This information is to accompany Unit Five of the History 30 Curriculum Guide.

Student Information Sheet: Chronology of Significant Domestic Events and Policies - 1960 - 1995

1960 Bill of Rights:	The Diefenbaker government passes the federal Bill of rights.
Quiet Revolution:	The Liberal government of Jean Lessage defeats the Union Nationale in Quebec. The Lessage government launches significant reforms in education, social welfare, and health care. The Lessage government demanded that the federal government give Quebec special status.
1961 N.D.P.:	The Canadian Labour Congress and the C.C.F. worked together to create the New Democratic Party. The Party continued the social democratic principles of the C.C.F. which called for activist government.
1965:	National medical care established. The federal government would provide funds to any provincial scheme that was universal, portable, and covered all general and specialist services without using private firms or groups. By 1968, all provinces had entered the program.
1967:	Canada celebrates its centenary as a sovereign nation. Montreal hosts a world fair as part of the celebration. The Pearson government appoints a Royal Commission on the Status of Women. The succeeding Trudeau government enacts a number of the Commission's recommendations.
1967 Watkins Report:	The 1967 Task Force on Foreign Ownership (Watkins Report) warns of the growing influence of the U.S. on Canadian decision making because of the large-scale American ownership of Canadian industry. The Report advocates that the government establish a policy to ensure Canadian sovereignty and restrict the influence of foreign governments and businesses.
1968:	Parti Québécois under the leadership of Rene Levesque is formed. The party's platform combined a program of social reform and Quebec independence.
1969:	The Official Languages Act, passed by the Trudeau government, established a policy of official bilingualism.
1979 October Crisis:	In October of 1970, the F.L.Q., a terrorist group committed to the independence of Quebec, kidnapped a British trade representative and a Quebec cabinet minister Pierre Laporte. In response to appeals from the mayor of Montreal and the Quebec premier, the Trudeau government enacted the War Measures Act. The Act gave the police broad powers of search, seizure and arrest. Nearly 500 people in Quebec were arrested, but only two were convicted for offenses under the Act.
Bilingualism and Bicultural Report:	The Royal Commission on Bilingualism and Biculturalism issues its report. The Commission recognized the contribution of peoples other than those of British and French ancestry. It called for a policy of accommodating the cultural diversity.
1970 White Paper:	The federal government introduces a White Paper on "Indian" policy which recommends that Aboriginal peoples be assimilated into "Mainstream" Canadian Society. The Paper galvanizes Aboriginal opposition, and promotes the "cause" of Aboriginal self-government.
Multiculturalism:	The Trudeau government proclaimed a policy of multiculturalism within a bilingual framework." The government pledged to provide support to all Canadian cultural groups in combatting discrimination.
1974:	The Bourassa government of Quebec passed Bill 22 which made French the official language of the province.
1976:	The Parti Québécois is elected in Quebec. René Lévesque becomes premier.
1977:	Bill 101 passed by the newly elected Parti Québécois government which limited the use of English in schools and in business in Quebec. The Act angered many in English-speaking Canada.
1980 N.E.P.:	The National Energy Programme is launched by the Trudeau government in an attempt to make the nation less energy dependent on foreign markets and establish/maintain a Canadian "presence" in the energy sector. There is large-scale opposition to the N.E.P. in western Canada. Regional tensions increase. The federal Liberals are seen by many western Canadians as catering to the interests of Central Canada.
1980 Referendum:	Parti Québécois referendum on sovereignty association is defeated. The federalist supports promise to repatriate the Constitution and reform the existing division of powers.
1981:	In October, Prime Minister Trudeau outline a policy on multiculturalism within a bilingual nation.
1982 Constitution:	The federal government and nine provinces (except Quebec) agreed to a new patriated constitution with an entrenched Charter of Rights and Freedoms. Although a new constitution had been achieved, the political reconciliation of Quebec with the rest of Canada, remained incomplete.
Charter of Rights and Freedoms:	The Charter of Rights and Freedoms gives all Canadians constitutional protection of many basic civil liberties.
1984 Election:	Brian Mulroney Conservatives win the 1984 federal election. The new government is committed to close relations with the United States, and adopts the principles of neoconservatism which call for a reduction in the role of government and allowing the marketplace to generate economic prosperity. The Mulroney government promised to bring about the constitutional changes necessary to win the support of Quebec.
1985:	Canadian government begins negotiations with the United States for a free trade agreement. The proposal generates a major debate within the Canadian community pitting regions and economic sectors against each other.
1987 Free Trade:	Canada and the United States sign a comprehensive free trade agreement.
Meech Lake Accord:	A first ministers' conference was held at Meech Lake and tentatively approved a constitutional package that Quebec could agree upon. The Accord was not ratified by the agreed upon deadline of June 30, 1987.
Bloc Québécois:	A number of Quebec nationalist M.P.'s, led by Lucien Bouchard, formed the Bloc Québécois. The new party's goal was to achieve Quebec independence.
1988 Federal Election:	The free trade issue dominates the 1988 federal election. Opposition to the trade agreement is divided between the Liberals and N.D.P. The Conservatives are re-elected despite not receiving a majority of the votes.
1989:	The Free Trade Agreement with the United States comes into effect on January 1, 1989.
1993 Federal Election:	The federal Liberal wins a majority government. Jean Chrétien becomes Prime Minister. Two regionally-based parties, the Bloc Québécois and the Reform Party win the next largest number of seats. The Bloc Québécois wins enough seats to become the official opposition in Parliament. The Progressive Conservatives and New Democratic Party were both decimated in the election.
1994:	North American Free Trade Agreement comes into effect. The Agreement eliminates tariffs and quotas of goods and services in the trade between Mexico, Canada and the United States. The Agreement created the world's largest trading bloc of 360 million people.
1994:	Parti Québécois elected in the Quebec provincial election. The Parti was committed to holding a referendum on Quebec separation.
1995 Referendum:	A referendum was held, within the province of Quebec, on the future of Quebec remaining in Canada. The results were a narrow win for those opposed to Quebec separation.

This information is to accompany Charter of Rights and Freedoms of the Unit Five History 30 Curriculum Guide.

Student Information Sheet: The Canadian Charter of Rights and Freedom - Guaranteed Rights

Under the Charter of Rights, all Canadians are guaranteed the following:

1. Fundamental Freedoms:

   1. Freedom of conscience and religion;
   2. Freedom of thought, belief, opinion, and expression, including
      1. Freedom of the press,
      2. Freedom of peaceful assembly,
      3. Freedom of association.

2. Democratic Rights:

   1. The right to vote;
   2. The right to run for election.

3. Mobility Rights:

   1. The right to enter, remain in, and leave Canada;
   2. The right to live in, move to, and work in any province.

4. Legal Rights:

   1. The right to life, liberty, and security;
   2. Protection against unreasonable search and seizure or arbitrary detention or imprisonment;
   3. The right to be informed quickly about the charges;
   4. The right to hire a lawyer;
   5. The right to trial within a reasonable time;
   6. The right not to be subjected to cruel and unusual treatment or punishment.

5. Equality Rights:

   1. Protection from discrimination on the basis of race, national or ethnic origin, colour, religion, age, sex, or mental or physical disability.

6. Official Languages:

   1. The right to use English and French in the government and courts of Canada and New Brunswick.

7. Minority Language Education Rights:

   1. The right to education in English or French where there are sufficient numbers of students.

8. Aboriginal Rights:

   1. Recognition of the existing aboriginal and treaty rights of Aboriginal peoples (Inuit, Indian, and Métis).

This information is to accompany p. 503 of the Unit Five History 30 Curriculum Guide.

Student Information Sheet: The State, National Security, and Public Dissent.

Since the end of the Second World War, there have been a number of instances in which basic legal rights have been violated by the state. Often these abuses of civil liberties are carried out in the name of national security. Does the protection of the well-being of the general citizenry take precedence over the well-being and rights of individuals or groups within the society?

During the 1930 to the 1960, the Communist movement was often the target of law enforcement agencies in both Canada and the United States. The Communist "threat" was seen to be coming from within Canadian society, and from external sources, primarily the Soviet Union. Governments in both Canada and the United States were particularly feared the Communist threat during times of economic and social distress.

During the 1930s, many Canadians were questioning the existing political and economic status quos which appeared incapable or unwilling to respond to the distress created by the Depression. The Communist Party was active in organizing the unemployed and were instrumental in organizing the " March on Ottawa" in 1935. The Conservative government of R. B. Bennett, was prepared to repress the Communist "menace." In 1931, at the beginning of the Depression, the government arrested the leaders of the Communist Party, charging that they intended to bring about government and economic changes in Canada by means of force and violence.

With the outbreak of the Second World War, a new set of repressive measures were instituted against Communists and former citizens of Germany, Italy, and Japan. The Soviet Union had signed a non-aggression pact with Nazi Germany early in the war and consequently, was not popular with the Canadian nation which was now at war with Germany. The War Measures Act allowed for a wide range of security measures, including press censorship, the prohibition of certain organization, such as the Communist Party, and the internment of hundreds of suspected subversives or enemy agents. Thousands of Japanese Canadians were interned during the duration of the war.

