Complementary activities (Chapter 2)

Complementary activities () PART 1 Wilfrid Laurier s Liberal government (1896 1911) Textbook, pp. 116 129 The Francophones and the Anglophones COMPLEMENTARY ACTIVITIES Worksheet 2.8 1 a) What were the two main language groups in Canada at the end of the 19th century? b) What was the main subject of disagreement between these two groups? French Canadians and English Canadians did not agree on the policies the federal government should adopt with regard to the British Empire. 2 Consult Document 4, on page 117 in your textbook. What was the territorial situation of the British Empire at the end of the 19th century? Situate in time and space The British Empire was present on every continent and possessed vast territories. 3 Indicate whether the following statements relate to the imperialists (I) or the French Canadian nationalists (FCN). Statement I FCN a) They questioned the political ties that bound Canada to the British Empire. b) They believed that English should be Canada s only official language. c) They demanded greater provincial autonomy. d) According to them, Canada was protected within the British Empire. e) They believed that both language groups in Canada should unite to defend Canada s autonomy. f) They thought that Canada should take part in the British Empire s expansion throughout the world. g) They believed that Protestantism should be the only official religion. h) They defended the language rights and religious rights of French Canadian Catholics throughout Canada. D2-29

4 Consult Document 6, on page 118 in your textbook. What is the common country that Henri Bourassa refers to? Establish facts Canada 5 Documents 8 and 9, on page 119 in your textbook, refer to the Colonial Conference in London in 1897. What is the connection between Wilfrid Laurier s policy of compromise and his rejection of a permanent imperial council as proposed by Joseph Chamberlain? While he wanted to maintain ties with the British Empire, Wilfrid Laurier believed that Canada should preserve its autonomy, which he thought would be threatened by a permanent imperial council. Establish connections between facts 6 Indicate if the following statements, regarding the Boer War and the creation of the Canadian navy, are true or false. If you indicate that a statement is false, correct it. Statement True False a) French Canadian nationalists and imperialists opposed Canada s involvement in the Boer War. b) French Canadian nationalists felt that Canada should be involved in the Boer War. c) Wilfrid Laurier tried to reconcile the positions of the imperialists and the French Canadian nationalists. d) Wilfrid Laurier imposed conscription during the Boer War. e) Because of its rivalry with Germany, the United Kingdom proposed the creation of a Canadian navy. f) The imperialists and the French Canadian nationalists were opposed to the creation of a Canadian navy. Corrections: a) The imperialists were in favour of Canada s involvement in the conflict. b) French Canadian nationalists felt that the Boer War did not concern Canada. d) Wilfrid Laurier did not impose conscription; only volunteers participated in the Boer War. e) The proposal to create a Canadian navy came from Wilfrid Laurier. D2-30 Secondary IV Reproduction permitted TC Media Books Inc.

7 Consult Document 12, on page 121 in your textbook. What explains why so many Torontonians took to the streets to celebrate? Determine causes and consequences Many English Canadians were imperialists and were overjoyed by the British Empire s victory. 8 Among the following actions, circle the ones that correspond to the strategies used to attract immigrants to Canada at the beginning of the 20th century. A. Publish brochures B. Designate English as the only official language in Canada C. Offer prisoners from the United Kingdom the opportunity to start a new life D. Print posters in several languages E. Guarantee migrants easy living conditions F. Open immigration offices in certain large European cities G. Offer free land to immigrants H. Develop the railway in the Western prairies I. Impose no restrictions on immigrants of any origin J. Pay immigrants passage to Canada by ship 9 Consult Document 15, on page 123 in your textbook. What factor explains why the majority of immigrants came from the United States and Europe? Determine causes and consequences Canada s immigration policies placed very few restrictions on Europeans and Americans. 10 Consult Document 16, on page 123 in your textbook. What factor explains the sudden drop in immigration in 1914? Determine causes and consequences The beginning of the First World War 11 Who were generally responsible for administering Indian residential schools in Canada? Christian churches D2-31

