consciousness of collective identity. Nationalism can arises when a nation or society feels threatened by, or threatens, an outside group or state. It promotes acquiring large amounts of power for one’s nation or society. and can have both positive and negative outcomes.

-Nationalists: Individuals attain power for their specific nation states or nation. They put aside their individual aspirations for power to focus solely on their nation.

-Patriotism: Love of one’s country, is an example of how a nation can form as well as a form of nationalism

Charter of Rights and Freedoms: Formulates our laws for Canadian society. Laws express the values and beliefs that Canadians choose to embrace. These values and belief are engrained into the Constitution to ensure they are preserved and protected. These include rights to equality, official languages, legal rights, and freedoms that every individual has.

Civic Nation: Combines two key elements of citizens and their beliefs and values. When citizens choose to live according to shared beliefs and valuesthey create a civic nation.

Civic Nationalism:When individuals abide by shared laws and can live together peacefully. Civic nationalism envisions the nation as equal citizens, united together shared political practices and values.

Ethnic Nationalism:The idea that those who share an ethnicity, culture, and language should form a nation-state.

National Identity: A collective identity where mass amounts of people identify with the same beliefs and values as well as internalized national symbols.

Canadian Identity: People in Canada identify themselves as not only Canadian but other identities as well including ethnic, cultural, or religious. Plus different regions within Canada also have different perspectives. This means Canada is a pluralistic society (many different cultural and ethnic groups within one country). Thus some people, like Aboriginal or Québécois, do not identify themselves as fully Canadian.

List four ways Canadians promote their national identity…

1)3)

2)4)

Symbolism: Recognized objects that bring forth a sense of belonging and sameness with other Canadians. An example of symbolism is the maple leaf.

Mythology:Involves stories of a nation or country’s history with a sense of bravery or greatness. These stories are passed down through generations to stimulate a sense of connectedness to a country or nation. These often evolve over time. An example is that “Canada is a funny nation.”

Institutions: Influence the international community on how they see a nation. An example is the Canadian Broadcasting Corporation (CBC) provides information, in both French and English, to Canadians about important domestic and foreign affairs issues through the radio, television, and Internet. Other examples include theRoyal Canadian Mounted Police (RCMP).

Government Programs and Initiatives:Organizations like the Canadian Radio-television and Telecommunication Commission (CRTC), National Film Board (NFB), and Telefilm Canada thatpromote and fund Canadian media.

______

French Revolution:Event where nationalism, when influenced with external factors of nationalism (social, geographic, economic, historical, and political) can change society.

-Social Factors: France was divided by social classes (Estates of the Ancien Regime) based on birth. The aristocrats and monarchy had the power where the bourgeoisie (common people) held little power. As a result of the class system, many French people began to meet in private homes and public places to discuss changes to French society. Intellectuals, like Voltaire, use print media (books, pamphlets, etc…) to express their ideas to the public. These intellectuals desired the British system where the monarchy had its powers limited by parliament.

  • Estates of the Ancien Regime:Division of French society, prior to the French Revolution, into socioeconomic classes.
  • First Estate – Clergy
  • Second Estate – Nobility
  • Third Estate – Common People

-Geographic Factor: In the year of the French Revolution the weather in France was disastrous. The winter was extremely cold causing roads to be blocked with snow making trade and travel between regions nearly impossible. The spring brought floods and the summer brought droughts which resulted in loss of crops and resulted in shortages. Therefore food prices rose as supply diminished.

-Economic Factor: France supported the Americans during their battle for independence from the British (American War of Independence). To make up for the shortage, the upper classes desired to raise the taxes of the common people in a meeting of the Estates General.

  • Estates General:Representatives of the Three Estates meet to discuss, and vote, on issues in French society. Each Estate has one vote. After years of being outvoted by the First and Second Estates the Third Estate rose up as the National Assemblyto establish a constitution for equal rights.
  • Tennis Court Oath: Stated that the common people in the Third Estate were the “only group that represented the nation.”

