| Big Ideas |
The survival of a language and its related cultures requires the involvement of multiple stakeholders in the community. |
Francophone History and Culture 11 |
No CCG |
|
| Big Ideas |
Social/collective identity is influenced by language and constantly changes over time. |
Francophone History and Culture 11 |
No CCG |
|
| Big Ideas |
The physical environment influences the nature of demographic, geopolitical, and social change. |
Francophone History and Culture 11 |
No CCG |
|
| Content |
self-determination of Francophone nations |
Francophone History and Culture 11 |
No CCG |
| Keyword: self-determination of Francophone nations |
Elaboration: Sample topics:comparison of two independence movements (in two different regions)founding of the province of Manitobaaspirations of the Francophone population when British Columbia entered the Canadian Confederation (1871)Québec’s policies of energy self-sufficiencyprovincial institutions of Québechistory of French colonization in Africa, Asia,the Caribbean, Oceania, and the Middle Eastmethods and means of decolonization and revolutionindependence and decolonization movements in specific countries (e.g., Haiti, Vietnam, Laos, Cambodia, Algeria, Benin, Ivory Coast, Mali, Madagascar, Mauritania, Niger, Senegal, Tunisia) |
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| Content |
linguistic rights and discriminatory policies in Canada |
Francophone History and Culture 11 |
No CCG |
| Keyword: linguistic rights and discriminatory policies in Canada |
Elaboration: Sample topics:deportation of the Acadians (the Great Expulsion)Durham Report (1839)Official Languages Act (1969)Section 23 of the Canadian Charter of Rights andFreedoms (1982)the right to French-language education in Canada:Laurier-Greenway Compromise (MB)Regulation 17 (ON)Mahé decision (AB)Québec immigration laws, regulations, and policiesdevelopment of French immersion (1965)Québec’s Bill 101 (1977)founding of Canadian Parents for French (1977) and the Alliance for the Preservation of English in Canada (1977)economic segregation of French Canadians before the Quiet Revolutionslavery in French colonies in the Americas (e.g., Louisiana, Haiti, the story of Marie-Josèphe Angélique)significant legal cases:Arsenault-Cameron (PEI, 1995-2000)Mercure (SK, 1980-88)Mahé (AB, 1990)Doucet-Boudreau (NS, 2004)École Anne-Hébert (BC, 2005-15)Conseil scolaire francophone de la Colombie-Britannique (BC, 2006-present)important demands:Maillardville Francophone school strike (BC, 1951)Université de Moncton student strike (NB, 1968)Piquette case (AB, 1987)SOS Montfort (ON, 1997)access to education and the 2005 and 2012 student strikes (PQ) |
|
| Content |
cultural and social development and social movements |
Francophone History and Culture 11 |
No CCG |
| Keyword: cultural and social development and social movements |
Elaboration: Sample topics:Canadian content in media (CRTC)national institutions (e.g., Telefilm Canada, Radio-Canada, National Film Board)role of poetry and song (“Notre place,” Speak White, Mommy, “Un Canadien errant”)emergence of strong documentary filmmaking community (e.g., On est au coton, Pour la suite du monde, Pea soup, À Saint-Henri le cinq septembre, Crac, L’empreinte francophone)role of artists and other cultural actors during the Quiet Revolution and in the 1976 election of the Parti Québécois (e.g., Félix Leclerc, “C’est le début d’un temps nouveau”)local Francophone media (e.g., community radio, newspapers)Francophone theatre (e.g., L’homme invisible; Sex, lies et les franco-manitobains; Fort Mac; Rearview) |
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| Content |
local, regional, and national co-operation and conflicts between different groups, including First Peoples |
Francophone History and Culture 11 |
No CCG |
| Keyword: local, regional, and national co-operation and conflicts between different groups, including First Peoples |
Elaboration: Sample topics:influence of First Peoples on migratory movements by French Canadiansalliance with the Algonquian peoplesdeportation of the Acadians (1755)origins of the Metis NationPatriots’ War (1837-38) (Lower Canada Rebellion)Red River Rebellion (1869-70) (Louis Riel and the founding of Manitoba)Battle of Batoche (1885) (Gabriel Dumont and Louis Riel)creation of the Crédit foncier franco-canadien in Vancouver (1913)establishment of Fédération des caisses populaires in the westconscription crises in the two World Warsfounding of the Royal 22e RégimentFrancophone alliances outside the province of Québec (e.g., Fédération des francophones de la Colombie-Britannique, Conseil jeunesse francophone de la Colombie-Britannique)Coopérative d’aménagements régionaux et de développements agricole in Alberta (1950-82)Royal Commission on Bilingualism and Biculturalism (1963-68)October Crisis (1970)creation of the Fédération des communautés francophones et acadienne du Canada (1975)Québec independence referendums (1980 and 1995)Trans Québec federal pipeline projects (e.g., Energy East)national cultural exchange programs (e.g., Explore, Odyssey, Destination Clic, Encounters with Canada, THEN/HiER, Katimavik)Oka crisis (1990)influence of Aboriginal cultures on the development of French-Canadian culture (e.g., maple syrup production, snowshoeing, canoeing) |
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| Content |
interaction of Francophone populations with their environment |
Francophone History and Culture 11 |
No CCG |
| Keyword: interaction of Francophone populations with their environment |
Elaboration: Sample topics:French toponyms in B.C.the fur trade and political influencesinfluence of First Peoples on migratory movements by French Canadians (e.g., North West Company)B.C. gold rushes (1858-65)role of Francophone populations in the logging industryinflux of Francophones in the western territories, and the policies encouraging itmass exodus to the United States (1840-1930)increased immigration from Francophone Africa and Haiti (from 2000 to the present)hydroelectric development in Québec |
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| Content |
various characteristics of Francophone communities in Canada |
Francophone History and Culture 11 |
No CCG |
| Keyword: various characteristics of Francophone communities in Canada |
