Pearson Canadian History 8 Catholic Correlationassets.pearsonschool.com/asset_mgr/current/201239/ON8...

Pearson Canadian History 8

Catholic Correlation

By Sandie Bender and Margaret Imbleau

Grade 8: Ontario History Catholic Correlation The teaching of Social Sciences—History and Geography—provides excellent opportunities to reinforce and expand students’ understanding of the Gospel values and Catholic teachings. The integration of the Catholic Graduate Expectations is authentically connected to both process and content. In some cases a natural fit exists between what is being taught (the content); in other cases the teaching and learning strategies described in the teacher’s resources offer authentic opportunities to make connections (the process). Both the text and teacher resources emphasize extensive discussion and making connections to students’ own lives and experiences. The resources’ activities and culminating tasks frequently include group work and collaborative learning. On these occasions the teacher is able to connect and strengthen the Catholic Graduate Expectations. These include: CGE2a: Listens actively and critically to understand and learn in light of gospel values. CGE 2b: Reads, understands and uses written materials effectively. CGE2c: Presents information and ideas clearly and honestly and with sensitivity to others. CHE2d: Writes and speaks fluently in one or both of Canada’s official languages. CGE2e: Uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media,

technology, and information systems to enhance the quality of life. CGE4a: Demonstrates a confident and positive sense of self and respect for the dignity and welfare of

others. CGE4b: Demonstrates flexibility and adaptability. CGE4c: Takes initiative and demonstrates Christian leadership. CGE5a: Works effectively as an interdependent team member. CHE5e: Respects the rights, responsibilities and contributions of self and others. CGE5f: Exercises Christian leadership in the achievement of individual and group goals. CGE5g: Achieves excellence, originality, and integrity in one’s own work and supports these

qualities in the work of others. This correlation chart illustrates how the Pearson Canadian History 8 Social Studies program supports the vision for Catholic Education. The chart provides examples of thematic links between the Catholic Graduate Expectations and the student and teacher materials. T – Text TR – Teacher’s Resource

Ontario Catholic Graduate Expectations Correlation to Pearson Canadian History 8

Pearson Canadian History 8 Unit 1: Confederation

Chapter 1: British North America in the Mid-1800s T: pp. 6–9 TR: pp. 18–19

The people of British North America were a diverse group: First Nations, Métis, British, French, American, Dutch, Irish, German, and others. Different languages, customs, and religions often contributed to divisions among the many ethnic groups. Examine the words of St. Paul in his letter to the Galatians 3:28 “There is no longer Jew or Greek, there is no longer slave or free, there is no longer male and female, for all of you are one in Christ Jesus.” Rewrite this passage in your own words so that it reflects the ethnic groups in British North America. You could call it “My Letter to the People of British North America”. You might especially refer to First Nations peoples, to children, and to American slaves living in BNA at this time. Reflection: Do class distinctions exist in Canada today? In your school? How could you apply St. Paul’s message to assist people in overcoming their differences? This supports the Catholic Graduate Expectations: 4a: Demonstrates a confident and positive sense of self and respect for the dignity and welfare of others. 7e: Witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society. 7f: Respects and affirms the diversity and interdependence of the world's peoples and cultures. 7g: Respects and understands the history, cultural heritage and pluralism of today's contemporary society.

© 2008 Pearson Education Canada Inc. 3


Chapter 1: British North America in the Mid-1800s T: p. 8 TR: pp. 14, 19

Read the passage from Exodus where God calls Moses to lead the Israelites from slavery to freedom. “So come. I will send you to Pharaoh to bring my people the Israelites out of Egypt…He said, ‘I will be with you.’” Exodus 3:10–12 Why do you think, that many consider Harriet Tubman to be the ‘Moses’ of her people? Describe the similarities between Harriet Tubman and Moses. Reflection: Can you think of any leader today who could be described as a Moses figure? Are there any people in your community that you especially admire for their good works towards helping others gain dignity, respect, and freedom? Invite the leader of a local charitable organization, such as a homeless shelter, to speak to your class about his/her work. This supports the Catholic Graduate Expectations: 3b: Creates, adapts evaluates new ideas in light of the common good. 4a: Demonstrates a confident and positive sense of self and respect for the dignity and welfare of others.

