Comparing Changes
in Quebec Society
from 1905 to 1980
Created by:
Nicole Fournier and Brenda Raymond
Sainte-Flore (Mauricie) Photo by Unknown,
Gift of Appartenance Mauricie, Société d'histoire régionale
Supplied by Collège Laflèche
http://rea.ccdmd.qc.ca/quebec/
Comparing Changes in Quebec Society from 1905 to 1980
Prior Knowledge: Students are familiar with the location of the province of
Quebec in relation to the rest of the country. They are also expected to have
learned about conditions and events leading up to Canada's discovery and
development up to 1905.
Big Question: What are some of the major changes that occurred in Quebec
across the 20th century? What were some of the causes of these changes?
Broad Area of Learning: Personal and Career Planning
Cross-Curricular Competencies: To use information and communication
technologies , To exercise critical judgment,
Subject Area:
Social Sciences Competency: To interpret change in a society and its territory
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To situate a society and its territory in space and at two points in time
To recognize the main changes in the organization of a society and its
territory
To establish causes and effects of the changes
To justify his/her interpretation of the changes
To perceive traces of these changes in our society and territory
LA 1: Quebec Geography: Compare map of Quebec in 1905 to Quebec in
1980
Teacher Preparation:
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Become familiar with "Atlas of History and Geography" by Clement
Robillard and Alain Parent (ISBN 2-7650-1443-4), in particular the maps
on pages 100 and 115 as well as "Places in Time, Cycle 3, module 5"
(ISBN 978-2-7650-1788-2)
Photocopy Handout 1 for all students
Student Activities:
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Refer to p. 100 and 115 of “Atlas of History and Geography” or to p. 6 and
7 of “Places in Time, Cycle 3, module 5”
Using the blank map of Canada ( see Handout 1) have children label it
“Map of Quebec in 1905" and colour in the territory of Quebec at that time.
Students label second map “Map of Quebec in 1980” and colour in the
territory of Quebec at that time.
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Once completed, have students identify and discuss major differences
between the two maps, paying particular attention to the changing borders
of Quebec and its surrounding provinces.
Evaluate using Evaluation 1
LA 2: Population Distribution: Urban versus Rural – Graphing the
Population of Quebec
Teacher Preparation:
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Become familiar with data on statcan website (use link
http://www40.statcan.ca/l01/cst01/demo62f.htm )
Student Activities:
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Begin by engaging students in a discussion on the major differences
between the terms "Urban" and "Rural"
Students are going to compare urban and rural population distributions
from 1905, 1980 as well as the most recent year entered on the website
Students will use Statistics Canada link to find population data
Using the information from the site, students fill out worksheet (see
Handout 2)
LA 3: Graphing Data
Teacher Preparation:
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Using Teacher Reference 1 become familiar with how to use excel
software
Student Activities:
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Begin by demonstrating how to graph using Microsoft Excel software
Students use data they recorded in Handout 2 to create graphs
Students will be required to create 4 graphs:
A triple line graph comparing total population to urban and rural
population growth over time
o Three pie graphs comparing rural to urban population percentages
in 1901, 1981 and latest entry on website
Lead a discussion with the class about the trends they see in the graphs
and possible reasons to explain these trends
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Using information from the class discussion and personal observations
from graphs, students will be required to write a paragraph explaining the
trends they see in their graphs
Students evaluate themselves using the checklist in Evaluation 2
LA 4: Gathering information on Rural vs. Urban Lifestyles
Teacher Preparation:
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Teacher will create a large chart as follows on chalk board or SmartBoard:
Urban
Rural
1905
1980
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Teacher will divide students into four groups
Student Activities:
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Each group will be responsible for reporting on the lifestyle of families
for one time period in either Rural Quebec or Urban Quebec.
