Diversity and Inclusion in Canada’s Provincial
History Curriculums
Jack Jedwab
President
Association for Canadian Studies
June 2016
1
Introduction
As regards the proposed program for reform of the history of Quebec and Canada course(s), it is
in the interest of all Quebecers to ensure that our youth possess knowledge of Quebec society
that properly reflects the presence and contribution of its key constituents. In this regard
education and knowledge about the province’s pluralistic character is fundamental to ensuring
that youth meet the challenge of living in a societal diversity. The teaching of history is an area
that is critical to imparting such knowledge. Such essential knowledge needs to benefit all you
regardless of their backgrounds and/or where they may live in the province. The failure to do
incorporate pluralism into the history curriculum is an affront to the principles of inclusion to
which progressive government aspires. The non-recognition of certain communities that deep
roots is an affront not only to those groups but also to all residents that require such knowledge
to participate fully in their society and interact harmoniously with their fellow citizens. History
curriculum that marginalizes specific groups by building a narrative that excludes them, makes
only exceptional reference to them and/or makes generalizations or stereotypes about them risks
deepening divisions within society.
Increasingly societies and their governments are assessed by their capacity to meet the goals
and commitments to equality and inclusion. Educating about diversity and pluralism has become
part of the global benchmark in measuring commitments to equality. In the text below, you’ll find
a scan of what each of the provinces of Canada offer by way of education around diversity and
pluralism. Although no formal ranking is provided to this point it is apparent that the curriculum
being proposed by the Quebec Education Ministry is well behind that offered in all the other
provinces in the recognition of cultural diversity (it’s perhaps all the more paradoxical since the
Quebec government has sought a leadership role at UNESCO which is strongly committed to the
promotion of cultural diversity).
As observed below in the selected excerpts from the provinces, the scant references in the
proposed curricular guide for Quebec are far too limited to meet any reasonable test of inclusion
and ill equip Quebec youth to confront the challenges of living in culturally diverse societies.
At the end we also make reference to a table from an American analysis which examines the
extent to which nine states meet national curricular standards for including diversity. While a
more extensive analysis is needed it is fair to suggest that Quebec lags not only far behind the
other provinces in such recognition but likely fares poorest in this regard across the entire
continent.
Quebec
Cultural References in the History Classroom
Culture concerns all the social phenomena associated with a nation, a society, or a group. These
phenomena have to do with ways of life, habits and customs, values and beliefs, knowledge and
achievements, traditions, institutions, etc., from one era. Culture encompasses a set of aspects:
artistic, linguistic, territorial, sociological, historical, etc.
In the history classroom, cultural
references may take various forms: an event, a media product, an infrastructure, as long as they
can be used to examine social phenomena or significant tendencies. They may also be heritage
items, territorial references, works of art, scientific discoveries, public personalities, etc. The very
nature of the subject makes history a rich vehicle of learning in the area of culture. In the history
classroom, it is almost impossible not to use cultural references. In particular, they facilitate
conceptualization and synchronic and diachronic comparison, and help students construct their
identity. The program content of the History of Québec and Canada program—the periods, social
phenomena, historical knowledge and concepts—is composed of cultural references. They must
be
included
in
the planning of teaching and learning sequences.
Which used the English version of the document to identify references based on key word
searches for the themes listed below. Over the 83 pages we found no references to cultural
communities or visible minorities and no mention of specific groups
A. Minorities
The Constitutional Act led to the territorial, legal, ethnic and linguistic division of the colony.
English speakers, who formed a large majority west of the Ottawa River, were in the minority in
Lower Canada, mainly concentrated in the cities of Montréal, Sorel and Québec.
The sense of belonging to the French-Canadian nation that emerged in the 1820s and 1830s was
put to the test by the Act of Union, intended to assimilate the francophones, who had become a
political minority.
B. English Quebecers/Anglophone
Québec’s net migration was positive. Most new arrivals settled in the heart of Montréal, while
many francophones moved to the suburbs. Montréal became more cosmopolitan and