Chapter 1: British North America in the Mid-1800s T: pp.10–14 TR: pp. 14–19

Do you think that the responsibilities of boys and girls in BNA, both at home and at school, were more demanding than young people’s responsibilities today? Do you think that family life was stronger then or now? Explain your point of view. Reflection: The Fourth Commandment states “Honour your Father and Mother”. Observing the commandment brings its reward: “Honour your father and your mother, that your days may be long in the land which the Lord your God gives you.” Exodus 20:12 Family life is very different today than in the society of early Canada. How do you think that young people can contribute to their families today? In what ways can they honour their parents? This supports the Catholic Graduate Expectations: 6c: Values and honours the important role of the family in society. 7f: Respects and affirms the diversity and interdependence of the world’s peoples and cultures.



Chapter 1: British North America in the Mid-1800s T: p. 22 TR: p. 13

Political leaders, like Sir James Douglas, can be judged by their achievement, by their character, or by both. What is your opinion of Sir James Douglas? Reflection: In your opinion, which leaders, today or in the recent past, display the Christian leadership values of compassion, equality, and justice? Is it important for citizens to examine potential leaders in light of their character? Explain your position. This supports the Catholic Graduate Expectations: 4c: Takes initiative and demonstrates Christian leadership. 7e: Witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society.

Chapter 2: Factors that Drew the BNA Colonies together T: pp. 32–36 TR: pp. 33, 34

During the 1850s and 1860s, the economy of BNA was weak. Two social partners that may have had conflicting interests in the economy were the British and the Americans. Reflection: Economic life brings into play different interests, which are often opposed to one another. This explains why conflicts sometimes arise. Efforts should be made to reduce these conflicts by negotiation that respects the rights and duties of each social partner. Catholic Catechism # 2430 In what ways did the people of BNA negotiate with people of the Maritimes, Canada East, and Canada West to find a solution to their economic problems? Add another column to the chart on p. 36 to include a “Christian Response” to their concerns, based on the Christian values of dignity and respect for each group. This supports the Catholic Graduate Expectations: 7e: Witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society. 7f: Respects and affirms the diversity and interdependence of the world's peoples and cultures. 7g: Respects and understands the history, cultural heritage and pluralism of today's contemporary society.



Chapter 2: Factors that Drew the BNA Colonies together T: pp. 41, 44 TR: p. 36

The Fenians believed that they had just cause in their armed struggle against the British. Some people called them freedom fighters; others now label them as terrorists. Reflection: Catholic teaching about elements that would define a ‘just war’ include:

1. The damage inflicted by the aggressor must be lasting, grave, and certain.

2. All other means of putting an end to it must have been impractical or ineffective.

3. There must be serious prospects of success. 4. Use of arms must not produce evils greater that the evil

eliminated. (Catholic Catechism # 2309)

Based on this teaching, do you think that the Fenians were involved in a just war against the British? Apply these same criteria to Canada’s involvement in armed conflicts today. This supports the Catholic Graduate Expectations: 3f: Examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society. 5e: Respects the rights, responsibilities and contributions of self and others.



Chapter 2: Factors that Drew the BNA Colonies together T: pp. 45–48 TR: p. 36

Equal Representation, Representation by Population, and Proportionate Representation are three different ways of electing members of parliament. When making important decisions that affect a large number of people, Christians may ask the question: “How will this decision affect the common good?” The Catholic Catechism teaches that the common good is the sum total of social conditions that allow people, either as groups or as individuals, to reach their fulfillment more fully and more easily. The common good consists of three elements:

1. It must show respect for the person. 2. It requires the social well-being and development of the group

itself. 3. It requires peace—that is the stability and security of a just

order. Reflection: Which method of representation listed above do you think most reflects the common good? Do you think that a compromise could be reached among the three methods? Women and Aboriginal people were left out of the political discussion during this time (p. 48). In what way was the common good not being served with their exclusion? Do you think that women and First Nations people are fully included in politics today? This supports the Catholic Graduate Expectations: 1h: Respects the faith traditions, world religions and the life-journeys of all people of good will. 3f: Examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic, and ecological) for the development of a just and compassionate society. 5e: Respects the rights, responsibilities and contributions of self and others. 7j: Contributes to the common good.



