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saab 9 3 2004 service handbook pdfThis study of representative classroom textbooks authorized for use in Ontario at three distinct eras of the 20 th century shows how the main lines of interpretation have shifted over time. During the pre-World War II era, the persistent underlying tone was one of reverence for Canada’s connection to Britain. By mid-century, the main theme was Canada’s bilingual dualism within North America. As the end of the 20 th century loomed, the textbook authors were focusing much more on previously marginalised groups within the Canadian multicultural mosaic. Each era produces its own historical narrative, but within the school context, an authorized interpretation impacts the beliefs of the generation to follow. The ultimate goal must be to nurture democratic citizens of the global future with a sure understanding of their own national identity. In no subject discipline is this more true than in the case of history. In this paper, we will examine a representative sample of three approved textbooks from each of three 20 th -century eras: pre-World War II, mid-century, and end-of-the-century, with a particular focus on the depiction of British connections. A knowledge of how these textbook images evolved through the 20 th century will prove beneficial for educators, policy-makers and concerned citizens, as they consider appropriate curriculum and publishing guidelines for the 21 st century. Today, Canadians contend with the implications of their geographic proximity to an economically impaired but still hegemonic American empire. One hundred years ago, it was their membership in the British Empire which presented Canadians with difficult choices and intriguing possibilities. Early in the third millennium, the Canadian government is pondering troop commitments to an internal armed conflict in Afghanistan. A little over a century ago, the Canadian government was coping with the repercussions of its decision to send volunteer troops to South Africa.http://goldenlionjalisco.com/archivos/dect-211-manual.xml

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Constitutionally, Canada at the turn of the 20 th century was a self-governing Dominion within the British Empire. Foreign policy decisions were still the prerogative of the imperial government in London. Within Canada, Ontario’s population made it then, as it does now, the largest province. A much larger percentage of the Ontario population, during the first third of the 20 th century, was accounted for by people of British stock, that is to say English, Irish, Scots and Welsh, than is the case today. However, this proportion had already started to decline, according to census data, from over 80 in 1881 to less than 75 in 1931. Moreover, these kinship ties to Britain competed with economic and cultural connections across an increasingly porous border with the rapidly rising United States. The British North America Act of 1867 had conferred responsibility for education upon the provincial governments. In Ontario, this crucial agent of socialization was given the job of nurturing a responsible citizenry, and one loyal to both Canada and the British Empire. Until after the First World War, school attendance was compulsory in Ontario only to the age of 14, and it was not until after World War Two that large numbers of students stayed in high school long enough to graduate. Consequently, knowledge about Canadian and British history, seen as a key part of citizenship training, had to be conveyed by the senior elementary grades, or certainly by the end of Grade 9 or 10. The Department of Education in Toronto took a keen interest in both the details of curriculum content, and the approval of appropriate textbooks. Unauthorized publications simply could not be used, and curriculum regulations held the force of law. The top-down nature of the process, with school instruction used to inculcate particular ideas and values, was overtly intentional, and dated back to Egerton Ryerson, founding architect of the Ontario school system.http://niktid.ru/userfiles/br-1180-manual.xml This qualitative content study focuses on the prime ministerial years of Wilfrid Laurier and Robert Borden, 1896-1920, as covered by these three publications. Clearly, loyalty to the British Sovereign was expected of Ontarians in the first third of the twentieth century. Moreover, frequent references to the “Mother Country” provide solid evidence of a sustained familial metaphor in the discourse of these three authors. Great Britain was depicted as the guiding, nurturing and protective parent of a still-young but rapidly developing Dominion of Canada. In their hands, Canadian nationalism and pro-British imperialism were two sides of the same coin. They painted for their young readers a glowing future for Canada, but one solidly grounded within the British Empire. This policy initiative, when added to the warm impression created by Laurier himself at the Diamond Jubilee celebrations in 1897, was credited by these authors with a significant strengthening of British-Canadian relations, much to their approval. French Canadians viewed the conflict as faraway and irrelevant; by contrast, pro-British patriotic feeling ran high in English-speaking Canada. Laurier’s compromise approach, in accepting that when Britain was at war Canada