The discovery of a Soviet spy operation in North America in 1945 resulted in renewed attacks on Communist subversives in both Canada and the United States. Civil liberties were often ignored in attempts to expose Soviet agents. The Royal Commission on Espionage held its hearings in secret, and brought persons before it for questioning, without the right of having a lawyer. Public opinion turned against anyone with left-wing opinions. Employees in the public service, universities and trade unions were questioned about their politics. Some suspected of having leftist views were forced out of their jobs. The so-called "Cold War" was being fought not only along the Iron Curtain of Eastern Europe, but also in the factories, universities and government agencies of North America.

The fear of the Communist menace abated by the 1960s. Both the United States and Canada experienced social turmoil during that decade. In Quebec, the Quiet Revolution had released many forces of dissent. By the late 1960s, some young French Canadian nationalists, with the goal of having Quebec separate from the rest of Canada, had established terrorist organizations. The most notorious of the organizations was the F.L.Q. (Le Front de Liberation du Quebec). Its most dramatic act was the kidnapping of Quebec cabinet minister Pierre Laporte and British trade representative, James Cross, in October of 1970. Laporte was murdered by his kidnappers.

In response to the perceived threat of the F.L.Q., the federal government, in response to appeals from the Mayor of Montreal and the Quebec premier, invoked the War Measures Act on October 16, 1970. The F.L.Q. was declared an unlawful association, and the police were given sweeping powers of search, seizure, and arrest. At the same time, the government limited the right of habeas corpus, (which ensures that detentions are lawful), the right to bail, and the right to a lawyer. Nearly 500 Quebecers were arrested and interrogated. Only two were convicted under the regulations imposed by the War Measures Act.

The October Crisis and the merits of the implementation of the War Measures Act had been debated since 1970. The Crisis did affect Canadian notions of security. The R.C.M.P. was criticized for failing to prevent the terrorist activities of the F.L.Q. As the result, the police service adopted more aggressive policies for potentially dangerous political groups, broadened their range of counter-subversion measures, and allowed more autonomy to local RCMP units. Between 1971 and 1973, units of the security service in Montreal engaged in extensive telephone tapping and break-ins without search warrants. In January 1973, the RCMP broke into the offices of the Parti Québécois to remove and copy the party's membership lists.

In the 1970s, the MacDonald Commission was established to investigate charges that the RCMP had abused its authority. The Commission suggested that the RCMP had indeed overstepped its authority. As the result of the Commission's findings, the Trudeau government created the Canadian Security Service in 1984, to take over matters of national security.

Activity One

This activity is to accompany Immigration of the Unit Five History 30 Curriculum Guide.

Incorporation the C.E.L.s

• Independent Learning
• Creative and Critical Thinking
• Personal & Social Values & Issues

Concept Application Lesson for: Social Change, Immigration, Racism, Societal Expectations, Accommodation, Assimilation, Consequences, and Policy.

The concept application activity allows students to identify the application of the various approaches of acculturation, to specific periods of Canadian history. Students have an opportunity to develop a set of principles that should govern relations among the peoples of Canada.

Knowledge Objectives

The student will:

• know that there exist a number of approaches to the process of acculturation and cultural change, including assimilation, accommodation, segregation, and annihilation;
• know that a set of assumptions surrounds each of the approaches to the process of acculturation and cultural change;
• know that at different periods in the history of Canada, different approaches have defined the relationship between different groups of people;
• know that consequences arise from the application of particular approaches to acculturation;
• know that within societies, there exists forces and attitudes that promote cultural assimilation and forces and attitudes that promote cultural distinctiveness; and,
• know that exists a debate within the Canadian community as to merits of promoting cultural distinctiveness and promoting national unity.

Skills Development

The student will:

• practise identifying the critical attributes of concepts and paradigms;
• practise identifying the assumptions that underlie a paradigm;
• practise using the critical attributes of concepts and paradigms as criteria to evaluate historic and contemporary situations;
• practise the skills associated with historical research including:
  • distinguishing between opinion and fact,
  • identifying relevant information that contributes to an understanding of the issue,
  • identifying relationships that influence the issue or contribute to a resolution of the issue, and
  • identifying the consequences of the issue.
• practise developing criteria for the purposes of evaluating actions.

Values Issues

The student will:

• discuss whether all groups, within a society, are entitled to have equal access and influence on the societal decision making processes;
• discuss whether it is the proper function of societal institutions to actively promote "commonalities" and a set of shared beliefs;
• discuss whether the majority group, within a society, should determine the form of the relationship with minority groups within that society?
• discuss whether new populations entering into a society are entitled to the same rights, services and opportunities, as the long-term resident populations?
• discuss the "form" of relationship best promotes the social cohesion and national unity:
  • assimilation?
  • accommodation?
  • segregation?

Outline of the Activity

Step One

Note that at the beginning of the 20th century, Canadians were not favourably inclined towards immigrants not from the British Isles.

• Discuss why Asian immigrants were treated differently than the immigrants from Eastern Europe.
• Focus a class discussion on contemporary attitudes towards non-European immigrants.

Review with the students the concept of acculturation and the four approaches to cultural change - annihilation, segregation, assimilation, and accommodation.

• Briefly identity and discuss the assumptions that surround each of the four approaches.

Have student groups identify what "form" of relationship existed during the following historical period/events in Canada's history:

• the relationship and attitudes that existed between English and French-speaking Canada at the time of Confederation;
• the relationship and attitudes that existed between the government and citizens of Canada and the Aboriginal peoples of the Northwest at the time of the purchase of Rupert's Land and the signing of the Treaties;
• the relationship and attitudes of resident Canadians towards the immigrants from Eastern Europe who settled on the Canadian prairies;
• the relationship and attitudes of resident Canadians towards immigrants from Asia;
• the relationship and attitudes of Canadians towards particular ethnic groups during the First World War; and,
• the relationship and attitudes of resident Canadians towards immigration during the inter-war period.

Have the student groups identify what "form" of relationship existed during each of the historic events/periods.

• Each group could identify the factors/influences that contributed to the particular relationship that evolved between the particular populations.

Have the students discuss whether each of the possible approaches to cultural change are present in contemporary Canadian society.

• Have students, using newspapers, magazines, and other media, to generate a number of issues that are influencing the relationships among the peoples of Canada.
• Have students identify contemporary conditions and influences that are affecting how groups within Canadian society are relating to each other.

Students should also address the issue of group rights and the well-being of the entire society.

• Should group priorities and needs take precedence over the national well-being?
• Should the national well-being take precedence over the priorities and agendas of particular groups within the society?

Discuss a number of contemporary issues that are affecting relations among groups within Canadian society. Are the particular issues a conflict over group rights and the expectations of the larger society?

Step Two

Have the class discuss which of the approaches should guide relations among peoples within a diverse society such as Canada.

• Students could prepare editorials or essays in support of one of the approaches that should govern relations within the Canadian community.
• Provide the students with the Student Information Sheet: The Citizen Forum and the Canadian Identity. The S.I.S. provides students with the generated list of principles that could guide relations among the peoples of Canada.

Students should use the S.I.S. as a reference in constructing a list of ten principles that should govern relationships among the peoples and regions of the nation.

• As part of their task would be to identify the responsibilities of individual Canadians and groups of Canadians, in the process of creating a Canadian community in which all citizens can feel they are full and equal members.
• Students could construct an analytical grid that lists the principle and the individual and group responsibilities that are necessary to realize the particular principle.
• Students may wish to add other principles, not found in the S.I.S. to their list of guiding principles.

Step Three

Have the class select a particular contemporary issue and see it the application of the said principles would work towards settling the issue.

• Are the actions and claims of the involved in the particular issue adhering to the said principles?
• Are the groups involved demonstrating a sense of responsibility towards the national well-being?

This information is to accompany Activity One of the Unit Five History 30

Student Information Sheet: Immigration and the Point System.

The Canadian government has established three broad categories of immigrants: independent immigrants, family immigrants, and refugees.

• In 1994, 48% of immigrants were categorized as independent immigrants. This category is composed of skilled workers or business immigrants. If the Canadian economy is in need of specific skilled workers, the government will permit immigrants with those specific skills to enter the nation. Business-class immigrants must demonstrate a willingness and the means to make a significant financial contribution to the Canadian economy. They can accomplish that by establishing a business, buying a business, or making investments that create at least one job outside their family.

• Both skilled workers and business immigrants are judged using a point system. Both groups are given the status of landed immigrants. After three years, barring criminal convictions, they are eligible to apply for Canadian citizenship.

Throughout the 1980s and early 1990s, family-class immigrants were the largest group entering the nation. The purpose of this category is to allow Canadian residents (both citizens and landed immigrants) to reunite their families by bringing their close relatives to Canada. Eligible relations include spouses, dependent children, parents, grandparents, and, in some instances, brothers and sisters, nephews and nieces, grandchildren, and others.

Family-class immigrants do not have to quality under the point system.

A refugee is a person who fears persecution in his or her home country. The persecution could be for reasons of race, religion, nationality, political opinion, etc. People can apply to become refugees either while in Canada or while living in another country. Typically, the number of refugees ranges from 24,000 to 32,000 each year.

