SOCIAL 20: Related Issue 1 Student Package
PRE-TEST:
1.
Who is the Prime Minister of Canada?
2. What is Canada’s capital city?
3. What political party does the PM represent?
4. What are the four major political parties within Parliament?
5. Who is the Governor General of Canada?
6. Where is the Governor General from?
7. In what year was Canada born (Confederation)?
8. What date is Canada’s birthday?
9. Who is Canada’s first Prime Minister?
10. Identify the first four provinces of Confederation.
11. In what year was the present Canadian flag introduced?
12. What is Canada’s national sport?
13. What are Canada’s two official languages?
14. What are three symbols of Canada?
15. Who appears on all Canadian coins?
16. In what three Canadian cities have the Olympics been held?
17. In what year did WWI begin?
18. In what year did WWI end?
19. In what year did WWII begin?
20. Identify three cultural groups within Canada.
Text pg. 22: “The View from Here”
Read the different views of ‘nationalism’ as a concept. Consider what is included in
and - omitted from – each person’s definition.
Answer in two well-defended paragraphs (using quotations from each speaker, and
an explanation outlining your understanding of what the quotations mean):
What do each of the three sources communicate about the meaning of ‘nation’?
AND
Considering the three sources, what do you think the definition of ‘nation’ should be?
(Slides 11, 12; text pg. 24)
James Baldwin
“I love America more than any other country in this world: and exactly for this
reason, I insist on the right to criticize her perpetually.”
-
James Baldwin
Answer in a thoroughly-defended paragraph (Assignment type III):
Should governments encourage criticism, or is it detrimental to the peace of the country
itself?
OR
What is the highest expression of patriotism? Is it necessary to support everything your
nation does?
(Slide 28; text pgs 23-29)
10 Understandings of “Nation”
We have looked at ten different understandings of ‘nation’. Determine all ten, state a brief
explanation/summary for each, and give an example for each.
Mustafa Kemal Ataturk
biography
SYNOPSIS
Mustafa Kemal Ataturk was born in 1881 in the former Ottoman Empire.
As a young man he was involved with the Young Turks, a revolutionary
group that deposed the sultan in 1909. Ataturk led the Turkish War of
Independence and signed the Treaty of Lausanne in 1923, which made
Turkey a republic. He was elected its first president and ushered in reforms that modernized Turkey. He
died in 1938.
QUICK FACTS
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NAME: Mustafa Kemal Ataturk
OCCUPATION: World Leader
BIRTH DATE:March 12, 1881
DEATH DATE:November 10,
1938
PLACE OF BIRTH:
Thessalonika, Greece
PLACE OF DEATH: Istanbul,
Turkey
EARLY LIFE
Mustafa Kemal Ataturk was born simply "Mustafa" on March 12, 1881, in
Salonika, in what was then the Ottoman Empire (his birthplace is now
known as Thessalonika, in modern-day Greece). When he was 12 years
old, Mustafa was sent to the military academy in Istanbul. There, his
mathematics teacher gave him the name Kemal—meaning "perfection"—
because he excelled in academics. He graduated in 1905.
ORIGINALLY: Mustafa
AKA: Mustafa Kemal
AKA: Mustafa Kemal Ataturk
MILITARY CAREER
NICKNAME: "Father of Turkey"
NICKNAME: "Father of the
Turks"
BEST KNOWN FOR
Mustafa Kemal Ataturk was a
revolutionary who helped establish
the Republic of Turkey. He was
Turkey's first president, and his
reforms modernized the country.
As a young man, Mustafa Kemal became a member of the Young Turks, a
revolutionary movement of intellectuals. He participated in the Young
Turk Revolution of July 1908, which successfully deposed Sultan
Abdülhamid II. From 1909 to 1918, Mustafa Kemal held a number of
posts in the Ottoman army. He fought against Italy in the Balkan Wars
from 1911 to 1912, and in the second Balkan War he became chief of staff
before being posted at the Turkish embassy in Bulgaria. He made a name
for himself as the commander of the 19th Division, where his bravery and
strategic prowess helped thwart the Allied invasion of the Dardanelles in
1915, and received repeated promotions until the Armistice of Mudros
ended the fighting in 1918.