was at war, while reserving the actual participation to volunteers, seemed to preserve the authors’ ideal of a united Canada within a united Empire. And the very fact of a heated internal controversy over whether Canada should aid Great Britain was depicted as a step on the road to national maturity within the Empire. The three authors agreed that the Liberal government’s aggressive advertising policy to encourage immigration was a key contributor to success, but they equally betrayed misgivings about the origins of some of these migrants. While none of the authors subscribed overtly to the fashionable Edwardian theories of race-degeneration, both Wallace and Grant were open about their racial assumptions.http://superbia.lgbt/flotaganis/1656997768 His prejudice against Asian peoples seems to have been based equally upon fear and ignorance. The fact that it appeared between the authoritative covers of an officially approved textbook makes it particularly noteworthy. Later, they condemned the freer trade agreement with the United States that the Laurier government proposed during the Reciprocity election of 1911, picturing it as a risk to Canada’s sovereignty and British identity. In the end, they interpreted the electoral verdict which ushered in a new Conservative government under Robert Borden as more pro-British than anti-American. They did agree with Laurier that when Britain was at war, Canada was at war. When the Mother Country was threatened, could the daughter lands hesitate. And ironically, given that Canada entered the war because Mother Britain entered, the authors agreed that the country emerged from the conflagration a lot closer to maturity and even independence. Emotionally many British Canadians might continue to see themselves as members of a great worldwide Empire, but constitutionally, the new idea of a British Commonwealth was the truer harbinger of Canada’s future. In 1939, Canada made her own declaration of war, and by 1945 she was recognized internationally as a key middle power. At home, the potential for bi-national disunity became apparent in the renewal of the conscription crisis that had marred the war effort in World War I. Meanwhile, Ontario had changed, too. Urbanization and industrialization continued to transform the province, which enjoyed both rapid population growth and a booming economy for most of the quarter-century from 1946-1970. Many new jobs required skills that went beyond basic literacy and numeracy, and so parents and school authorities encouraged students to stay in school at least until high school graduation. A growing number would go on to college or university. The province produced a new curriculum to match these changed expectations. The Eurocentric assumption that Canadian history fit into the mainstream of Western civilization is obvious. Moreover, the privileging of British and American history was reflective of Canada’s self-perception as existing within the North Atlantic triangle. The three textbooks selected for comparative study in this second era are: With him as the unquestioned hero, these narrative texts needed, if not villains, at least antagonists. Two of these books identified Joseph Chamberlain, the British Colonial Secretary for several years, as an enemy of the Laurier vision, for his persistence in pushing a pan-global imperial federation centered in London. While Brown did not demonize Chamberlain, he was one with the others in identifying Henri Bourassa, eloquent grandson of the 1837 rebel, Louis-Joseph Papineau, as Laurier’s chief antagonist within Canada. He and his fellow Quebec Nationalists were depicted as extremists, while Laurier was the architect of the sunny middle way leading to pan-Canadian unity. That English-speaking newcomers from Great Britain and the United States would quickly blend in with the British-Canadian mainstream outside of Quebec was assumed. Brown, whose book appeared earliest of the three, was frank about the challenge surrounding the newcomers from continental Europe, who numbered close to one million in a country of some seven million in 1911. He assured his young readers that, in spite of a natural attachment to their native countries, the vast majority would become loyal citizens. Brown painted a picture of a mutually beneficial exchange.While noting that Canadians in 1903 were enraged at the decision reached by the Alaska boundary tribunal, feeling themselves deserted by Great Britain and bullied by the Untied States, these authors nevertheless maintained that the Americans had the stronger case. The real importance of the incident, they concluded, was to harden Canadian resistance to Laurier’s subsequent reciprocity trade deal in 1911. While Brown noted voter confusion over the economic merits of Reciprocity, the other two books focused on the organized resistance of Canadian Big Business. Economic self interest provided the motivation, while age-old nationalist fears of American expansionism, fanned by the Alaska boundary decision, supplied the pretext, as these authors saw it. One wartime issue which did attract much more attention in the second batch of textbooks was the conscription crisis. For the mid-century authors, the prevailing motif was tragedy. World War I had claimed, as but one of its many victims, Canadian unity. As Ricker et al pointed out, for Canadians “who traced their ancestry to