anglicized, as many newcomers adopted English as their language, mainly for socio-economic
reasons.
1896-1945 Nationalisms and the g rowth of Canada’s auto
nomy
The socio-political context in Canada changed. New provinces joined the federation, and growing
numbers of immigrants settled the west. Although women were still deprived of many rights, their
status improved as they joined together to form feminist organizations such as the Fédération
nationale Saint-Jean-Baptiste, co-founded by Marie Lacoste Gérin-Lajoie. The Aboriginal peoples
struggled to maintain their traditional lifestyles within the context created by the British North
America Act, and the relationship between the francophone and anglophone populations was
damaged by a structure that diluted the French Canadians’ political weight. The task of governing
a country composed of culturally diverse communities became more complex.
1945-1980 The modernization of Québec and the Quiet Revolution
Québec entered the Quiet Revolution, taking control of and nationalizing some of its resources,
and developing its civil service. New government departments were created, economic
development instruments were introduced, and reforms were launched. The province opened
offices abroad. Bills 63, 22 and 101 were adopted with a view to protecting the French language
and mitigating dissension between the anglophone and francophone populations, who were
educated in a divided system. The Québec State became a lever for social development and
modernization.
A new Québec identity emerged, and the term French Canadian was replaced by Québécois.
Encouraged by Québec’s first-ever cultural policy, the artistic community flourished, led by
important figures including Alfred Pellan, Félix Leclerc, Michel Tremblay and Leonard Cohen.
Montréal hosted both the World Fair and the Olympic games, becoming a showcase through
which the rest of the world was able to discover Québec.
Québec entered the Quiet Revolution, taking control of and nationalizing some of its resources,
and developing its civil service. New government departments were created, economic
development instruments were introduced, and reforms were launched. The province opened
offices abroad. Bills 63, 22 and 101 were adopted with a view to protecting the French language
and mitigating dissension between the anglophone and francophone populations, who were
educated in a divided system. The Québec State became a lever for social development and
modernization. A new Québec identity emerged, and the term French Canadian was replaced by
Québécois. Encouraged by Québec’s first-ever cultural policy, the artistic community flourished,
led by important figures including Alfred Pellan, Félix Leclerc, Michel Tremblay and Leonard
Cohen. Montréal hosted both the World Fair and the Olympic games, becoming a showcase
through which the rest of the world was able to discover Québec.
C. Immigration/Immigrants
1791-1840: The demands and struggles of nationhood
The population of Lower Canada grew owing to the high birth rate of French Canadians and to
immigration, which came mainly from the British Isles and often took place under difficult
conditions.
From 1980 to the present day Québec at a time of choices
Following the signing of the Canada-Québec Accord, inspired by the 1978 Couture-Cullen
Agreement, Québec’s population increased mainly through immigration.
D. Aboriginal Peoples
The Aboriginal peoples struggled to maintain their traditional lifestyles within the context created
by the British North America Act, and the relationship between the francophone and anglophone
populations was damaged by a structure that diluted the French Canadians’ political weight. The
task of governing a country composed of culturally diverse communities became more complex.
Among the Aboriginal peoples, natural population growth also increased as a result of
sedentarization, but their culture continued to decline, threatening their social vitality. In
particular, attendance at residential schools designed to promote the Judeo-Christian culture
accelerated the disappearance of the Aboriginal languages. Aboriginal ancestral lands
were coveted by a State keen to continue the province’s economic development. The
agreements signed with the Cree, Innu and Naskapi people were a reflection of the need for
conciliation between the Québec government and the First Nations.
Living conditions for the Aboriginal people were less favourable: the population increased, but
fell prey to social problems. Many reserve inhabitants were undereducated and unemployed.
Discrimination and uneasiness toward the Aboriginal nations were still rife. A form of Aboriginal
nationalism emerged in the 1960s, with its corrolaries, the self-government movement and land
claims. In 1990, a territorial dispute triggered a long conflict at Oka between the Mohawks and
the federal and provincial authorities.
Ontario
Source: http://www.edu.gov.on.ca/eng/curriculum/secondary/2015cws11and12.pdf
Origins and Citizenship: The History of a Canadian Ethnic Group, Grade 11 Open
This course focuses on the history of people who came to Canada from a specific country or
region.
Students will:


