official power in quebec the french regime: chartered companies 1608-1663 absolutism (via king...

OFFICIAL POWER IN QUEBEC

The French Regime: Chartered companies 1608-1663 Absolutism (via King Louis XIV) from 1663-1760. New France was administered by an intendant

(settlement and economic development) and governor (royal representative – ran the colony).

The governor and intendant reported yearly to the king, while also receiving wages and directives every summer – specifically regarding war, diplomacy, commerce, justice.

Interestingly, despite a 6 month communication gap, there was little deviation from the King’s orders.


Powers of the Intendant/Governor: Neither had to consult in matters pertaining to

legislative (laws), executive (financial/running the colony) and judicial (how laws are implemented) matters. e.g., intendant could manipulate prices. Order militiamen (15-60 year-old men) to build road,

bridges for no pay. Speaking out against either would result in legal

proceedings. Public demonstrations were also suppressed.


How to control a population In three ways:

The army – large number of troops and forts in major cities. Acted as protection, but also police.

Exemplary Punishments – public physical punishment. Hanging, dismemberment, public shaming.

Public Demonstrations of Power – imposing buildings & royal statues, lavish celebrations, important events were marked by canon fire.


Aboriginal Partnerships Alliances with Aboriginal groups went a long way in

ensuring military and diplomatic objectives were met. French Allies would trade fur and fight for France. Domiciliés also played a key role. Aboriginal groups exercised their own power, and

therefore compromises were needed. The partners combined forces to perform raids on

British settlements to prevent their growth, though the Aboriginal groups often maintained different interests in doing so than the French.

Aboriginal persons were not subjected to French law.


In Your Own Words: How did the state exercise its power in the colony?


The State & The Catholic Church: Mutually supported one another in order to

strengthen the other and ensure social order was maintained.

Church power reflected through its influence in almost every facet of life – education, health, social interaction

Certain privileges reinforced the Church’s power. Exclusive religion permitted. Gave grants and seigneuries. State intervention so that religious duties were

performed. While supporting the church, Gallicanism was constant.


The French StateAboriginal

People

Trading Companies

(before 1663)

Colonial Authorities

Catholic Church


Stages of British Rule:Colony’s Name Constitution Period

Province of Quebec Royal Proclamation 1763-1774

Quebec Act 1774-1791

Province of Lower Canada

Constitutional Act 1791-1840

Canada East (part of a United Canada)

Act of Union 1840-1867


British Rule 1763-1791: Objectives of state: economic, re-conquest, Aboriginal

rebellion, unrest in 13 colonies, manage an unequal state.

Political Institutions: Canadien lack of power (R.P. or Q.A.), power ran essentially the same – top down authoritarian, undemocratic regime controlled by motherland.

New Freedoms: No access to rule, but had some rights under English law: Newspapers, petitions, right to form associations, right to be represented by a lawyer. Freedoms could be removed in ‘emergency cases’, habeas corpus was delayed, and those who published often used pseudonyms.


British Rule 1763-1791: Means of control: military presence (forts, garrison),

public corporal punishment. State Allies: counted on Alliances with Aboriginal

peoples (no longer have French ally), the Canadien nobility (concessions promised in order to gain support) and the Catholic church (allowed a Bishop, church preached loyalty to England in return).


Classwork, T-Chart: Compare the relationships that formed between the

state and the colony’s social groups under British rule with those that prevailed under the French regime. (Aboriginal groups, the Church, nobility)

Official Power in Quebec

1760s 1760: British Rule. 1763: The Seven Years' War ends with the signing of

the Treaty of Paris. 1763: Indian Chief Pontiac (anti-British) leads a series

of raids against British trade posts. 1763: Province of Quebec….Governor James Murray 1764: Request by British to remove French civil law. 1764: "Canadien” request orders of the King be

available in the French language, and that they be allowed to participate in the government.


1770s 1773: British and French speaking merchants of the

Colonial Province of Quebec submit petitions to the Parliament of Great Britain requesting a legislative assembly.

1774: The British Parliament enacts the Quebec Act. 1776: United States Declaration of Independence

adopted on July 4.


1780s 1783: Arrival of the first of 8,000 Loyalists. 1784: A group of 2291 colonial petitioners formally

request that the Parliament of Britain create of a House of Assembly for the Province of Quebec for all citizens without regard to nationality or religion.