Point System

The point scale is used to determine which people are allowed to immigrate. Independent immigrants need 70 points, and business-class immigrants need 25 points.

 

Factor	Points	Conditions
Education	up to 16	Based on number of years of education.
Specific job training	up to 18	Based on the number of years of training.
Employment experience	up to 8	No experience means automatic refusal.
Occupation	up to 10	Based on demand for skills in Canada.
Job offer	up to 10	Points given if immigrant has a job waiting.
Demographic factor	up to 8	During periods of high unemployment, the government will award fewer points here.
Age	up to 10	Those aged 21 to 44 receive 10 points. Two points are deducted for each year over or under.
Knowledge of English or French	up to 15
Personal stability	up to 10	Points awarded as a result of an interview with an immigration official.
Bonus for assistance from close relatives	5	Given if potential immigrant has a close relative who will help with move to Canada.

This information is to accompany Activity One of the Unit Five History 30 Activity Guide.

Student Information Sheet: The Citizen Forum and the Canadian Identity.

In the early 1990s, the federal government established the Citizens Forum, a special panel that travelled across the nation to solicit the attitudes and view of "typical" Canadians about the state of the nation. One outcome of the numerous public meetings was a statement of what it means to be a Canadian. A number of elements of that statement focused on relations among the peoples of Canada.

Among the core vales that emerged included:

• There should be equal treatment for all minorities, but group rights should not overshadow individual rights.

• The Aboriginal Peoples have not been treated fairly and that treatment should end.

• Quebec should receive the same treatment as the other provinces of Canada.

• There should be tolerance of the two major language groups and their culture.

• There should be acceptable of the aspirations of the different provinces and regions.

• There should be tolerance of new ethnic groups who want to sustain their own culture while attempting to attach themselves to Canada's values, institutions and traditional culture.

• Differences should be settled in a peaceful manner. Confrontation should be avoided when trying to solve problems.

• The nation's linguistic, regional, ethnic, and cultural diversity should be supported.

• The French language and culture is a major part of the nation's diversity and identity.

• The Aboriginal peoples are an important component of our diversity.

• Diversity has its limits. There should not be support for efforts to divide the nation.

• Canadians are willing to accept and welcome refugees.

• Canadians have not done enough to share and help other Canadians.

• There should be an effort to ensure that every Canadian is cared for through social services, health care and pensions.

• Canadians feel that it is important to protect the environment.

Activity Two

This activity is intended to accompany Multiculturalism of the Unit Five History 30 Curriculum Guide.

Incorporating the C.E.L.s

• Critical & Creative Thinking
• Personal & Social Values and Skills
• Independent Learning

Concept Development Lesson for: Dialectical evaluation, Criteria, Moral tests, Ethnic nationalism, National well-being, Government, Multiculturalism, Accommodation, National unity, and Consequences.

This activity provides students with an opportunity to investigate the issues arising from living in an increasingly culturally-diverse nation and the response of government to that diversity. Students will have an opportunity to approach the issue through the dialectical evaluation process.

Knowledge Objectives

The student will:

• know that there exists a significant challenge for a diverse society to balance the desire of groups to maintain and enhance their identity, and the need to promote a common set of values, beliefs and actions, that unite the national community;
• know that there exists a debate within the Canadian community, as to the role of government in responding to the increasing cultural diversity;
• know that there are societal consequences that result from pursuing policies of either accommodation or assimilation; and,
• know that successive Canadian governments support a policy of multiculturalism.

Skills Development

The student will:

• practise identifying the assumptions surrounding concepts and paradigms;
• practise identifying consequences as a means of evaluating policies and actions;
• practise the skills of dialectical evaluation:
  • defining relevant viewpoints within the information,
  • testing the viewpoints for factual accuracy,
  • testing the viewpoints for their morality,
  • evaluating the factual and moral testing, and
  • forming a conclusion about the issues.
• practise using the moral tests of:
  • role exchange,
  • universal consequences, and
  • new cases.

Values Issues

The student will:

• discuss whether it should be the role of government to promote/protect the interests of particular populations in the society?
• discuss whether government should promote particular beliefs, such as the belief in accommodating cultural diversity, among the populace?
• discuss the appropriate method for government to promote particular beliefs such as the belief in accommodating cultural diversity;
  • though public education?
  • through legislation?
  • through a combination of public education and legislative actions?
• discuss whether the agenda and interests of the majority take precedence over the agendas of minorities?
• discuss whether the agendas of minorities take precedence over the agenda of the majority?
• discuss whether there are any "moral principles" that should govern relations between groups within Canadian society?

Outline of the Activity

Step One

Have a class discussion on the challenges that are present to a society that is composed on many cultural and/or linguistic groups.

• Provide some historical and contemporary examples of how culturally-diverse nations have "coped" with the issue.

Note the re-emergence of ethnic nationalism in the last decades of the 20th century. Note that forms of ethnic nationalism have continually reappeared throughout history.

Discuss some of the characteristics commonly associated with ethnic nationalism. Those would include:

• the group's commitment to the larger state is in competition with the group's commitment towards its own well-being;
• the groups often develop organizations such as political parties, nationalist organizations, and in some cases, paramilitary and/or terrorist groups;
• the group's history helps to define the distinctiveness, the separateness of the group, the linguistic and cultural characteristics which define the group; and,
• the group perceives themselves as being unique from other population groups in the larger state and that they need some form of "special" status or rights to protect their unique identity.

You may wish to use a specific ethnic population to illustrate the above characteristics.

Step Two

Focus a discussion on the challenges facing the Canadian nation concerning national identity and unity.

• Note the geographic size of the nation and the dispersed population.
• Note that the existence of distinct regions and the evolving of regional identities and agendas, and their impact on national unity.

Discuss the diversity that exists within contemporary Canadian society.

• Remind students that our society has become increasingly diverse particularly since the Second World War.

Note that the diversity presents the nation with both opportunities and challenges.

• Have the students discuss how such diversity can present the Canadian nation with opportunities.
• Have the students discuss how such diversity can present the Canadian nation with challenges.

Present the students with the question of how diversity is impacting the nation and national unity.

Have the students generate a number of question and issues that surround the question. Possible suggestions could include:

• What are expectations of new immigrants to conform to existing Canadian norms and practices?
• To what degree should Canadian society adjust to meet the increasing diversity?
• Should there be a set of values, beliefs, and practices, that should be accepted by the general society? If so, what should they be?

Step Three

Discuss with the students the following principles which guide the federal government's policy of multiculturalism:

• support and assistance for cultural groups to overcome cultural barriers to full participation in Canadian society;
• promote the interaction among all cultural groups in the interest of national unity;
• assistance for cultural groups to maintain and develop their cultures; and,
• assist immigrants to acquire at least one of Canada's official languages.

Discuss some the arguments used to oppose the policy of multiculturalism, including:

• By promoting cultural distinctiveness, the state is making it more difficult for a diverse population to achieve a sense of national identity as Canadians.
• The well-being of the nation would be enhanced by placing stressing the importance of being Canadian and the Canadian national identity.
• Government should be in the business of seeking to unite the nation by promoting a common set of values and beliefs.

Discuss some the arguments used to support multiculturalism, including:

• the policy has made Canada a more tolerant society;
• that the nation's problems are not the result of its diversity, but are often the result of a failure to recognize that diversity as being necessary and normal; and,
• that ethnic strife rarely occurs when diversity is encouraged.

Focus a discussion on the role of government in responding to the reality of cultural and ethnic diversity. A number of questions could facilitate the discussion:

• Should government be in the business of promoting certain beliefs and practices to govern relations among groups within society?
• Should government be promoting certain values such as cultural accommodation?

Some argue that governments should not intervene and attempt to "force" society to accept certain values and beliefs.

• They argue that social change is realized when the societal beliefs and assumptions change, and that change is generally gradual and a response to new realities. If the society changes its beliefs, the change is accepted.
• They suggest that laws cannot change people's minds and beliefs. Indeed, government attempts to force change could cause some people to entrench their view and beliefs.

Others ague that government has to intervene a "speed up" the process of cultural accommodation.

• They argue that government has been instrumental in bringing about social changes that have benefited society. For example, the implementation of affirmative action programs have enabled minorities to more fully participate in society. Without such programs, business and industry would be slow to respond to providing minorities with such employment opportunities.

Step Four

Inform students that they will be engaged in a dialectical exercise focusing on the issue of multiculturalism.

• Specifically, the dialectical will focus on the role of government in responding to an increasingly diverse society.

Provide students with the Student Information Sheet: Dialectical Evaluation Model, and the Student Worksheet: Dialectical Evaluation Model. The students can use the models as a guide for their dialectical evaluation.

1. Have the students articulate a clear and concise statement of the issue being evaluated.
   e.g. The promoting of cultural distinctiveness, on the part of government, is seriously endangering the unity of the Canadian nation.

