2. Chapter 3 – Currents of Culture & Thought Mr. Wilson LMAC

15. 1867 - Confederation 1881 – Trans-Canadian Railway Industrialization.. 1914-1918 World War I 1920’s The ROARING Twenties 1929-1939 The Great Depression 1939-1945 World War II Mechanization… 1945-1991 The Cold War T h e 1 9 6 0 ’ s The 1970’s The 1980’s Modernization…

16. Confederation to the Great Depression (1867 – 1939)

17.  Define what an “Ideology” is? …a set of ideas that constitutes one's goals, expectations, and actions… The main purpose behind an ideology is to offer either change in society or adherence to a set of ideals where conformity already exists… It is how society sees things. “Ideology.” Wikipedia. April 9 th 2011. Web. April 12 th 2011.

18.  Define what a “Social Movement” is? …a type of group action. They are large informal groupings of individuals and/or organizations focused on specific political or social issues, in other words, on carrying out, resisting or undoing a social change. “Social Movement.” Wikipedia. April 3 rd 2011. Web April 12 th 2011.

19. Confederation to the Great Depression (1867 – 1939)

20.  When?  Mid-1800s until WWI  What happened?  The working world was transformed, how?  The shift from Primary, to Secondary  Population?  Urban populations GROW  Rural populations shrink

21.  What Happens in Quebec?  The Catholic Church still has a lot of influence over the French Canadians, until when?  So if I asked you: “during the early days of Canadian Industrialization – what was the main type of ideology found in Quebec?”

22.  As industrialization set in, many people moved to the cities in search of work:  What does this do to the cities? ▪ Overcrowded and poor  Solution? ▪ The Clergy tried to promote rural life and a traditional agriculture way of life as a possible solution.  So What happens? ▪ This led to the settlement of the Laurentians, the Lanaudière and the Lac-St-Jean regions.

24.  Agriculturalism:  The Canadian and Quebec Governments supported the idea, why?  They even helped create specific groups and magazines related to the agricultural life (Media)  Un Homme et son Péché by Claude Henri Grignon.  This movement remained extremely popular throughout the Great Depression.

26. Confederation to the Great Depression (1867 – 1929)

27.  Liberalism and Capitalism  When and where did these ideas take shape?  How did they get to North America?  How were these ideas circulated? ▪ Newspapers; newsletters; government officials; business owners - all championed these ideologies.  Individual rights, freedoms and private ownership were a big deal...

28.  Montreal:  The wealthy business class lived in a neighbourhood called the Mille Carré Doré.  Luxurious mansions were built, the English Bourgeoisie was thriving.  The French had a similar area – but it was less luxurious and further East.

30. the Great Depression (1929 – 1939)

31.  Prior to 1929, what kind of ideologies were in place?  VERY Liberal  VERY Capitalist  What happened in October of 1929?  BLACK OCTOBER = the stock market crash  The beginning of the Great Depression

39.  New ideologies started to be explored:  Communism  Socialism  The Cooperative  Because of poor working conditions, ideas like private ownership were replaced with things like Collective Property, Equality and Unions.

40.  Capitalism is based on the idea of private ownership with NO GOVERNMENT intervention of any kind.  The economic principle is that if the market is left alone, prosperity will follow. John Locke Adam Smith

41.  Karl Marx believed that systems like Capitalism led to internal struggle between the classes.  This could only be rectified through a more socialist approach.  So he came up with the idea of Communism.

43.  Socialism is a pretty much the exact opposite of Capitalism.  Believes in direct worker ownership, with equal access to resources and compensation based on labour expended.

47.  The idea that a company can share its profits with its workers.  The best example of a cooperative in Quebec is the DesJardins Banking system.

48.  A Union is a socialist idea, where the interests of the workers are protected by a Union.  Through Unions, workers can put lots of pressure on their employer for things like wages, working conditions and benefits.

49.  Ideas like Socialism, Capitalism and the Cooperative were debated but were never wholly embraced in Canada or Quebec.  During the Great Depression:  The Canadian Government definitely became more socialist…  E.G.: agriculture, unemployment insurance, family allowances, pensions, etc.  This Anti-Liberalist movement led to the creation of Hydro-Quebec and the Welfare state of the 1960’s.