explore historical developments and events in the group’s country of origin, the factors
that influenced the decision of members of this group to emigrate, their historical
experiences in Canada, and their contributions to Canadian identity and heritage
apply the concepts of historical thinking and the historical inquiry process, including the
interpretation and analysis of evidence, when investigating various aspects of the
group’s history.
Note: This course is to be developed and delivered with a focus, to be determined by the
school, on the history of a specific ethnic group that now lives in Canada. However, with the
school’s approval, teachers may wish to allow some students to focus on one group, while other
students focus on a different group
Overview


Historical Inquiry and Skill Development Overall Expectations: use the historical inquiry
process and the concepts of historical thinking when investigating the history of the
selected ethnic group
Developing Transferable Skills: apply in everyday contexts skills developed through
historical investigation, and identify careers in which these skills might be useful
Grades 11 and 12 | Canadian and World Studies
The Ethnic Group in Its Region of Origin



Social, Economic, and Political Context: analyse key social, economic, and political
events, trends, and/or developments in the selected ethnic group’s country or region of
origin and how they changed over time (FOCUS ON: Historical Significance; Continuity
and Change)
o A variety of structures and events shaped the historical development of different
groups in their country of origin. What is culture? What components make up
culture? Are they the same for every ethnic group? How do we identify, and
determine the importance of, turning points in an ethnic group’s history? How do
communities change?
Significant Interactions: analyse the impact of significant interactions, including
interactions with the environment, on the selected ethnic group’s country or region of
origin
o Interactions between groups and between human and natural systems have
intended and unintended consequences.
Culture and Identity: analyse ways in which various factors contributed to the
development of culture and identity in the selected ethnic group in its country or region
of origin
o Culture and identity are not static.
Factors Influencing Migration to Canada



Social, Economic, and Political Factors: analyse ways in which various social, economic,
and political factors influenced people’s decisions to emigrate, with particular emphasis
on the selected ethnic group
o There were often significant catalysts that led a person or a group of people to
leave their home country. Why do people emigrate? Are the reasons the same
for all groups? Why might social, economic, and political factors lead to progress
for some people yet decline for others within the same community? What
catalyst or catalysts led this group to immigrate to Canada? Why did this group
choose Canada as its destination?
Conflict and Repression: analyse the roles played by conflict and denial of rights in
people’s decisions to emigrate, with particular reference, where applicable, to the
selected ethnic group
o Institutional racism and denial of rights often led to emigration
Supports and Incentives: analyse the roles played by family, community organizations,
and governments in people’s decisions to emigrate, and in attracting them to Canada
o Immigration is the result of a combination of many factors, both personal and
political.
Overall Expectations and Related Concepts of Historical Thinking Big Ideas
The Canadian Experience



Settling in Canada: explain how various social and economic factors influenced the
settlement of some ethnic groups in Canada, with particular reference to the selected
ethnic group, and analyse the impact of ethnic settlements in this country
o Historical trends as well as personal factors have influenced where immigrants
have settled in Canada. What impact did immigration to Canada have on people
from this ethnic group? Why have members of this community chosen to live
where they do? Is Canada a welcoming country? How has this ethnic group
contributed to Canada and the development of Canada’s global identity? Are all
contributions given equal treatment in Canada’s narrative?
Facing Challenges in Canada: analyse various challenges that have faced new
immigrants to Canada, as well as policies that have been developed to address some of
those challenges
o Immigration to Canada has presented, and continues to present, challenges as
well as opportunities.
Contributing to Canada: explain various ways in which ethnic groups, including the
selected ethnic group, have contributed to Canada
o Immigrants have made many significant contributions to Canada.
The Ethnic Group in Contemporary Canada



Social, Economic, and Political Issues: analyse ways in which some social, economic,
and/or political issues, events, and/or developments at the local, national, and
international level have affected the selected ethnic group in Canada
o Issues in their region of origin can continue to affect immigrants in Canada. How
have Canadian society and governments responded to the presence of ethnic
and racial minorities? What is the place of this community in Canada’s narrative?
Should Canada’s narrative be re-examined?
From Assimilation to Multiculturalism: analyse the evolution of social and political
perspectives and political policies related to immigration and cultural diversity in Canada
o Canadians have not always welcomed those they perceived as different or
unassimilable.
Cultural Traditions: analyse some of the challenges that ethnic groups face in trying to
maintain their traditional cultures, and describe ways in which groups in Canada have
maintained their cultures
o Balancing tradition with new cultural and social ideas is challenging. Manitoba
Newfoundland
Grade 8 History as a Story of People: 1800-1914
SCO 2.1 Aboriginal Peoples
 Aboriginal Peoples / Peuples autochtones
o The Beothuks / Les Béothuks
o The Mi’kmaq (Micmac) / Les Mi’kmaq
o The Innu / Les Innus
o The Inuit / Les Inuit
SCO 2.2 Settlement
 Ethnic Diversity
o 19th Century Migration
 Internal Migration
 Push and Pull Factors
 Other Ethnic Groups
o English
 The West Country
 Migration
 Settlement
 Patterns of Settlement
 Population
 Eastport
o End of Migratory Fishery
 Newfoundland Society
 Immigration
 Settlement and Society
 Voluntary Settlement / Colonisation spontanée
o Settlement and the Migratory Fishery
o Effects of War on Early Settlement
o Early Settlement of St. John's
Nova Scotia
Source: http://www.ssrsb.ca/wp-content/uploads/2012/08/LOFs-10-12-Aug28-2014-Feb-12.pdf
GRADES 10–12
Students will be expected to….
Globalization