Although the battles had ended, the treaty gave the Allies the right to occupy forts that controlled major
waterways, as well as any territory that might pose a threat to security. In 1919, Ataturk organized
resistance to these forces, and when the Treaty of Sèvres was signed at the end of World War I, divvying
up the Ottoman Empire, Mustafa Kemal demanded complete independence for Turkey. The Great
National Assembly—the new Turkish parliament—engaged in a series of battles with Greek and
Armenian forces until Mustafa signed the Treaty of Lausanne on October 29, 1923. This established the
Republic of Turkey, and Mustafa Kemal became the country’s first president.
PRESIDENCY
Mustafa Kemal's first order of business was to modernize and secularize the country, which he did by
studying Western governments and adapting their structure for the people of Turkey. He believed that
modernization necessarily entailed Westernization, and he established a policy of state secularism, with a
constitution that separated the government from religion.
Social and economic reforms were a crucial part of his strategy as well. He replaced the Arabic alphabet
with a Latin one, introduced the Gregorian calendar and urged people to dress in Western clothes.
Mustafa industrialized the nation, establishing state-owned factories around the country as well as a
railway network. And a multitude of new laws established legal equality between the sexes.
Mustafa removed women’s veiling laws and gave women the right to vote.
Although he believed he was advancing the country, not all of Mustafa Kemal’s reforms were warmly
received. His policy of state secularism was particularly controversial, and he was accused of decimating
important cultural traditions.
PERSONAL LIFE
Mustafa Kemal was married briefly from 1923 to 1925, and although he never fathered children, he
adopted 12 daughters and one son. In 1935 he introduced surnames in Turkey, and he took the last name
Ataturk, which means "Father of the Turks." He died on November 10, 1938, from cirrhosis of the liver.
How to Cite this Page:
Mustafa Kemal Ataturk
APA Style:
Mustafa Kemal Ataturk. (2013). The Biography Channel website. Retrieved 06:02, Jan 25, 2013, from
http://www.biography.com/people/mustafa-kemal-ataturk-20968109.
Harvard Style:
Mustafa Kemal Ataturk. [Internet]. 2013. The Biography Channel website. Available from: http://www.biography.com/people/mustafakemal-ataturk-20968109 [Accessed 25 Jan 2013].
MLA Style
"Mustafa Kemal Ataturk." 2013. The Biography Channel website. Jan 25 2013, 06:02 http://www.biography.com/people/mustafa-kemalataturk-20968109.
MHRA Style
"Mustafa Kemal Ataturk," The Biography Channel website, 2013, http://www.biography.com/people/mustafa-kemal-ataturk-20968109
[accessed Jan 25, 2013].
Chicago Style
"Mustafa Kemal Ataturk," The Biography Channel website, http://www.biography.com/people/mustafa-kemal-ataturk-20968109 (accessed
Jan 25, 2013).
CBE/CSE Style
Mustafa Kemal Ataturk [Internet]. The Biography Channel website; 2013 [cited 2013 Jan 25] Available from:
http://www.biography.com/people/mustafa-kemal-ataturk-20968109.
Bluebook Style
Mustafa Kemal Ataturk, http://www.biography.com/people/mustafa-kemal-ataturk-20968109 (last visited Jan 25, 2013).
AMA Style
Mustafa Kemal Ataturk. The Biography Channel website. 2013. Available at: http://www.biography.com/people/mustafa-kemal-ataturk20968109. Accessed Jan 25, 2013.
http://www.biography.com/people/mustafa-kemal-ataturk-20968109
History Day 2009: Atatürk Biography (YouTube):
Pros and Cons of his Methodology
Pros
Cons
(Slide 39; text pg. 33)
-
Read mini biography
Make pros/cons chart of Ataturk: History Day 2009 clip
Read page 33 in your text. Respond to questions 1-3; this should take at least 2/3 of a
page.
The French Revolution: A Documentary (40 marks)
*Please answer the following questions to the best of your ability. The questions are in order from
the beginning of the documentary. These questions will be reviewed in class for marks.
1.