1790s 1791 - The Constitutional Act is enacted by the British

Parliament.


1800s 1808 - Louis-Joseph elected for the first time on April

27. He joins the Parti Canadien.1820s

1822 – Petition to unify Upper and Lower Canada. 1823 - Louis-Joseph Papineau presents a petition

against the Union project.


1830s 1834 - The Parti patriote is elected in the Legislative

Assembly of Quebec. 1834 - The Legislative Assembly presents the Ninety-

Two Resolutions, a document requesting democratic reforms in Lower Canada.

1840s 1841 - The Act of Union. 1848 - Now legal to use the French language in the

Parliament and in the Courts.

Timeline Assignment

When is it wise to Share Power? Who gets power? Who is impacted and how (this is not always the French)? Discuss elements of change or continuity. Determine if it is an overall positive or negative change.

Topics: French Surrender - Royal Proclamation - British Merchant

Petitions - Pontiac Rebellions - Church Supports Government - Quebec Act - US Declaration of Independence - Loyalist Arrival - Constitutional Act - Papineau Elected - Demand for a Legislative Assembly – 92 Resolutions – Rebellions - Act of the Union

Official Power: Contemporary Period

From 1867 to 1929: BNA Act described the shared government –

provincial/federal, goal of occupying more territory, politics and Aboriginal groups, balance between owners and the rights of workers.


Federal-Provincial Relations: Each had jurisdiction, though tensions often arose

(still do – uploading, downloading), especially when it came to fiscal revenues (taxes/custom duties).

Quebec demanded more autonomy within Canada. Feds had more power (trade, defence, currency,

banks) and could: enact any law not provided in the Constitution, adopt laws in provincial jurisdictions (emergency), disallow any provincial law it deemed not in the national interest.

This changed and provinces were given autonomy in the areas of education, health, roads, natural resources.


French Canadian Nationalism and Provincial Autonomy: Relations between Quebec/Feds soured due to:

1871 abolition of separate Catholic schools in New Brunswick.

1885 hanging of Riel – seen as anti-Catholic & anti-French.

1890 abolition of separate Franco-Catholic schools in Manitoba.

Many thought French interests outside Quebec were not supported.

1887-Mercier Quebec Premier-organized a interprovincial conference in Quebec City.


WWI: War Measures Act (1914) – reduced tax revenue to the

provinces (returned to normal after the war). Military Services Act (1917) – strongly opposed and

unevenly enforced, was fully rejected by the French. War-time Elections Act (1917) – gave the vote to

women (some). Conscription (1917) further threatened French-

English relations, who did not agree with Canada participating in British wars. They rejected the idea and rioted in 1918. Of the 40,000 conscripted, half did not report. This led to further demand for French autonomy.

WWI

How WWI started:http://www.history.com/topics/world-war-i/wo

rld-war-i-history/videos/causes-of-world-war-i?m=528e394da93ae&s=undefined&f=1&free=false

Trench Warfare:http://www.history.com/topics/world-war-i/wo

rld-war-i-history/videos/trench-warfare?m=528e394da93ae&s=undefined&f=1&free=false

http://www.history.com/topics/world-war-i/world-war-i-history/videos/causes-of-world-war-i?m=528e394da93ae&s=undefined&f=1&free=false





http://www.history.com/topics/world-war-i/world-war-i-history/videos/trench-warfare?m=528e394da93ae&s=undefined&f=1&free=false





Trench Warfare.


http://www.youtube.com/watch?v=ugeq0PIjuSQ




Research Project Discussion Classwork:

page 143 #1-4 Choose your three topics for next class.

Today

Vimy Ridge PhotosProject:

Rough draft due May 8th (peer editing in class) Topic selection

Western expansion.Residential schools.


Expansion, Marginalization & Assimilation: National Policy.

What is the problem with western expansion and settling of territory? The Metis were already living on the land. Riel & Metis make demands and start a rebellion

(similar to that of 1837).

Official Power: Residential Schools

Series of Events: Land taken – Aboriginals placed on reserves. With help form the Act to Encourage the Gradual

Civilization of Indian Tribes in this Province, and to Amend the Laws Relating to Indians (1857) http://caid.ca/GraCivAct1857.pdf) Aboriginal peoples became British subjects, given minor status.