50. Conclusion?  Cooperatism was the only ideology that really made some change in Quebec.  For the most part – Quebec and Canada remains a Liberalist Capitalist state…with some socialist influences

51.  Effects on The Catholic Church?  Still very active during the Contemporary period  Newspapers, radio broadcasts, literature and art.  Banned books - but encouraged agriculturalism and a return to “Christian” values.  Basically, the Catholic church exerted a lot of pressure on artists up until the 1960’s.  It was only at the beginning of the 20 th century that ideas began to move away from the Church – especially with regards to education.

52. 1939 – 1960’s

54.  Secularization  Feminism  The Nationalist Movement (Quebec)  After WWII, and all of the changes it brought about – In Quebec, many people were more comfortable speaking out against the Church and the government.

55. 1939-1960

57.  The first major Quebec movement involved he secularization of the Church and the State.  Although many government officials believed in traditional Catholic values – liberalist intellectuals felt let down.  The main goal was to remove the Church’s influence on education and hospital care.

58.  Throughout the 1950’s and the 1960’s the debate would continue:  The Church’s authority on censoring books  The patriarchal society and the submission of women.  The Church’s influence on learning and the poor quality of learning.  During the time the Church lost a lot of followers (see tables 3.23 and 3.24)

59.  The Quebec Ministry of Education was finally created in 1964:  Increased school funding  Student loans and bursaries  Mandatory University training for teachers  CEGEPs (1969)  Mixed gender schools  The standard of education increased dramatically.

60.  The Church was essentially removed from having any influence over the government.  But by losing its control over the schools, it also lost its moral authority over the population – and so religious belief as a whole began to decline.  Free from the Church, art began to change – moving away from traditional subjects towards new original styles.

63. 1939-1960

67. “The Depression did little to alter the role of women in the American workplace. According to the 1930 census almost eleven million women, or 24.3 percent of all women in the country, were gainfully employed. Three out of every ten of these working women were in domestic or personal service. Of professional women three-quarters were schoolteachers or nurses.” “Working Women in the 1930s.” eNotes.com. 2011. Web. April 18 th 2011.

69. During WWII – many women had to participate in the war effort…but for some reason the were expected to go back home once the war was over.

71.  Gaining momentum at the end of the 19 th century, especially from the British Suffragettes (1903-1918), Canadian women set out to obtain equal political rights and access to education.  At first, feminism was not very demanding, but by the end of WWII women would demand equality on all fronts.

72.  The first women’s groups organized by French Canadian women were devoted to charity and education.  So – the Church approved…As long as they maintained the “traditional role of the woman.”

73.  During WWII, many women had to help with the war effort – working in factories no less!  When the war was over, and the men came home – the real question was “if we can do the same thing as you – why can’t we get paid the same as you?”  Although they had the right to work and vote, women were still treated as inferior.

74.  Women were still being paid less then men and women were unable to apply into certain University programs that were considered “male.”  By the 1960’s, Feminist groups were fighting against violence, discrimination and injustices towards women.  By the 1970’s, Feminism was much more radical – featuring the right to abortion, available childcare, remuneration for women who choose to stay home and pay equity.

75. Now go! My little culturally uninhibited Ninjas…

76. 1960’s – the Present….

78. Not exactly a new idea…

79. …involves a strong identification of a group of individuals with a political entity defined in national terms, i.e. a nation. It is usually the belief that a nation has a right to statehood…Although there are various definitions for what constitutes a nation, which leads to several different strands of nationalism. “Nationalism.” Wikipedia.com April 24 2011. Web. April 25 2011.

80.  In Quebec, Nationalism is not just about separation or the idea of sovereignty….  There are many ways of expressing the idea of a collective identity.  Language – The Jouale Quebecois  Education – mandatory bilingualism  Media – Art, theatre, Cinema, music, Etc.  As a result, many different representations of Quebec Nationalism have been expressed throughout the years.

81. 1534-1763 (Dossier 2) UUp until the treaty of Paris, “Canadian” nationalism was free to develop on it’s own. WWhat was the biggest influence during these times? TThe Natives TThe Church TThe Mother Country?