2. Have the class generate questions and issues that surround the linking of human rights and foreign policy.

   Basic questions/issues surrounding the issue of cultural diversity and nation unity could include:

   • Does the promotion of cultural diversity threaten national unity?
   • Should immigrants be expected to conform to a set of values and practices that are the existing societal norm?
   • Who is responsible for the protection of one's cultural identity?
   • What should be the response of the Canadian community to groups that do not wish to conform to existing societal norms?
   • Are significant populations, that are distinct from the "founding peoples," entitled to the same linguistic and education rights as francophones and Anglophone minorities?
   • Is it acceptable for governments to provide funding to cultural organizations?
   • Are there some "moral principles" that should govern relations among populations within the Canadian community?
   • Should the practices and values of the majority population supersede the practices and values of minorities?
   • What should be the role of education institutions concerning diversity and national unity?
   • What values/principles should guide the relationship between groups within the society?
   • What are the consequences of pursuing a policy of assimilation towards new members of the society?
   • What are the consequences of pursuing a policy of accommodation towards new members of the society?

3. Have the students select a number of key issues/questions that could be used in the dialectical evaluation.

   For the purpose of comparison, the class should construct a set of questions/issues that each viewpoint has to address.

   • What are the assumptions that underlie the claim of each viewpoint?
   • Are there examples in reality that support the particular sub-issue or claim?

4. Students will construct two opposing viewpoints surrounding the issue of cultural diversity and national unity.

   Viewpoint A
   The Canadian government should not engage in activities or programs that promote cultural diversity since such programs threaten the unity of the nation.

   Viewpoint B
   The Canadian government should engage in activities that promote cultural diversity since the an appreciation will foster better relations among the peoples of Canada and thereby, strengthen the unity of the nation.

5. It is necessary to establish a criteria that tests the evidence and claims that each viewpoint uses to support its premise.
   • Have the class establish a criteria that can be applied to both viewpoints on this issue.

   That criteria could include:

   • Evidence of the consequences of the particular claim being realized.
   • Evidence in reality that supports or refutes that particular claim.
   • Does each of the viewpoints respond directly to the particular sub-issue?
   • Are the hypotheses and claims used by each of the viewpoints based on reasonable assumptions and inferences?
   • Is the supporting evidence and arguments, consistent with assumptions that underlie the particular viewpoint.

6. Students now can proceed to state their tentative judgement for the particular viewpoint (value claim).
   • Remember, the statement should be a synthesis of the viewpoint's response to the sub-issues.

7. Students may wish to discuss the tentative judgements for each of the two viewpoints.

   Students could develop a criteria to evaluate each of the viewpoints.

   • There are several tests that could be applied to the viewpoints. Provide the students with the Student Information Sheet: The Concept of Moral Testing.

   Each of the tests focuses on the societal consequences of applying the particular tentative judgement. Those tests include the new case test, the role exchange test, and the universal consequences test.

   • The students could apply one or several of those tests and/or other tests, to evaluate the value judgements.
   • The students may find that the application of the tests may cause the students to have further justification for the particular judgment, or may the student to re-evaluate the particular judgement.

   Possible conclusions to the dialectical evaluation of the viewpoints could be:

   • the one viewpoint is clearly superior to the opposing viewpoint;
   • both viewpoints are valid or effective within specific situations or contexts; or,
   • that another viewpoint is superior to the two viewpoints that were evaluated.

This information is to accompany Activity Two of the Unit Five History 30 Activity Guide.

Student Information Sheet: Dialectical Evaluation Model.

1. Question: Identify the issue.
2. Viewpoint A (value claim) Indicate position or view on the issue.	2. Viewpoint B (value claim) Indicate position or view on the issue.
3. Supporting Evidence Facts, reasons, precedents, and logicalities are cited to defend the Viewpoint A. Use a common set of sub-value issues to compare Viewpoint A and Viewpoint B. Note that sub-issues are the major questions, and issues within the major issue being investigated.	3. Supporting Evidence Facts, reasons, precedents, and logicalities are cited to defend the Viewpoint A. Use a common set of sub-value issues to compare Viewpoint A and Viewpoint B. Note that sub-issues are the major questions, and issues within the major issue being investigated.
4. Factual Testing of Supporting Evidence Test the sub-issues claims against reality. Are there aspects of reality that contradict the claim?	4. Factual Testing of Supporting Evidence Test the sub-issue claims against reality. Are there aspects of reality that contradict the claim?
5. Tentative Judgements In light of the testing of the sub-issue claims for the Viewpoint A, you should now make a statement of your position on the major issue. The statement should be a synthesis of the sub-issue claims and contain the "big idea" of the viewpoint on the major issue.	5. Tentative Judgements In light of the testing of the sub-issue claims for the Viewpoint B, you should now make a statement of your position on the major issue. The statement should be a synthesis of the sub-issue claims and contain the "big idea" of the viewpoint on the major issue.
6. Testing the Viewpoint Judgments There exist a number of "tests" that could be applied to your tentative judgement. The tests largely focus on the consequences and outcomes of applying your tentative judgement of the major issue to real and/or possible situations. The tests include: New Case Test Apply your judgement to other similar situations. Role Exchange Test How would another person be affected by your tentative judgement? Universal Consequences Test What would be the consequences if everyone carried out the actions consistent with your tentative judgment?	6. Testing the Viewpoint Judgments There exist a number of "tests" that could be applied to your tentative judgement. The tests largely focus on the consequences and outcomes of applying your tentative judgement of the major issue to real and/or possible situations. The tests include: New Case Test Apply your judgement to other similar situations. Role Exchange Test How would another person be affected by your tentative judgement? Universal Consequences Test What would be the consequences if everyone carried out the actions consistent with your tentative judgment?
7. Conclusion Is one value claim superior to the other value claim? Are both value claims valid or effective in certain situations? Is there another value claim that it superior to the two studied?

This information is to accompany Activity Two of the Unit Five History 30 Activity Guide.

Student Worksheet Sheet: Dialectical Evaluation Model.

1. Question:
2. Viewpoint A (value claim)	2. Viewpoint B (claim)
3. Supporting Evidence	3. Supporting Evidence
4. Factual Testing of Supporting Evidence	4. Factual Testing of Supporting Evidence
5. Tentative Judgements	5. Tentative Judgements
6. Testing the Viewpoint Judgment	6. Testing the Viewpoint Judgment
7. Conclusion

Activity Three

This activity is intended to accompany Expenditures of the Unit Five History 30 Curriculum Guide.

Incorporating the C.E.L.s

• Critical and Creative Thinking
• Personal & Social Values and Issues
• Independent Learning

Concept Application Lesson for: Government, Economic Well-being, Exports, Trade, External Influence, Vulnerability, and Region.

This activity explores the historical and contemporary role of government in securing the economic well-being Canadian nation. Students will gain an awareness that external forces, the actions of other nations, will greatly influence the well-being of Canadians and that Canadian governments can exercise only limited influence over the actions and policies of other nations.

Knowledge Objectives

The student will:

• know that government has played a significant role in promoting both economic development and the economic well-being of Canadians;
• know that government plays a significant economic role, as employer and consumer, in the Canadian economy;
• know that the economic well-being of Canadians is greatly influenced by the availability of external markets for Canadian goods, resources and services;
• know that Canadian governments have limited influence over the actions of other governments; and,
• know that there exists strategies and measures that can possible reduce the vulnerability of the Canadian economy to the vagaries of the international marketplace.

Skills Development

The student will:

• practise the following analytical skills:
  • defining the main parts,
  • describing cause and effect relationships, and
  • describing how the parts of the whole are related to each other.
• practise synthesizing all the relevant parts into a meaningful whole;
• practise considering and using consequences as a test for evaluating logical arguments;
• practise the skills of dialectical thinking by:
  • making a value claim concerning the issue,
  • providing support for the value claim,
  • setting out counter-arguments to the first value claim, and,
  • coming to a dialectical conclusion.

Values Issues

The student will:

• discuss role of government in determining the economic well-being of individual Canadians and regions of the nation;
• discuss whether a nation should seek to "limit" the impact of the actions and policies of other nations on the economic well-being of its citizenry;
• discuss whether governments should support enterprises that are not competitive in the international marketplace; and,
• discuss whether a region's well-being should be primarily determined by the forces of the marketplace or influenced by the actions and policies of governments.

Outline of the Activity

Step One

Discuss how governments play a significant role in the well-being of individual citizens and regions of the nation.

• Provide some historical examples of government playing a critical role in developing the nation and securing the well-being of the citizenry.

Have students generate a list of services and programs, either operated or financed by government, that provide for the well-being of individual citizens and regions of the nation.

Have the students consider the following points regarding government and the economy:

• the number of public service employees and congregation of those employees in specific locations;
• the impact of taxation policies of government on business and economic activity;
• the resources of government to sustain and/or contribute to economic activity;
• government programs such as unemployment insurance, to assist the public during periods of economic recession; and,
• government programs to assist regions to develop their regional economies.

Assign student groups to investigate the role of government during specific historical periods.

• colonial period;
• expansion of the new nation from coast to coast;
• early decades of the twentieth century;
• period between the two world wars; and,
• the decades immediately following the Second World War.

Each group will have a number of tasks, including:

• identify the major challenges facing the society during the particular historical period;
• identify the major interest groups operating within the society;
• identify major actions and policies of the government;
• identify how government actions/policies reflected the influence of significant interest groups within the society; and,
• identify the consequences of the government activity.