12 Consult Document 19, on page 125 in your textbook, and then answer the following questions. Determine causes and consequences a) What explains the rise in intolerance toward Asian immigrants at the turn of the 20th century? Some English Canadians living in Western Canada feared that the number of Asian immigrants would grow and that their cultural characteristics would become a threat to Anglophone culture. b) In this context, how did the government respond? The Canadian government gradually adopted increasingly restrictive measures with respect to Asian immigrants. 13 What elements explain why the mortality rate in Indian residential schools was five times higher than in the rest of the population? Disease, malnutrition, abuse and accidents 14 Consult pages 126 and 127 in your textbook, on instruction in French outside Québec. On the timeline below, indicate the year in which each of the following events took place. Situate in time and space The Manitoba government adopted an act to abolish separate schools for Francophones. The Laurier Greenway compromise allowed for instruction in French only in classrooms with 10 or more Francophone students. The Ontario government adopted Regulation 17, which limited French instruction to the first two years of elementary school. Franco-Ontarians were allowed to receive instruction primarily in French. 1890 1897 1912 1927 15 Summary What schools of thought were in conflict in Québec and in Canada at the beginning of the 20th century? How were these ideas disseminated? Imperialism and French Canadian nationalism were in conflict in Québec and in Canada at the beginning of the 20th century. These ideas were disseminated through newspapers, particularly Le Devoir. D2-32 Secondary IV Reproduction permitted TC Media Books Inc.

PART 2 The second phase of industrialization (circa 1896 1929) Textbook, pp. 130 139 1 Match the factors below, which contributed to the development of industrial activity in Canada, with their consequence(s). Factor a) The First World War b) The development of wheat cultivation in Western Canada c) The intensification of foreign trade d) The application of protectionist policy e) The large influx of immigrants Consequence 1) The maintenance of high customs duties on imported products 2) An abundant labour force 3) The increased demand for manufactured products 4) The development of a lucrative war industry 5) The intensification of trade with the United States and the United Kingdom 6) The generation of wealth for the whole country 2 What advantage was possessed by the provinces that benefited the most from the industrial growth of Canada during the second phase of industrialization? They possessed large quantities of exploitable natural resources. 3 Consult Document 26, on page 131 in your textbook. Which elements in this document illustrate that the town of Thetford Mines was industrializing at the beginning of the 20th century? Establish connections between facts The railway, the station, the electric poles 4 Among the following industrial sectors, indicate those that developed during the second phase of industrialization. A. Textiles B. Food C. Electrochemistry D. Ore processing E. Pulp and paper F. Electrometallurgy G. Leather H. Hydroelectricity D2-33

5 Consult Document 30, on page 133 in your textbook, and then answer the following questions. a) Indicate the regions where sawmills were located. Situate in time and space The Bas-Saint-Laurent, Mauricie, Outaouais, and Estrie regions b) Indicate the means of transportation that enabled Québec to export its goods and materials. Establish facts Trains and ships 6 According to the Liberal government that was in power in Québec at the beginning of the 20th century, what did the province s economic development depend on? Industrialization, job creation and the exploitation of natural resources 7 Indicate if the following statements, regarding the Liberal economic policy at the beginning of the 20th century, are true or false. If you indicate that a statement is false, correct it. Statement True False a) The Liberals in power defended practices such as the free trade of goods, freedom of action for businesspeople and limited state intervention in the economy. b) Subsidies and infrastructure development attracted foreign investors to Québec. c) Private enterprises could exploit Québec s resources without restrictions. d) Private enterprises made profits, but they did not create jobs in Québec s regions. e) The sum of royalties paid to the government by private enterprises was proportional to the quantity of the resource exploited. f) The exploitation of natural resources and the industrial development of the province were left to the initiative of private enterprise. Corrections: c) Private enterprises had to obtain a permit from the government, or pay royalties to it. d) Private enterprises made profits and created jobs in Québec s regions. D2-34 Secondary IV Reproduction permitted TC Media Books Inc.

