TEACHER AND STUDENT GUIDE

Welcome to the Tools and Tips page! We have provided some helpful suggestions to get you on your way with writing your essay.

Teachers: On this page you will find some tools to help you with organizing classroom submissions.

TIPS FOR WRITING YOUR ESSAY

Essays must address and incorporate 1 of 6 KEY DEBATES of your choice from the contributing authors on the Great Questions.

Your essay must demonstrate the following:

• Clearly and concisely identify the positions of the authors and the reasoning behind each position.
• Clearly state your own position (Who do you agree with? Why?) and offer sound reasons for supporting some arguments and rejecting others.
• Support your position with an argument based on evidence, recognizing that evidence is information which is relevant, accurate, and important
• Conclude with a restatement of the final position.
• Observe the usual conventions of spelling, grammar, etc.

GENERIC TEACHING TOOLS

The development of literacy skills has long been known to be key to students' long-term academic and real world success. Literacy skills are the means through which students acquire a sophisticated understanding of their society's history, culture, and current affairs; an important element and responsibility of citizenship.

The twenty-four articles that constitute the Great Questions offer educators a unique opportunity to build real world literacy skills while providing students with the knowledge they need to become informed and active citizens.

The 'generic tools' presented in this section are designed to help educators support students efforts to assimilate, process and master the Great Questions articles.

Reading for Understanding

Before Reading

One tool students can use is a Graphic Organizer. Graphic organizers can help organize your thinking and your note taking so that you can make the most out of the readings. For example, graphic organizers can be used to compare positions taken by different writers on the same question.

For a printable organiser click here

Organiser for Creative Controversy Steps help you, either individually or in a team, focus note-taking on relevant information and avoid the "narrative trap": the tendency to just write everything down without recognizing how it might fit into an argument you will later present in oral or written form.

Click for an example of Discussion Web that can be printed out for your own use or for classroom use.

During Reading

Although reading is an individual task, working with other students on an issue - such as understanding the contrasting views of two Great Questions authors - can help make the most of the reading.

G.R.A.S.P or Guided Reading and Summary Procedure can assist in this process. GRASP consists of the following steps:

• Step 1 Carefully read the complete selection
• Step 2 Brainstorm remembered information
• Step 3 Refer to the text for corrections and additions
• Step 4 Group similar brainstormed ideas together
• Step 5 Label each set of ideas with a topic heading 

• Step 6 Write a summary that includes one sentence for each set of ideas

Critical Reading

The Great Questions articles consist of sets of authors presenting different views and perspectives on the same issue. In the context of Great Questions articles, being able to weigh the arguments and formulate your own reasoned opinion can sometimes be difficult.

Using mnemonics: M.A.R.K.E.R

Mnemonics are organisational tools for helping you remember complex ideas or factual knowledge. Each letter in a mnemonic can represent a procedure for tackling important ideas.

By way of example, M.A.R.K.E.R, can be used to critically examine a written argument contained in a Great Questions essay.

MARKER comes from O'Reilly, K. and Splaine, J. in Tom Morton, Co-operative Learning and Social Studies: Towards Excellence and Equity published by Kagan Co-operative Learning (San Juan Capistrano, California: 1996).

Discussion Web

Graphic Organizer for Creative Controversy Steps

Creative Controversy

Traditional debates have a long pedigree and many students like their competitive nature, but many other students feel uncomfortable 'performing' in front of their peers.

Creative Controversy sometimes referred to as Academic or Constructive Controversy) appeals to both groups of students. By striving for the best argument, rather than victory, Creative Controversy promotes rigorous, powerful learning and a deeper understanding of key elements of active citizenship.

This section explains how educators can use the Creative Controversy model to foster stimulating classroom discussion of the Great Questions articles. The follow bibliographic references are for those interested in reading more about Creative Controversy:

David and Roger Johnsons' Creative Controversy: Intellectual Challenge in the Classroom. (Edina, Minnesota: Interaction, 1995) provides the most thorough treatment of this approach. The book includes a number of exercises designed to encourage perspective taking, as well as a detailed examination of steps for using the Controversy model. There are also processing forms, a self-evaluation questionnaire, and student materials. It also contains a review of the research demonstrating its effectiveness in promoting higher levels of thinking and citizenship.

