Chapter 4 Nationalism and Collective Consciousness

Curriculum Info Dealing specifically with: Canadian nationalism American Nationalism Quebecois Nationalism Dealing specifically with: Canadian nationalism American Nationalism Quebecois Nationalism

Canadian Identity __________ ____________ - a group shares similar __________, ________, and __________ feelings based on their shared experiences a ______ a song a ___________

An Overview of Canadian History Exploration/Invasion ________ Establishment __________ Language _____________ Future Visions (Part 4)

When did Canada become a nation? after the American Revolution, when thousands of loyalists moved north from America on July 1, 1867 when NB, NS, ON, QC signed the British North America Act in 1885, when the trans-Canada railroad was completed during WWI when Canadian troops first fought together Canadian Citizenship Act of 1947 Constitution Act of 1982 when the first aboriginal peoples lived on its lands, long before Europeans arrived

Canada’s First Colonists early French - ____ France - spanned from Labrador to _________ ________ North America - loyalist colonies and territories of the British Empire that remained after the American Revolution The key is to remember we are talking about ______ and not _____ _______ groups involved

Constitutional Act of _____ legally established ___ provinces with ________ governments under a joint governor-in-chief How does this reflect a very limited sense of who ‘citizens’ actually could be?

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Building the _____________ The British North America Act was originally passed in _____ (___________ Act) In ________, passed the ____________ - spoke of fundamental freedoms, legal rights and _______ before the law The Constitution Act could only be changed by __________

The Charter was inspired by the ______ _______ ________ Declaration of Human Rights and by the _____, _________ __________ for the Protection of Human Rights and Fundamental Freedoms ______ - Canadian government set up a special ____________________ to hear what Canadians had to say about the Charter ______ recommendations were made to improve the Charter

It was difficult for the provinces to agree to changes of the Constitution (we will talk about this in much more detail) A plan was struck to give provinces a way of temporarily avoiding some parts of the Charter (Section ___ - “_____________________”) This opened the door for a __________ that _______ a Charter of Rights and Freedoms The Charter is in the _______ _____ (1982) It received final approval on _____________ in Ottawa, where Queen ___________ signed which gave Canada control over the Constitution

Charter of Rights and Freedoms (_______) of _________ and _________ of thought, ________, _______, expression (press) of peaceful _________ of association presumption of ___________ right to _____, _________ and security of person security against _____________ search and seizure

Understanding the Charter Which values and beliefs are reflected in the Charter? Could the support of the ideals of the Charter reflect a shared collected consciousness for Canadians?

Determining your Rights Which right(s) do you feel are most important? Which ones often go overlooked? Are there some rights you are willing to give up? What if giving those up promotes a greater sense of...?

Canadian Perspectives When did Canada become a nation? Quebecois First Nations Metis Inuit

Francophone ___________ - is a term that refers to people whose first language is French. Francophones in Quebec began to use the term Quebecois to refer to themselves in the latter half of the 20th century

Francophone and Quebecois Who are the Quebecois? - those who spoke French in Canada called themselves “Canadien” or “Canadien- francais” Being Canadien developed a shared experience based on life in New France Francophone identity as Quebecois emerged in the 20th Century as both a ______ and _________ distinction from the Anglophone population in Canada and other Francophones elsewhere in the country

Recent economic perspectives - Quebec over the last several decades, Quebec’s economy was largely in the hands of the province’s English-speaking population early 20th century, English and Americans were encouraged to establish themselves in Quebec this led to ________ ________ between English and French speakers this had led to a generation of Francophones who wanted greater _________ opportunities

“Masters in our own house” In 1960, the liberal government of Jean Lesage was elected They introduced a series of reforms These were instrumental in reversing the economic and political leadership of Quebec Turning control over to French- speaking citizens of Quebec

The ______ Revolution the modernization of Quebec’s industries the _____________ of the hydroelectric industry reforms to the education system establishment of social _______ and ________ institutions to offer services in French

Lesage’s Legacy Reforms not only shaped Quebecois collective identity, it also reduced the Anglophone identity in Quebec He helped create a generation of young and educated Francophones who strongly identified themselves as Quebecois During this time, many ideas regarding the necessity for constitutional change and regarding Quebec’s status in Canada were discussed Ideas of co-operative federalism, special status, sovereignty association and complete separation

The Parti Quebecois For a few, the ideas of the Quiet Revolution did not go far enough: - Rassemblement pour l’independence nationale (RIN ) - Parti republicain du Quebec (1962) - Mouvement Souverainete-Association (Rene Levesque, the MSA ) The ____ was founded in ________ by uniting the RIN and the MSA spring election (1970) - 23% of popular vote but only had 7 seats (total = 108) in National Assembly ________ ________ of 1970

Front de liberation du Quebec (______) a radical group that sparked violence and protest (kidnapping and murder) Government of Canada - ______________ - resulted in the ________ of citizens’ legal rights and the arrest and detention of over ____ Quebecois without any charges ______ many about the ________ of Quebec and Canada

Royal Commission on Bilingualism and Biculturalism PM Lester B. Pearson (1963) charged to investigate and report the existing state within Canada and recommend steps that should be taken active role of government in language politics frame government and language politics in terms of equality and a common community both languages to be promoted across Canada

Francophone Quebecois PM __________ _______ Trudeau Official Languages Act of _____ repatriation of our Constitution (1982) both would __________ a future for Francophone Quebecois in a Canadian ___________

“bringing home” of the Constitution For many Quebecois, the linguistic and education rights in the Charter of Rights and Freedoms did not go far enough to realize their ideal of Quebec as a nation During this time period, Rene Levesque offered sovereignty-association as a means to achieve an independent nation-state for the Quebecois voters (60%) rejected this move towards independence

Quebec’s _________ did not participate in constitutional conferences _________ rights were difficult to amend Ontario had a defacto veto (7/10 provinces and 50% population vote) ________ amending formula

Political Environment new government - ____________ (Brian Mulroney) “________ ________” clause ________________ veto for Quebec role for Quebec in appointing judges increased powers in the field of immigration limitation of federal spending

________ Lake Accord Distinct Society - Quebec’s distinctive character fundamental characteristic of Canadian society Tension over “_____________________” provide reasonable compensation for provinces who chose to opt out and establish a similar program that was “compatible with national objectives”

Constitutional Change unanimous consent of Parliament and all 10 provincial legislatures for amendment given Quebec (all others) veto power in key areas Immigration shared between federal and provincial powers Quebec wanted a greater role in the selection process

__________ Accord ______ - Mulroney attempted to pass ‘distinct society’ ________ after a nation-wide _____________ _______ Referendum narrowly rejection of sovereignty - association

First _________ When reading Chapter 4 do you notice a very _____________ attempt by the authors to situate an __________ timeline? Compare this to the Quebecois? Does this _______ a different sense of ___________?

Quote We the Indigenous Peoples of the Americas understand all too well that our survival and future is linked to the maintenance of our separate and distinct identity, and to the free exercise of our inherent self determination within our territories Ovide Mercredi