8 Consult Documents 32 and 33, on page 135 in your textbook. What advantage did the phenomenon presented in Document 32 give American businesses? Determine causes and consequences A guarantee that it would be in a preferential position compared with the United Kingdom 9 Consult Document 35, on page 136 in your textbook, and then answer the following questions. a) What change does this document illustrate? Determine changes and continuities A large increase in the value of wheat and wheat flour exports between 1900 and 1920 b) What explains this change? Determine causes and consequences The increase in exports to Europe and the United States, and particularly to the United Kingdom during the First World War 10 Among the following statements, circle the ones that correspond to the consequences of the use of oil as a source of energy. A. The transportation of goods by train B. The development of a road network C. The transportation of goods by motorized vehicles D. The creation of a department of roads and highways in 1914 E. The transportation of goods by boat 11 Explain why Montréal became a wheat export hub at the beginning of the 20th century. Montréal was situated at the junction point of rail networks that brought wheat from the West and navigable routes that made it possible to ship it overseas. D2-35

12 Using the word bank, complete the following text on monopoly capitalism. acquire capitalism contracted competing companies manufacture maximize market monopoly business partners phase of industrialization price During the second phase of industrialization, companies adopted strategies to maximize their profits. They could acquire competing companies in order to obtain exclusive rights to market a product and freely set its price. They could also acquire companies that had been contracted to perform the tasks required to manufacture a product. When a company has control over every stage of production of a product, it no longer requires business partners. These strategies led to a monopoly situation. The economic situation associated with this phenomenon is called monopoly capitalism. 13 Summary What theory influenced the economic policies of Québec and Canada at the beginning of the 20th century? Economic liberalism 14 Summary What advantage significantly contributed to the development of Québec during the second phase of industrialization? Québec possessed abundant natural resources, in particular water and its hydraulic power. D2-36 Secondary IV Reproduction permitted TC Media Books Inc.

Working conditions continued to be very difficult, despite the gains made at the end of the 19th century. PART 3 The transformation of society at the beginning of the 20th century Textbook, pp. 140 151 1 Why did unions pursue their struggle during the second phase of industrialization? 2 What motivated the creation of the Department of Labour? To encourage negotiation and conflict resolution between employers and their employees 3 Consult Document 45, on page 141 in your textbook. Which union demand can be associated with the adoption of the Workmen s Compensation Act? Establish connections between facts The demand for better protection for workers injured on the job 4 Consult Document 46, on page 141 in your textbook. Indicate one consequence of the unions demands in terms of labour legislation. Determine causes and consequences The legislation reduced the workweek of women and children. 5 How did the governments respond to union-led strikes at the beginning of the 20th century? The governments did not necessarily see strikes in a positive light. They sometimes directly intervened in labour disputes by using force to repress strikes. 6 Among the following statements, circle the ones that correspond to the social role of the Catholic Church in Québec. A. Running charities B. Managing sanitation infrastructure C. Managing labour relations in an industrial setting D. Running hospitals E. Shaping government values F. Running schools D2-37

7 Indicate if the following statements, regarding the Church s social doctrine, are true or false. If you indicate that a statement is false, correct it. Statement True False a) The Catholic Church finally ended up accepting the presence of the unions and sought to oversee them in order to ensure that they respected Catholic principles. b) To reduce the socio-economic inequalities that arose from industrialization, the Church advocated pressure tactics to obtain changes in workers living conditions. c) The École sociale populaire, made up of clergy members and laypersons, trained activists to work in the many associations affiliated with the Catholic Church. d) The Catholic Church collaborated with laypersons to found Catholic unions, which grouped together, in 1921, to form the Confédération des travailleurs catholiques du Québec (CTCQ). e) Cooperative members pooled some of their assets and shared resources, and their power was based on the size of their contribution. Corrections: b) To reduce the socio-economic inequalities that arose from industrialization, the Church advocated solidarity and charity. d) The Catholic Church collaborated with laypersons to found Catholic unions, which grouped together, in 1921, to form the Confédération des travailleurs catholiques du Canada (CTCC). e) Cooperative members pooled some of their assets and shared resources, and were equal. 8 Consult pages 143 and 144 in your textbook on the Catholic Church and unions. Indicate how the Church s position was in opposition to that of the unions with respect to the measures put in place to reduce socio-economic inequalities caused by industrialization. Identify differences and similarities The Church advocated solidarity and charity, while unions relied on pressure tactics to obtain changes in workers living conditions. D2-38 Secondary IV Reproduction permitted TC Media Books Inc.