Chapter 3: The Events of Confederation T: pp. 52–57 TR: pp. 39–46

We could say that the BNA colonies in the 1860s put aside their differences for the sake of the common good, in the creation of a new country, Canada. One strong example of working together for the common good has been called the ‘Great Coalition’ between George Brown and John A. Macdonald. In what ways did they each decide to compromise their ideas and feelings in order to work for the common good of the country? Reflection: Can you find an example in today’s society of political opponents putting aside their differences and searching for a compromise to a conflict? In your school, how can students and teachers work together for the common good of safety in the school, to deal with a problem like bullying? This supports the Catholic Graduate Expectations: 3b Creates, adapts, evaluates new ideas in light of the common good. 3f: Examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.



Chapter 3: The Events of Confederation T: pp. 40, 56–62, 47–48 TR: pp. 44–46, 35–36

John A. Macdonald had many reasons for his decision to divide powers between the two levels of government—federal and provincial. He believed that Canada would have a better chance of remaining a unified nation if the provinces were given some responsibilities, and the federal government others. He was appealing to the differences among the various parts of Canada. Reflection: As Canadians and Christians we are called to exercise our rights and responsibilities as citizens. As young people too, you have certain rights and responsibilities. Check out the provincial laws that might apply to you in these areas: school attendance, labour laws (working conditions), driving, smoking, alcohol use, and any other laws that interest you. How do these laws protect the dignity of the individual, and others? In Section 93 of the BNA Act, educational rights of the Catholic minority in Canada West were secured. Catholic schools up to grade eight were to be funded by the province of Ontario. Do some research to discover what happened in 1925, and again in 1984 to secure funding up to the end of high school. Some of your parents and grandparents may have been in Catholic high schools before full funding was granted. Ask them to share their views on the extension of funding. In Ontario today, some people believe that funding should be granted to all religious based schools? This is a controversial issue. What do you think? This supports the Catholic Graduate Expectations: 7e: Witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society. 7f: Respects and affirms the diversity and interdependence of the world's peoples and cultures. 7g: Respects and understands the history, cultural heritage and pluralism of today's contemporary society. 7h: Exercises the rights and responsibilities of Canadian citizenship.



UNIT 2: The Development of Western Canada

Chapter 4: The Early Years of Independence T: pp. 70–87 TR: pp. 69–72

The Métis are a close-knit community with a strong identity. Read about them on p. 77 of your text. When the government of Canada promised land, where Métis and First Nations peoples lived, to new settlers, the lives of these Aboriginal peoples were drastically changed. Thomas Scott believed that Canada should ignore the Métis and set up a government in Western Canada without consulting them. Reflections: How might the government of Canada have treated the Métis more justly and with more compassion? In what way did Scott’s inhumane treatment of the Métis lead to further conflict? Was Louis Riel justified in his execution of Thomas Scott? The Métis set up a list of rights. (See. p. 80 in the text.) Do you think their demands were fair and just in light of the gospel values of ‘the dignity of the human person’ and of the creation of a ‘just and compassionate society’? Years later, the federal government issued an apology to the Métis. Is it ever too late to offer forgiveness? How do you think the Métis today would receive this offer? The Honourable Mr. Justice Todd Ducharme of the Ontario Superior court of Justice claimed, in December 2004, that “The life of Louis Riel says much about what is required to be an effective advocate for justice.” In what ways did the actions of Louis Riel support the cause of justice for the Métis? This supports the Catholic Graduate Expectations: 3f: Examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society. 5e: Respects the rights, responsibilities and contributions of self and others.



Chapter 5: The Expansion of Settlement T: pp. 90–93 TR: pp. 89–91

Christian stewardship of creation is a way of living in which we recognize that everything belongs to God. Stewardship dates from the beginning of time when God entrusted the earth to Adam and Eve and their offspring. (Genesis 1:26–28). All people are stewards of God’s creation. (Catholic Catechism #2402) Reflections: In what ways is the First Nations’ view of the land similar to the Christian view of stewardship? (p. 90) What does the First Nations view of the land teach us about protecting our natural resources today? Read the observations by the three chiefs (p. 92). Do you believe that the treatment of the First Nations peoples was fair and just? After examining the six points from the Indian Act of 1876 (listed on p. 93), comment on the statement that “the Indian Act was one of worst things the government did to the First Nations people.” Are conditions for First Nations peoples different in Canada today? You might invite a First Nations person to speak to your class about life today. This supports the Catholic Graduate Expectations: 1d: Develops attitudes and values founded on Catholic Social Teaching and acts to promote social responsibility, human solidarity, and the common good 3d: Makes decisions in light of gospel values with an informed moral conscience. 3f: Examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.