Have students discuss the costs of such programs. How are they paid for?

• Discuss the relationship between the level of government revenues, and the "state" of the economy.

Step Two

Discuss the major factors that determine the well-being of the Canadian economy?

• What is the importance of the export trade to the well-being of the Canadian economy?
• What is the importance of the export trade to the well-being of the Prairie economy?

Note that although Canadian governments can significantly influence the economic well-being of Canadians, those governments exercise only limited control over the actions of other nations.

• Other nations can institute laws or policies that impede or restrict the entry of Canadian goods into their domestic markets.
• Have students generate other actions by foreign governments that can "harm" the economic well-being of Canadians.

Have the students discuss why and how Canadian government assist Canadian exporters. Note the following factors:

• transportation and communications infrastructures;
• taxation levels;
• tariffs and other restrictions on foreign competitors entering the domestic market;
• subsidies provided to particular economic sectors;
• promotion of Canadian products and goods in foreign markets; and,
• assistance to foreign purchasers such as the provision of credit to buy "Canadian."

Step Three

Provide students with the Student Information Sheet: Canada's Continued Economic Well-being.

• Have the students discuss and identify actions and policies that Canadians can take to reduce the nation's vulnerability to the vagaries of the international marketplace.

Have students engage in one of the following dialectic issues:

• The prosperity that most Canadians have enjoyed, during the last half of the twentieth century, would not have occurred without governments pursuing an "activist" and "interventionist" approach.
• The prosperity that most Canadians have enjoyed, during the last half of the twentieth century, would not have occurred without external markets being available for the sale of Canadian goods and resources.

Note: The following activities provide models of the dialectical evaluation process. The provided models are suggested models. Teachers will find it necessary to construct models that are appropriate for the instructional realities they encounter.

• Unit One: Activity Seven;
• Unit Two: Activity Four; and,
• Unit Three: Activity Nine.

This information is to accompany Activity Three of Unit Five History 30 Activity Guide.

Student Information Sheet: Canada's Continued Economic Well-being.

Canadians are faced with another fundamental issue:

• How are we to utilize our assets, natural resources, skills, and technology, to best secure an acceptable quality of life for Canadians in the future?

Canada is one of the leading export nations. Its economic well-being has largely depended on the export of primary resources and to a lesser extent, manufactured goods.

• The prosperity of the Canadian economy reflects, to a significant degree, the level of Canadian exports. In 1990, Canada ranked as the eight largest exporting nation in the world. The value of those exports was $131 billion U.S. Canada's share of the world's trade was 3.8%.
• It has been a consistent policy goal of Canadian foreign policy to seek a reduction in international trade barriers. From its inception, Canada was a enthusiastic supporter of G.A.T.T. Throughout Canada's history, Canadian governments have attempted on numerous occasions to secure access to the large U.S. market.

Such reliance on the exporting of produce and commodities opens the domestic economy to the actions and policies of other nations. The international protectionism which accompanied the Great Depression of the 1930s, demonstrated the negative impact of a curtailing of international trade on the Canadian economy. The last decades of the twentieth century have seen the creation of large trading blocs, such as N.A.F.T.A. and the European Community, presents the danger that such regional trading communities will attempt to protect their member's economies by restricting non-member imports.

The issue is whether this dependence can continue and if so, can it continue to bring prosperity to Canada? While it is difficult for one nation to control international events and the policies of other nations. However, there are a number of strategies Canadian industries and producers can institute which can reduce the vagaries of the international market.

1. Application of Technology and Research.

   The concept of "competitiveness" is commonly associated with the growing global economic integration. There are a number of strategies which can contribute to making Canadian products/services more competitive.

   • Spending/investing in research and development, on the part of government and private industry has to be increase.
   • Canadian firms and governments are lagging behind other major nations in research and development spending. Canadian industry does not invest in the training of skill workers to the degree that other industrially-developed nations invest. In terms of private sector spending among the G7 nations, Canada ranks 6th out of the G7 seven nations. (The G7 nations represent the largest and wealthiest industrialized nations of Europe, North America and Japan. Members include Britain, Germany, France, Italy, Canada, United States, and Japan.) Therefore, Canadian industry is less likely to make discoveries/innovations that will lead to new products and processes.
   • It is also necessary to have the skilled workforce to make use of new discoveries, innovations and processes.
2. Since Canada will likely remain a trading nation, it will be necessary to make our resource sector more sophisticated.
   • Canadians will have to combine our expertise in resource extraction, with technological innovations, to create the tools and analytical software which cannot be matched by competitors.
   • We have to develop higher, value-added, specialized products such as cut lumber and finished goods, rather than shipping out low-priced commodities.
   • The technologies which surrounds the resources we export is a knowledge-base which Canadians can high-value "export" to the world market.
   • The importance of such activities as farming and forestry have generated technological innovations and scientific advances.
   • Advances in such areas as animal and plant genetics have improved the "quality" of specific commodities which enhances opportunities for Canadian export sales.
   • Some aspects of that expertise and knowledge could be marketed at the international level.
   • Canadian products/resources can attain international customers by achieving/promoting a high level of quality in those exports. For example, Canadian durham wheat is preferred over domestically produced wheat by U.S. pasta producers due to its quality.

3. Diversification in terms of seeking non-traditional markets and the type of products/commodities traded can produce some benefits.
   • Diversification can reduce the vulnerability in relying one/several markets, particularly the American market. Such diversification could lessen the impact of U.S. domestic policy decisions on Canada's economic well-being.
   • Diversification of exports will diminish the economic impact of the cyclical nature of international markets.
   • The diversification of exports can occur within economic sectors. In the agriculture sector, there appears to be a reduction in the reliance on the exporting of wheat, and an increase in specialty crops such as canola.

4. Providing services and technological skills to contemporary challenges will create employment opportunities for Canadians.
   • The process of restoring/protecting the environment will cost trillions of dollars and will create thousands of jobs. The environmental challenge will create business opportunities at the international level. For example, Taiwan will have to spend $10 billion for water and solid waste disposal systems to curb its ocean pollution. The United States is now spending $70 billion annually on pollution control and clean-up.
   • The environmental crisis will serve as a catalyst for technological innovations.
     • Industry, Science & Technology Canada (I.S.T.C.) estimates that the Canadian environmental industry generated $7 billion in goods and services in 1988.
     • I.S.T.C. projected that the environment business sector will have annual growth rates of 20% to 40% throughout the 1990s.

   It is clear that the future well-being of Canadians and the management of our natural resources are interrelated. Both issues\challenges will have to be addressed.

5. Domestic policy changes can promote economic development.
   • Instituting fiscal policies that make it easier for Canadian companies to obtain financing from Canadian financial institutions.
   • Tax policies that reward companies and institutions for allocating funds for research and development.
   • Remove/reduce trade barriers among the provinces. Existing provincial barriers encourage small, inefficient factories and short, uneconomical production runs.

This information is to accompany Ideology of the Unit Five History 30 Curriculum Guide.

Student Information Sheet: The Rise of Neoconservatism and the Triumph of the Marketplace.

A number of political parties, throughout Western Europe and in North America, often labelled "neoconservatives," were to achieve political success in the 1980s. They were prepared to enact an agenda to translate their ideological beliefs into political action.

Their political success was, in part, related to changing international economic conditions. New international economic realities, emerged during the 1970s, were to lead to a questioning of the economic and political tenets that had guided the Canadian nation following the Second World War. The economic preponderance of the western industrialized societies, was being challenged by Japan, Taiwan, Korea and other Pacific rim nations. The goods they produced were being sold on the international market. Those nations possessed a number of advantages in terms of production costs.

The neoconservative political-economic paradigm challenged the concept of interventionist government and placed the blame for the West's economic woes largely on government and its past practices. It found a ready audience throughout the Western Europe and North America.

Tenets of the neoconservative paradigm address both economic activity and role of government.

• Government should restrict its activities to non-economic concerns such as national defence and the setting of national laws.
• The market place is the generator of economic activity and prosperity.
• Government intervention in the private sector, government taxation and the expansion of government activity, have made the Western economies inefficient.
• Governments could best help the economy by reducing taxes, control inflation and allow the private sector to adjust to changing economic conditions.

The world was increasingly becoming one large marketplace. Therefore, economic prosperity would best be achieved through global free trade. That would necessitate the elimination of trade barriers between nations. A global marketplace would allow resources, goods, services, and capital to move freely operate without national restrictions. All nations and enterprises, such as multinational corporations, should have access to world's resources and markets.

Throughout the Western world, the "new" mercantilism was championed by political parties labelled "neoconservative." In 1979, Britain's Margaret Thatcher launched her government on an extensive program of privatization and the "reduction" of government activities. The Reagan Administration, in the U.S., was also dedicated to privatization and de-regulation of the economy. Both governments championed the cause of international trade liberalization.