9 Consult Document 54, on page 146 in your textbook, and then answer the following questions. Establish connections between facts a) With what phenomenon can this document be associated? Urbanization b) What problems were associated with densely populated working-class neighbourhoods? The outbreak of epidemics, such as cholera, smallpox and diphtheria, and high child mortality c) Indicate measures taken by cities to remedy the situation. Measures to improve hygiene in working-class neighbourhoods, particularly garbage collection and the construction of urban infrastructure, such as sewers and aqueducts 10 Consult Document 55, on page 147 in your textbook, and then answer the following questions. a) What problem did the Goutte de lait clinics seek to remedy? Establish connections between facts Child mortality b) What were the main causes of this problem? Determine causes and consequences The poor quality of the water and unpasteurized milk ingested by children 11 Among the following measures, circle the ones adopted by the municipalities at the beginning of the 20th century to improve the quality of life in urban centres. A. The construction of highways B. The development of parks C. The electrification of factories D. The electrification of homes E. The installation of street lighting F. The construction of hospitals G. The establishment of a network of electric tramways H. The allocation of subsidies to renovate substandard housing D2-39

12 a) Name one of the main shortcomings of the Québec school system at the beginning of the 20th century. The low level of schooling among Francophones compared with that of Anglophones. OR Most Francophone youth did not complete elementary school and stopped their formal education at around the age of 12. b) Indicate one consequence of this shortcoming. Most Francophone youth had no choice but to work on farms or in factories. 13 For each of the feminist demands presented in Document 59, on page 149 in your textbook, indicate which aspect of society was affected: political, economic, social or cultural. Establish connections between facts Demand a) Greater access to education, particularly advanced studies and university b) The right to run for elected office c) The right to vote d) Better employment opportunities and higher wages e) Gender equality Aspect of society Cultural Political Political Economic Social 14 Consult Document 62, on page 151 in your textbook, and then answer the following questions. a) What type of job is represented in this document? Establish facts These women are working in a clothing manufacturing company. b) What other types of jobs were available to women at the beginning of the 20th century? Establish connections between facts Domestic servant, hairdresser, nurse, teacher, secretary c) Indicate one consequence of the dominant mentality at the time with respect to women s work and their place in the workforce. Determine causes and consequences Women s jobs were considered less important and were less well paid (wage discrimination). D2-40 Secondary IV Reproduction permitted TC Media Books Inc.

15 Complete the following text regarding Francophone pioneers in the women s movement in Québec. In 1902, Marie Lacoste Gérin-Lajoie published a work entitled to raise women s awareness that their political legal status the Fédération nationale Saint-Jean-Baptiste the least fortunate A Treatise on Everyday Law Gérin-Lajoie believed in the importance of education for girls. university studies was inferior to that of men. In 1907, she founded, along with Caroline Béïque, the first French Canadian reformist association, was to improve the living conditions of they added a. Its initial goal. Gradually, dimension to their demands. Marie Lacoste With the goal of providing them with schooling that would prepare them for, she became involved in founding the very first classical college for girls, the École d enseignement supérieur. 16 What careers traditionally reserved for men did feminists demand genuine access to? Lawyer, notary, accountant, doctor 17 Summary What methods were used by unions, feminists and the Catholic Church to defend their positions? Unions resorted to strikes; feminists founded associations and published works; the Catholic Church adopted a social doctrine, participated in the creation of Catholic unions and became involved in the cooperative movement. 18 Summary Indicate a few facts that demonstrate that Québec experienced progress at the beginning of the 20th century. Laws were passed to improve working conditions for the working class, the urban population gradually gained access to services and infrastructure that would ensure better living conditions, specialized schools were created and the feminist movement made gains. D2-41

PART 4 The First World War (1914 1918) Textbook, pp. 154 163 1 On the map below, identify the member states of the two alliances that formed in Europe at the beginning of the 20th century. Situate in time and space A B N W E S C D K L I Legend Triple Entente and their allies Central Powers and their allies Neutral or non-aligned states International border E F G H J M N 0 400 km Triple Entente and their allies A. United Kingdom F. Italy B. Russia G. Montenegro C. France H. Serbia D. Belgium I. Romania E. Portugal J. Greece Central Powers and their allies: Germany K. L. Austria Hungary M. Bulgaria N. Ottoman Empire D2-42 Secondary IV Reproduction permitted TC Media Books Inc.