Elaboration: Sample topics:Francophone communities in Canada:Maillardville, British ColumbiaSt-Isidore, AlbertaPrud’homme, SaskatchewanSt. Boniface, ManitobaPenetanguishene, OntarioShawinigan, QuébecChéticamp, Nova ScotiaPointe-de-l’Église, Nova ScotiaSouris, Prince Edward IslandLa Grand’Terre, Newfoundland and Labradortraditions (e.g., cuisine, arts, music)festivals:Festival du BoisCarnaval de St-IsidoreFête fransaskoiseFestival du VoyageurTintamarredialects and accents:chiacjoualmétchifwestern accentsartslocal Francophone cultural centres |
|
| Content |
building Francophone identity in Canada |
Francophone History and Culture 11 |
No CCG |
| Keyword: building Francophone identity in Canada |
Elaboration: Sample topics:role of the Catholic Church in the establishment of communitiesstudent demonstrations at Université de Moncton (1968-69) and revitalization of the Acadian identityOfficial Languages Act (1969) and its impacts and evolutiondevelopment of a Québec identity, and the transition from a French-Canadian identity to various provincial Francophone identities in the aftermath of the Quiet Revolutioncreation of visual provincial identities (e.g., Francophone flags in the 1970s)influence of the Québec state (e.g., control of the media and education) in promoting a Québec identity at the expense of a French-Canadian one from the Quiet Revolution to the presentdevelopment of a bilingual identity from 2000 to the presentthe Civil Code and how it differs from the legal system in the rest of Canadacontribution of immigration waves to French-Canadian culture (e.g., traditional dance, music, and cuisine)involvement of Francophones in the federal government (e.g., Louis H. La Fontaine, Wilfrid Laurier, Louis St-Laurent, Pierre Elliott Trudeau, Jean Chrétien, Jacques Hébert) |
|
| Curricular Competency |
Make reasoned ethical judgments about actions in the past and present, and determine appropriate ways to remember and respond (ethical judgment) |
Francophone History and Culture 11 |
No CCG |
| Keyword: Make reasoned ethical judgments about actions in the past and present, and determine appropriate ways to remember and respond |
Elaboration: Key questions:What is the difference between implicit and explicit values?Why should we consider the historical, political, and social context when making ethical judgments?Should people of today have any responsibility for actions taken in the past?Can people of the past be celebrated for great achievements if they have also done things considered unethical today? Sample activities:Assess the responsibility of historical figures for an important event. Assess how much responsibility should be assigned to different people, and evaluate whether their actions were justified given the historical context.Examine various media sources on a topic and assess how much of the language contains implicit and explicit moral judgments. |
|
| Curricular Competency |
Infer and explain different perspectives on past or present people, places, issues, or events by considering prevailing norms, values, worldviews, and beliefs (perspective) |
Francophone History and Culture 11 |
No CCG |
| Keyword: Infer and explain different perspectives on past or present people, places, issues, or events by considering prevailing norms, values, worldviews, and beliefs |
Elaboration: Key questions:What sources of information can people today use to try to understand what people in different times and places believed?How much can we generalize about values and beliefs in a given society or time period?Is it fair to judge people of the past using modern values?Sample activity:Explain how the beliefs of people on different sides of the same issue influence their opinions. |
|
| Curricular Competency |
Assess how prevailing conditions and the actions of individuals or groups influence events, decisions, or developments (cause and consequence) |
Francophone History and Culture 11 |
No CCG |
| Keyword: Assess how prevailing conditions and the actions of individuals or groups influence events, decisions, or developments |
Elaboration: Key questions:What is the role of chance in particular events, decisions, or developments?Are there events with positive long-term consequences but negative short-term consequences, or vice versa?Sample activities:Assess whether the results of a particular action were intended or unintended consequences.Evaluate the most important causes or consequences of various events, decisions, or developments. |
|
| Curricular Competency |
Compare and contrast continuities and changes for different groups in Francophone Canada (continuity and change) |
Francophone History and Culture 11 |
No CCG |
| Keyword: Compare and contrast continuities and changes for different groups in Francophone Canada |
Elaboration: Key questions:What factors lead to changes or continuities affecting groups of people differently?How do gradual processes and more sudden rates of change affect people living through them? Which method of change has more of an effect on society?How are periods of change or continuity perceived by the people living through them? How does this compare to how they are perceived after the fact?Sample activity:Compare how different groups benefited or suffered as a result of a particular change. |
|
| Curricular Competency |
Assess the justification for competing accounts after investigating points of contention, reliability of sources, and adequacy of evidence, including data (evidence) |
Francophone History and Culture 11 |
No CCG |
| Keyword: Assess the justification for competing accounts after investigating points of contention, reliability of sources, and adequacy of evidence, including data |
Elaboration: Key questions:What criteria should be used to assess the reliability of a source?How much evidence is sufficient in order to support a conclusion?How much about various people, places, events, and developments can be known and how much is unknowable?Sample activities:Compare and contrast multiple accounts of the same event and evaluate their usefulness as historical sources.Examine what sources are available and what sources are missing, and evaluate how the available evidence shapes your perspective on the people, places, events, and developments studied. |
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