-Historical Factor: OnJuly 14, 1789 the French stormed the ‘Bastille’ a prison in Paris where it is believed the king of France held prisoners who spoke out against him. The event inspired others to take up arms as well in revolution. This moment became as a defining moment of their history as a nation.

-Political Factors: The National Assembly created a new French constitution, the Declaration of Rights of Man and of the Citizen, which removed certain privileges that the monarchy, clergy, and aristocracy previously had. This document established France as a non-religious republic.

  • European Reaction to French Revolution: Surrounding nation-states sent armed forces to attempt to restore power to the French monarchy. These attacks lead the common people to execute King Louis XVI and Marie Antoinette.
  • Reign of Terror:During 1793 and 1794, those who spoke out against the revolution were arrested (200 000 people) and many executed (17 000 people). This event characterizes the chaotic nature of the revolution.
  • Napoleon Bonaparte:In 1799 Napoleon unified the French and brought order to the nation-state. He went on to conquer most of Europe until he was defeated at the Battle of Waterloo. He is remembered for strengthening national pride, modernizing government, laying the foundations for public education, and establishing a rule of law which created the French and Quebec legal system. Whereas others view him as a dictator whose wars cost many French lives.

Symbols of the French Revolution: Out of this time period came symbols of belonging for the French including the Storming of the Bastille,Marianne, and the Red, White, and Blue Cockades (or badges). As well Napoleon Bonaparte, 200 years after his death, is still a powerful nationalistic symbol for the French.

Marianne – Symbol of the French Revolution

Discrimination in Post-Revolution France: In 1789, the French instituted principles of liberty, equality, and brotherhoodas the foundation of their nation. Many are questioning these terms due to the discrimination encountered by some French citizens.

  • 19th Century France: Immigrants who came to France for work (including Belgians, Italians, and Polish) were discriminated against due to their religious views and their heritage. Discrimination escalated to the point where some Polish miners were forced to leave France.
  • 20th Century France: Muslims from Algeria, Morocco, and Tunisia were welcomed into France when there was a labour shortage in the post World War II period (1945-1974). However when an energy crisis occurred France closed its doors to more immigrants as jobs became hard to find. The Muslims were blamed for threatening French national identity resulting in new laws in France on who can and cannot become citizens as well as restrictions on religious apparel in state schools specifically the Islamic hijab.

Boston Tea Party (USA): Is the defining moment for American nationalism. In 1773, the British controlled the ThirteenColonies along the Atlantic coast in the United States. Due to massive spending by the British parliament, King George III decided to increase the tax in the American colonies. This angered many because the colonists had no say in how they were taxed as they had no representation in the British parliament. “No taxation without representation” became the slogan associated with the colonists. The British, who still needed taxrevenue, decided to change the way tea was to be taxed. This further angered the colonists. As the ships reached port in Boston, many colonists (disguised as ‘American Indians’) boarded the ships and dumped the tea into the harbour as a sign of protest.

-Coercive Acts:As response to the dumping of tea, the Britishshut down the port of Boston, restricted town meetings, made British officials immune to criminal prosecution, and made the colonists provide room and board for British soldiers.

Canadian Pacific Railway (CPR): Finished in 1885 at Craigellachie, British Columbia with the driving of the Last Spike, was Sir John A. McDonald’s dream of connecting eastern Canada to western Canada with an ‘iron road’. This allowed for trade and travel across the vast Canadian landscape, creation of the Prairie Provinces of Alberta and Saskatchewan, as well as to ensure any desire of American expansionism north would not occur (Manifest Destiny). Much of the railway was built using Chinese labourers (navvies) who were paid little and often lost their lives in dangerous working conditions.

-Sir John A. McDonald: First Canadian Prime Minister who was instrumental in creating the Dominion of Canada.