2 a) Why did Canada take part in the First World War? Because it was part of the British Empire, which itself was involved in the conflict. b) Why is the conflict that started on August 1, 1914, referred to as a world war? Because of the many countries involved in the conflict, in particular with the entry of the United States into the war on the side of the Triple Entente and the involvement of the colonies. 3 What powers did the federal government give itself with the adoption of the War Measures Act in 1914? The power to intervene to a greater extent in social and economic affairs and provincial jurisdictions. The power to make all of the decisions it deemed necessary for Canada s involvement in the war, including imposing censorship, controlling prices and wages, and intervening in all sectors of the economy so that factories could focus on war production. 4 Consult Document 67, on page 156 in your textbook, and then answer the following questions. Determine causes and consequences a) Why did the federal government establish work camps for certain Canadians? To intern Canadians who were originally from enemy countries and considered a serious threat to Canada s national security b) Indicate other measures taken against these Canadians. Their right to vote was revoked; they were required to register and regularly report to a government official. 5 Consult Document 70, on page 158 in your textbook. Why was the 22nd Battalion created? Determine causes and consequences To allow French Canadian soldiers to serve in their mother tongue D2-43

6 Among the following statements, circle the ones that correspond to the impact of the war on the Canadian economy. A. Canada s industrial sector reduced its production. B. Factories operated at full capacity and the Canadian economy was in full swing. C. The war led to an increase in shipbuilding. D. The war led to reduced maritime trade. E. The agricultural sector slowed down, since most men were away at the front. F. Farmers increased production to feed the troops and the populations of certain countries at war. 7 Referring to Document 73, on page 159 in your textbook, explain how women s work during the war led to their gaining a political right. Establish causal connections Your answer must specify each of the elements below and establish connections between them. A reason for the large-scale recruitment of women in factories An effect of the increased presence of women in the labour market A political right obtained During the war, hundreds of thousands of men left the country to fight in Europe, leaving many jobs to be filled. To make up for this labour shortage and meet growing production needs, industries recruited more women. (A reason for the large-scale recruitment of women in factories) The temporarily greater presence of women in the labour market and their participation in Canada s war effort bolstered feminists demands for greater gender equality. (An effect of the increased presence of women in the labour market) Women s contribution was recognized in Canada and helped them gain the vote at the federal level in 1918 for all women 21 years of age and over. (A political right obtained) D2-44 Secondary IV Reproduction permitted TC Media Books Inc.

8 Indicate if the following statements, regarding the conscription crisis, are true or false. If you indicated that a statement is false, correct it. Statement True False a) The vast majority of French Canadians believed it was important to contribute to the protection of the British Empire. b) French Canadians felt attached to the British Empire. c) At the beginning of the war, enlistment in the armed forces was voluntary and the Canadian Expeditionary Force was primarily composed of English Canadians. d) The federal government decided to impose conscription and adopted the Military Service Act in 1917. This obliged men between the ages of 20 and 45, who were single or widowed without children, to enlist in the army. e) The majority of French Canadian MPs in the House of Commons voted in favour of adopting the Military Service Act. Corrections: a) The vast majority of English Canadians believed it was important to contribute to the protection of the British Empire. b) French Canadians did not feel attached to the British Empire. OR English Canadians felt attached to the British Empire. e) The majority of French Canadian MPs in the House of Commons voted against the adoption of the Military Service Act. 9 Consult Documents 76 and 77, on page 161 in your textbook. Indicate a similarity and a difference between the events in Montréal and in the city of Québec. Identify differences and similarities Similarity: In both cases, the demonstrations opposed conscription. Difference: In Montréal, the demonstration was calmer and more ordered, while in the city of Québec, it turned into a riot and the army was brought in to maintain order. D2-45