For list of possible topics, see Teacher Reference 2
For list of references, see:
Rural 1905 - Book 2 of Places in Time p. 28-39, Atlas of History and Geography
p. 104
Rural 1980 - (Book 5 of Places in Time p. 14-15)
Urban 1905 (Book 3 of Places in Time, p.28-37, 42-43 and Book 2, p. 20-23,
Atlas of History and Geography p. 105)
Urban 1980 (Book 6 of Places in Time p.24-25, 34-43, Atlas of History and
Geography p. 112-113)
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Using the information they found, students will fill out Handout 3
After students have sufficient time to research their area of expertise
and have filled out the handout, they are to fill out their portion of the
chart created by the teacher
Each group then presents their findings to the class
The class, as a whole, discusses the major differences in life in urban
and rural areas over time
Display the chart paper in the class for future reference
LA 5: Changing of Roles of Children, Women and Men over Time
Teacher Preparation
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gather large roll of butcher paper
Student Activity
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The lesson begins with discussion on what a typical day for the students
entails followed by what their parents' days might involve
The students are broken in six groups
The students are going to be responsible for researching the roles for
each group (men, women, children) during both 1905 and 1980. (One
group gets assigned men in 1905, another is responsible for women in
1980, etc)
The students will be required to do research in the Places in Time books
and combine it with the information gathered in Learning Activity 4 to
describe the major roles in day to day life for one of the above
After gathering information, each group traces a life size person on
butcher paper. Inside the figure, they write the data they discovered in
point form (if time allows and to add another element of change to the
activity, the teacher could also have the students draw each character in
clothing applicable to the era they represent)
Once finished, the two groups representing women get up to present and
compare changes. These two groups are followed by the two groups
representing men's roles, etc.
While each group is presenting, the audience is to fill in Handout 4 based
on the presentations as well as their own research
As a class, there is discussion about the biggest/most important changes
in roles for each group
Complex Task 1 – City Life vs. Country Life
Teacher Preparation:
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Decide if you would like students to create a mini photo album or
scrapbook on the computer or on paper
If choosing to do an album page or scrapbook on the computer, the
teacher may want to become familiar with Microsoft Publisher and
McCord Museum website at http://www.mccord-museum.qc.ca/en (this
website is a great resource if you search with specific criteria such
as "farming Quebec 1905")
If choosing to do it on paper instead, make available interesting paper,
scissors or other items to embellish the pages
Student Activities:
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Using Microsoft Publisher and McCord Museum website or using paper,
students are to create two photo album pages or scrapbook demonstrating
some differences between city life and country life in 1905 on one page
and the difference between city life and country life in 1980 (or today).
They are to include captions and creative presentation with their pictures.
Evaluate using Evaluation 3
LA 6: Industrialization and Urbanization
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Discuss the meaning of industrialization and urbanization.
o Examine the root word to define each word
ƒ Urbanization - The movement of people from rural (farming)
areas to urban (cities) area.
ƒ Industrialization - The development of industry through the
building of factories where machines were used to increase
production of goods for sale.
o Brainstorm on chart paper "Why did people move to the city?"
ƒ More jobs in the city
ƒ Farming land was taken.
ƒ Family farms were divided between sons until they were to
small to support a family
ƒ Promise of jobs in the city
LA 7: Unions
Teacher Preparation
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Become familiar with Microsoft PowerPoint
Divide the class into 6 groups
Student Activities
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Each group will be responsible for becoming an expert on one topic and
create a PowerPoint presentation (2-5 slides) explaining their area of
expertise.
The groups are as follows;
1. Working Conditions in 1905
ƒ Use page 24 and 25 of Book 2, Cycle 3, Places in Time
ƒ Use on-line research
ƒ Include information of the length of the work day and work
week.
2. Working Conditions today
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Interview an adult in your life using the questions in Handout
5
3. A Typical Day in the Life of a Working-Class Family in 1905
ƒ Use pages 24 and 25 of Module 2, Cycle 3, Places in Time
ƒ Make sure to include roles of the children
4. A Typical Day in the Life of a Working-Class Family today
ƒ Interview an adult and use the Questions in Handout 5
5. Why Unions were formed and what were they trying to achieve?
ƒ Use page 26 of Module 2, Cycle 3, Places in Time
LA: 8 Education
Student Activities
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Students will research and compare different aspects of education in 1905
and 1980
Students will use Module 2 (pages 42 & 43), Module 3 (page 37) and
Module 5 (40-42) to help fill in chart (see Handout 6)
LA: 9 Education cont'd
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As a class, discuss their findings from the day before and how it has
affected our society today.