The Canadian political scene did not remain impervious to the political rise of neoconservatism. Within Canada, the drive towards a market-driven approach first emerged in Western Canada during the 1970s. The continued role as the economic hinterland to Central Canada, and the imposition of federal policies that appeared to favour Central Canada, fuelled Western resentment towards both Central Canada and the federal government. Western premiers called for a decentralization of the federal government direction of the national economy, and greater economic integration with the United States. The federal Progressive Conservatives embraced the vision of the western premiers.

The New Mercantilism: The Mulroney Era and "Limits" on Government

In 1984, the Progressive Conservatives, led by Brain Mulroney, were elected. They governed the nation for the next decade.

• The priorities were to make government "less-intrusive" and "free" the market-place and allow it to "regulate" itself.

Government controls hamper and restrict the private sector.

• Shortly after taking office, the Conservatives effectively removed the power of the Foreign Investment Review Agency. That agency had been established to block or regulate external takeovers of Canadian businesses.
• The National Energy Program was also dismantled. The price of oil would be determined by world markets and not the government of Canada.
• The Free Trade Agreement with the United States was also a form of deregulation in that protective tariffs between the two nations were removed. The market would determine patterns of investment and economic growth rather than government policies such as protective tariffs.

The public sector (government) had to be downsized because it had become too large and was crowding out the private sector.

• By 1993, the Mulroney government had reduced the size of the federal civil service from about 230,000 to about 220,000 employees. However, the overall federal budget continued to grow faster than the rate of inflation.
• In 1989, the Conservatives introduced measures to reduce the amount of federal transfer payments to the provinces.
• The reduction in federal contributions to medical care, higher education, and social assistance meant that the provinces had to assume a greater proportion of the costs to maintain to maintain the same level of services in said areas.

The private sector can more effectively operate tasks presently done by government.

• Between 1984 and 1989, the Mulroney government completely or partly privatized sixteen Crown corporations or other major federally controlled assets.

The Mulroney Government did not severely reduce the accumulated national debt nor the annual deficit.

• For the fiscal year 1993-1994, the Mulroney Government incurred a deficit of $45 billion.

This information is intended to accompany Ideology of the History 30 Unit Five Curriculum Guide.

Student Worksheet: Ideological Comparisons.

Activity Four

This activity is intended to accompany Privatization of the Unit Five History 30 Curriculum Guide.

Incorporating the C.E.L.s

• Independent Learning
• Critical & Creative Thinking
• Personal & Social Values & Skills
• Numeracy

Concept Application Lesson for: Imports, Exports, Protectionism, Free trade, Trading Blocs, Regions, Tariff, Deficit, and Surplus.

This concept application activity is intended to provide students with an awareness of the relationship between international trade and the standard of living experienced by most Canadians. The students will gain an understanding of a number of trade-related challenges and issues that are presently facing Canadians.

Knowledge Objectives

The student will:

• know that international trade has contributed to the high standard of living experienced by most Canadians;
• know that there exists competition among nations for both foreign markets and resources;
• know that successive Canadian governments have attempted to ensure that external policies do not endanger the economic well-being of Canadians;
• know that trade policies and actions can result in differing consequences for the different regions of the nation; and,
• know that changing international economic conditions require a response by Canadians.

Skills Development

The student will:

• practise making hypotheses based on reasonable assumptions and inferences;
• practise identifying cause and effect relationships;
• practise using an analytical grid to categorize and classify information for the purpose of analyzing the information;
• practise using consequences as a test for evaluating policies and decisions.

Values Issues

The student will:

• discuss whether the Free Trade Agreement meet the criteria that has guided Canadian external policies?
• discuss whether the consequences of the Free Trade Agreement has been beneficial for the economic well-being of all regions of the nation?
• discuss whether the Canadians will be able to respond to changing conditions in global trade?
• discuss whether future generations of Canadians will be able to enjoy the high standard of living enjoyed by past and present generations of Canadians?

Outline of the Activity

Step One

Discuss the importance of trade to the Canadian economy and well-being of Canadians.

Note the following points:

In order to buy imports, Canadians must export goods and services produced by Canadians. Exports provide the money to pay for imports.

Canada's economy depends on trade.

• About 25% of all the goods and services produced in Canada are exported.
• One job in five exists because of exports.
• Each year, Canadians import goods worth more than $160 billion.
• The value of our exports is even greater. In 1992, we exported goods worth over $158 billion and imported goods worth about $148 billion. Canada had a trade surplus for goods of about $10 billion.

Know that services include a wide variety of items such as banking, teaching, tourism, engineering, and medical care.

• In 1992, Canada experienced a $14 billion deficit in services. We imported more services than we exported.

Discuss what major categories of items Canadians import and export. Provide the students with the Student Information Sheet: Canada's leading Imports and Exports.

Step Two

Provide the students with the Student Information Sheet: Expanding World Trade, G.A.T.T. and Trade Liberalization.

Discuss the formation of trading blocs that have been occurring in recent decades. Why do nations form trading blocs?

• What are the advantages for manufacturers and consumers in the trading bloc?
• What are the disadvantages for manufactures and consumers within the trading bloc?
• What are the disadvantages for nations not included in the trading bloc?
• What might by the reaction of nations not included in the trading bloc?

Discuss with the students the points that made to support N.A.F.T.A. and the points that have been made to oppose N.A.F.T.A.

Provide students with a list of Canadians in different occupations, residing in different regions of the nation.

• Saskatchewan potash worker;
• Nova Scotia fisherman;
• Montreal shoe-factory worker;
• person wanted to buy a private yacht;
• owner of a large Canadian boat factory; and,
• factory worker in Ontario.

Have the students select those Canadians who would probably benefit and favour the Free Trade Agreement and those Canadians who would probably oppose the Agreement.

• The students are to indicate why they believe the particular Canadians favour or oppose the Agreement.

Students could investigate whether the assumption that certain regions would benefit from the Free Trade Agreement while other regions "suffered" because of the Agreement.

• Student groups could be assigned different regions of the nation to determine whether their particular region benefited from the Agreement.
• There should be class agreement on what regional indicators they should investigate.
• The students could construct an analytical grid that lists those indicators and the impact on the various regions of the nation.

Step Three

Discuss the importance of international trade to the high standard of living most Canadians have enjoyed in the past and today.

• To maintain that high standard of living in the future, Canadians will have to meet several trade-related challenges.

Discuss with the students how the world's economy has changed in the last 50 years.

• Provide several examples of changing economic conditions in international trade.
  • Forty years ago, the world price for oil was about $2 per barrel. Since then, the price as fluctuated as high as $40 per barrel. It is now in the $15-$25 range. Each of the fluctuations has resulted in the redirection of billions of dollars between nations.
  • Forty years ago, Japan was famous for the production of cheap, poorly made copies of American and European goods. Japanese products are now famous for their quality.

Have the students discuss the following issues/points concerning trade in the future.

• Can we maintain our traditional markets?
  • Canada has largely relied on the export of raw materials or the products of out natural resources. However, developing countries are now providing cheaper forest, mineral, and fish products to our traditional markets.
  • How can we maintain our traditional markets in the face of this new competition?

• Can we export more manufactured goods? Can we develop new products to create new markets?
  • Canadians have invented many products, including the telephone, snowmobile, zipper, snowblower, hydrofoil, and newsprint, that have greatly affected the world.
  • New products are possible is developers/researchers are provided with sufficient funding. That funding could come from both private corporations, universities and government.

• Can Canada take advantage of the new opportunities for increased trade in services?

• Should be decrease our trade reliance on the United States?
  • No two nations have ever had as much trade as Canada and the United States. This bilateral trade has contributed to the high standard of living in both nations.
  • However, that reliance does pose some dangers. The Canadian economy is greatly affected by downturns in the American economy and changing American government policies. Canadians have little control over economic and political decision making in the United States.

• Can Canada compete against the giant American companies and cheap labour in Mexico?

This information is to accompany Activity Four of the Unit Five History 30 Activity Guide.

Student Information Sheet: Canada's leading Imports and Exports.

Canada's New Imports (figures in millions of dollars), 1993

Canada's New Exports (figures in millions of dollars), 1993

Commodity	Exports	Imports	Net
Motor vehicles	35 626	16 483	19 143
Pulp and paper	14 195	1 553	12 642
Lumber products	11 501	2 768	8 733
Metals and metal ores	12 717	5 093	7 624
Petroleum, coal, and products	12 637	6 731	5 906
Natural gas	5 788	0	5 788
Grains and oil seeds	5 194	1 543	3 651
Live animals and meat	2 795	1 165	1 630
Fish	2 571	966	1 605
Aircraft and parts	4 024	2 819	1 205

This information is to accompany Activity Four of the Unit Five History 30 Activity Guide.

Student Information Sheet: Expanding World Trade, G.A.T.T. and Trade Liberalization.

Following the Second World War, 23 nations, including Canada, sought to avoid the type of protectionism that restricted trade and intensified the economic depression of the 1930s. To accomplish that goal, they established rules to govern and encourage trade among the member nations. The General Agreement on Tariffs and Trade was that set of rules. Since 1947, the Agreement has grown to include 120 nations.

G.A.T.T. has three major goals:

• to reduce tariff barriers through negotiations;

• to ensure that tariffs and other trade policies are applied equally to all member nations; and,

• to gradually reduce and eliminate non-tariff barriers, such as quotas.

