S
OR EVA P
CO U
S S R C A D A N A C T RY
AR H D N I L
DT
NGH I R G O
OF
S
OR EVA P
CO U
S S R C A D A N A C OF
T RY
LIND
INGH R & T HARD
Cross Country Canada af Eva Pors ©2014 Lindhardt & Ringhof Uddannelse, København – et forlag under Lindhardt og Ringhof Forlag A/S, et selskab i Egmont. Forlagsredaktion: Ulla Benzon Malmmose Grafisk tilrettelægning og omslag: Ulla Korgaard, Designeriet Øvrige tekster/videoer af: Claire Campbell, Forrest Pass, Robert Christian Thomsen, Maria Meindl Korrektur: Jakob Bækgaard Mekanisk, fotografisk, elektronisk eller anden gengivelse af denne bog eller dele heraf er kun tilladt efter Copy-Dans regler. Forlaget har forsøgt at finde og kontakte alle rettighedshavere. Tryk: Livonia Print 1 udgave 1. oplag 2014 ISBN 978 87 7066 5698
CONTENT Forord
5
Bogens IT-værktøjer
7
Will Ferguson: America Is Sexy
48
Canadian Heritage and Historica Canada
54
10
Historica Canada
56
11
Historica Canada: 101 Most Canadian Things
57
SYNTHESIS
60
CHAPTER 1 A Brief Introduction to the History of Canada Claire Campbell: A Very Brief History of Canada Forrest Pass: Canada at War
26
CHAPTER 3 John McCrae: In Flanders Fields (1915)
Canadian Multiculturalism
61
Robert Chr. Thomsen: Introduction to Canadian Multiculturalism
63
67
27
Mona Gould: Selected Poetry from the 1940s till the 1990s
30
Heritage Minutes
37
Giles Walker: Twice Upon a Time
SYNTHESIS
38
The Canadian Multiculturalism Act 69
CHAPTER 2 Canadian Identity Benedict Anderson: Imagined Communities
Neil Bissoondath: The Limits of Diversity
72
Anne Jew: Everybody Talked Loudly in Chinatown
79
SYNTHESIS
86
39
41
Canadian Molson Beer: I Am Canadian, The Rant
44
Gregory Richard Curnoe: Map of North America
47
C R O S S C O U N T RY C A N A D A
3
CHAPTER 4 Indigenous Peoples of Canada 87 Robert Chr. Thomsen: Introduction to Indigenous Peoples of Canada Roy Daniels et al. These Are My People Lenore Keeshig-Tobias: Canada SYNTHESIS
89
93
98
Chad Norman: The Braid Hal Niedzviecki: The Useless David Koulack: Taxi Guy Royston Tester: Four Gentlemen and a Comfort Woman – Part I Royston Tester: Four Gentlemen and a Comfort Woman - Part II Royston Tester: Four Gentlemen and Comfort Woman - Part III
4 C R O S S C O U N T RY C A N A D A
139
Wade Bell: Mountains and Rivers and an Arctic Sea - Part II
145
Beverley Brenna: Wild Orchid (excerpt) - Part I
150
Beverley Brenna: Wild Orchid (excerpt) - Part II
156
Fran Kimmel: Rebee
160
Gale Zoë Garnett: Room Tone
165
Jessica Westhead: The Only One - Part I
171
Jessica Westhead: The Only One - Part II
177
Ruth Latta: The Fiancé - Part I
183
Ruth Latta: The Fiancé - part II
188
Ruth Latta: The Fiancé - Part III
193
SYNTHESIS
198
REFERENCES
199
IMAGES
202
101
CHAPTER 5 Contemporary Canadian Literature
Wade Bell: Mountains and Rivers and an Arctic Sea - Part I
103
105
109
119
123
128
133
FORORD Cross Country Canada er, som navnet antyder, en antologi der tager elever og kursister med på en rejse tværs gennem Canada – historisk, samfundsfagligt og kulturelt. Bogen henvender sig især til gymnasiets andet og tredje år og HFs andet år, både A- og B-niveau, og den dækker særligt læreplanens krav om områdestudie uden for Storbritannien og USA. Cross Country Canada falder i 5 kapitler som spænder over Canadian History, Canadian Identity, Multiculturalism, Indigenous Peoples og Contemporary Canadian Literature. Hvert kapitel indeholder udførligt beskrevne arbejdsopgaver med særligt fokus på en varieret og elevaktiverende undervisning. Hertil hører blandt andet også en stribe IT-værktøjer, og selvom eleverne nok kan arbejde med opgaverne i bogen uden, vil flere af opgaverne kunne løses på en mere hensigtsmæssig måde ved hjælp af dem. Jeg vil derfor umiddelbart efter dette forord kort gennemgå de værktøjer der nævnes i bogen, og hvad de hver især kan bruges til. De skønlitterære tekster i bogens sidste kapitel er alle af nyere dato og ikke tidligere udgivet i dansk sammenhæng. Nogle er mere udprægede canadiske i miljø og tema end andre, men alle har et universelt udsyn som gør dem vedkommende for et dansk publikum, samtidig med at de præsenterer et perspektiv på verden fra en canadisk synsvinkel. Jeg har bevidst valgt at medtage netop tekster der er nye i gymnasiesammenhænge. Det betyder så også at man må finde tekster af Margaret Atwood, Michael Ondaatje, Alice Munro og andre internationalt mere veletablerede canadiske forfattere andre steder. Men de er allerede i stor stil repræsenteret i diverse antologier. Sammen med bogen hører et website www.lru.dk/crosscountrycanada hvor bl.a. flere af forfatterne optræder med oplæsninger, interviews eller spørgsmål til læsningen af deres tekst. Om end disse optagelser stort set alle er amatøroptagelser produceret af forfatterne selv, er det tanken at de er med til at skabe et mere umiddelbart samspil mellem forfatter, tekst og læser idet forfatterne i de fleste tilfælde taler direkte til læserne af netop denne bog. Acknowledgements I wish to extend a most hearty thanks to all the contributors to this book. I am deeply grateful for all their work on texts and audio-visual materials that I believe have added a dimension of proximity between the topic of this book and its readers.