What is the Chateau of Versailles? Where is Versailles located? What was the reason for
the Chateau being placed there? (3 marks)
2. How is Prince Louis Capet (the future Louis XVI) described? (1 mark)
3. What does Louis XVI’s marriage to Marie Antoinette represent? How is Marie Antoinette
described? (2 marks)
4. What did France’s large population growth in the 17th century do to the situation of the
French people? (1 mark)
5. How does Louis XVI react when he’s made king? (1 mark)
6. What is the Age of Enlightenment? (2 marks)
7. Why would France give so much money to the Americans to fight their War of
Independence if it meant bankrupting themselves? (1 mark)
8. Why is Marie Antoinette given the nickname “Madame Deficit”? (1 mark)
9. Why is flour to the French people the essence of life itself? What happens to the cost of
flour? How does this affect the French commoners? (3 marks)
10. What is the third estate? What percentage of the French people make up this estate? (2
marks)
11. Who is Maximilien Robespierre? What is he famous for? What was his nickname? (3
marks)
12. Why did the French commoners storm The Bastille? (2 marks)
13. What is in the Declaration of the Rights of Man? Who created it? (2 marks)
14. Who is John-Paul Marat? Why is he so important to the French Revolution? (2 marks)
15. What happens on October 5, 1789? (2 marks)
16. What is the guillotine? What nickname did it earn? Why was it the preferred method of
execution during the French Revolution? (3 marks)
17. What happens in Paris once the Austrians and Prussians take Verdun? How is this viewed
by other countries like Britain? (2 marks)
18. Who is Charlotte Corday? Why did she do what she did? (2 marks)
19. Did the death of Marat kill his image? Explain. (2 marks)
20. How did Marie Antoinette look years later since the beginning of the revolution just
before her death? Why was she executed? (3 marks)
(Slides 52-53; text pg. 46)
Voltaire
Voltaire said “in general, the art of government consists in taking as much money as
possible from one class of citizens to give to another.”
He also said, “Man is free at the moment he wishes to be.”
He was also thrown into prison (the Bastille) twice for insulting aristocrats…
Respond with at least 10 points of defense (not necessarily a paragraph):
What does Voltaire’s first quote mean? Could it still apply to government today? How is it
ironic?
OR
Why might Voltaire’s second statement have angered the aristocrats? How might it helped
to inspire French nationalism?
Jacques-Louis David: Painter, Propagandist – or Both?
(Supplementary slides; text pg. 56)
Role of Individuals
Look at the two paintings The Death of Marat and Napoleon Crossing the Alps. How could
each painting promote nationalism? How could each act as propaganda? (David also
painted The Tennis Court Oath on pg. 47).
Write at least ten points describing how Jacques-Louis David contributed to French
nationalism (and reflected patriotism). Use those ten points to respond in paragraph form
(Assignment type II).
What do each of the three paintings communicate about the role of individuals in
promoting nationalism?
“Let Them Eat Cake” (20 marks)
A Summary
“Let them eat cake” is the traditional translation of the French phrase, “Qu'ils mangent de
la brioche,” supposedly said by a French princess upon learning that the peasants had no bread. A
brioche is a luxury bread enriched with eggs and butter; it would reflect the princess’
obliviousness (ignorance) to the nature of the famine.
Although commonly attributed (credited) to Queen Marie Antoinette, there is no record
of these words ever having been uttered by her. They first appear in The Confessions of JeanJacques Rousseau, his putative (supposed) autobiographical work which was completed in 1769,
when Mare Antoinette was 13. In Book 6 of his autobiography it reads:
Finally I recalled the last resort of a great princess who was told that the peasants had no bread, and
who responded: “Let them eat brioche.”
Rousseau does not name the “great princess” and there is speculation that he invented the
anecdote (story), which has no other source.
Why the Confusion?
The quotation, as attributed to Marie Antoinette, was claimed to have been uttered during
one of the famines that occurred in France during the reign of her husband Louis XVI. Upon
being alerted that the people were suffering due to widespread bread shortages, the Queen is said
to have replied, “Then let them eat brioche.” Although the phrase was seldom cited by opponents
of the monarchy at the time of the French Revolution it did acquire great symbolic importance in
subsequent histories when pro-revolutionary historians sought to demonstrate the obliviousness
and selfishness of the French upper-classes at that time. As one biographer of the Queen notes, it
was a particularly useful phrase to cite because, “the staple food of the French peasantry and the
working class was bread, absorbing 50 per cent of their income, as opposed to 5 per cent on fuel; the
whole topic of bread was therefore the result of obsessional national interest.”