In 1995, the General Agreement on Tariffs and Trade was expanded to include the World Trade Organization to administer G.A.T.T. and resolve trade disputes; the General Agreement on Trade in Services, to govern services; and Trade-Related Aspects of Intellectual Property Rights, to govern such things as trademarks, copyrights, and patents.

This information is to accompany Activity Four of the Unit Five History 30 Activity Guide.

Student Information Sheet: The North American Free Trade Agreement.

In recent decades, groups of nations have come together to form trade blocs. The members of those trading blocs are working to create a situation of free trade among those in the bloc.

Trade Blocs would include:

• European Union - composed of 12 countries with a combined population of 350 million. The value of trade among the members is over $9 trillion.

• North American Free Trade Agreement - composed of 3 countries with a combined population of 370 million. The value of trade among the members is $8.5 trillion.

• Association of Southeast Asian Nations - composed of 6 countries with a combined population of 341 million. The value of trade among the members is $400 billion.

• Common Market of the South - composed of 4 countries with a combined population of 200 million. The value of trade among the members is $640 billion. This organization came into effect in 1996.

In 1988, Canada and the United States signed a free-trade agreement. In 1993, the agreement was expanded to include Mexico in the North American Free Trade Agreement (N.A.F.T.A.). The agreements were preceded, in each country, with a debate as to the merits of the proposed agreements.

Those who supported the free trade agreements argued that tariffs merely serve to protect inefficient businesses from competition. This raises the cost of products to consumers. Only efficient businesses can survive under free trade, which keeps prices down for consumers.

• Canadian supporters argued that N.A.F.T.A will result in Canada replacing low-skilled jobs with high-skill jobs. Workers in low-paying, unskilled occupations are losing their jobs as these types of activities more to Mexico and parts of the United States. However, high-technology jobs demanding high-level skills are increasing in Canada.

• They argue that while some companies may move from Canada to areas where there are lower wages and production costs, such as Mexico, most Canadian companies will not leave because they will take into account other factors in Canada, such as high productivity, access to cheap power, an efficient transportation system, and a highly educated workforce.

• Under N.A.F.T.A., Canadian companies can now bid on contracts controlled by the American and Mexican governments. In the past, only companies with headquarters in these countries could bid on such contracts. Because the American government is so large and has so many contracts up for bid, Canadian companies should be able to obtain a sizable number of them.

• N.A.F.T.A. supporters also claim that the Agreement will help the environment because Mexico has committed itself to raising its environmental standards to the standards in Canada and the United States.

• N.A.F.T.A. supporters also claim that Canadian culture is not part of the Agreement and can still be protected. Similarly, they feel that the health-care system and our natural resources are still controlled by Canadians for Canadians.

There are many Canadians who oppose N.A.F.T.A. because they believe the Agreement has resulted in the movement of jobs from Canada to the United States and Mexico.

• They believe companies are moving from Canada in search of lower production costs. They seek areas where there are workers willing to work for lower wages, where the company does not have to finance such social services as health care and pensions.

• To compete effectively with cheap Mexican labour, Canada may have to lower wages, reduce its social benefits, and lower its environmental and workplace safety standards.

• Some fear that the United States and Mexico may claim that Canada's government support of health cares and other social programs are an unfair subsidy to business, and will demand that they be dismantled.

• The benefits of free trade are uneven throughout the nation. While export industries, mostly natural resources, are benefiting, domestic manufacturing industries are losing out. The benefits seem greatest in the parts of Canada that produce the things that American and Mexicans want, such as forest and mineral products. In the manufacturing industries, most of which are concentrated in southern Ontario and Quebec, many people have lost their jobs.

• Opponents claim that the Canadian government did not take strong enough steps to protect Canada's culture during negotiations.

N.A.F.T.A. came into effect in 1994. It is being phased in over a 10-year period.

This information is intended to accompany Expenditures of the Unit Five of the History 30 Curriculum Guide.

Student Information Sheet: The Constitution and the Amending Formula Challenge.

The British North America Act, Canada's first written constitution, proclaimed a newly independent Canadian nation in 1867. However, since it was created in the British House of Commons, it could only be amended by the British Parliament, not by the government of Canada.

As new provinces were created and added to Canada, the Canadian government was obliged to seek approval from the British Parliament before adding them. Without an amending formula, Canada could not even enlarge its territory without first asking permission of the British House of Commons.

The Balfour Report, adopted at the Imperial Conference in London in 1926, defined the dominions of the British Commonwealth, as "autonomous communities" whose status was equal to that of Great Britain and in no way subordinate. Canada and the other dominions now had increased control over their own affairs, including constitutional change. The Statute of Westminster (1931) recognized Canada's full independence from Great Britain and giving Canada full autonomy in foreign affairs and in passing its own legislation. However, the issue of transferring the Canada's constitution from the British parliament to Canada remained.

Between the late 1920s and 1981, there were ten constitutional conferences held over the issue of "patriating" the constitution and ending the need to ask the British Parliament to approve any amendments to the nation's constitution. However, the provinces and the federal government could not agree on a formula to amend the constitution.

The rise of the separatist movement in Quebec rekindled debate over the issue of constitutional reform. The 1980 Referendum acted as an catalyst for renewed attempts at constitutional reform. During the referendum campaign, federalists promised Quebecers that a renewed federalism would extend Quebec's control over social and economic programs. Quebec would be given recognition of its distinct character and the Quebec provincial government would be given sufficient constitutional powers to protect the province's the francophone culture, language and practices.

When Prime Minister Trudeau and the ten provincial premiers meet in 1980 to resolve the issue of patriation of the constitution and an amending formula, negotiations quickly reached an impasse. The provinces wanted an amending formula that required the agreement of all ten provinces to any constitutional changes. The separatist premier of Quebec, Rene Levesque, wanted Quebec to have a veto over any proposed constitutional changes that were unacceptable to Quebec. That demand was not supported by other premiers who resisted giving Quebec any "special status." The Prime Minister opposed a formula that required the agreement of all ten provinces before there could be any constitutional changes.

Failing to reach agreement with the provinces, the federal government announced that it would act alone to patriate the constitution, even though an amending formula had not yet been agreed on. The federal resolution to the British Parliament requested that:

• the constitution to be patriated or brought home to Canada;
• putting into effect the amending formula requested by the federal government; and,
• the entrenchment of a Charter of Rights and Freedoms.

There was considerable opposition to the actions of the federal government, particularly acting alone without the consent of the provinces or citizens of the provinces. A number of provinces questioned the legality of actions of the federal government and brought their opposition before the Supreme Court. The Court ruled that the federal government had the legal right to act alone, however, there existed a "convention" or tradition that required "substantial consent" from the provinces.

The federal government again attempted to obtain the consent of the provinces without delaying the patriation of the constitution. Discussions with the premiers in November of 1981 led to an accord or agreement. The accord did not provide any provinces with a veto over constitutional changes. The prime minister and nine of the premiers signed the accord. Quebec, denied the veto, refused to sign the accord.

In December of 1981, the Senate and the House of Commons approved the resolution. The Constitution Act, 1982 was then passed by the British Parliament. ON April 17, 1982, Quebec Elizabeth signed the proclamation than changed the B.N.A. Act to the Constitution Act, 1867.

Key provisions of the amending formula contained in the Constitution Act required that:

• future changes to the constitution required the consent of Parliament and seven provincial legislatures representing at least 50% of the nation's population;
• no single province could vet constitutional amendments;
• if provincial powers were reduced by a proposed amendment, the province could "opt out" of the amendment by having the provincial legislature passing an "opting out" resolution; and,
• if more than three provinces decide to opt out of an proposed amendment, the amendment will not be adopted.

Meech Lake Accord

The Meech Lake Accord was the nation's first attempt to amend its patriated constitution. The Accord was signed by Prime Minister Brian Mulroney and all the provincial premiers, including Quebec's Robert Bourassa, on June 3, 1987. Agreement was reached after lengthy negotiations. The Accord had to be ratified or approved by each of the provincial legislatures. The deadline for ratification was June 23, 1990. Without the approval of all ten provincial legislatures and the Parliament of Canada, the Accord would be void.

The major provisions of the Meech Lake Accord included:

• Each province would have a veto over constitutional changes in matters relating to - the Supreme Court, the Senate, the House of Commons, and the creation of new provinces.
• The province of Quebec would be recognized as a "distinct society."
• There would be recognition of the existence of a French-speaking community concentrated in Quebec and present in other provinces.
• There would be recognition of the existence of an English-speaking community concentrated outside of Quebec but also present within Quebec.
• Three of the nine Supreme Court judges would be appointed from Quebec.
• Senate reform would begin with a series of conferences that would attempt to resolve problems of who is appointed to the Senate, the method of making appointments. Until agreement could be achieved, the Prime Minister would appoint senators from a list of provincial nominees.
• Any province could "opt out" of or choose not to join certain new national programs. Such programs had to be based on provincial-federal cost sharing, and if the province offers a program that is similar to the nation one, it would receive federal funding.

