Name _____________________________________________________ Group _______________ Date _____________________________

1896-1945 Nationalisms and Canadian autonomy

Section A – Document file

Document 1 Document 4

Relief voucher.

Document 5

Demonstration by suffragettes in London.

Document 2

An anti-conscription demonstration
in Montréal’s Victoria Square in 1917.

Document 6 Document 7
“The argument of the
similarity with the other
provinces is cited, as if for
John M. Keynes (1883-1946). some, progress consists
of aping what others do.
Document 3 Québec has its own
traditions and customs
and they are its strength
and its greatness. Were
this bill to pass, women A cartoon of the
would resemble a star capitalist system.
having left its orbit.”
L.-A. Giroux
The Shawinigan Water and Power Company
station in 1912.

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Document 8
A poster encouraging French Canadians
to enlist in the army.
Document 9
French-Canadian imperialists felt that maintaining
strong ties with the powerful British Empire was a
crucial way to resist the growing economic influence
of the United States, which left Canada vulnerable to
a potential takeover by their neighbour to the south.
Document 10
The American Federation of Labor (AFL)
in Canada and the United States
Strikes and strikers at the end of the 1910s
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Document 11
In response to the plebiscite, French-Canadian
nationalists formed an anti-conscription movement
called the Ligue pour la défense du Canada.
Document 12
Opening of the Ouimetoscope.
Document 13
Henri Bourassa’s vision was to put an end to the
division between English Canadians, French
Canadians and immigrants, and to foster a unified
nationalism that was respectful of differences.
Document 14
Urban transportation in Montréal,
circa 1910.
Document 15 Vote on the Military Service Act
The act was opposed by almost all francophone MPs
and supported by almost all anglophone MPs.
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Document 16 Document 17

A panicked crowd gathered around the New York

Lionel Groulx (1878-1967), whose brand of Stock Exchange on Wall Street during the crash
nationalism was influenced by Henri Bourassa. of 1929.

Document 18 Document 19
Canada in 1905 Canada in 1912

Adrien Arcand (1899-1967).

Document 20
School attendance School attendance for children
in Québec and Ontario aged 8 to 14 in Québec, in 1901

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Section B – Document file

Document 1 Document 3 Completion of the

Nearly two million Irish left their transcontinental railway
homeland for North America, with many
destined for Canada.

Document 2

Note the absence of Chinese workers in the photo.

Document 4
He firmly believed that hearty peasants
from the Ukraine, Hungary, Poland,
Romania and Iceland were best equipped
to populate Canada. He also encouraged
the immigration of Anglo-Saxons, mainly
because their culture was similar to that
of most Canadians.

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Document 5 Document 7
Most immigrants came seeking a better quality of
life. Few immigrants spoke French, and those who
settled in Québec were mostly European Jews
and Italians.

Document 8 Evolution of the population

of Québec and Canada

Arrival of many Irish immigrants.

Document 6

Advertisement encouraging immigration to Canada.

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Section C – Document file

Document 1 Document 5 Idola St-Jean (1880-1945)

A massive increase in the urban population forced
cities to build new infrastructure to meet changing
needs.

Document 2

Document 6
Between the First World War and the Second
École d’enseignement supérieur. World War, feminists won several battles in terms
of legal recognition.
Document 3
Québec suffragettes continued their struggle Document 7
for many years. During the process of industrialization, many new
factories were built in urban areas, which led large
Document 4 numbers of people to leave their villages or rural
lives in the hope of finding a better job in the city.

Document 8

Firefighters in a fire engine, circa 1925.

Urban transportation in Montréal, circa 1910.

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Section A – Short-answer questions

Assessment criteria Total points

• Mastery of material
• Appropriate application of knowledge
/34

Answer questions 1 to 20 using the Section A Document file.

What was Lionel Groulx’s vision of Canadian nationalism?

Determine 2 points 0 points

the facts The student correctly determines the facts. The student does not correctly determine the facts.

On what issue did L.-A. Giroux and the suffragettes disagree in the early 1900s?

