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.

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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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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

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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

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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

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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

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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

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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

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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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“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

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“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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“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

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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

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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

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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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