C R O S S C O U N T RY C A N A D A
5
Also, the work my good colleague, Jakob Bækgaard, and my publisher, Ulla Malmmose, have put into this project, has been priceless, and they both have my gratitude. The patience and support with which Kenneth and Oskar have faced this project, have never gone unnoticed although it may have seemed as if at times. Last, but certainly not least, I am deeply indebted to The Writers’ Union of Canada and Gale Zoë Garnett without whose entrepreneurial and ambitious visions for this Transatlantic project this book would never have become a reality. Eva Pors Ringe, 2014
6 C R O S S C O U N T RY C A N A D A
BOGENS IT-VÆRKTØJER Flere af opgaverne i Cross Country Canada lægger op til inddragelse og brug af IT-værktøjer. I det følgende vil jeg derfor kort gennemgå nogle af de nævnte værktøjers funktioner. Alle værktøjerne er gratis, og det er uproblematisk at få oprettet en brugerkonto til dem - enkelte kræver slet ikke brugerregistrering. De er alle lette at anvende, men ønsker man alligevel at instrueres i hvordan programmerne rent teknisk virker, kan man meget let finde pædagogiske og tydelige instruktionsvideoer ved at søge på værktøjets navn på www.youtube.com.
www.stripgenerator.com Dette værktøj giver eleverne mulighed for at producere deres egne tegneseriestriber. Programmet har en stak forskellige skabeloner til fx karakterer, rekvisitter, talebobler osv. som eleverne kan bruge til at designe en kreativ og personlig tegneserie. Programmet er især anvendeligt til remediering af tekster som fx en destillation af en teksts hovedide.
www.todaysmeet.com Med dette værktøj får eleverne en enestående mulighed for alle at give deres besyv med i fx en brainstorm på samme tid. Programmet er en såkaldt “backchannel”, som altså er en slags samtale der kører i baggrunden sideløbende med den undervisning der i øvrigt foregår. Man kan forestille sig at elever her skriver kommentarer eller spørgsmål under et lærerforedrag eller en filmvisning. Fordelen er at disse kommentarer eller spørgsmål falder uden at den igangværende undervisning afbrydes, så de netop bagefter kan tages op. Programmet kræver ingen brugerkonto, men læreren skal blot gå ind på siden inden timen, oprette et rum og dele linket til dette rum med eleverne, som så frit kan skrive.
www.audioboo.fm og www.soundcloud.com Begge disse værktøjer er lydoptagere som er meget anvendelige når elever fx skal producere podcasts. Audioboo er klart nemmest at gå til med en mere overskuelig brugerflade, og en brugerkonto kan oprettes hurtigere end den kan til Soundcloud. Til gengæld kan man kun optage i 3 minutter ad gangen med Audioboo, hvor Soundcloud i stedet har en samlet grænse for uploads på hele 2 timer.
Google Docs via www.google.dk At oprette et fællesdokument i Google Docs kræver at man har en Google-konto (altså har oprettet en gratis bruger på Google), og har læreren en sådan brugerkonto, kan man let oprette et dokument og dele det med eleverne i en klasse. Disse elever vil nu alle kunne skrive i dokumentet synkront - uden at de behøver en konto - hvilket gør denne type dokumenter særdeles velegnet til notatsamling og C R O S S C O U N T RY C A N A D A
7
notatdeling. Det kan være fornuftigt at dele dokumentet ind i tabeller og herefter tildele enkeltelever eller enkeltgrupper udvalgte celler så eleverne ikke kommer til at overskrive hinandens noter ved en fejl.
www.screencastomatic.com Screencast-o-matic er et meget brugervenligt skærmoptagelsesprogram. Har man en Youtube-brugerkonto, kan man direkte uploade sine skærmoptagelser til Youtube uden at have oprettet en brugerkonto på Screencast-o-matic. Men opretter man en brugerkonto til Screencast-o-matic kan man i stedet gemme sine optagelser her. Disse deles let via videoens link. Skærmoptagelser bruges til at optage det der foregår på en computerskærm, og en sådan kan bruges til at lade eleverne lave visuelle fremstillinger af fx begreber de forklarer, eller analyser de laver.
www.padlet.com Her er tale om en virtuel opslagstavle. Læreren kan oprette en brugerkonto, lave en opslagstavle og dele denne med eleverne som ikke behøver at foretage sig andet end at klikke på det delte link for at få adgang til opslagstavlen. Her kan eleverne nu skrive små tekster, uploade billeder, Youtube-klip, linke til websider og så videre. Padlet er derfor velegnet som platform hvor man kan organisere begreber eller informationer i tilknytning til et bestemt emne.
www.howjsay.com Denne “talking dictionary” er velegnet til at demonstrere for eleverne hvordan et ord skal udtales. Her behøver man blot at taste ordet ind, og så afspiller computerens højtaler udtalen.
www.tricider.com Tricider er et meget dynamisk brainstorm- og afstemningsværktøj. Der kræves ingen brugerregistrering; læreren (eller en elev) opretter blot et spørgsmål og deler linket. Nu kan alle med linket både skrive forslag til svar og stemme på de forslag de synes bedst om. Værktøjet er altså ideelt til diskussioner hvor der er flere mulige svar, og hvor det giver mening at diskutere om nogle svar er bedre end andre, og hvorfor, som for eksempel når der diskuteres temaer i en tekst.
8 C R O S S C O U N T RY C A N A D A
CHAPTER
C H A PTE R
1
5
10
15
A Brief Introduction to the History of Canada
20
25
30
35
40
9
CHAPTER ONE
1
In this chapter you will be introduced to the history of Canada. Professor Claire Campbell briefly introduces major events in Canadian history from the last Ice Age to the present day, while historian Forrest Pass introduces the role the two world wars have played in shaping Canada together with the world famous poem, “In Flanders Fields�, by John McCrae. The five poems included by Mona Gould are intended to provide you with a poetic image of Canada through half a century.