82. The Coureur de Bois – The perfect example of the first “Canadian” Not exactly French, Not exactly Native… but something in between.

83. 1763-1867 (Dossier 3)  After the Seven Years War / French Indian War – Quebec started to see themselves as very distinct from the rest of the British Colonies. Why?  Well it was pretty obvious from their language and Religion that they shared very little in the way of culture with the British.

84. The Quebec Act 1774  What does this have to do with French Canadian Nationalism?  The British wanted to keep the French calm.  Did it work?  Apparently it did, because we don’t really hear anything about Nationalism until…

85. So when did French Nationalism really begin?  The arrival of the Loyalists?  The Creation of Upper and Lower Canada?  New Liberalist ideas? What did all this lead to?

87. Leading up to the Rebellions:  The French Canadians are surrounded:  Ontario – The Loyalists (Upper Canada)  South – The U.S.A. (Very new)  East – New Brunswick and Nova Scotia  North – not much…  …The Canadians suddenly realize they would need to protect their culture.  So they started to get into politics, or to make monuments and art commemorating French Canadian heroes.

90. Leading up to The Rebellions of 1837-38  The United States  The French Republic  Haiti  Paraguay  Etc.  All were accomplished by military means – so these violent national liberations were nothing new...

91. How were the ideas of French Canadian Nationalism originally spread?  Le Devoir  Le Nationalist  L’Action

92. Founder of Le Devoir and opponent of Canadian involvement in foreign military adventures, Bourassa inspired the growth of a vigorous Nationalism in Québec

93. What kind of values did these Newspapers talk about?  Working the land  Preserving the family  Maintaining traditions  Social and political stability  One of the biggest supporters of these traditional values was the Church – for example father Lionel Groulx.

95. Lionel-Groulx called the Canadian Confederation of 1867 a failure and espoused the theory that French Canada's only hope for survival was to bolster a French State and a Roman Catholic Quebec as the means to emancipate the nation and a bulwark against English power…In 1928, the Université de Montréal insisted that Groulx sign a paper saying that he would respect Confederation and English- Canadian sensibilities as a condition of receiving a respectable salary for his teaching work. He would not sign, but finally agreed to a condition that he would limit himself to historical studies “Lionel-Groulx.” Wikipedia. Jan 31 st 2011. Web. Apr 28 th 2011.

96. The Early 1900’s – How was this Nationalism expressed?  Art  Literature  Music  This kind of media became extremely popular with the invention of the Radio in the 1920’s, and late the rise of Television after WWII.

97. After World War II  After the 1950’s, Quebec Nationalism changed and split between Federalism and Neo-Nationalism.  The ideas behind the Neo-Nationalist government sparked a huge national debate – which dominated the airwaves in the 1970’s.

98. Traditional Nationalism: (1) Connected to traditions, Religion (2) Quebec autonomy (3) believes in Capitalism and Economic Liberalism Neo Nationalism: (1) Quebec Independence (2) Mostly Francophones Federalism: (1) Keeping Quebec in Canada (2) Made up of Anglophones and Francophones

100.  In the late 19 th Century, many English Canadians were torn between their loyalty to the Canada or to Great Britain.  So much so that many worried Canada would be annexed by the United States!  But, most were confident that even though we shared the same language as the Americans, we did not necessarily share the same values.

101.  This imperialist sentiment (loyalty to GB) was very much apparent during the two World Wars – where Canada readily went to England’s aid (much before the Americans ever did!)  N.B.: Quebec did not miss its chance to be heard, however, as many French Canadians refused to fight.

102.  But again, like in Quebec, Canadian Nationalism changed in the 1960’s.  The biggest change was how Canada dropped its reference to Great Britain.  This sentiment was finalized in 1982 when Pierre Elliot Trudeau re-patriated the Constitution Act (formely known as the British North American Act of 1867)

105.  Just like the English and the French Canadians – the Aboriginal people of Canada also began to assert their Nationalism.  They too recognize the distinctiveness of their society, and express it through their culture, their art and their traditions.

107. 500 words – with sources!  How is “The Sweater” a good reflection of Quebec Society and its distinctive culture?  What examples are there in the film related to the conflicts between French and English Canadians?  Why is the ending of the film so important and so “Quebecois?”