However, it is now considered by most historians to be a “chestnut” - that is something
wrongfully attributed. There is no evidence that Queen Marie Antoinette ever uttered this phrase
and substantial evidence that she did not. Objections to the legend of Marie Antoinette and the
cake/brioche centre on arguments concerning the real queen's personality, internal evidence from
members of the French royal family, the date of the saying's origin and its frequent citation in
works pre-dating Marie-Antoinette's life. For example, the Queen's best-selling English-language
biographer, Lady Antonia Fraser, wrote in 2002:
“[Let them eat cake] was said 100 years before her by Marie-Therese, the wife of Louis XIV. It was a
callous (heartless) and ignorant statement and she, Marie Antoinette, was neither.”
Author Vincent Cronin also confirms that Marie-Thérese made the statement, and not
Marie Antoinette. He does not mention Marie-Antoinette in his account, but states that the
saying was an old legend, and that within the family it was always believed that the saying
belonged to the Spanish princess who married Louis XIV in the 1660s.
As Fraser points out in her biography, Marie-Antoinette was a generous patroness of
charity and moved by the plight of the poor when it was brought to her attention, thus making
the statement out-of-character for her. This, coupled with the aforementioned evidence that the
royal family of France had always believed the saying had originated a century before makes it
almost impossible that Marie-Antoinette ever said this.
A second point is that there were no actual famines during the reign of King Louis XVI
and only two moments of serious bread shortages, which occurred, first, in April-May 1775, a few
weeks before the king's coronation (11 June 1775), and again in 1788, the year before the French
Revolution. The 1775 shortages led to a series of riots, known as the Flour War, la guerre des
farines, the name given at the time of their occurrence that took place in the northern, eastern
and western parts of France. Letters from Marie-Antoinette to her family in Austria at this time
reveal an attitude totally different to the “Let them eat cake” mentality:
"It is quite certain that in seeing the people who treat us so well despite their own misfortune, we are
more obliged than ever to work hard for their happiness. The King seems to understand this truth."
There is a further problem with the dates surrounding the attribution, in that MarieAntoinette was not only too young but not even in France when it was first published. Rousseau's
Confessions were finished in 1769 and, as Marie Antoinette arrived at Versailles from Austria in
1770, at the age of fourteen, the young Austrian Archduchess, unknown to him at the time of
publication of his work, could not be the “great princess” mentioned by Rousseau. Furthermore,
Rousseau had mentioned the phrase in a letter in 1737, long before he included it in his
Confessions, and a full eighteen years before Marie-Antoinette had even been born.
One factor that is important to understand when studying how this phrase came to be
attributed to Marie Antoinette is the increasing unpopularity of the Queen in the final years
before the outbreak of the French Revolution. During her marriage to Louis XVI, her perceived
frivolousness (lightheartedness) and her very real extravagance were often cited as factors that
only worsened France's dire financial straits. Her Austrian birth and femininity were also a major
factor in a country where xenophobia (racism) and chauvinism (sexism) still played major parts in
national politics. In fact, many anti-monarchists were so convinced (albeit incorrectly) that it was
Marie Antoinette who had single-handedly ruined France's finances that they nicknamed her
Madame Déficit. In addition, anti-royalists printed stories and articles that attacked the royal
family and their courtiers with exaggerations, fictitious events and outright lies. Therefore, with
such strong sentiments of dissatisfaction and anger towards the king and queen, it is quite
possible that a discontented individual fabricated the scenario and put the words in the mouth of
Marie Antoinette.
Questions
1.
Why is the phrase “let them eat cake” such a controversial saying? (I am looking for why
the saying itself is controversial such as the time and place and am not concerned about
the debate as to who said it.) 2 marks
2. What are 3 pieces of evidence that suggest Queen Marie Antoinette never uttered this
phrase? Elaborate on each point with an example. 6 marks
3. How does Lady Antonia Fraser’s viewpoint of Queen Marie Antoinette as well as evidence
of letters written by the Queen to her family in Austria paint the Queen differently than
how she was depicted (shown) in the documentary you viewed? What might explain the
discrepancy (inconsistency)? Make sure you use specific examples to supplement your
reasoning. 4 marks
4. What are 2 reasons why Queen Marie Antoinette was so unpopular with the French
people? Expand on each reason with an example. 4 marks
5. How is this article an example of historians taking a piece of history and twisting it to suit
their own personal agenda (opinion)? How does this article reinforce the importance of
verifying facts by consulting other sources? 4 marks
(Slide 76)
Non-Violent Canada
No violent story like the storming of the Bastille or the Boston Tea Party is attached to
Canada’s independence. Does this make a difference in the way Canadians view
themselves as a nation?