investigate and assess various traditional and emerging theories regarding the peopling
of the Americas
analyze the effects of contact and subsequent colonization
demonstrate an understanding that Canada’s development was influenced by evolving
relationships with France, Britain, and the USA


analyze the role played by WWII in shaping Canada’s identity
analyze the evolution of Canada’s roles in the late twentieth century
Development



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
investigate the economic systems of Aboriginal societies in North America
analyze the role played by the Staple Trade in the development of (Colonial) Canada
analyze the relationship between the National Policy and the industrialization of Canada
analyze the role of the free trade debate/issue in Canada’s development
analyze the economic trends and policies that impact on Canada’s current and future
development
Governance

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demonstrate an understanding of how pre-contact and post-contact First Nations
governing structures and practices were reflective of their societies
demonstrate an understanding of how and why competing French, British, and American
governing philosophies merged in BNA
analyze how emerging political and economic structures led to Confederation
evaluate the evolution of federalism in Canada from Confederation to Patriation
analyze the shift from a traditional two-party process to a multi-party process in postConfederation Canada
demonstrate an understanding of the purpose of the Canadian constitution
Independent Study

engage in specific research using the historical method and communicate the findings of
their research effectively
Sovereignty

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


demonstrate an understanding that struggles for sovereignty affect countries and
peoples globally
demonstrate an understanding of how desires for sovereignty create conflict and
compromise
analyze the struggles of First Nations to re-establish sovereignty
identify and explain the historical and contemporary facts that promoted the emergence
of Quebec nationalism
analyze the external factors that have impacted on the struggle for Canadian
sovereignty
Canadian History

analyze the contributions of First Nations, France, and Britain to Canada’s legal system




demonstrate an understanding of the relationship between land and culture and analyze
the effects of displacement
demonstrate an understanding of Canada’s immigration policies and analyze their origins
and effects
demonstrate an understanding of how the lack of political and economic power has led
to inequities and analyze the responses to these inequities
analyze the evolution of the struggle to achieve rights and freedoms
Canadian History 11 General Curriculum Outcomes
Students will be expected to….






demonstrate an understanding of the rights and responsibilities of citizenship and the
origins, functions, and sources of power, authority, and governance (citizenship, power,
and governance)
demonstrate the ability to make responsible economic decisions as individuals and as
members of society (individuals, societies, and economic decisions)
demonstrate an understanding of the interactions among people, places, and the
environment (people, place, and environment)
demonstrate and understanding of culture, diversity, and world view, recognizing the
similarities and differences reflected in various personal, cultural, racial, and ethnic
perspectives (culture and diversity)
demonstrate an understanding of the interdependent relationship among individuals,
societies, and the environment locally, nationally, and globally and the implications for a
sustainable future (interdependence)
demonstrate an understanding of the past and how it affects the present and the future
(time, continuity, and change)
Specific Curriculum Outcomes
Students will be expected to….


identify and describe continuing/persistent questions that have deep roots in Canada’s
history
identify those individuals, events, and/or symbols that they believe have contributed to
the development of Canada and explain their historical significance
Prince Edward Island
Source: http://www.gov.pe.ca/photos/original/eecd_his621b.pdf
General curriculum outcomes for social studies are organized around six conceptual strands.
Below are the six conceptual strands and samples of specific curriculum outcomes from the
HIS621B curriculum. Students will be expected to demonstrate an understanding of the rights
and responsibilities of citizenship and the origins, functions, and sources of power, authority,
and governance.
Students will be expected to….