5
10
At the end of working with this chapter you should be able to: 15
u
list and explain central events in Canadian history.
u
analyse representations of Canadian history.
u
discuss ways in which the central events can be said to have contributed to the shaping of Canada.
20
25
30
35
TIMELINE OF EVENTS AT CANADA'S HISTORY
40
Appr. 17000 BC
10 CROSS COUNTRY
Appr. 8000 BC
Appr. 1000 BC
1534
1541
1605
C H A PTE R
Claire Campbell
A VERY BRIEF HISTORY OF CANADA Claire Campbell has been an associate professor at Dalhousie University in Nova Scotia, and is joining the faculty at Bucknell University in Pennsylvania. She teaches Canadian history with a particular interest in environmental issues. Her interest in Canadian Studies was sparked over ten years ago when she was a visiting lecturer at the University of Aarhus.
WHILE READING Below you will find a timeline of Canada. Fill in the events at the correct marks on the timeline as you read. Appr. 17000 BC – appr. 8000 BC – appr. 1000 AD – 1534 – 1541 – 1605 and 1608 – 1670 – 1755 – 1759 – 1763 – 1812 – 1821 – 1847 – 1858 – 1867 – 1869 – 1885 – 1917 – 1946 – 1965 – 1966 – 1971 – 1982 The text has been divided into eight parts indicated by Roman numerals. Although you have to read the entire text, each of you will be assigned one of these eight parts that you must focus on well enough to be able to summarise it in detail.
A Very Brief History Of Canada
5
1608
“If some countries have too much history,” said the prime minister of Canada in 1936, “we have too much geography.” Canada has a history, too, but it is intertwined with its vast geography. As the second–largest country in the world, the story of Canada is a response over centuries and by different peoples to the North American environment.
1670
1755
1759
1763
1812
inter’twine (vb) – være forbundet med vast (adj)– vidtstrakt
1821
A B R I E F I N T R O D U T I O N T O T H E H I ST O RY O F C A N A D A 11
CH A PT E R
Paul Kane, Assiniboine Hunting Buffalo (ca. 1856)
I re’treat (vb) – trække sig tilbage carve (vb) – udskære re’bound (vb) – at komme sig di’stinct (adj) – særlig ’occupy (vb) – besætte re’ly (vb) – være afhængig af ’salmon (subst) – laks ’caribou (subst) – nordamerikansk rensdyr ex’tensive (adj) – udstrakt
About 17, 000 years ago, during the last Ice Age, a land bridge allowed peoples to migrate onto the North American continent. As the glaciers began to retreat from North America, they affected the shape of Canada to come, leaving deep glacial lakes, such as Lake Agassiz in Manitoba and Lake Iroquois in Ontario; carving river valleys and scraping the Canadian Shield, a bed of granite underlying much of eastern and northern Canada; and defining ocean shorelines as the continent rebounded from the weight of the ice. By 10, 000 years ago, distinct language and cultural groups of First Nations occupied the continent, relying on the resources of regional ecosystems, whether the salmon of the West Coast, the bison of the Prairies, or the caribou of the Arctic. For millennia, then, “Canada” was the territory of these different nations but connected by extensive trading networks. The first connection with Europe came
TIMELINE OF EVENTS AT CANADA'S HISTORY
1847
12 C R O S S C O U N T RY C A N A D A
1858
1867
1869
1885
5
10
C H A PTE R
Pierre Desceliers, Mappemonde (ca. 1550)
5
about 1000 AD. The Norse traded with Inuit in the far north for things like whale ivory, and had established a small settlement at L’Anse aux Meadows to explore the Gulf of the St. Lawrence. About 500 years later, the riches of the sea drew fleets from Portugal, Spain, France and England to the eastern coasts of North America in pursuit of whales and cod. In the 1500s and 1600s, explorers, especially from France and England, began searching for ways through or around the continent in hope of reaching the Far East. Jacques Cartier (sailing 1534–41) sailed up – and named – the St. Lawrence River, which would be the major route into Canada for centuries; and borrowed the Iroquoian word for village, Kanata, to name the area.
1917
1946
1965
1966
1971
’Norse (subst) – nordiske folk ’ivory (subst) – elfenben fleet (subst) – flåde cod (subst) – torsk ’Iroquois (subst) – nordamerikansk indiansk sprogfamilie bestående af forskellige indianske stammer som Cherokee, Seneca, Mohawk og Oneida.
1982
A B R I E F I N T R O D U T I O N T O T H E H I ST O RY O F C A N A D A 13
CH A PT E R
II ’arable (adj) – jordbrugs– al’lure (subst) – tiltrækning ’harvest (subst) – udbytte e’merge (vb) – komme frem pro’vide (vb) – forsyne med com’mercial (adj) – handelsbetingede a’genda (subst) – dagsorden fur (subst) – pels voya’geur (subst) – (specielt i Canada) opdagelsesrejsende i vilde områder abo’riginal (adj) – indfødt ’venture (vb) – vove sig ’solidly (adv) – alene ’profitable (adj) – indbringende ’populous (adj) – folkerig con’fined (adj) – begrænset ’fertile (adj) – frodig dis’tinctive (adj) – karakteristisk ’habitant (subst) – fransksproget indbygger sought (vb) – datid af seek – søge drain into (vb) – løbe ud i
Because of the colder climate and the limited amount of arable land, the allure of Canada would be harvests of natural resources. Emerging European empires began to explore and occupy the continent, providing them with wealth and power in the early modern age. In 1605 (on the Bay of Fundy) and 1608 (on the St. Lawrence), the French began two colonies, known as Acadie and Canada (or la nouvelle France). These were driven by religious and commercial agendas, by the Catholic Church and the fur trade, which would define the relationship between Europeans and First Nations for two hundred years. Coureurs des bois (“runners of the woods”) and voyageurs relied on aboriginal knowledge and technologies like the canoe to venture further west. By the 1660s, Canada was solidly part of France’s Atlantic empire, never as profitable or as populous as colonies in the Caribbean, but useful for its fish and furs. Confined to the fertile St. Lawrence River valley, Canada also developed a distinctive landscape of seigneuries, strips of land farmed by habitants who were now thinking of themselves as Canadiens. The north attracted the British, too. Explorers like Martin Frobisher and Henry Hudson sought a northwest passage through the Arctic, and in 1670, the new Hudson’s Bay Company (Canada’s oldest company today) won rights to “Rupert’s Land,” all the land draining into Hudson’s Bay – half of present–day Canada – in their search for furs. Their French rivals explored the Mississippi
Benjamin West, The Death of General Wolfe (1770) 14 C R O S S C O U N T RY C A N A D A
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10
15
C H A PTE R
Valley, the Great Lakes and the plains. The fur trade and the growing population of the Thirteen Colonies set the French and British on a collision course by the end of the seventeenth century.