In an effort to ‘educate’ Aboriginal groups, Residential Schools were set-up. It was believed socio-cultural differences between themselves and the Aboriginal peoples was proof that Canada’s first inhabitants were ignorant and in need of guidance.

http://www.youtube.com/watch?v=s_V4d7sXoqU

http://caid.ca/GraCivAct1857.pdf

http://www.youtube.com/watch?v=s_V4d7sXoqU


Residential Schools Former students of residential schools have spoken of

horrendous abuse at the hands of residential school staff: physical, sexual, emotional, and psychological.

Residential schools provided Aboriginal students with an inferior education, often only up to grade five, that focused on training students for manual labour in agriculture, light industry such as woodworking, and domestic work such as laundry work and sewing.


Harper apology/compensation: June 11, 2008 – statement of apology. “In moving towards healing, reconciliation and

resolution of the sad legacy of Indian Residential Schools, implementation of the Indian Residential Schools Settlement Agreement began on September 19, 2007.”

http://www.residentialschoolsettlement.ca/summary_notice.pdf




In your opinion, has enough been done to compensate those who were impacted by residential schools?

Causal Question #1

In your answer you must provide details on each of the elements below and establish connections between them: demands made by Amerindians ways the Aboriginals tried to influence the decisions of the colonial

administrators the effects of power relations between the administrators of the colony and

the Aboriginals

What: demanded trade and/or military alliances.

How: use of fur trade/trade routes & fighting against the British.

Result: great peace of Montreal, close alliance of Aboriginal groups and the French. End of fighting.

Causal Question #2

In your answer you must provide details on each of the elements below and establish connections between them: demands made by Patriotes ways the Patriotes tried to influence the decisions of the colonial

administrators the effects of power relations between the administrators of the

colony and the Patriotes

What: maintain culture/language & responsible government.

How: demands to government, peaceful process/92 Resolutions and finally rebellions.

Result: Durham report, creation of Canada East/West , unification gives Patriotes less of a voice.


Unionization: Economic development left up to entrepreneurs.

Subsidies, laws, tariffs and infrastructure spending was beneficial.

National Policy – 1879. Workers received poor wages, had long hours, unsafe

conditions. United into unions with minor success until about 1930. Owners initially would not negotiate, used police against,

laid off workers. Pushed government (who responded out of fear for

labour-type political parties). Change was slow.


Feminism’s First Wave: Women - demanded the right to vote, but also

improved conditions. Attained vote during WWI – during conscription crisis

(in Quebec not until 1940). Women faced opposition from the political/intellectual

classes, the clergy and women traditionalists.


The Why (the Stock Market crash was just the beginning): 1. Over-Production/ over-Expansion...Dust Bowl. 2. Canada’s Dependence on a few Primary Products. 3. Canada’s dependence on the U.S. 4. High Tariffs in foreign markets (on Canadian

goods). 5. Too Much Credit Buying. 6. Credit Buying of Stocks.


Great Depression Results: By 1933, 30% of the labour

force was out of work, couldn't afford to pay their mortgages, and one fifth of the population became dependent on government assistance. In the rural areas of the prairies, two thirds of the population were on relief.

Reduction of investment: both large companies and individuals were unwilling and unable to invest in new ventures.


How to save a country:Direct Relief

program.Subsidize new

colonization projects (Quebec).

More government intervention.

The Dust Bowl

High prices for wheat and the needs associated with World War I caused farmers to cultivate land formerly used only for grazing. The soil, disturbed by plows and parched by Drought, blew away in immense clouds of dust.

In the wake, clouds of grasshoppers came in millions, eating whatever was left: crops, gardens even clothes left on line to dry. The cloud of locust passed with a mechanical hum.

http://www.weru.ksu.edu/new_weru/multimedia/dustbowl/dustbowlpics.html

http://www.youtube.com/watch?v=x2CiDaUYr90

http://esask.uregina.ca/entry/wheat.html

http://esask.uregina.ca/entry/world_war_i_and_saskatchewan.html

http://esask.uregina.ca/entry/drought.html










Classwork: Page 170, document 104 – answer questions

associated with the document.