Britain, it was enough that the mother country was in danger for them to rush enthusiastically to her defence. French Canadians felt a strong sense of betrayal, when military conscription was imposed by a Union government that excluded them. This was the portrayal of Canada in World War I by our mid-century Ontario history textbooks. Furthermore, already-resident visible-minority groups, notably Aboriginals and African-Canadians, began to request a place in the authorized story of Canada. Membership in the British Commonwealth came to mean less and less, while sharing a continent with the world’s reigning superpower, the United States of America, came to mean more and more. Such changes would have to be reflected in a revamped curriculum, and a new generation of textbooks. Fewer and fewer students signed up for optional history classes. By the mid-1980s, students were required to take history only in Grade 7 (Canadian history up to 1800), Grade 8 (Canada, 1800-1900), and Grade 10 (20 th -century Canada). Students who opted for more history in senior high could choose from these courses: ancient and medieval; modern Western civilization; modern world (20 th Century); American; and Canada in a North American perspective. At the same time, the impact of progressive educational theories had begun to alter the way history was taught. There was now less emphasis on the absorption of factual content, and more on the acquisition of skills in critical thinking, oral and written communication, and inquiry research. Page after page of wordy narrative, broken up by the odd black-and-white photo, began to give way to shorter snippets, interspersed with boxed anecdotal items, colourful graphs and analytical charts. Maps and political cartoons, well ensconced in the mid-century textbooks, retained their place. Authors were now expected to provide ideas for classroom learning activities that would engage the students in discussion, debate and role-play. The representative books selected for the post-1970 sample are: Still praised for his skill at working out compromises, these authors nonetheless derided him for accomplishing little in the Canadian autonomy file, and for failing to bridge the Anglo-French divide over the naval issue and conscription. He was portrayed as the loser in the Alaska boundary dispute, and as incredibly naive for trying to resurrect the discredited free trade issue in 1911, in the face of determined opposition from the Canadian economic elite. Other political leaders were similarly criticized. While Clifford Sifton was cautiously lauded for opening up Canada’s immigration policy, his successor, Frank Oliver, was denounced for a more restrictive approach that purposely excluded Asiatics, Blacks and Jews. Robert Borden was presented as an honest if plodding Anglophone with little understanding of Quebec, while Henri Bourassa emerged as the courageous voice of French-Canadian Nationalists. And while the Laurier government warranted some praise, most of the credit was given to the courageous newcomers themselves, for their grit and resourcefulness. Living under the restrictive provisions of the 1876 Indian Act, the boom times of the early 20 th century did not extend to the First Nations. Duncan Campbell Scott, who became Superintendent of Indian Affairs in 1913, was taken to task for his overtly assimilationist goals, and the practice of sending Aboriginal children to residential schools was denounced as a dismal failure, for disrupting both the traditional value system and familial ties, without providing either fair treatment or a quality education. Initially the population was united but as the bloody war dragged on, nasty tensions began to surface. Canadian soldiers proved themselves the match of any, but the imposition of conscription sorely divided the country. In contrast to previous generations of textbooks, these authors paid as much attention to developments on the home front as to events at Ottawa and in war-torn Europe. History from the bottom up was taking its place alongside more traditional accounts of macro-political and military developments. History never repeats itself in full detail. But a sophisticated understanding of past events can serve as a helpful guide to present choices and future priorities. The three textbooks sampled for the first (pre-World War II) era were overtly inculcative. The authors saw their role as not just describing the key events, but also as placing an interpretation upon those facts. In sum, they depicted Canada as a rapidly maturing British nation, albeit one with a longstanding French minority, and a country whose past was glorious and future bright. Ontario’s students were encouraged to view the British Empire as a benevolent sisterhood of rising new countries, headed by Mother Britain, the greatest beacon for freedom known to mankind. Wilfrid Laurier was even more lauded as the ideal Canadian, compromiser par excellence, and a man of vision, dedicated to the welfare of his North American country. Overtly pro-British bias was gone, and this was matched by a new openness to the reality of large numbers of new Canadians whose heritage was neither British nor French. While British history was still prominent on the provincial curriculum, it was now joined by courses that focused on American and European history. Students taking the prescribed courses would