The driving of the Last Spike on November 7, 1885

Military Victories - Vimy Ridge: Canadian battle in April of 1917 during World War I. This is where all four Canadian divisions fought valiantly to capture a ridge where German forces were entrenched and had the strategic advantage of the higher ground. This is often regarded as the defining moment for Canadian nationalism as Canadians built a reputation for bravery and resiliency in the face of an extremely challenging task.

Military Victories – Juno Beach: Canadian landing on June 6, 1944 during the D-Day invasion of World War II. Canadians faced a heavily fortified beachhead and strong German resistance known as Fortress Europe. Over 15 000 Canadian soldiers fought courageously during the savage fighting to secure the landing and eventually carry forward inland to liberate France. Even though the Canadians suffered the most casualties of any British division, the D-Day victory help turnthe tide toward victory against Nazi Germany in World War II.

-Fortress Europe: German defenses that stretched from Denmark to south France that included German land mines, barbed wire, heavy artillery batteries, machine gun nests as well as anti-tank walls, anti-aircraft guns, concrete bunkers.

Aboriginal Assimilation: Due to European immigration, the relationship between the Canadian government and the Aboriginal groups was tense. The Canadian government, after Confederation, adopted a policy of assimilation where all Aboriginals were to abandon their culture and become absorbed into Canadian culture.

-First Nation Treaties: Agreements made before and after Confederation between the Canadian government and First Nations. The First Nation people agreed to move onto reserve land in exchange for money, goods, and other terms. These have become sources of conflict between the two groups. The First Nation people believe the government did not fulfill their end of the treaties and are not respecting the certain rights and privileges given to First Nations within the treaties.

-The Indian Act: Passed in 1876,the Indian Act which allowed the government the ability to manage the affairs and lands of the Aboriginal people. This also was an attempt to assimilate the Aboriginals into Canadian culture. This act is often viewed as racist and detrimental to the Aboriginal culture.

-Duncan Scott Campbell:As head ofIndian Affairs he viewed Aboriginals a “problem” and decided that assimilation of all ‘Indians’ into Canadian culture was the only solution. He was responsible for making residential schools mandatory for all Aboriginal children between the ages of seven and fifteen.

-White Paper: Created by Jean Chretien, the head of IndianAffairs under Pierre Elliot Trudeau, to solve the tension with the Aboriginal people. The documentoutlined that…

a)Canada regarded the English and the French as the two founding nations,

excluding the role played by the Aboriginals,

b)Canada should not negotiate further treaties with Aboriginal people because

they are not a sovereign nation, and

c)Canada should not settle land claims with Aboriginal groups due to their broad nature.

  • Red Paper (Citizen’s Plus):Countered all the White Paper’s proposals. An Aboriginal delegation met with the Canadian government and succeeded in convincing the government to change its policies and position on Aboriginals. This outcry forced the Canadian government to strengthen their relationship with Aboriginals.

-Inuit Assimilation: In the 1930, the Canadian government created ‘relocation programs’ to help the Inuit people survive after animal populations, essential for survival, declined. These programs often were regarded as a move to help the government more than the Inuit people. Many saw that the Canadian government ignored the Inuit lifestyle and that relocation created many social problems.

  • Nunavut: An agreement was reached in 1975 over Inuit land claims, and in 1999, Nunavut was established creating self-government for the Inuit. (see pg. 11)

Québécois Nationalism: Since 1759, Francophone peoplein Quebec have struggled to maintain their language, culture, and identity in a largely English-speaking country. This ethnic division has been a source of tension leading to two referendums, one in 1980 and another in 1995, where Quebec desired complete sovereignty (separation) from Canada.

  • Sovereignists:Individuals who support the idea of Quebec becoming an independent nation-state.
  • Federalists: Individuals who desire for Quebec to remain within Canada as a province.

-Bill 101: Charter of the French Language, passed in 1977 by the Parti Québécois, attempted to prevent further erosion of French national identity and affirm their language and culture. Ensured French would be language of government, workplaces, education, business, and communication.