Causal Question #3

Using the documents explain how the power relations between the church and colony affected the colony of New France. In your answer you must provide details on each of the following elements and establish

connections between them. Indicate demands of the church. Identify the players who embody power relations between church and state (bishop, king,

Monseigneur de Laval, Frontenac) Indicate effects of the power relations between the church and state.

What: Church wanted more power: education, health, society/dismissing immoral activities.

How: Church battled between king, Frontenac and Laval.

Result: Diminished power of church, and removal of Bishop from the sovereign council


World War II/Consequences: Canada’s Involvement in World War II In the summer of 1939, 11.5 million Canadians

carefully watched events unfolding in Europe. Germany was demanding territory from Poland. Britain and France were Poland’s allies. Would the expansion plans lead to war?

Memories of World War I, the tragic loss and the heavy burden of debt, had Canadians loathing to contemplate another experience. However, the aggression of Adolf Hitler altered the mood of Canadians to the point where they were prepared to take part in another great war!


World War II/Consequences: Changes to provincial/federal relations. Federal: more

social and economic intervention. Implemented unemployment insurance.

Conscription, although initially not supported by Mackenzie King, was later implemented. Quebec was not impressed.

New agreements were reached between feds/provinces regarding health, education, social assistance.

40s-50s: feds gave large sums to provinces and established equalization among provinces. Quebec, under Duplessis, refused the federal payments.


Importance of World War II for Canada: D-Day: Dieppe. Liberation of Holland. Red Cross. Battles in Italy. Atlantic Navy escorts. Sep 1939: One week after Britain declares war, Prime

Minister Mackenzie King declares war, pledging Canada's "voluntary" support to Britain.

Increase in women’s rights – provided the labour. Development of economy/cities in Canada. Became more

industrialized. Increase in military. From farm to factories and fighters. Canada became more

of an independent world leader (largest militaries).

World War IICanada’s Role

The War Begins…

The Second World War began at dawn on September 1, 1939, as the German Armies swept into Poland.

With the full fury of the blitzkrieg - the lightning war - the German armoured (Panzer) divisions destroyed Polish defenses in the west.

German troops – Warsaw.

Enter Canada…

Britain and France declared war on Germany on September 3rd.

Canada would quickly followed, though voluntarily. On September 7 Parliament met in special session; on September 9 it approved support to Britain and France; and on September 10th 1939, Canada declared war. The House of Commons - September

7, 1939, Canada's Parliament decided to declare war on Germany.

Canadian Preparations

When Canada declared war in 1939, there were only about 10 000 soldiers in its armed forces, with only $35 million being spend during depression. In 1939, the Canadian army possessed only 14 tanks; 29 Bren guns, 23 anti-tank rifles and 5 small mortar guns. The Canadian navy had exactly 10 operational vessels, and the Royal Canadian Air Force had only 50 modern aircraft.

Though largely unprepared for war, Canada was quick to respond. At this point, the government hoped that Canada’s role would be limited. Prime Minister Mackenzie King was prepared to send roughly 40 000 troops and anticipated a role as the main supplier of food and war materials for Britain. However, he did not want the war to involve a costly expenditure of Canadian lives, and above all, he wanted to avoid another conscription crisis at all costs.

Canada Steps Up

By the end of September, over 58 000 Canadian men and women had enlisted in the armed forces. Many recruits were unemployed men who were grateful for a new pair of boots, a warm uniform and coat, three square meals a day and a soldier’s basic pay of $1.30 per day. They were all volunteers.

On September 16 the first convoy left

for England. By January 1940, 23 000 mostly untrained Canadian troops were in Britain. Their rallying cry declared, “We’ve come here to do a job and then go home”. The hope was that the war would be over quickly.

At War!

In 1940, within the first four weeks of action, Hitler’s modern army crushed Polish defences. Next Germany overran Denmark, Norway, Belgium, Luxembourg and the Netherlands. Soon, Hitler turned his attention to France.

Elsewhere in the world…

On June 10th of 1940, Italian dictator Mussolini decided to enter the war on Germany’s side.

Soon almost all of Europe was under the control of the Axis powers; with only Britain and its Commonwealth allies outside their grasp of power.