10 Consult pages 162 and 163 in your textbook, on the steps toward the autonomy of Canada. Match each statement with the event to which it is connected. Establish connections between facts 1 League of Nations (February 1919) 2 Treaty of Versailles (June 1919) 3 Balfour Report (1926) 4 Statute of Westminster (1931) a) William Lyon Mackenzie King asked the British prime minister to more clearly define the autonomy of Canada and the other dominions with respect to the United Kingdom. b) Economic, territorial and political measures were imposed on Germany. c) The victorious countries of the First World War founded this organization whose mission was to ensure world peace. d) This document recommended formal recognition of the autonomy of the dominions. e) Canada was represented in this organization, not as a member of the British delegation but as a country. f) Canada did not obtain full legal autonomy. g) This law granted Canada almost complete autonomy. 3 2 1 3 1 4 4 11 Summary By what means did Canada ensure its full participation in the First World War? By sending soldiers to Europe, financing the war effort by issuing Victory Bonds and levying income tax, hiring women to work in the country s factories, and imposing conscription 12 Summary In what way did the role played by Canada during and after the First World War enable it to gain greater autonomy? Its exceptional contribution to the war effort enabled it to demand greater autonomy from the United Kingdom. It was represented in the League of Nations as a country. It then obtained almost complete autonomy under the Statute of Westminster. D2-46 Secondary IV Reproduction permitted TC Media Books Inc.

PART 5 The inter-war period (1920 1939) Textbook, pp. 164 177 1 In the following list, circle the examples of mass culture. A. Radio B. Prohibition in the United States and in the other Canadian provinces C. Professional sports E. Movies F. Television G. Nightclubs D. Amateur sports 2 What event triggered the Great Depression? The stock market crash of Thursday, October 24, 1929 3 Referring to Document 82, on page 168 in your textbook, explain how the intense industrial production of the Roaring Twenties led to a negative consequence for many workers. Establish causal connections Your answer must specify each of the elements below and establish connections between them. An effect of intense industrial production during the Roaring Twenties A reaction by companies A negative consequence for workers The intense industrial production during the Roaring Twenties led to overproduction, which in turn led to an accumulation of unsold goods. (An effect of intense industrial production during the Roaring Twenties) Companies reacted by reducing production in order to maintain their profitability. (A reaction by companies) This drop in production led to the layoff of many workers. (A negative consequence for workers) D2-47

4 Consult Document 84, on page 169 in your textbook, and then answer the following questions. Determine causes and consequences a) What was the impact of the Great Depression on manufacturing output in Québec between 1929 and 1933? Manufacturing output decreased. b) Indicate two elements of the economic situation in the United States that had an impact on the situation in Québec. The Americans stopped buying as many Canadian products. American factories no longer imported as many natural resources from Canada. 5 Consult Documents 85 and 86, on page 170 in your textbook. What explains the situation presented in these documents? Determine causes and consequences The drop in manufacturing output in Canada required businesses to cut their workforces. Social programs to help the unemployed were virtually non-existent. 6 What was the name of the movement encouraged by the Québec government and supported by the clergy and many French Canadian nationalists, which sought to settle the remote regions in order to counter the unemployment and poverty caused by the Great Depression? The return to the land movement 7 Consult Document 91, on page 172 in your textbook, and then answer the following questions. a) What political change was prompted by the Great Depression? Determine changes and continuities The creation of new political parties b) What explains this change? Determine causes and consequences Part of the population no longer trusted the traditional political parties (Liberals and Conservatives) and turned to new federal political parties that challenged capitalism or democracy and proposed major societal changes. D2-48 Secondary IV Reproduction permitted TC Media Books Inc.