Apart from First Nations people who were here for thousands of years, everyone else in Canada comes from another country. We are all immigrants or descended from immigrants. As a result, Canada is a truly multicultural nation. In this 21st century, people continue to immigrate to Canada from all over the world. Reflection: Take a survey in your class to discover the country of origin of your classmates, going back many generations, when necessary. How many have mixed nationalities? Find out when they first arrived in Canada. See if you can find out their reasons for leaving their homeland, and their reasons for choosing Canada. What challenges did they face? What rewards did they receive? How were they treated by other Canadians? This investigation could be conducted in the form of an interview. A diary entry is another format you could choose to relay this information. How can your school be more open, accepting, and attentive to the needs of new immigrants? Contact the Catholic Immigration Centre (CIC) in your city. Ask how they support refugees. Find out how people in your school could help refugees adjust to life in Canada. This supports the Catholic Graduate Expectations: 7g: Respects and understands the history, cultural heritage and pluralism of today’s contemporary society 7h: Exercises the rights and responsibilities of Canadian citizenship.




One of the first groups of Asian immigrants to Canada was the Chinese labourers employed to complete the western part of the Canadian Pacific Railway, during the 1880s. What do think of the way they were treated during the construction of the railway? How were they treated later, when they wanted to bring their families to Canada? Reflection: Our Catholic faith teaches us that “Many sins wrong our neighbour. One must do what is possible in order to repair the harm. Simple justice requires as much.” (Catholic Catechism #1459) The Canadian Government finally recognized the unjust treatment of the Chinese labourers and issued a formal apology to Chinese Canadians, in 2006. What is your opinion of an apology given 100 years after the offending act? Does the apology repair the harm done to the Chinese? This supports the Catholic Graduate Expectations: 7d: Promotes the sacredness of life. 7e: Witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society. 7g: Respects and understands the history, cultural heritage and pluralism of today’s contemporary society.




After the Northwest Rebellion of 1885, Louis Riel was captured and tried for treason. He was charged with treason and executed. Reflection: Pope John Paul II, in his encyclical, “The Gospel of Life,” writes that punishment for a crime “ought not to go to the extreme of executing the offender except in the case of absolute necessity” that is, when it would be otherwise impossible to defend society. Do you believe that John A. Macdonald was justified in executing Riel? In 1992, a bill was proposed to reverse the conviction of Riel, to recognize him as the founder of Manitoba, and to acknowledge his contribution to Métis rights, and to Confederation. What is your opinion of Riel’s actions? What is the Canadian law today about capital punishment (execution)? Where do you stand on this issue? This supports the Catholic Graduate Expectations: 7e: Witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society. 7h: Exercises the rights and responsibilities of Canadian citizenship. 3d: Makes decisions in light of gospel values with an informed conscience.



Chapter 6: Developing the West and North T: pp. 114–116 TR: pp. 104–106

The Canadian government created the North West Mounted Police (NWMP) in 1873, to help with the peaceful settlement of the Prairies. Reflection: Show how the NWMP worked to support and protect the First Nations peoples during the development of the West. In what ways did the NWMP attempt to develop a more just and compassionate society for the First Nations peoples? How did both groups work together for the common good? Today, police forces in Canada are more inclusive in their recruitment policies than they were in the 1880s. How is being inclusive in recruitment practices an important and just policy? What would be your criteria for recruiting people to be police officers in your community? This supports the Catholic Graduate Expectations: 3d: Makes decisions in light of gospel values with an informed moral conscience. 3f: Examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society. 7d: Promotes the sacredness of life.