Elsewhere in the world…

http://www.worldology.com/Europe/world_war_2_imap.htm

The Triad: Hitler, Mussolini & Emperor Hirohito. Established, in 1940, The Axis with the signing of the Tripartite Pact. Goal was a strong militarist, racist and nationalist ideology.

The Move to Centre Stage…

Although Prime Minister King had hoped Canada would be a supplier of war materials in a short, limited war, the reverse was soon true. Hitler’s dramatic success meant that Britain stood alone in Europe and depended more than ever on Canada’s support.

The Canadian troops in Britain were fresh and well equipped and more could be sent. As in WWI Canadian convoys were a vital lifeline to the survival of Britain.

Canadian food, guns, supplies and armed forces were desperately needed. Thus Canada, despite reluctance to take on such a large role within the war, quickly moved to center stage.

Canadians Fighting in Europe

The Toll of War

AXIS M-6,582,000 C-1,686,000 T-8,268,000

GERMANY 3,500,000 700,000 4,200,000

JAPAN 2,000,000 350,000 2,350,000

ROMANIA 300,000 160,000 460,000

HUNGARY 140,000 290,000 430,000

ITALY 330,000 80,000 410,000

AUSTRIA 230,000 104,000 334,000

The Toll of War

ALLIED M-4,276,800 C-25,686,900 T-39,963,700

OVIET UNION 10,000,000 10,000,000 * 20,000,000

CHINA 2,500,000 7,500,00 10,000,000

POLAND 100,00 5,700,000 5,800,000

YUGOSLAVIA 300,000 1,400,000 1,700,000

FRANCE 250,000 350,000 600,000

CZECH 200,000 215,000 415,000

UNITED STATES 400,000 — 400,000

CANADA (12 mil.)* 37,000 — 37,000

*By the end of the war Canada there were about 1 million soldiers in the military.

World War II Propaganda

Propaganda

n : information that is spread for the purpose of promoting some cause

In WWII, propaganda was used more than any other time this world has seen. With new technological inventions such as photography, radio and film, manipulative messages bombarded every day life in an attempt to persuade a person to believe in a specific cause.

Propaganda in Figures

Since the beginning of the War, the Reichspropagandaleitung has produced:

more than 2 million brochures more than 7 million posters more than 60 million newspapers, wall

posters, leaflets, etc. It carried out:about 30,000 slide shows about 45,000 film evenings every month about 200,000 meetings and public or

factory mass meetings

Mein Kampf

- This poster promotes Hitler's book Mein Kampf, announcing that four million copies have been sold.

This book is what really put Hitler on the map. After this, more political opportunities presented themselves.

"The Reich will never be destroyed if you are united and loyal.“

Consider how American politicians are depicted smiling and how that reflects our cultural values…what do you think German people value during the time right before WWII. Why?

Hindenburg/Hitler Poster - This poster is from the March 1933 Reichstag election, the last one in which Germans had a choice. The poster shows President Hindenburg and Chancellor Hitler. The caption:

Treaty of Versailles (Germany alone against the world) - This visual from the mid-1930's shows Germany in white, with the 100,000-man army permitted by the Treaty of Versailles, surrounded by heavily armed neighbors.

The Technical Team "Germany" assisted in about 50 major events and drove over 360,000 kilometers (nine times around the earth).

Radio Propaganda - The text translates: "All Germany hears the Führer on the People's Receiver." The Nazis, eager to encourage radio listening, developed an inexpensive radio receiver to make it possible for many people to hear Nazi propaganda.

Recruitment

Beginning early on in the war and continuing until its end, countries used propaganda to persuade young men to join the military. The various forms of propaganda glorified the war effort and used short catchy phrases that were easy to understand and hard to forget. Why?

United States – Uncle Sam: I Want You!

Russia – Look familiar?

Britain – Join your country’s army…God save the King.

Norway - ALARM! The slogan at that time was: "Finland's fight is our fight." Whoever fights for Finland also fights for his own country"...Norway.

Germany - This looks to be a late-war recruiting poster for the SS, a time at which the Nazis were recruiting younger and younger soldiers. The caption doesn't translate directly, but means: "Enlist now!"

Germany - This is an SS recruiting poster. I'm not sure of the date. It says one can join at 18, and sign up for shorter or longer periods of service. It gives the address of the recruiting office in Munich.