III 5
10
15
Canada in the eighteenth century was a battleground between British, French, Americans, and aboriginals. Islands and territories were traded in treaties; strategic alliances were formed with First Nations; the eastern seaboard was populated by rival fortresses, as at Louisbourg and Halifax; thousands of Acadians were deported to places like Louisiana in 1755. Skirmishes in the Great Lakes and the interior showed the growing pressure of the booming Thirteen Colonies – twenty times the population of New France. The British victory in 1759 on the Plains of Abraham at Quebec signalled the fall of New France and the creation, briefly, of a single British North America. In the 1763 Royal Proclamation after “the Conquest,” Britain recognized both French legal and religious systems, and aboriginal title to land. These have influenced Canada to this day; but ironically, helped spark the American Revolution. This divided British North America into two new countries, one promising “life, liberty, and the pursuit of happiness” (the United States) and the other “peace, order, and good government” (Canada). Canada was flooded by
’treaty (subst) – traktat ’seaboard (subst) – kyst ’fortress( subst) – fæstning ’skirmish (subst) – strid in’terior (subst) – det indre af landet procla’mation (subst) – erklæring ’recognize (vb) – anerkende ’liberty (subst) – frihed pur’suit (subst) – stræben
Peter Rindisbacher, Hudson’s Bay Company officials in an express canoe crossing a lake (about 1825) A B R I E F I N T R O D U T I O N T O T H E H I ST O RY O F C A N A D A 15
CH A PT E R
Robert Harris, The Fathers of Confederation (sketch, 1883) pro’pel (vb) – fremdrive ’era (subst) – tidsperiode ’rivalry (subst) – kappestrid inter’marriage (subst) – blandet ægteskab
thousands of people seeking to stay loyal to the Crown (Loyalists), and whose presence resulted in the creation of new colonies. A new fur trade company in Montreal, the North West Company, propelled a great era of rivalry and expansion in the fur trade, with explorers such as Samuel Hearne, Alexander Mackenzie, and David Thompson travelling rivers and lakes to map the entire continent to the Arctic and Pacific oceans. The “children of the fur trade,” born of intermarriage, especially of voyageurs and First Nations, emerged as a distinct group on the prairie, known as the Métis. After 1821, the HBC held the entire western interior to the Pacific: a government in itself.
16 C R O S S C O U N T RY C A N A D A
5
C H A PTE R
IV
5
But the emphasis was shifting toward permanent settlement, first in the Great Lakes and then on the prairies. After repelling American invasions during the War of 1812, the 49th parallel was chosen as the so–called “undefended border” between Canada and the United States. Now thousands of new emigrants, especially from Britain, arrived as pioneers in the wilderness or “backwoods.” The divide grew between the conservative elite and reform–minded settlers, resulting in a campaign for greater political rights and even brief uprisings known as the 1837 Rebellions. Ten years later Nova Scotia became the first British colony to obtain “responsible government” – whereby the colony’s
’emphasis (subst) – vægt re’pel (vb)– drive tilbage ’parallel (subst) – breddegrad ’uprising (subst) – opstand ob’tain (vb) – opnå
A B R I E F I N T R O D U T I O N T O T H E H I ST O RY O F C A N A D A 17
CH A PT E R
’council (subst) – rådsforsamling ’legislature (subst) – lovgivende forsamling e’xecutive (subst) – den udøvende myndighed ’answerable (adj) – ansvarlig e’lectorate (subst) – vælgerkorps fuel (vb) – give næring til prompt (vb) – medføre staple (vb) – stabelvare, vare der haves i stor mængde debt (subst) – gæld ’deadlock (subst) – dødvande confede’ration (subst) – statsforbund bi’cameral (adj) ‘legislature (subst) – tokammerparlament ap’point (vb) – udnævne
governor chose his council from the elected legislature, making the executive answerable to the electorate for the first time – and the other colonies soon followed. New roads and canals – such as the Rideau Canal, between the Ottawa River and Lake Ontario, and the Welland Canal, bypassing Niagara Falls – connected the growing population and fueled industrialization in the St. Lawrence Valley in cities like Montreal. The Grand Trunk Railway was the longest railway in the world by the end of the 1850s. Meanwhile, discovery of gold on the Fraser River prompted the creation of a new colony of British Columbia on the Pacific coast in 1858. Whether by river, rail, or pipeline, the export of raw resources – from fish and fur to wheat, timber, minerals, and now to oil – has always been “staples” for Canada’s economy and place in the world.