8 Indicate if the following statements, regarding Maurice Duplessis and the Union nationale, are true or false. If you indicate that a statement is false, correct it. b) The premier considered agriculture to be the backbone of Québec s economy. c) Duplessis was convinced that farmers, who grew their own food, would always be shielded from poverty. Statement True False a) Duplessis sought to curb the effects of the Great Depression primarily by promoting a rural way of life for French Canadians. b) The premier considered industrialization to be the backbone of Québec s economy. c) Duplessis was convinced that farmers, who grew their own food, would always be shielded from corruption. d) Duplessis believed that unions were harmful to the established order and were a source of social unrest. e) Duplessis passed several anti-union laws and called on the police during labour disputes. f) The Duplessis government limited its interventions in the area of social assistance. It preferred to rely on the services offered by private enterprise, for example, in education and health care. Corrections: f) The Duplessis government limited its interventions in the area of social assistance. It preferred to rely on the services offered by the Catholic Church, for example in education and health care. 9 Consult Document 92, on page 173 in your textbook. Circle the term that can be associated with such a government measure. Establish connections between facts Clericalism Censorship Communism Propaganda 10 Among the following themes, identify the ones that were promoted by the followers of clerico-nationalism in Québec. A. The family B. Friends C. Catholicism E. Professional success F. A rural way of life G. The French language and culture D. Private property H. The English language and mass culture D2-49

11 What solution did followers of clerico-nationalism put forth to ensure the survival of the French Canadian identity and resolve the economic problems caused by the Great Depression? Colonization OR A rural way of life 12 Which spokesperson of clerico-nationalism stressed the importance of French Canadians gaining greater political autonomy in order to protect their identity? Abbé Lionel Groulx 13 Consult Document 95, on page 176 in your textbook. Identify something that links the École sociale populaire to clerico-nationalism. Establish connections between facts The Programme de restauration sociale challenged the rulers selfishness with the Christian spirit, the source of justice, charity and moderation. 14 Compare Documents 97 and 98, on page 177 in your textbook. Show how the authors positions are different. Identify differences and similarities Minville advocated cooperatism as a way to control the economy, while Versailles argued that French Canadians should invest in the world of business and finance. 15 Summary Indicate a few manifestations of the Roaring Twenties in Québec. The opening of the first radio station; the beginning of professional sports, including hockey; nightclubs, notably frequented by women who followed new trends; the emergence of the first tourist circuits, etc. 16 Summary What change did the Great Depression bring about with respect to the role of the state? What school of thought is associated with this change? The state intervened in the economy in order to support the population. This change is associated with Keynesianism. D2-50 Secondary IV Reproduction permitted TC Media Books Inc.

PART 6 The Second World War (1939 1945) Textbook, pp. 178 189 1 What event triggered the Second World War? Adolf Hitler s invasion of Poland in September 1939 2 Indicate if the following statements, regarding the wartime federal government, are true or false. If you indicate that a statement is false, correct it. a) In 1939, before war was declared on Germany, the federal government passed the War Measures Act. Statement True False b) The War Measures Act enabled the government to plan the country s economy in order to ensure war production and control prices and wages. c) The government rationed the resources needed for war production, such as fuel, rubber, nylon and metal. d) Canada increased the number of immigrants it received, and many settled in Canada. e) Canada opened its doors to many Europeans trying to flee the Nazi regime. f) Canada interned many Canadians who were originally from enemy countries in work camps. Corrections: a) In 1939, after war was declared on Germany, the federal government passed the War Measures Act. d) Canada reduced the number of immigrants it received, and few settled in Canada. e) Canada closed its doors to many Europeans trying to flee the Nazi regime. D2-51

3 Consult Document 102, on page 181 in your textbook, and then answer the following questions. a) By comparing the change in the value of each type of military equipment, indicate a similarity and a difference. Identify differences and similarities Similarity: For all types of military equipment, the value increased between 1939 and 1943. Difference: In 1944, the values decreased compared with 1943, except for the value of ships. b) What other type of production increased in Canada during the war? Food production 4 What was the advantage of Victory Bonds for the population and for the federal government? The population could grow their savings and the federal government obtained funds to finance the war effort. 5 Document 109, on page 183 in your textbook, provides an example of women s participation in the war effort. In addition to working in factories, what other positions did women occupy? Establish facts Women joined the women s divisions of Canada s armed forces. They held support positions as secretaries, nurses, radar operators, parachute riggers, mechanics, etc. 6 What advantage did demobilized soldiers benefit from after the war and what difficulty did many of them struggle with? Advantage: The economic growth that continued after the war Difficulty: The physical and psychological scars acquired during the war D2-52 Secondary IV Reproduction permitted TC Media Books Inc.