United States Propaganda

U.S. Homefront Propaganda

When the United States finally entered the war, it was Total War. Everyone was affected and as many resources possible went to the war effort.

Buy War Bonds!

What is being symbolized here?

Think about how fear can be used in propaganda.

Notice the two unknowing kids and the oldest who seems to be looking at something up in the sky.

Saving Gas

Unification

It is important for any government in war that all the people be united in the war effort. Even black people and women were targeted by propaganda in the United States. How might this create lasting effects after the war?

More Homefront Propaganda

War Bonds weren’t the only way a person could help in the effort. As men left to fight, women took over the jobs in the factories. Rosie Riveter is one of the most popular posters ever created in the United States.

Think about what the arm symbolizes. What about her facial appearance/expression?

Nazi Propaganda

Women’s Roles in Germany-The Germans worked to gather as much old material for the war effort as possible. This poster is for a 1943 clothing drive. The text translates as: "Get rid of old cloth and shoes!”

Any similarities between German and American propaganda?

What does her appearance suggest about what Germans value?

Nazi Propaganda

Hitler is BuildingThe caption: "Hitler is building. Help him. Buy German goods."

How does this person reflect German values? Facial Expression/Structure? Body Composition? Aryan race?

Propaganda in Figures

Since the beginning of the War, the Reichspropagandaleitung has produced:

more than 2 million brochures more than 7 million posters more than 60 million newspapers, wall

posters, leaflets, etc. It carried out:about 30,000 slide shows about 45,000 film evenings every month about 200,000 meetings and public or

factory mass meetings

Germany is Free!

Germany is Free!-This poster is from the mid-1930's. The caption: "Germany is free!“

Hitler eventually becomes dictator, and that’s not free, so what did Germany break free of?

Germans Buy German Goods-This poster is from the 1930's, and encourages Germans to buy domestic rather than imported goods. The top translates as "Germans buy German goods." The bottom text translates: "German Week/German Goods/German Labor."

Slogans; short and easy to understand. catchy. Symbolism?

No One Shall Go Hungry-The Winter Aid (Winterhilfswerk ) was the Nazi Party charity. Each year there was a drive to solicit donations to help the needy. Contributions were not entirely "voluntary." The text translates as: "No one shall go hungry! No one shall be cold!“

Does anything seem religious about this?

Religion in Propaganda

Religion can be a very powerful and persuasive tool used for propaganda. Examine the following pictures and think about how each country portrays God on their side.

Don’t Give, Sacrifice-This poster encouraged sacrificial contributions to the Winter Aid. The text translates: "Don't give. Sacrifice."

The Germans were Christian, what seems Christian about this?

Education

- This poster promoted education. The caption: "Adolf Hitler's youth attends community schools." I'm not sure of the date, but probably the mid-1930's. Courtesy of Dr. Robert D. Brooks. Portrayed as a god?

Youth Fuhrer- The text of this 1940 poster reads: "Youth Serves the Führer. All 10-year-olds into the Hitler Youth." Membership in the Hitler Youthhad become mandatory in 1936.

Religion- This poster makes the most direct Christological comparison I've seen. Just as a dove descended on Christ when he was baptized by John the Baptist, so what looks to be an eagle hovers against the light of heaven over an idealized Hitler. The text: "Long live Germany!."

Simple– Meant to be easily remembered, notice how short the slogan is. Middle has religious parallels. They’re doing the salute to Hilter, but it seems as though they’re saluting “The Light” or “Truth” or even God, connecting Hitler with God or, at least ordained by God.

Side Step:

Russian Religious Parallel

– Realize the Great Plan of Great Works!

Interesting how every side says God is on our side. In Germany, Hitler is shown ordained by God, but in America, the portrayal is quite different. Who is right?

More American Religious Propaganda

Would you be more likely to fight – or even die - for a cause if you were taught to believe God was on your side?