Have students answer both questions on Handout 7
Culminating Task:
For the culminating activity, students will be given to the opportunity to
demonstrate their learning on some of the major changes that have occurred in
Quebec from the beginning to the end of the 20th century. They will be able to
present their ideas in the format of their choice. Some possibilities could include:
PowerPoint, skit, essay, video, journal, scrapbook, etc.
For this assignment, they are to:
• pick at least one major change that they have learned about in this LES (this
change could relate to education, urban society vs. rural society, roles of
different groups, workplace environments, etc.)
• provide explanation(s) on reasons for these changes
• explain how these changes have affected Quebec society today (give
evidence of how these changes affect their world today)
• present a historical view of this change (in the form of statistics, photographs,
information, etc.)
• provide a personal opinion piece on whether they think this change will
continue to evolve. How will these changes manifest themselves in the
future? What would they like to see change in the future?
See Evaluation 4 for rubric for this activity
Handout 1
Handout 1 (cont'd)
Handout 2
Quebec Population
Total
Population
1901
1981
2001
Urban
Population
Rural
Population
Percent Urban Percent Rural
(%)
(%)
Handout 3
Topics
Working
Conditions
Housing
Food
Clothing
Recreation
Heating
Hygiene
Urban or Rural (circle the 1905 or 1980 (circle the one your group
one your group is reporting on)
is reporting on)
Handout 4
One major change I learned about during this activity
Children
Men
Women
Handout 5
Working Conditions Today
Characteristic
Minimum age allowed to
do full-time work
Start time
Weekly Wage
Length of lunch time
Number of breaks allowed
per day (not including
lunch)
Total break time
End time
Length of workday (minus
lunch and breaks)
Number of days in a work
week
What kind of activities do
you engage in after work?
Today
Handout 6
Education
1905
Age of students
Teacher's responsibilities
Boys in School
(attendance, job training)
Girls in School
(attendance, job training)
Organization Responsible
for Running School
Cost for Attending
Structure of building
1980
Handout 7
Education
Answer the following questions on Education. Each answer should be answered with
full paragraphs.
1. Pick one change in education and explain in detail how this has benefited you
as a student.
1. Do you think the changes in education have been more beneficial for boys or
girls?
Teacher Reference 1 (this is a sample chart to help learn to use Excel)
160
140
160
Susan
John
140
Lisa
120
100
80
80
Making Bar Graphs with Excel
60
40
20
0
Susan
John
Lisa
120
Fred
100
1
1. Launch the application
2. Add the names of the students in cell A1, A2, A3, etc
3. Next to the appropriate cell, add the height
4. Highlight the cells used
5. In the menu item, go to Insert, then down to Chart
Fred
60
40
20
0
1
6. The Chart Wizard will be launched, go to Bar, the click next
7. In the “Series In:” select columns and click Next
8.
Add the Chart Title, X and Y axis description
9. Clicking on the Data Label tab, click on “Series name”, click on “Next”
10. When the next option appears, select as object in and click finish
11. The bar graph will appear as an object in your spread sheet. You can then cut it
out and display it.
160
140
Susan
John
Lisa
120
Fred
Lisa
100
John
80
Susan
60
Fred
40
20
0
1
12. Once your bar graph is done, select one of the bars, right button click, and select
Format Data Series
13. The Format Data Series window will open, and in the “Area” section, click
“None”. This will clear the bar of colour.
To change the background from grey to nothing, click on the background area and the
background will become selected. Right mouse button click and select “Format Plot
Area…”
14. Again, in the “Area” section, select “None” and the grey should be removed.
Teacher Reference 2
(These are some possible topics and answers the students may come
up with for 1905. This would also be replicated for 1980.)
Topics
Urban 1905
Working Worked long hours in
Conditions factories
Housing Lived in apartments
Food
Bought food
Often bought ready made
clothes
Increased recreational
Recreation
activities
Most had electricity or gas
Heating
Clothing
Hygiene
Poor hygiene – led to
diseases
Rural 1905
Worked long hours in the fields
Lived in houses
Women made the food, as much as
possible, from the farm basics
Women made the clothing
Activities organized between relatives
Heated by wood and used candles
Less problems with lack of hygiene in
homes and workplace but would have
to travel farther to access medical
attention
EVALUATION
Evaluation 1
Quebec Map 1905 vs 1980
CATEGORY
5
4
3
2
1
Title
Title tells the
purpose/content of
the map, is clearly
distinguishable as
the title (e.g. larger
letters, underlined,
etc), and is printed at
the top of the map.