7 Referring to Document 110, on page 186 in your textbook, explain how an initiative of the United States and the United Kingdom helped lead to the end of the war. Establish causal connections Your answer must specify each of the elements below and establish connections between them. An initiative of the leaders of the United States and the United Kingdom An action of the Allies A response by the German forces In August 1943, the leaders of the United States and the United Kingdom met at a conference in the city of Québec to discuss preparations for a large-scale military operation. (An initiative of the leaders of the United States and the United Kingdom) On June 6, 1944, some 156 000 Allied soldiers took part in the Normandy landing. (An action of the Allies) Following this military operation, the German forces gradually retreated toward Germany and, ultimately, capitulated. (A response by the German forces) 8 Document 111, on page 187 in your textbook, presents an excerpt of a speech made by Adélard Godbout during the 1939 election campaign. Indicate the promise he made regarding conscription. Establish facts He stated that conscription would never be decreed and promised to resign if it were. 9 Consult page 187 in your textbook on the issue of conscription during the Second World War. Place the following statements in chronological order, numbering them from 1 to 5. Situate in time and space a) The federal government imposed conscription. b) Adélard Godbout promised that if the Liberal Party were elected, conscription would never be decreed. c) Duplessis reproached Godbout for not having kept his promise to resign when the federal government adopted conscription. d) The federal government organized a plebiscite in order to ask the population to release it from its promise not to impose conscription. e) The imposition of conscription divided Francophones and Anglophones. 3 1 5 2 4 D2-53

10 Among the following statements, circle the ones that correspond to changes in federal provincial relations during the Second World War. A. The federal government was able to exclusively levy income tax. B. The federal government respected provincial jurisdiction. C. The federal government created a family allowance program. D. Ottawa paid the Québec government an annual sum. E. The Québec government paid Ottawa an annual sum. F. The federal government created an unemployment insurance program. G. A Victory Bond program was created. H. The Québec government was able to exclusively levy income tax. 11 Document 113, on page 188 in your textbook, refers to a commission of inquiry that issued a report in 1940. What was the consequence of the recommendation issued in this report? Determine causes and consequences The federal government increasingly intervened in provincial jurisdictions. 12 Consult Document 114, on page 188 in your textbook. What trend can be observed with regard to the taxes levied in Québec during the Second World War? Establish facts The proportion of taxes levied by the provincial and municipal governments was considerably reduced in favour of the federal government. 13 Consult Document 115, on page 188 in your textbook. What economic action taken by the government is evoked in this document? Establish facts The nationalization of the Montreal Light, Heat and Power Company D2-54 Secondary IV Reproduction permitted TC Media Books Inc.

14 Document 116, on page 189 in your textbook, presents modernization measures implemented by the Godbout government. Match each one with the aspect of society to which it pertains: economic (E), political (P) or social (S). Establish connections between facts a) Implementation of the unemployment insurance program in Québec, administered by the federal government (1940) b) Granting of women s right to vote in provincial elections (1940) c) Adoption of an act on compulsory school attendance until the age of 14 (1943) d) Establishment of the Department of Industry and Commerce (1943) e) Adoption of the Labour Relations Act (1944) f) Creation of the Québec Hydro-Electric Commission (Hydro-Québec, 1944). S and E P S E S E 15 Summary Indicate two of Maurice Duplessis criticisms of Adélard Godbout during the Second World War. Duplessis criticized the Godbout government for having agreed to federal intervention in provincial jurisdictions, particularly the exclusive levy of income tax. Duplessis criticized Godbout for not having kept his promise to resign when the federal government adopted conscription. 16 Summary What characterized Adélard Godbout s government? It was a progressive government that sought to democratize and modernize Québec. D2-55