5
10
V In the early 1860s, debt from railway construction, political deadlock, fears of American expansion, and the need for new trading agreements between the colonies propelled four colonies (Canada East and Canada West, Nova Scotia, and New Brunswick) to agree to terms of Confederation. The resulting British North America Act, which came into effect on 1 July 1867, created the Dominion of Canada, spelling out powers for the federal and provincial governments, a bicameral legislature with an elected House of Commons and an appointed
Cartoon, Canada, 1870 18 C R O S S C O U N T RY C A N A D A
15
C H A PTE R
Parliament Buildings on the Ottawa River, with logging raft, circa 1882
Driving the last spike, Craigellachie, 1885
“All Together now�. From Canada: The Granary of the World (1903) A B R I E F I N T R O D U T I O N T O T H E H I ST O RY O F C A N A D A 19
CH A PT E R
re’mote (adj) – fjern ’lumber (subst) – tømmer aspi’ration (subst) – forhåbning re’main (vb) – forblive ac’quire (vb) – erhverve sig ne’gotiate (vb) – forhandle ’purchase (subst) – køb ’settlement (subst) – bosættelse feat (subst) – bedrift land sur’veying (subst) – landmåling
Senate, and continued loyalty to the British Crown – this was not a declaration of independence! The remote lumber town of Ottawa had been a compromise choice for the national capital – between French and English Canada, and safely distant from the United States. Conservatives and reformers coalesced into the Conservative and Liberal parties. Confederation was a pragmatic agreement, far more than an expression of national aspirations; indeed, it would be challenged by provincial and regional divisions almost immediately, divisions that remain characteristic of Canadian political life. Confederation did allow especially those in Central Canada to pursue their ambition of acquiring the vast continental interior. In 1869 the new government of Canada negotiated the purchase of Rupert’s Land from the HBC: one of the largest land sales in history. This opened the door to a massive campaign for western settlement, recruiting hundreds of thousands of emigrants from abroad and completing a transcontinental railway in 1885 – an incredible feat of engineering and land surveying.
A.Y. Jackson, The Red Maple (1914) 20 C R O S S C O U N T RY C A N A D A
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C H A PTE R
“Let’s go, Canada!” World War I poster A B R I E F I N T R O D U T I O N T O T H E H I ST O RY O F C A N A D A 21
CH A PT E R
VI bi’lingual (adj) – tosproget spike (subst) – spiger ex’tinguish (vb) – tilintetgøre archi’pelago (subst) – øgruppe in’cite (vb) – anspore ’controversy (subst) – strid di’versity (subst) – mangfoldighed ’governor–’general (subst) – generalguvenør mu’nitions (subst) – ammunition a’chievement (subst) – bedrift ’notably (adv) – især vie (vb) – konkurrere 'venture (subst) – foretagende ’showcase (vb) – udstille ’cultivate (vb) – dyrke ’impact (subst) – indvirkning ’Prairie ’Dust ’Bowl (subst) – 1930’ernes hårde støvstorme og tørkeperioder der ødelagde landbrugets afgrøder på den nordamerikanske prærie. au’tonomy (subst) – selvstyre ’sovereignty (subst) – suverænitet
A Métis from Red River (now Winnipeg), Louis Riel, led two uprisings in protest; the first resulted in the creation of Manitoba, a bilingual province with some Métis land rights, but the second ended with Riel’s hanging the same week as the “last spike” was driven in the transcontinental railway. The North West Mounted Police (later the Royal Canadian Mounted Police), formed in 1873, provided the federal government with an important presence in the vast northwest territory. Acquiring the west for settlement also meant extinguishing aboriginal land claims through a series of numbered treaties that framed the status of First Nations within Canada for the next century. Britain also transferred the entire Arctic archipelago to Canada in 1880. While the discovery of gold in the Yukon incited a border controversy with the United States, the frontier at this time was still the western prairies; the north would become the new frontier of the mid–twentieth century. Despite its ethnic diversity and francophone populations across the country, many Canadians considered the new Dominion “First Daughter of the British Empire” well into the twentieth century. British governors–general played an important cultural role, including giving the Stanley Cup and the Grey Cup to hockey and football. Canadian troops fought with British forces in the South African War and the First World War. The explosion of a munitions ship in Halifax harbour in 1917 was the largest man–made explosion in history before the nuclear bomb. Several moments of the world war marked a new sense of Canadian identity and achievement, notably the battle of Vimy Ridge in 1917.
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VII In the 1920s and 1930s, this new nationalism vied with the realities of mass culture.
New ventures and institutions – artwork by the Group of Seven, radio by the Canadian Broadcasting Corporation – showcased distinctive Canadian voices, especially in cultivating a mythology of northern wilderness. But the war had marked a turn away from Empire and toward North America, in American radio and film and in a common automobile landscape. Both Canada and the United States felt the economic impact of the Great Depression and the Prairie Dust Bowl, inspiring a number of political experiments in response to the weaknesses of capitalism. The most influential in Canada was the Cooperative Commonwealth Federation, a social democratic party (that would become the New Democratic Party and Canada’s third major national party in 1961). Canada entered the Second World War with much more autonomy, and played an important role in major battles such as the Battle of the Atlantic, Ortona, and Juno Beach on D–Day. In the postwar world, this meant a commitment to being a “middle power” in multilateral organizations such as the United Nations (including in the Korean War) and in peacekeeping operations around the world, and wrestling with issues of territorial sovereignty in the far north.
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Aislin, On the table (September 12, 1986) A B R I E F I N T R O D U T I O N T O T H E H I ST O RY O F C A N A D A 23
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cen’tennial (adj) – hundredårs– fe’rocity (subst) – voldsomhed du’ality (subst) – dobbelthed ’secular (adj) – verdslig au’tonomous (adj) – selvstændig ’advocate (subst) – fortaler e’lectoral (adj) – valg– means (subst) – metode di’stinct (adj) – særskilt re’visit (vb) – vende tilbage til ’patriated – overdraget ’charter (subst) – stiftelsesdokument re’main (vb) – forblive con’sistent (adj) – konsekvent ’recent (adj) – nylig ’decade (subst) – årti rein’force (vb) – forstærke a’chieve (vb) – opnå ’ancient (adj) – forhistorisk
There were new landmarks of nationhood: Canadian citizenship in 1946, a new flag in 1965, hosting the international Exposition in the centennial year of 1967. But the relationship with the United States became even more complicated: nationalists lobbied for protecting Canadian culture while others proposed continental free trade agreements.