Italian Contrast Religion- An Italian poster from World War II using the image of Jesus to elicit support for the fascist cause from the largely Catholic population. The portrayal of an African-American US Army soldier desecrating a church fosters racist sentiment.

http://en.wikipedia.org/wiki/Italy

http://en.wikipedia.org/wiki/World_War_II

http://en.wikipedia.org/wiki/Jesus

http://en.wikipedia.org/wiki/Fascist

http://en.wikipedia.org/wiki/Catholic

http://en.wikipedia.org/wiki/African-American

http://en.wikipedia.org/wiki/United_States_Army

http://en.wikipedia.org/wiki/Racism

Germany Propaganda Late in War

Movie Against Jews- This 1940 poster advertises the worst of the Nazi anti-Semitic films, "The Eternal Jew."

During the late years of the war, the Nazi’s propaganda becomes more desperate and aggressive. This is when the Concentration Camps become Death Camps. Jews were specifically targeted early on, but the Holocaust expanded more and more as the war waged on.

Against Handicap- This poster is from the 1930's, and promotes the Nazi monthly Neues Volk (New People), the organ of the party's racial office. The text reads: "This genetically ill person will cost our people's community 60,000 marks over his lifetime. Citizens, that is your money. Read Neues Volk, the monthly of the racial policy office of the NSDAP."

Women- Late in the war. The text translates as: "Mothers! Fight for your children!" Note that the mother portrayed has four children, consistent with the Nazi goal of encouraging as many births as possible.

More Desperate Propaganda

Translated: "The enemy sees your light! Black out!“

- - - - - - >

Desperation Turns to Paranoia Late in the War

Spies Are Everywhere"Well, I can tell you that..." The text at the bottom says: "The enemy is listening!“

< - - - - - -

Propaganda Project

Now you will create your own piece of propaganda using the techniques we looked at in World War II.

You will be able to choose the country with which you have to represent in the propaganda.

Think about the following things: What message are you sending, what are you trying to

get the person who will look at your work to do or think. How can you portray this message in a simple, catchy

way that will be easy to understand and hard to forget (i.e. slogan, artwork, etc.)

What forms of symbolism can you use.


From Union nationale to Liberal to Union nationale. Duplessis: French-Canadian

nationalism, focused on Catholicism, agriculture, and provincial autonomy.

Encouraged private investment (USA) and one economic sector: agriculture.

Duplessis (1936-1939, 1944-1959)


Reciprocal favours: In return for support the government

made room for the Church. Though he asserted state over church. Church had influence over health, education and charities.

Union nationale voted against a more centralized power in Ottawa and created the nationalistic fleur-de-lis flag (1948).


Duplessis Successes: Assert the authority of the Québec state over that of the

Church; wrestle taxes back from the federal government after WWII; introduced Canada's most generous minimum wage and home ownership assistance Acts; produced enormous public works, highway, hospital, school and university construction projects and ambitious hydroelectric power schemes, extending electrification throughout rural Québec.

Duplessis Defeats: Dealt harshly with striking unions (Asbestos strike); disdain

for civil liberties, particularly in litigation (padlock act). Election rigging, ‘electrical’ bribing, forcing babies

(Robitaille).


Opposing Duplessis: Despites success, he had many

critics. Thought Quebec was backward

compared to rest of Canada. Called for more state social

intervention, respect of individual freedoms.

Unions also argued for more influence – despite government restrictions, and sometimes turned radical – Asbestos Strike 1949.

Few gains were made by anti-establishment groups.

Even some church authorities began questioning Duplessis’ government.

Frank Scott: intellectual who strongly opposed Duplessis. Overturned Padlock Law.


Classwork: The Great Depression T-Chart. Page 154, questions 1-5.


From Duplessis and beyond: The 60’s brought about many changes in Quebec

society, the role of the state changed, interest groups demanded more rights and greater sense of nationalism prevailed. Bringing about the Quiet Revolution in Quebec.


The Quiet Revolution: The Period between 1960 and 1966 marked by

reforms that modernized the Quebec State and society.

http://www.youtube.com/watch?v=PihGpM9-yi4&feature=relmfu





The Quiet Revolution : Rapid secularization of society, the creation of a welfare

state and a re-alignment of politics into federalist and separatist factions.

The provincial takes over health care and education, which had been in the hands of the Roman Catholic Church. Expanded the public service, and made massive investments provincial infrastructure. The government allowed unionization of the civil service.