State and defend three points:
1. Why this is an issue:
2. How people could hold the opposite opinion, and why this is wrong:
3. Your opinion, and defense as to why it is correct:
Create Your Canadian Flag
We all know what the Canadian flag looks like. However, our flag is relatively new. It was
adopted on February 15, 1965. Before that, we used the Union flag of Great Britain.
The Canadian flag is relatively simple, some would say too simple. Your task is to come up
with a “new” Canadian flag that you think more accurately embodies what Canada is and
what it stands for.
Questions you should ask yourself include:
- What colours should you use?
- What symbols/pictures embody Canada?
- What would your flag look like in the wind? (seriously)
- How does your flag show what 21st century Canada is?
- Is your flag too busy? (I’ll explain what I mean)
I realize that not everyone is artistically inclined. If you are weak at drawing or designing,
you may use a computer to create your flag.
Be aware that you will be presenting your flag to the class. You will receive some marks
on how well you explain your flag and how well you use strong presentation skills (eye
contact, clear voice, confidence, etc.)
Mark Summary
How Canadian Your Flag Is
Appearance
Presentation
/10
/5
/5
Total
/20
Nationalism as an Identity
*Please read pages 61-63 in your textbook and answer the following questions:
1. Describe White Paper. What was it and who introduced it? What does assimilate
mean? (3 marks)
2. What is the “buckskin curtain?” What metaphor does this term make reference to?
(2 marks)
3. Read Chief Dan George’s comment in “Voices” and note the date. Would George’s
comment apply to the same extent today? Explain. (2 marks)
4. What is one reason why the Canadian federal government introduced a relocation
program for the Inuit? Why did this move create many social problems for this
specific group? (2 marks)
5. Why was Nunavut created? (1 mark)
6. Does the fact that the people of Nunavut enjoy a degree of self-government
weaken or strengthen the Canadian confederation? Explain your response. (2
marks)
7. Why is there tension between Anglophones and Francophones in Canada since
1759? How does this affect French culture? (2 marks)
8. Taking Turns pg. 63. What point are the authors trying to make by showing various
stories from Canadians concerning how they and their backgrounds have helped
shape Canadian nationalism? (1 mark)
(Slide 94)
Canadians – Diversity
If what Canadians have in common is our diversity, do we really have anything in common
at all?
Discuss and write points of defense (at least 10).
(Slide 102)
The Oka Crisis
Describe the Oka crisis. What was the nature of this dispute? What kind of violence
occurred? What was the end result of this crisis? Which side do you support: the Quebec
police and government, or the Mohawks? Is your opinion clearly on one side or the other?
If so, why? How could this crisis have been prevented?
Write a clearly-defended paragraph that answers the above questions, and includes defense
and supporting evidence from the text (and other sources, if cited). (Assignment II;
Defense of Position and Communication)
The Oil Sands & Loyalties (20 marks)
*Please read pages 96-98 in your textbook and answer the following questions:
1. What conditions in Alberta created an economic boom that some people likened
to a modern-day gold rush? (2 marks)
2. What evidence suggests that Calgary is the richest city in Canada? What is one
challenge that this newfound wealth has created? (2 marks)
3. Examine the map on pg. 96. What is the point of the map? Why do you think
boreal forest is included in the legend? (2 marks)
4. What are two pros of oil sands development? On the flip side, how does oil sands
development negatively affect the environment? (4 marks)
5. Examine Figure 4-12. What trends do you see on this graph? Give more than one.
How do you think someone who agrees with Ali Abdelrahman, who is quoted in
“Voices,” would view this graph? How do you think an environmentalist would
view this graph? Explain. (4 marks)
6. How has the development of the oil sands severely tested the loyalty of some First
Nations people to their traditional ways of life and culture? (2 marks)
7. What appears to be Alberta’s stance on oil sand development? How can you tell?
Do you agree? Why or why not? (4 marks)
(Slide 123; Voices and Figure 4-6, pg. 95)
Should Resources be Shared Equally?
Use the 3 sources on pg. 95 (you can also use Figure 4-22, pg. 108) in your textbook to
respond to the following question (Assignment III):
Should the resources of each province be shared equally by all Canadians?