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VIII Old regional and cultural tensions appeared with new ferocity. Canada declared itself officially bilingual and bicultural in 1966 to recognize the French/English duality; and “multicultural in a bilingual framework” in 1971 to acknowledge the diversity of emigration especially after 1945. But in the early 1960s, Quebec’s Révolution tranquille (The Quiet Revolution) announced a modern, secular, and more autonomous state, and over the next twenty years advocates of separatism took to both violent (the FLQ) and electoral (le Parti Quebecois) means, even while the rest of Canada eventually accepted Quebec’s status as a “distinct society.” New energy resources especially in Alberta prompted the rest of the provinces to challenge the power of Ottawa as well. This resulted in years of constitutional (re) negotiation, revisiting the balance of powers established in 1867. The constitution was patriated from Britain to Canada in 1982 as the Canada Act at the same time as a the Charter of Rights and Freedoms came into effect. But the status of Quebec and First Nations within Canada remains a subject of ongoing debate. Canada ranks consistently among the best countries in the world in which to live. The neoconservative turn of recent decades has called into question some of its defining myths and characteristics, such as its image of extensive wilderness and its sense of internationalism, but reinforced others, such as its claim to northern territory. Despite the ambitious promises of multiculturalism, social democracy, and “good government,” there is much work to be done in achieving environmental and social justice. Even with its ancient glacial origins, Canada is still a young country, and an unfinished project.
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Patriation of the Canada Act, 1982
WORKING WITH THE TEXT IN CLASS Sum up your timelines in class, and discuss any uncertainties or differences that may arise. GROUP WORK AND ORAL PRESENTATIONS Based on your designated part of the text from while reading, create a comic strip (perhaps even a digital one by using www.stripgenerator.com) that explains a part of Canadian history in five to ten frames. If there are elements in your part of the text that you don’t quite understand or just wish to research further, please consult the links found at www.canada.ca Q about Canada Q History. Display your comic strips in a class presentation.
A B R I E F I N T R O D U T I O N T O T H E H I ST O RY O F C A N A D A 25
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Forrest Pass
CANADA AT WAR Forrest Pass is an historian at the Canadian Museum of Civilization in Gatineau, Quebec. Originally from British Columbia, he holds a doctorate in Canadian history from the University of Western Ontario. He has published widely on Canadian history and identity for both scholarly and popular audiences.
LISTENING Go to www.lru.dk/crosscountrycanada, and watch the videos with historian Forrest Pass. Take notes on what you learn about Canada’s role in the two world wars, and how it has affected Canada today. INDIVIDUAL WORK Go to the blackboard and, individually, write down one keyword from each of the video presentations on Canada and her role in the two world wars. Look at all your classmates’ words on the blackboard. Elicit an explanation for words about which you are uncertain. Write a summary of Canada’s role in the two world wars – based on the videos you have just seen – in exactly 150 words, using at least seven of the words from the blackboard. CLASS DISCUSSION Listen to at least three summaries in class, and discuss which aspects of Canada at war have been included. Field of poppies
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Also discuss which aspects should be included in the summaries, and which could be le out and why.
C H A PTE R
John McCrae
IN FLANDERS FIELDS
WHILE READING Read the poem many times, and see if you can learn the first stanza by heart.
In Flanders Fields
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In Flanders fields the poppies blow Between the crosses, row on row, That mark our place, and in the sky, The larks, still bravely singing, fly, Scarce heard amid the guns below.
’poppy (subst) – valmue scarce (adv) – knapt a’mid (præp) – mellem ’quarrel (subst) – skænderi foe (subst) – fjende torch (subst) – fakkel ye (pron) – gammel form af you
We are the dead; short days ago We lived, felt dawn, saw sunset glow, Loved and were loved, and now we lie In Flanders fields. 10
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Take up our quarrel with the foe! To you from failing hands we throw The torch; be yours to hold it high! If ye break faith with us who die We shall not sleep, though poppies grow In Flanders fields.
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WORKING WITH THE TEXT IN CLASS CLASS PRESENTATIONS Can anyone recite the first stanza? How does the recitation and knowing the poem by heart affect your understanding of the poem? CHOOSE YOUR PREFERRED WORKING METHOD Either work individually on researching the poem Search the Internet for information about “In Flanders Fields”. Find out… – who John McCrae was. – the background for John McCrae writing the poem. – how the poem can be interpreted. – what role the poppy in the poem came to play in war history and remembrance. – how the poem was used at home in Canada during the war. Or work on a textual analysis of the poem in a classroom discussion Identify the rhythm (with stressed and unstressed syllables), the rhyme scheme, and alliterations and assonances of the poem. What do these elements add to your immediate impression of the poem? Who is the speaker of the poem, and what is the speaker asking of “you”? How does the mood of the poem change from stanza one and two to stanza three? Find all the contrasts in the poem (e.g. “dead”–“lived”). What do these contrasts suggest about the major themes of the poem? Find all metaphors and symbols in the poem. What do they each represent, and how do they fit in with the major themes you discussed before? Below are two possible interpretations of the poem. Half of you will now have to argue for one, and the other half for the other interpretation. Spend a few minutes collecting your evidence, and then engage in a discussion in which you present your arguments. –
The poem is an anti–war poem, and the foe mentioned in stanza three is really the government at home sending these young soldiers into futile ba le.
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The poem is a pro–war poem, begging the “you” of the poem to honour the soldiers’ ultimate sacrifice, their lives, by keeping on fighting until the war has been won.