2 points 1 point 0 points

Identify differences
and/or similarities The student correctly identifies The student more or less The student does not correctly
the difference. identifies the difference. identify the difference.

What was the cause of demographic change in Canada between 1891 and 1931?

2 points 1 point 0 points

Determine
causes and/or The student correctly and The student correctly
The student does not correctly
consequences accurately determines determines the cause, but
determine the cause.
the cause. lacks accuracy.

What argument was used to convince French Canadians to enlist in the army during the First World War?

Determine 1 point 0 points

the facts The student correctly determines the fact. The student does not correctly determine the fact.

Which document refers to the leader of a Canadian fascist party?

Determine 1 point 0 points

the facts The student correctly determines the fact. The student does not correctly determine the fact.

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Indicate whether the events below occurred before or after the First World War by entering the corresponding
letters in the correct place.
A. Creation of the Royal Canadian Navy
B. Women’s right to vote in Québec
C. Development of Western Canada
D. Creation of Catholic labour unions

Before After
First World War
and and

2 points 1 point 0 points

Situate in time
and/or space The student correctly situates The student correctly situates The student does not correctly
all the facts in time (4 out of 4). some facts in time (3 or 2 out of 4). situate the facts in time (1 or 0 out of 4).

Refer to the graphs documenting strikes and unions to explain the increase in labour unions at the start of the
20th century.

Establish 2 points 0 points

connections
The student correctly establishes a connection. The student does not correctly establish a connection.
between facts

Name a problem that emerged in cities at the beginning of the 1900s.

Determine 1 point 0 points

the facts The student correctly identifies a problem. The student does not correctly identify a problem.

Name a point on which imperialists and French-Canadian nationalists were in agreement.

2 points 1 point 0 points

Identify differences
and/or similarities The student correctly identifies The student more or less The student does not correctly
a similarity. correctly identifies a similarity. identify a similarity.

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Using Document 6, determine which social class benefitted the least from capitalism.

Determine 1 point 0 points

the facts The student correctly identifies the fact. The student does not correctly identify the fact.

What two territorial changes occurred in Canada between 1905 and 1912?

2 points 1 point 0 points

Situate in time
and/or space The student correctly situates The student correctly situates The student does not correctly situate
the two facts in space. one of the facts in space. either of the facts in space.

What caused the stock market crash of 1929?

Determine 2 points 1 point 0 points

causes and/or The student correctly and The student correctly identifies The student does not correctly
consequences accurately identifies the cause. the cause, but lacks accuracy. identify the cause.

Using the table on school attendance in Québec and Ontario, identify an aspect of continuity in the statistics.

2 points 1 point 0 points

Identify changes The student more or less
and/or continuities The student correctly identifies The student does not correctly
correctly identifies an aspect
an aspect of continuity. identify an aspect of continuity.
of continuity.

How did Quebecers respond to the mandatory enlistment (conscription) imposed by the Canadian government
during both world wars?

2 points 1 point 0 points

Identify changes The student more or less
and/or continuities The student correctly identifies The student does not correctly
correctly identifies the
the continuity. identify the continuity.
continuity.

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Indicate which social group is being described by entering the corresponding letter in the table below.
A. Group representing workers
B. Group advocating for greater state intervention
C. Group advocating for an end to centralized power

Social group Unions Communists Socialists

Description

Establish 2 points 0 points

connections The student correctly establishes connections The student correctly establishes connections
between facts for all three groups. for two groups or fewer.

Which document shows the Roaring Twenties in Canada?

Determine 1 point 0 points

the facts The student correctly determines the fact. The student does not correctly determine the fact.

Identify a government intervention (a change) that was introduced during the Great Depression.

2 points 1 point 0 points

Identify changes
and/or continuities The student correctly identifies The student more or less The student does not correctly
the change. correctly identifies the change. identify the change.

What was the main source of energy during the second phase of industrialization?

Determine 1 point 0 points

the facts The student correctly determines the fact. The student does not correctly determine the fact.