Chapter 6: Developing the West and North T: pp. 123–127 TR: p. 105

Once word got out that gold was found in northern British Columbia, prospectors flocked to the area in search of their fortunes. Many people did become rich, but many also suffered and died in their rush for gold. As well, the gold rush affected the lives of the First Nations peoples and damaged the environment. Read how some gold mining practices may damage natural water supplies. (p. 127) Reflection: Canadian companies still mine for gold, both in Canada and in other countries. The mining company Entremares, a subsidiary of the Canadian mining giant, Goldcorp Inc., controls gold mines in Honduras. Many say that Entremares’ mining practices are polluting the waters around the San Martin mine. The Canadian Catholic Organization for Justice and Peace is confronting the mining practices of Goldcorp in Honduras. Do an Internet search on the site www.devp.org and find out more about the work of Development and Peace in this area. How can we support the work of Development and Peace? This supports the Catholic Graduate Expectations: 3f: Examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society. 3d: Makes decisions in light of gospel values with an informed moral conscience. 7i: Respects the environment and uses resources wisely. 7j: Contributes to the common good.


http://www.devp.org/


UNIT 3: Canada: A Changing Society

Chapter 7: Growth and Change T: pp. 138–148 TR: pp. 127, 132–134

During the 1890s and early 1900s, factory workers, including children, worked long hours, in poor conditions, for little pay. Read the account of child labour on p. 144 in your text. Reflection: Unfortunately, child labour still takes place in many countries today. Also, sweatshops, factories where people work in very poor conditions, also exist. Most of our clothing, shoes, rugs, and toys are manufactured in sweatshops in countries such as China, Malaysia, Thailand, Vietnam, Cambodia, Bangladesh, and Mexico. To find out more about sweatshops, check out the website www.youthnoise.com. Join other teens and youth groups that have begun a powerful grassroots movement to stop sweatshops. Craig Kielburger, a young Canadian, formed an organization called Free the Children in order to raise awareness about the working conditions of children around the world. Check out the website www.behindthelabel.org, to see how you can get involved. This supports the Catholic Graduate Expectations: 7e: Witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society. 7f: Respects and affirms the diversity and interdependence of the world's peoples and cultures. 7j: Contributes to the common good.


http://www.youthnoise.com/

http://www.behindthelabel.org/


Chapter 7: Growth and Change T: pp. 149–150 TR: p. 133

How did the Social Gospel movement and the Temperance movement work to improve many social injustices in late 1800s? In what way is the Social Gospel movement similar to Catholic social teachings, where every human being is created in the image of God and is invaluable and worthy of respect as a member of the human family? As members of one human family, we have a responsibility to improve the conditions of our most vulnerable brothers and sisters. Reflection: In what ways are we our brothers’ and sisters’ keepers? What school or community groups exist in our society to take care of the needs of the vulnerable? Find out how they carry out the Gospel message of “loving my neighbour as myself”. This supports the Catholic Graduate Expectations: 3d: Makes decisions in light of gospel values with an informed moral conscience 7e: Witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society. 7g: Respects and understands the history, cultural heritage and pluralism of today’s contemporary society. 7j: Contributes to the common good.



Chapter 7: Growth and Change T: pp. 155–157 TR: pp. 135–136

Each of the women described in your text (pp.155–157) acted to promote social responsibility, human solidarity, and the common good. They worked to be included in the medical and legal professions. They established the Victorian Order of Nurses. They improved working conditions in factories by improving labour laws. They worked to get women the vote and the right to become involved in politics. They formed the National Council of Women of Canada (NCWC) in 1893, which is still a powerful supporter of women’s causes. Reflection: Check out the NCWC on the Internet: www.ncwc.ca. Find out what issues are important to women today. Canada has a minister responsible for the status of women. Who is that minister? What issues are the minister’s responsibilities? Are there areas where women do not receive equal status to men? What is your opinion of the role of women today, both in the family and in the workforce? This supports the Catholic Graduate Expectations: 3d: Makes decisions in light of gospel values with an informed moral conscience. 3f: Examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society. 7g: Respects and understands the history, cultural heritage and pluralism of today’s contemporary society.


http://www.ncwc.ca/


Chapter 8: The Laurier Era T: pp. 163–166 TR: pp. 147–148

Clifford Sifton’s immigration campaign to recruit people to settle in the Prairies, “The Last Best West”, focused on Europeans and white Americans. Black Americans were excluded despite the fact that many black Americans came to Canada as Loyalists, supporters of the British. This blatant prejudice and racist policy does not live up to the Catholic social teaching that promotes equality, democracy, and solidarity. Reflection: Canadian immigration policies continue to bring people from all over the world. As a result, do you see any prejudices today towards any social or cultural groups in your community, or in Canada as a whole? Investigate multicultural organizations that work for equality in your community? Are there groups of people in your school that are being discriminated against? As someone who believes in the dignity and equality of all persons, how can you respond to this discrimination? This supports the Catholic Graduate Expectations: 3d: Makes decisions in light of gospel values with an informed moral conscience. 3f: Examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society. 7g: Respects and understands the history, cultural heritage and pluralism of today’s contemporary society.