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CLASS DISCUSSION Get together in small groups of two or three in which there is at least one representative who has worked on the assignment for individual research, and one who has been involved in the textual analysis of the poem. Help each other fill out the form below which will also function as notes from this lesson. QUESTIONS
ANSWERS
Who was John McCrae, and why did he write “In Flanders Fields”? What role does the poppy play in the poem, and how has this symbol become a part of remembrance? How was this poem used at home in Canada during the war, and how can this be seen in connection with the speaker and the “you” of the poem? Is the poem pro–war or anti–war? LISTEN In a moment, you will listen to “In Flanders Fields” set to music by the composer Anthony Hutchcro in 2006. Discuss with your neighbour what the tone and mood of the song will be like. Why do you think it will be like this? Discuss with your neighbour the possible musical instruments found in the song, and why you believe these instruments will be used. Go to www.youtube.com. Type “In Flanders Fields Anthony Hutchcro ” in the search field, and choose the top film. While watching the video, consider in what ways the song and video convey the interpretations of the poem you have discussed earlier. Sum up in class: How did the video and the music convey the interpretations of the poem that you discussed earlier? Did they add new ideas to the interpretations that you hadn’t considered?
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Mona Gould
SELECTED POETRY FROM THE 1940s TILL THE 1990s Mona McTavish Gould published two books of poetry, Tasting the Earth (1943) and I Run with the Fox (1946). “This Was My Brother”, written after the death of her brother Howard at Dieppe, remains her most famous poem. In the 1950s, she became a radio broadcaster and widely recognized public figure in Toronto. With the advent of television she was less in the public eye, but continued to do readings and speaking engagements with an anti–war message. She lived to be ninety–one, and, despite failing eyesight, wrote poetry every day until just before her death. She left her papers to the Thomas Fisher Rare Book Library at the University of Toronto.
The following five poems have been written over a 50–year time span, representing five decades in the life of a Canadian poet. Your class will now be divided into five café owners and the rest will be café visitors. The café owners will be responsible for creating an analysis and interpretation of a poem by asking their visitors for input, followed by a fiveminute presentation in which they share this analysis and interpretation with their classmates. The café visitors will be responsible for studying all five poems and coming up with three interesting points for an analysis and interpretation for each of the poems.
WHILE READING Café owners Divide the five poems between you. Come up with five to ten questions for analysis and interpretation of your chosen poem that you can ask your café visitors. These questions could be about tone and mood, about symbols and metaphors, about contrasts and parallels, about the structure of the poem, about rhyme scheme and rhythm, about the speaker and so on. Café visitors For each of the five poems you must come up with at least three interesting observations that can be used in an analysis and interpretation of the poems. These observations could be regarding tone and mood, symbols and metaphors, contrasts and parallels, the structure of the poem, the rhyme scheme and the rhythm, the speaker and so on.
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This Was My Brother
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This was my brother At Dieppe Quietly a hero Who gave his life Like a gift, Withholding nothing. His youth...his love... His enjoyment of being alive... His future, like a book With half the pages still uncut –
’Dieppe (prop)– fransk kystby hvor flere centrale slag fandt sted under Anden Verdenskrig. with’hold (vb) – holde tilbage step into the breach (idiom) – gå i brechen for, hjælpe/støtte/forsvare nogen eller noget shame (vb) – vanære ’eagerness (subst) – ihærdighed
This was my brother At Dieppe – The one who built me a doll house When I was seven, Complete to the last small picture frame, Nothing forgotten. He was awfully good at fixing things, At stepping into the breach when he was needed. That’s what he did at Dieppe; He was needed. And even Death must have been a little shamed At his eagerness.
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Lament For The Death Of Our Good King George The Sixth
la’ment (subst) – klagesang ’piper (subst) – sækkepibespiller con’tent (subst) – tilfredshed shrill (adj) – skærende ’scatter (vb) – sprede ’laurels (subst) – laurbær wrap (vb) – pakke ’winding sheet (subst) – ligklæde grief (subst) – sorg re’frain (subst) – omkvæd
Piper, blow a sad lament. Here a noble life was spent. May he rest in deep content. Piper, blow O shrill and sweet. Scatter laurels at his feet. Wrap him in his winding sheet.
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Brave was his heart and good his soul. Hard was his task, and high his goal. Deep is our grief, his kingdom whole. Piper, blow a sad refrain. We’ll not see his like again.
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Aunties On The Rocks
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We’ve all had aunts Who blanched at Pants. Found downright shocking The fishnet stocking The mini skirt The topless top The long–haired lad & The Teeny–Bop! Never forget that in Their day These genteel maidens Would Swing and sway To the swirling Waltz And the two–step naughty. If a gentleman “squeezed” The result was ...? Haughty!
Babies are babies and Frogs are frogs And we’re still made nervous By bombs and smogs. 5
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But under the skin They were IN as IN! The world wags on. We’ve automation We’ve Marsh McLuhan And integration.
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And we still have aunts Who are shocked at Pants! They sometimes come For a long weekend The result is chaos Unless, my friend, Some proper planning Precludes disaster (Profane low mumbles From lord’n master.) Lay in a supply of Cherry Heering The Danish Liqueur That is so endearing Served on the rocks In Auntie’s glasses Of Danish crystal.
on the rocks (idiom) – med is / at lide skibbrud blanch (vb) – blegne ’downright (adv) – komplet lad (subst) – fyr ’Teeny–Bop (subst) – teenageidol gen’teel (adj) – dannet ’maiden (subst) – ungmø sway (vb) – svaje ’naughty (adj) – slem ’haughty (adj) – arrogant wag (vb) – logre auto’mation (subst) – automatisering Marshall (Marsh) McLuhan – Canadisk filosof og kommunikations– teoretiker særlig kendt for sin teori om mediet som budskab (”The medium is the message”). pre’clude (vb) – udelukke pro’fane (adj) – ukristelig lord’n master (subst) – lord and master – herren i huset Cherry Heering (prop) – dansk kirsebærlikør li’queur (subst) – likør en’dearing (adj) – indtagende sur’pass (vb) – overskride
Result surpasses Your wildest dreams And your mate’s worst fears. For Auntie will call you Her Dearest Dears.