absorb a largely benevolent impression of Western civilization, particularly as epitomized by Britain and America. Less content-laden, more visually appealing, they contained far more social history than ever before. There was no attempt to inculcate pro-British attitudes. In its place, there was a new focus on groups previously overlooked, such as women, Aboriginals, the working class, and marginalized ethnic groups. Celebrating Canada’s diverse heritages inevitably de-emphasized the British roots. Ordinary people figured more prominently in the authorized narrative; elite leaders were less blatantly portrayed as heroes or villains. This was a marked change from the books approved for use in Ontario schools 75 years earlier. Surely the goals have not changed much since Egerton Ryerson’s day: to nurture informed democratic citizens with a secure sense of their own heritage and identity. However, citizenship literacy consists of more than acquired knowledge of the past, though that must be its foundation. To a broad understanding of Canada’s origins, from its aboriginal roots through the French and British eras to the multicultural present, must be added skill sets such as effective communication and critical thinking, as well as character-shaping values that support tolerance of diversity, commitment to community service, support of fundamental human rights, opposition to injustice and respect for the planet’s environment. Approved textbooks will need to reflect this tripartite division of key curriculum goals into knowledge, skills and values. Moreover, to the existing list of courses required for secondary-school graduation must be added one more: modern world history. Democratic citizenship, to be meaningful in today’s inter-connected postmodern world, must be global in scope. From the Great Peace of Hiawatha to the International Court at The Hague, the next generation of Canadians must be educationally immersed in the full breadth and depth of their rich cultural heritage. The foregoing study of a representative sample of the approved textbooks and curriculum used in Ontario over the course of the 20 th century sheds much useful light on helpful features that should be retained, as well as what needs changing, if our country and its young people are to reach their full potential. Larry Glassford, “In Search of Citizenship Literacy: Assessing the New Civics Course,” in Rapport: Journal of the Ontario History and Social Science Teachers’ Association (Vol. 22 No. 2), Winter 2001. J.L. Granatstein, Who Killed Canadian History? (Toronto: Harper Collins, 1998).Blog posts published before October 28, 2018 are licensed with a Creative Commons Attribution-NonCommercial-ShareAlike 2.5 Canada License. We reserve the right to delete comments submitted under aliases, or that contain spam, harassment, or attacks on an individual. Cancel reply ActiveHistory.ca is a website that connects the work of historians with the wider public and the importance of the past to current events. Calico Logic provides technical support. Blog posts published before October 28, 2018 are licensed with a Creative Commons Attribution-NonCommercial-ShareAlike 2.5 Canada License. Each series focuses on why we study history, what makes it important, and how it impacts us today. It provides 100 curriculum alignment to the 2013 Ontario History Curriculum. The blended print and digital Teacher’s Resource includes bonus content to extend learning. It includes links to ESRI, videos, projectable Student Book images, and the Tech Tools resource. Authors: Stanley Hallman-Chong, Charlene Hendricks, Theodore Christou, Rachel Collishaw, Charlene Hendricks Senior Series Advisor: Dr. Stephane Levesque Advisors: Larry McKeigan, James Steeves, Jan Haskings-Winner Authors: Stanley Hallman-Chong, Charlene Hendricks, Theodore Christou, Rachel Collishaw, Charlene Hendricks Senior Series Advisor: Dr. Stephane Levesque Advisors: Larry McKeigan, James Steeves, Jan Haskings-Winner. If the condition of a book you receive does not meet your expectations, please contact us and we will either replace the book or grant a full refund. If you do not see a resource that you are looking for, please contact us. Less prescriptive than Lesson Plans, Resource Kits provide flexible suggestions and primary source material that can be customized for your students. Not sure where to send your students for inquiry projects. Interested in learning history outside the textbook. Our online exhibits are a great place to start! Run by experienced educators, all workshops include a behind-the-scenes tour of the Archives of Ontario and provide takeaway resources for your students’ future work. See below for ones you can use in your class or visit our Visual Database to discover more.Date: 1911 Location: Sarnia, Ont. Creator: John Boyd Reference Code: C 7-3-2822 Archives of Ontario, I0003443Date: 1905 Archives of Ontario Poster Collection Reference Code: C 233-1-3-2159 Archives of Ontario Date: 1884 Creator: William Mack family fonds Reference Code: F 40 Series C, MU 3300 Archives of Ontario Date: 1910 Creator: M.O. Hammond Reference Code: F 1075-15-0-0-174 Archives of Ontario, I0016657. Teachers are provided with 75 in-depth, engaging, and cross-curricular lessons to help their students explore and understand New France, British North America, Conflict and Challenges, Confederation, Western