Chapter 8: The Laurier Era T: pp. 167–168 TR: pp. 147–148

Education is a provincial power; therefore, each province determines its own policy. Catholic schools in Manitoba may differ from Catholic schools in Ontario. Compare Catholic school legislation in Manitoba in 1890 with Catholic schools in Ontario today. What is similar? What is different? Reflection: Educators and parents fought to achieve full funding for Catholic schools in Ontario. They believed in the importance of a Catholic school system for their children. What makes a Catholic school, different from a public school? Is it only because Catholic schools have religion classes, or does it involve more than that? Describe what you value as a student in a Catholic school. This supports the Catholic Graduate Expectations: 3d: Makes decisions in light of gospel values with an informed moral conscience. 3f: Examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society. 7g: Respects and understands the history, cultural heritage and pluralism of today’s contemporary society.

Chapter 8: The Laurier Era T: pp. 172–174 TR: p. 151

Wilfred Laurier had a vision of Canadians and Americans as “two peoples living along a frontier nearly 6400 km long, with not a cannon, with not a gun frowning across it, but living in harmony, in mutual confidence…” Reflection: How does Laurier’s dream of the two neighbouring countries compare with the Christian vision of respect for the interdependence of the world’s peoples and cultures? Does Laurier’s vision accurately describe the relationship between the United States and Canada today? Are we friends, acquaintances, good neighbours, or enemies? This supports the Catholic Graduate Expectations: 3d: Makes decisions in light of gospel values with an informed moral conscience. 3f: Examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society. 7g: Respects and understands the history, cultural heritage and pluralism of today’s contemporary society.



Chapter 9: Canada and the Coming of the First World War T: pp. 187–189 TR: p. 163

In 1899, when the British became involved in the Boer War in southern Africa, they asked Canada to send troops to support them. At first, 1000 Canadian troops were sent, some of them volunteers. However, First Nations people who wanted to volunteer were turned away. The Indian Act of 1876 said that registered First Nations people were not eligible to join the military. How did Walter White, a member of the Anderdon band, overcome this obstacle? Reflection: Can laws sometimes be contrary to human rights? What is your opinion of the law preventing First Nations peoples from military service in the late 1800s? Find out when this law changed. Just as Canadians were divided on whether to send troops to southern Africa, Canadians today have opposing views on sending troops to war torn countries, like Afghanistan. Some say that Canadians are helping the Afghan people establish a peaceful, democratic society. Others say that foreign troops have no right to be there, regardless of what they are trying to do. What is your opinion? Consider Jesus’ message: “Blessed are the peacemakers, for they shall be called sons of God.” Matthew 5:9 Also consider Catholic teaching: “Because of the evils and injustices that all war brings with it, we must do everything reasonably possible to avoid it.” Catholic Catechism #2327 This supports the Catholic Graduate Expectations: 3f: Examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society. 7g: Respects and understands the history, cultural heritage and pluralism of today's contemporary society. 7e: Witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society.




Chapter 9: Canada and the Coming of the First World War T: p. 193 TR: pp. 165–167

Propaganda was used to encourage people to enlist in the Canadian military during the First World War. Examine the posters on pp. 193 and 196 of your text. How do these posters play on emotions of guilt and fear? Create a poster that depicts more valid and just reasons for enlisting. Reflection: Sometimes governments have to draft or conscript people to serve in the military. They are chosen randomly and must serve. The Canadian government used conscription during the First World War. Do you believe that people should be conscripted to join the military? What are the pros and cons? People who protest the draft are called ‘conscientious objectors’. What does this term mean? What are these peoples’ reasons for objecting to the draft? This supports the Catholic Graduate Expectations: 3f: Examines, evaluates and applies knowledge of interdependent systems for the development of a just and compassionate society 3d: Makes decisions in light of gospel values with an informed moral conscience 7d: Promotes the sacredness of life 7g: Respects and understands the history, cultural heritage and pluralism of today’s contemporary society

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