Role of Government – more interventionist regardless of party: Education: compulsory, free, government controlled. Economy: subsidies, regulated. Socially: government controlled, free, health

insurance, other programs such as social assistance, car insurance.

Culture: promote and protect French culture. Foreign Affairs: asserts its ability to deal with foreign

affairs at a provincial level – promotion of French interests and culture - http://www.mri.gouv.qc.ca/en/ministere/mission/index.asp.


Interest Group Action Gains Influence Loses Influence

The Church - No longer controlled schools, health, loss of leadership

Youth - Demand for more availability of education/opportunity

Feminists - Equal rights, legally sign documents.

Nationalists - More autonomy of French society.

Private Companies

- Industries like hydro become govt. controlled.

Media - Wider coverage, no restrictions.

Linguistic Groups

- Fight to promote, maintain French language, Bill 101


The FLQ (Front de Liberation du Quebec): Who: An organization promoting an independent and

socialist Quebec. Bombings in the 60’s – some FLQ members jailed. October Crisis: October 5th, 1970. British Trade

Commissioner James Cross kidnapped. Demands: $500,000 in gold, broadcast and publication

of FLQ manifesto, release of “political prisoners”, plane to transport FLQ members to Cuba/Algeria.


The Front de liberation du Québec wants the total independence of all Québécois, united in a free society, purged forever of the clique of voracious sharks, the patronizing "big bosses" and their henchmen who have made Québec their hunting preserve for "cheap labour" and unscrupulous exploitation…

We are the workers of Québec and we will continue to the bitter end. We want to replace the slave society with a free society, functioning by itself and for itself; a society open to the world. Our struggle can only lead to victory. You cannot hold an

awakening people in misery and contempt indefinitely. Long live Free Québec!

Long live our imprisoned political comrades. Long live the Québec revolution!

Long live the Front de liberation du Québec.

http://faculty.marianopolis.edu/c.belanger/quebechistory/docs/october/manifest.htm

http://faculty.marianopolis.edu/c.belanger/quebechistory/docs/october/manifest.htm


October Crisis: October 5, 1970: British Trade Commissioner James Cross was kidnapped in

Montreal, October 6, 1970: Trudeau and Bourassa agree to work together. The FLQ Manifesto, or excerpts of it, was published by several newspapers.

October 7, 1970: The FLQ Manifesto was read on CKAC radio. October 8, 1970: The FLQ Manifesto was read on the CBC French network

Radio-Canada. October 10, 1970: The Chenier cell of the FLQ kidnapped Quebec Minister of

Labour Pierre Laporte. October 11, 1970: Premier Bourassa received a letter from Pierre Laporte

pleading for his life. October 12, 1970: The Army was sent in to guard Ottawa. October 15, 1970: The Quebec government invited the Army into Quebec to help

local police. October 16, 1970: Prime Minister Trudeau announced the proclamation of the

War Measures Act, emergency legislation dating from World War I. October 17, 1970: The body of Pierre Laporte was found in the trunk of a car at

the airport in St.-Hubert, Quebec.

http://www.youtube.com/watch?v=XfUq9b1XTa0&feature=related

http://www.youtube.com/watch?v=XfUq9b1XTa0&feature=related


Linguistic Groups and the state English, French, Allophones. French people have lower income in the 1960s. Official Language Act (Bill 22). Charter of the French Language (Bill 101).

Immigrants go to French School. Anglophones may go to English school. French Sign law.


Nationalist Movements and the State Want Quebec to be independent – can solve French

problems better than in an English Canada RIN (first separatist party) + MSA = RN FLQ Parti Quebecois (PQ) becomes government in

Quebec in 1976 (Lévesque) 2 referendums on separation

1980: 60% no 1995: 50.6% no


Aboriginal People and the State Aboriginal people reacted to industrialization on their

land Aboriginal people won ancestral rights on their land Forced government to negotiate when starting new

projects e.g. James Bay agreement


Environmental Groups and the State Preservation of nature and against a wasteful society Used protests and awareness campaigns No more acid rain Hydro instead of Nuclear power Kyoto protocol against greenhouse gases

official power in quebec the french regime: chartered companies 1608-1663 absolutism (via king...

Documents

official power

church power

churchs power

canadien lack of power

quebec act1774

quebec powers

quebec british rule

aboriginal groups