Settlement, Development, and Canada A Changing Society. This bundled unit covers the years 1713 to 1914 in Canadian history. Language Arts (Reading, Writing, Oral, Media), History, Art and Drama subjects are integrated into this unit. Included in this resource are answer keys and individual PDFs of student pages to support online learning such as Google Classroom. This unit is aligned with the Ontario Social Studies Curriculum 2018 Grade 7 and 8, Strand A and B. Updated January 2020. Related Resources ? Grade 7 Geography Units Ontario Curriculum French Edition. Grade 8 Geography Units Ontario Curriculum French Edition. Research is not included for inquiry stations. Students must gather the research themselves from the textbook, non-fiction books or online sources. The Treaty of Utrecht (As) 10B. Treaties and Pontiac’s Resistance (As) 11. The Seven Years’ War (As) 13. The American Revolution (As) 15. The Impact of the Loyalists Migration on the Mississaugas of the Credit First Nation (As) 16. Canada: A People’s History Episode (As) 17. Constitution Act 1791 (As) 18. British North America Summative Task (Of) 19. Unit Review and Test (Of) Grade 7 Strand B Lessons Introduction: Top 10 List of Events from 1713-1800 1. Establishing Upper Canada (As) 1B. The Rebellions in Lower Canada (As) 11. Life in Upper Canada (As) 12. The Rebellions in Upper Canada (As) 13. Rebellions Quiz (Of) 14. Canada A People’s History (Optional) (As) 14B. Legal Issues (As) 15. Politics in British North America (As) 15B. Conflict and Challenges Summative Task (Of) 17. Unit Review and Test (Of) Grade 8 Strand A Lessons 1. Why Do We Study History? 2. How Did We Get Here? 3. How Has The Map of Canada Changed? 4. Life in British North America Prior to 1867 5. Fathers of Confederation Monologues 6. Politics in the Province of Canada 7. John A. Macdonald Personal and Professional Life 8. Confederation Advertisement Assignment 9. The Pros and Cons of Confederation 10. The Charlottetown, Quebec and London Conferences 10B. Missing Voices at the Confederation Conferences 10C. British North America Act 11. Confederation Unit Test 12. Primary Source Analysis Videos and Photos 13. Legal Documents 14. Settlement of Western Canada Inquiry Stations 15. Manitoba Act 1870 16. The Indian Act 1876 17. Louis Riel Obituary Assignment 18. Canadian Pacific Railroad Lyric Analysis 19. Canadian Pacific Railroad Assignment 20. The Chinese Immigration Act 1885 22. The Arctic and Indigenous Case Law 23. Numbered Treaties 24. Residential Schools 25. Video Review 26. Western Canada Unit Test Grade 8 Strand B Lessons 1. Settling Canada Top 10 Events 2. Primary Source Analysis 3. Historica Minute Videos 4. Canada A People’s History Video 5. Interactive Timeline 6. Changing Map of Canada 7. Important Canadians QR Codes 8. Important Canadians Readings 9. Changing Society Inquiry Stations 10. Primary Source Analysis Assessment 11. Legal Issues and Changes 12. We use cookies to ensure that we give you the best experience on our website. If you continue to use this site we will assume that you are happy with it. Ok Privacy policy. Student pages are in French and teacher pages as well as answer keys are in English. This unit contains information about Confederation and the settlement of Western Canada. This unit is aligned with the Ontario Social Studies Curriculum 2018 Grade 8 Strand A. Updated in 2019. Notes: Regular and Reliable Internet Is Required For This Unit Research is not included for inquiry stations. Students must gather the research themselves from a textbook, non-fiction books or online sources. Strand A Lessons 1. Why Do We Study History? 2. How Did We Get Here? 3. How Has The Map of Canada Changed? 4. Life in British North America Prior to 1867 5. Fathers of Confederation Monologues 6. Politics in the Province of Canada 7. John A. Macdonald Personal and Professional Life 8. Confederation Advertisement Assignment 9. The Pros and Cons of Confederation 10. The CD-ROM contains PDF versions of the Teacher resource pages, editable line masters and assessment masters, graphic organizers, annotated resources for students and teachers, all Web links referenced in the student book and provided on the Pearson Web site, and an image bank of maps, charts, graphs, and other visuals from the student text. --From p. i. Canada -- History -- 1867-1914 -- Study and teaching (Middle school) Canada -- History -- 1867-1914 -- Textbooks. Other Authors. And by having access to our ebooks online or by storing it on your computer, you have convenient answers with Grade 8 History Textbook Flashback Canada. To get started finding Grade 8 History Textbook Flashback Canada, you are right to find our website which has a comprehensive collection of manuals listed. Our library is the biggest of these that have literally hundreds of thousands of different products represented. I get my most wanted eBook Many thanks If there is a survey it only takes 5 minutes, try any survey which works for you. Touch device users, explore by touch or with swipe gestures. History Classroom History Education Teaching History Ontario Curriculum Social Studies Curriculum Teachers College College Teaching Geography Of Canada History Department Canada's History FREE award-winning lesson plans, classroom activities and resources for homeschoolers and teachers K-12. 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