Title tells the
purpose/content of
the map and is
printed at the top of
the map.
Title tells the
purpose/content of
the map, but is not
located at the top of
the map.
Purpose/content of
the map is not clear
from the title.
Title is absent.
Knowledge Gained
When shown a blank
base map, the
student accurately
drew borders of
Quebec in 1905 and
1980.
When shown a blank
base map, the
student made 1 or 2
errors and/or
omissions when
labeling borders of
Quebec in 1905 and
1980.
When shown a blank
base map, the
student made
several minor errors
and/or omissions
when labeling
borders of Quebec in
1905 and 1980.
When shown a blank
base map, the
student made
several major errors
and/or omissions
when labeling
borders of Quebec in
1905 and 1980.
When shown a blank
base map, the
student was unable
to label borders of
Quebec in 1905 and
1980.
Neatness of Color
and Lines
All straight lines are
ruler-drawn, work is
neat and all features
are colored
completely.
All straight lines are
ruler-drawn, work is
mostly neat and most
features are colored
completely.
Most straight lines
are ruler-drawn, most
work is somewhat
neat and some
features are colored
completely.
Lack of attention to
Work is not neat and
detail makes it
difficult to
difficult to understand understand.
map.
Labels - Accuracy
At least 90% of the
80-89% of the items
items are labeled
are labeled and
and located correctly. located correctly.
79-70% of the items
are labeled and
located correctly.
50-70% of the items
are labeled and
located correctly.
Less than 50% of the
items are labeled
and located correctly.
Evaluation 2
My Graphing Checklist
Using the statcan information, I have filled in my chart
with population information for all three years
I have created a triple line graph comparing total
population to urban and rural population growth over
time
I have created three pie graphs comparing rural to
urban populations
I have participated in classroom discussion on the
graphing activity
I have written at least one paragraph on the trends I
observed along with possible reasons for these changes
My paragraph has a topic sentence, a good conclusion
and follows all the proper mechanics of writing
Evaluation 3 – Complex Task 1 – Scrapbook
CATEGORY
5
4
3
2
1
Content
Pictures are well
chosen and are each
explained with well
thought out captions
Pictures meet the
objectives and have
a generic caption
attached.
Pictures meet the
objectives but do not
have captions
attached to them or
do not match the
caption.
Pictures are not clear Pictures and/or
or not related to the captions are absent.
topic/era. There are
no captions included.
Creativity
The student used
exceptional creativity
to produce an
interesting photo
album that captures
all elements of the
topic.
The photo album is
attractive in terms of
design, layout and
neatness.
The photo album is
acceptably attractive
though it may be a
bit unorganized.
The photo album is
distractingly messy
or very poorly
designed. It is not
attractive.
The photo album is
not complete or does
not meet the
requirements of the
assignment.
Evaluation 4 – Culminating Activity
Changes in Quebec Society
CATEGORY
Organization
Amount of
Information
Quality of
Information
Diagrams &
Illustrations
4
Information is
very organized
with wellconstructed ideas
and creativity.
All topics are
addressed and
questions
answered with
detailed and
interesting
information.
Information
clearly relates to
the main topic. It
includes several
supporting
details and/or
examples.
Diagrams and
illustrations are
neat, accurate
and creative.
They add to the
reader's
understanding
and interest in
the topic.
3
Information is
organized with
well-constructed
ideas.
All topics are
addressed and
questions
answered with
sufficient
information.
Information
clearly relates to
the main topic. It
provides 1-2
supporting
details and/or
examples.
Diagrams and
illustrations are
accurate and
neat. It is easy to
understand the
topic.
2
Information is
organized, but
ideas are not
wellconstructed.
All topics are
addressed, and
most questions
answered with
sufficient
information.
1
The information
appears to be
disorganized.
Information
clearly relates to
the main topic.
No details
and/or examples
are given.
Information has
little or nothing
to do with the
main topic.
Diagrams and
illustrations are
neat and
accurate and
sometimes add
to the reader's
understanding of
the topic.
Diagrams and
illustrations are
not accurate OR
do not add to
the reader's
understanding of
the topic.
One or more
topics were not
addressed.