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Cure CIRCA
’tumble (vb) – vælte soak (vb) – gennemvæde blot (vb) – plette ’clutter (subst) – klump ’flutter (vb) – baske ’wounded (adj) – såret hoard (vb) – hamstre
Let the words tumble out Spill them down onto a sheet of white paper. The bloody ones will leave dreadful stains. The sad ones will soak the blotting paper. But tumble them down, anyway. Ease the load of hot and icy words The clutter of fluttering wounded words The struggling ones ... the frightened ones. Tip them out in wild confusion. Let some fall on the floor; escape through the windows. Do not hoard any. Spill them all out. Tumble them down Onto a sheet of white paper.
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Dewlaps – Predicted For The ‘90s CIRCA
’dewlap (subst) – løs hud under halsen launch (vb) – søsætte re’call (vb) –huske aussi (adv) – ( fransk) også ’visage (subst) – ansigt ’dawdle (vb) – drive om se’ductive (adj) – forførende la’ment (vb) – begræde mug (subst) – fjæs
The face that launched a thousand ships was Helen’s I recall And mine did rather well aussi Just before the fall. For every visage comes a day when Dewlaps dawdle in And add a new dimension to the Most seductive chin. Do not waste your time lamenting Such trivial arrival Just celebrate the darling fate That stamped your mug “Survival.”
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WORKING WITH THE TEXTS IN CLASS GROUP WORK Café owners now go to each their spot in the classroom, and café visitors are divided between them. Café owners interview café visitors about the poem at hand. And café visitors add their own observations that they have noted down during their reading of the poems. Café owners need to make sure they take good notes to the answers given by the visitors. A er five to ten minutes, café visitors get up and move to the next café, while café owners stay put and receive new visitors. Café owners can ask the same questions again or add questions that may have arisen from the previous conversation. Café visitors share points of observation. Continue until the visitors have been to all five cafés. INDIVIDUAL WORK Café owners Collect the most important points from the notes you have taken during this café session, and convert these into a five–minute coherent presentation in which you present an analysis and interpretation of the poem. Café visitors Go to the website www.mona–gould.com. Read about Mona Gould’s life, and look at the pictures of her life under “Photo Gallery”. Go to www.lru.dk/crosscountrycanada. Listen to the interviews with Mona Gould’s granddaughter, Maria Meindl. Based on the website and the interviews, try, individually, to write a portrait of Mona Gould and her life in 200 words. Discuss if or how your portrait adds to your interpretations of her poems. Consider if there are any parallels to the history of Canada in the portrait of the poet. Share your portraits with your classmates.
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CLASS DISCUSSION Café owners will now give their presentations on the five poems to the class. Café visitors must contribute to each presentation with at least one question or comment. This might very well be a parallel between the research you have done on Mona Gould and the interpretation of the poems.
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HERITAGE MINUTES The Heritage Minutes are one–minute short films on central moments and topics in Canadian history created by Historica Canada ( formerly known as the CRB Foundation). The short films first aired in 1991 and have since regularly appeared on TV as infomercials between TV–shows.
INDIVIDUAL WORK Go to www.historicacanada.ca Q video Q Heritage Minutes Choose a theme, and watch at least three of the videos connected to this theme while you focus on the following: –
Which codes have been borrowed from the world of fictional films and which from the world of documentary films in creating the Heritage Minutes? CODES OF FICTIONAL FILM
CODES OF DOCUMENTARY FILM
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PAIR WORK AND CLASS DISCUSSION Get together in pairs and compare your tables. Fill in any blanks in your table with your partner’s observations. Discuss the following questions. You have one minute to discuss each of the four questions, followed by one minute for writing your answers to this question in a classroom backchannel (e.g. www.todaysmeet.com). A er each of the questions, sum up the most interesting answers in class. –
What is the effect of the Heritage Minutes using codes from both documentary and fictional film?
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Do the Heritage Minutes presuppose that you know certain facts about Canadian history? How do you see this in the films? And what is the effect?
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In general, how would you assess the Heritage Minutes as historical representations? Why?
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Come up with two reasons why you think Historica Canada (a non–profit organisation) would produce these Heritage Minutes.
SYNTHESIS
Below you will find eight key phrases from this chapter on Canadian history. Peace, order and good government
Jacques Cartier
Dominion of Canada
First Daughter of the British Empire
Heritage Minutes
In Flanders Fields
Canada as a peacekeeping nation
Patriation of Canada
CLASS DISCUSSION For each keyword, elicit the meaning and the role it plays in Canadian history. Create a mind–map in which you connect those of the key phrases that can be connected, and add other aspects of Canadian history that you find relevant in connection with the mentioned key phrases. All eight key phrases must be present in the mind map, but not necessarily connected. 38 C R O S S C O U N T RY C A N A D A
Cross Country Canada er en tekstbog der især henvender sig til gymnasiets andet og tredje år og HF andet år, både A- og B-niveau. Bogen dækker særligt læreplanens krav om områdestudie uden for Storbritannien og USA Her sættes gennem en solid introduktion til canadisk kultur, historie og canadiske samfundsforhold blandt andet fokus på canadisk identitet, canadisk multikulturalisme og canadisk samtidslitteratur. Bogen er bygget op med udførligt beskrevne arbejdsopgaver til hver eneste tekst og har et klart fokus på en varieret, kreativ og elevaktiverende undervisning. De skønlitterære tekster er alle af nyere dato og ikke tidligere udgivet i dansk sammenhæng, og sammen med bogen hører et website hvor flere af forfatterne optræder med oplæsninger, interviews og spørgsmål til læsningen af deres tekst.
www.lru.dk/crosscountrycanada
ISBN 978 87 7066 56988