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Explain how the clergy, inspired by Rome’s position, contributed to the development of the cooperative model in
the first half of the 20th century. Answer the question by addressing the elements below and making connections
between them:
– The role of the Catholic Church in the first half of the 20th century
– Pope Leo XIII’s position on the cooperative movement
– The Catholic Church and the actions of Alphonse Desjardins

3 points 2 points 1 point 0 points

Establish causal The student accurately The student The student The student does not
connections establishes causal establishes causal establishes only one establish any causal
connections. connections, but lacks causal connection. connections.
accuracy.

What issue divided Canadians during the First World War?

Determine 1 point 0 points

the facts The student correctly identifies the fact. The student does not correctly identify the fact.

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Section B – Long-answer question

Assessment criteria Total points

• Coherent description of a period in the history of Québec and Canada /8

Describe the social aspects of Québec and Canadian society from 1896 to 1945.
• Your answer must include the following elements:
– Development of new land
– Ethnic origin of new immigrants
– Evolution of the population in Québec and Canada
– A problem related to the arrival of new immigrants
• Your answer must describe the social aspects related to the demographic change in Canada and Québec during this period.

Instructions:
• Examine the Section B Document file and identify which documents cover aspects of Québec and Canadian society
between 1896 and 1945.
• Describe society at the time by using the relevant documents and your knowledge to fill in the table below.

Development of new land Ethnic origin of new immigrants

Evolution of the population of Québec Problem related to the arrival of new immigrants
and Canada

Describe the social impact of the demographic change in Canada and Québec between 1896
and 1945.

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Assessment grid for Section B

Assessment criteria:
Coherent description of a period in the history of Québec and Canada

Include the elements of the answer Describe the historical period

The student correctly includes 5 elements The student accurately describes
of the answer. the historical period.
5 points 3 points
The student correctly includes 4 elements The student more or less accurately
of the answer. describes the historical period.
4 points 2 points
The student correctly includes 3 elements The student does not accurately describe
of the answer. the historical period, but does include some
3 points relevant facts.
Social aspects 1 point
The student correctly includes 2 elements The student does not accurately describe
of the answer. the historical period.
2 points 0 points
The student correctly includes 1 element
of the answer.
1 point
The student does not correctly include any
elements of the answer.
0 points
Total: /8

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Section C – Long-answer question

Assessment criteria Total points

• Thorough interpretation /8

Many social changes occurred between 1896 and 1945, some of which began in the preceding decades.
Social changes in Québec between 1896 and 1945

Changes in urban planning Changes in the role of women

Explain the social changes that occurred in Québec between 1896 and 1945.
In your answer, you must specify:
• A social change related to demographics, and explain why this change occurred.
• A social change related to equality between men and women, and explain why this change occurred.

Instructions:
• Refer to the Section C Document file and the assessment grid.
• Use the Document file and your knowledge to complete the table below, which will help you structure your answer.
• Use the Document file, your knowledge and the completed table to respond to the question in paragraph form.

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Table:
A- Social change related to urban planning

Causes of this change

B- Social change related to the role of women

Causes of this change

Text:

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Assessment grid for Section C

Assessment criteria:
Thorough interpretation

Include the elements Support the elements of

of the answer the answer with facts
The student correctly includes The student provides sufficient /4
the element of the answer. support for the element of the answer.
2 points 2 points
The student more or less correctly The student provides more or less
includes the element of the answer. sufficient support for the element
First element of the answer.
of the answer 1 point
1 point
The student does not correctly include the element of the answer,
but does include one or more relevant facts. 1 point
The student does not correctly include the element of the answer,
and does not include any relevant facts. 0 points
The student correctly includes The student provides sufficient /4
the element of the answer. support for the element of the answer.
2 points 2 points
The student more or less correctly The student provides more or less
includes the element of the answer. sufficient support for the element
Second element of the answer.
1 point
of the answer
1 point
The student does not correctly include the element of the answer,
but does include one or more relevant facts. 1 point
The student does not correctly include the element of the answer,
and does not include any relevant facts. 0 points
Total: /8

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