The Accord was not ratified by all the provinces before the deadline of June 3. In the Manitoba legislature, a member of the Cree First Nation, Elijah Harper, stalled debate on the measure for almost two weeks. Harper and his supports objected to the Accord's failure to recognize the unique status of the Aboriginal peoples of Canada.

Canada's first attempt to amend it own constitution had failed. The failure to pass the Meech Lake Accord fuelled support for the separatist movement within Quebec.

Charlottetown Accord

Prime Minister Mulroney and the federal government initiated another attempt to gain constitutional reform. In the fall of 1990, the Prime Minister appointed Joe Clark as the nation's first Minister of Constitutional Affairs. Clark's assignment was to oversee constitutional negotiations with the provinces and other interested groups.

A special joint committee of the House of Commons and Senate held extensive public consultations across the nation. Following consultations, the federal government, provinces and representatives from territorial and Aboriginal groups agreed, on August 28, 1992, on terms embodied in the Charlottetown Accord.

Major provisions of the Accord focused on the issue of national unity and the nation's diversity.

• there would be a Canada Clause which was statement of fundamental values to be used to guide the courts in interpreting the Charter of Rights and Freedoms;

• there would be recognition of Quebec distinctiveness and its need to promote the French language, culture and civil law;

• the New Brunswick legislature and Parliament of Canada would entrench the principle of two linguistic communities in that province;

• a Social and Economic Union would be enforced through a stated common objectives shared by the provinces and federal government;

• the principles of equalization and regional development would be re-enforced by a clear commitment of the both the federal and provincial government to work together in developing all the regions of the nation;

• there would be a commitment by all governments to reduce internal trade barriers between the provinces and work together from a stronger economic union.

Quebec's concerns were responded to by the provisions that:

• guaranteed Quebec at least one quarter of the seats in the House of Commons;

• Quebec would be guaranteed three of the nine judges on the supreme court;

• a statement of Quebec distinctiveness and its need to promote the French language, culture and civil law.

Aboriginal concerns were responded to by the provisions that:

• stated that Aboriginal self-government would be a requirement for a reformed federal system;

• that Aboriginal and treaty rights would apply equally to men and women;

• promise by the federal government to clarify and address treaty rights;

• the rights of the Métis would be clarified as would be their relationship with the federal government; and,

• there would be four First Ministers' Conferences on Aboriginal constitutional matters.

Concerns about "improving" the workings of the federal system were responded to by provisions that:

• would make the Senate equal, elected and effective. Six senators would be elected from each province and one from each territory;

• additional seats would be added to the House of Commons to reflect representation by population;

• provinces would submit candidate names to fill positions on the Supreme Court, although the federal government would make the final decision;

• to encourage better federal-provincial relations, there would be annual conferences of First Ministers.

• federal compensation for any province not involved in a Canada-wide program;

• provinces would have more control over immigration;

• provinces would have control over culture within their provincial boundaries; and,

• provinces would have exclusive jurisdiction over forestry, mining, tourism, housing, recreation, and municipal and urban affairs.

Provisions that focused on the issue of the amending formula included:

• changes to the Supreme Court would require unanimous consent, while nomination and appointment changes would be based on the old formula requiring the consent of seven provinces containing at least 50% of the nation's total population;

• parliament would have the right to create new provinces after consultation with the existing provinces;

The federal government decided to put the measure to a vote in a national referendum. On October 26, 1992, the Canadian public had an opportunity to vote yes or no to the proposed Charlottetown Accord. The result of the referendum was 54% opposed to the Charlottetown Agreement, and 45.5% voting yes.

Canada's second attempt at amending its own constitution had failed, and the challenges of how best to amend the framework of the nation remained. Aboriginal peoples still sought self-government, Residents of Quebec still sought greater control over their affairs. Provinces still pressed the federal government for greater control in a number of jurisdictions.

This information to accompany Ideology of the History 30 Unit Five Curriculum Guide.

Student Information Sheet: A Canadian Economic Development Timeline.

1400s A.D. Europeans fish the Grand Banks.	Major European economic activity was the exploitation of the fishery. There was little contact with the Aboriginal populace, and the establishment of no permanent settlements. Major economic activities for European colonists included subsistence farming, fishing and the fur trade. The selection of the continent's resources to be exploited was determined by the demands of foreign markets, primarily, the markets of Europe. The fur traders depended on the expertise and cooperation of the First Nations peoples. British and French traders competed for the fur trade. There were a series of wars between the two nations and that global conflict spread to North America. Each European power enlisted First Nations allies in their wars. Large scale immigration from the British Isles, during the early decades of the nineteenth century, helps to create a more diversified economy for British North America. There is an increased demand to expand the amount of land available for agriculture. Large scale immigration from Europeans who settle on the Canadian prairies. A goal of the National Plan was to develop an agricultural-based economy on the Prairies. G.A.T.T. was created in an effort to reduce trade barriers between nations. The signing nations agreed to reduce their tariffs. By the mid-1980s, about 80% of Canada-U.S. trade was tariff-free.
1498 The arrival of European explorers
1608 Establishment of Quebec City
1670 Founding of the Hudson's Bay Company
1763 Britain takes control of virtually all of North America, with the Peace of Paris.
1780s The American Revolution creates a new economic rival to the colonies of British North America.
1800s The Corn Laws provide a protected market for the agricultural and forestry products of British North America.
1846 The Corn Laws and Navigation Acts were repealed by Britain. The colonies lose their once protected markets within the Empire.
1854 The colonies enter into a reciprocity agreement with the United States.
1866 U.S. terminates its reciprocity agreement with British North America.
1867 Confederation. A priority of the first federal government is to create a domestic economy to compensate for the cancellation of the reciprocity agreement with the U.S.
1867 The nation's first government purchases Rupert's Land from the Hudson's Bay Company. The resident population of the region were not consulted during negotiations that made them citizens of the new Canadian nation.	Relations between British North America and the United States were strained during the American Civil War. The U.S. had purchased Alaska from Russia in 1867. That heightened fears that a flood of American settlers into the sparsely-populated Rupert's Land, would lead to American annexation of the region. The goals of the National Policy called for a system of high tariffs to protect Canadian companies from foreign competition, and the creation of a domestic economy. The C.P.R. was to provide the link that created a national economy. The promise to construct a transcontinental railway was used to convince British Columbia into joining Canada. Bennett's New Deal included proposals for a minimum wage, maximum work week, insurance against sickness, industrial accidents, and unemployment, and improved old age pension scheme, etc. Canadian participation in the Second World War led to a transformation of the national economy from the production of consumer goods to the production of the materials needed for war. The Marsh Report called for government to play an significant role in ensuring the well-being of the citizenry. It called for government to institute social insurance programs from sickness, old age, and unemployment.
1878 Macdonald campaigns on the National Policy which calls for high protective tariffs to protect the small Canadian industries from American competitors.
1880 Contract awarded to begin construction of the Canadian Pacific Railway Company. By 1882, the railway reached Winnipeg.
1885 The Canadian Pacific Railway is completed on November 7, 1885.
1900's Large scale immigration of Europeans to the Prairies.
1922 United States becomes Canada's largest source of investment and capital.
1929 Great Depression begins.
1935 Prime Minister Bennett announces his version of the "New Deal."
1939 Canada declares war on Germany.
1943 Marsh Report issues.
1946 General Agreement on Tariffs and Trade is signed.
1947 Significant deposits of oil is found at Leduc, Alberta.	The discovery of oil and the development of the petroleum industry has generated considerable wealth for Alberta. Alberta became a "have" province.
1950s Canada experiences economic prosperity.	During the 1950s, Canada's gross national product doubled Considerable American capital help to finance developments in both the development of natural resources and manufacturing.
1954 Construction of the St. Lawrence Seaway begins.	The St. Lawrence Seaway provided advantages for both the United States and Canada. It would permit large ocean-going ships o travel the Great Lakes and transport the products of North America to international markets.
1959 Cancellation of the Avro Arrow	The cancellation of the Avro Arrow devastated the Canadian aviation industry.
1965 Auto Pact between Canada and the United States.	The Auto Pact reduced tariffs between the two nations. The Pact helped to expand the auto manufacturing in Canada.
1967 Watkins Report is issued.	The Watkins Report raises concern over the degree of U.S. ownership of Canadian industries.
1975 The federal Liberal government creates the Foreign Investment Review Agency (FIRA).	F.I.R.A. was created in response of Canadian nationalists who were concerned over the level of foreign ownership of Canadian industries.
1980 The federal Liberals establish the National Energy Program.	The N.E.P. raises considerable opposition in Western Canada. Federal Liberal support on the Prairies declines.
1980s Japan becomes Canada's second largest trading partner.	Japan and other Pacific nations become major trading nations and economic competitors.
1985 Canadian auto workers leave the United Auto Workers and form a Canadian union.
1985 The Mulroney government announces that it planned to negotiate a free trade agreement with the United States.	By the 1980s, 80 percent of Canada's exports went to the United States, and two million jobs in Canada were tied to that export trade.
1987 Free trade agreement between Canada and the United States is signed.	The Free Trade Agreement was to come into effect on January 1, 1989.
1993 The North American Free Trade Agreement is concluded.	Canada, the United States and Mexico create the world's largest free trade region.