describe political and other factors that influence decision making in Prince Edward
Island today
demonstrate an understanding of culture, diversity, and worldview, recognizing the
similarities and differences reflected in various personal, cultural, racial, and ethnic
perspectives
demonstrate an understanding of how various cultures have contributed to the Island
cultural mosaic
demonstrate an ability to make responsible economic decisions as individuals and as
members of society
assess the economic impact and implications of Prince Edward Island joining
Confederation Students will be expected to demonstrate an understanding of the
interdependent relationships among individuals, societies, and the environment, locally,
nationally, and globally, and the implications for a sustainable future
explain how globalization has had an impact over time, and continues to have an
impact, on Island economies
demonstrate an understanding of the interactions among people, places, and
environment
analyse site and situation factors related to settlement patterns in Prince Edward Island
Students will be expected to demonstrate an understanding of the past and how it
affects the present and the future
analyse factors that contribute to change (positive or negative) in Island culture or
identity
New Brunswick
Source:http://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/SocialStudies/Ca
nadianHistory122.pdf
Manitoba
Source: http://www.edu.gov.mb.ca/k12/cur/socstud/history_gr11/cluster5.pdf
Enduring Understandings

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

Canadian identity, citizenship, and nationhood are subjects of ongoing debate in Canada’s
pluralistic society
Immigration has helped shape Canada’s history and continues to shape Canadian society
and identity
The history of Canadian citizenship is characterized by an ongoing struggle to achieve
equality and social justice for all
The meaning of citizenship has evolved over time and the rights, responsibilities, and
freedoms of Canadian citizens are subject to continuing debate
A Modern Pluralistic Society



Changing demographic profiles: ethnic and cultural diversity of immigrants; refugees;
rural-urban migration and urbanization; baby boom; aging population and impact on social
programs
Debate over national identity in a pluralistic society: the nature of Canadian
multiculturalism; what Canadians have in common that makes them Canadian
Rapidly changing technology: impact on mass communication and citizen involvement, on
the
economy,
on
work,
on
education,
and
on
daily
life
Saskatchewan
Source:https://www.edonline.sk.ca/bbcswebdav/library/curricula/English/Social_Studies/History
_30_1997.pdf
Alberta
Source: https://education.alberta.ca/media/159594/program-of-studies-k-3.pdf
Grade 7 provides a comprehensive examination of Canadian history preceding and following
Confederation. The concept of intercultural contact is introduced through an examination of
migration and immigration. Grade 7 forms the foundation for the continued dialogue on
citizenship and identity in Canada.
A Community in the Past
General Outcome:

Students will demonstrate an understanding and appreciation of how a community
emerged, and of how the various interactions and cooperation among peoples ensure the
continued growth and vitality of the community.
Specific Outcomes:
Students will …







appreciate how stories of the past connect individuals and communities to the present
appreciate how Aboriginal and Francophone peoples have influenced the development of
the student’s community
appreciate the importance of collaboration and living in harmony
appreciate how connections to a community contribute to one’s identity
appreciate how cultural and linguistic exchanges connect one community to another
analyze how the community being studied emerged, by exploring and reflecting upon the
following questions for inquiry:
o What characteristics define their community?
o What is unique about their community?
o What are the origins of their community?
o What were the reasons for the establishment of their community (e.g., original fur
trade fort, original inhabitants)?
o What individuals or groups contributed to the development of their community?
examine how the community being studied has changed, by exploring and reflecting upon
the following questions for inquiry:
o In what ways has our community changed over time (e.g., changes in
transportation, land use)?
o What has caused changes in their community?
o How has the population of their community changed over time (e.g., ethnic mix,
age, occupations)?
o How have the people who live in the community contributed to change in the
community?
o
How is the presence of Aboriginal and/or Francophone origins reflected in the
community today?
British Columbia
Source: https://curriculum.gov.bc.ca/curriculum/social-studies/9
Sample Topics for Grade 9

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
Slavery
Why Immigrants (including East Asian and South Asian Immigants) came to BC and
Canada
The individual challenges they faced and their contributions to BC and Canada
Influences of Immigration on Canada’s identity
Historical reasons for the immigration of specific cultural groups to Canada…
Comprehending history requires that students develop an understanding of historical perspective,
the ability to describe the past on its own terms, and empathy for the experiences and points of
view of people of different backgrounds and with different roles in events. The study of the history
of the 20th century opens to students events of particular relevance and immediacy in their lives.
By examining the choices and decisions of the 20th century, students can evaluate current events
and
challenges
with
a
deeper
awareness
of
alternatives.
(http://www.cbc.ca/news/canada/british-columbia/aboriginal-history-culture-coming-to-b-cschools-curriculum-1.3121335)
United States
Source: Journell, W. (July 01, 2009). Setting out the (Un) Welcome Mat: A Portrayal of
Immigration in State Standards for American History. Social Studies, 100, 4, 160-168.
Legend: California, Georgia, Indiana, New York, North Carolina, Oklahoma, South Carolina,
Texas, and Virginia