Shorter introductions are provided by the Johnsons in Reducing School Violence Through Conflict Resolution, published in 1995 by the ASCD (Association for Supervision and Curriculum Development) and "The Pro-Con Co-operative Strategy: Structuring Academic Controversy within the Social Studies Classroom". in Co-operative Learning in Social Studies: A Handbook for Teachers, edited by Robert Stahl (Menlo Park, California: Addison-Wesley, 1994) 306-331.

Tom Morton applies the controversy structure with "Decision at Dieppe" in The History And Social Science Teacher, renamed Canadian Social Studies (number 4, volume 21, 1986). Tom, a British Columbia teacher, and 1998 winner of the Governor-General's Award of Excellence in Canadian History Teaching, features this and other co-operative techniques in Co-operative Learning and Social Studies: Towards Excellence and Equity published by Kagan Co-operative Learning (San Juan Capistrano, California: 1996).

Controversy Steps

Teaching Debate/Discussion Skills

Assessment & Evaluation

Overview of Principles

Assessment refers to the collection of data providing information about a learner's performance and achievement. How are educators to determine if their students have created and participated in a high quality debate?

Here are some principles to keep in mind in answering this important question:

• Evaluation is the judgement made on the basis of assessment.
• Sound judgement comes from, among other things, the appropriate use of a variety of assessment tools and the setting of clear targets for students.
• Marks and grades should be based on clear criteria. Students are more likely to attain a goal they can see.
• Criteria should be clearly connected to outcomes and expectations. With complex outcomes such as a deep understanding of a Great Question, it is important that you assess both understanding of the issues and the ability to weigh arguments, cite evidence and draw conclusions.

Criteria for Analysing Positions on an Issue

Can students either in a written or oral report:

• identify an issue over which there is disagreement?
• identify the positions taken on the issue and the reasoning behind each position?
• separate evidence from opinion and bias in the positions taken on an issue?

Can students either in a written or oral report:

• present a final position on the issue?
• support that position with an argument based on evidence, recognising that evidence is information which is relevant, accurate, and important?
• consider ideas from both original positions?
• offer sound reasons for supporting some arguments and rejecting others?
• conclude with a restatement of the final position?

Assessing Students in Controversy Teams

One of the challenges of group work in classes is assessing the contributions and achievements of each individual in the group.

Here are some suggestions for assessing student understanding of a Great Question when using the Creative Controversy discussion model:

• can identifying different perspectives on issue raised in team discussions
• exhibits debating skills, including listening to and respecting positions of peers
• presents clear argument based on evidence (i.e. Great Questions articles or other data)

'GREAT QUESTION' SPECIFIC TEACHING TOOLS

The Great Canadian Questions is a versatile classroom resource. Educators can select an individual Question that meets their learning objectives and teaching schedule or explore all six topics with their students.

To create choice for educators, the Great Questions teaching tools have been created around the three-phase learning sequence outlined below. For each of the six Great Questions educators can chose to work through all three phases with their students or focus on a single learning activity. Regardless of the approach you take, we hope you will encourage your students to take part in the essay competition for a chance to win a $1,500 cash prize.

Learning Sequence

Overall Outcomes

By participating in the Great Questions Educational Programme, through the use of the "Tools for Teachers Index" listed left, students will be able to:

• read challenging material for meaning
• identify and weigh evidence supporting opinions raised in readings
• draw conclusions based on evidence
• make informed, reasoned arguments (by participating in class discussions)
• recognize the importance of public discourse in a democracy
• recognize the need for a deep understanding of Canada's past in order to make informed choices about current and future public issues.

If classes investigate the Great Questions using the Creative Controversy model, students will also be able to:

• work together co-operatively to arrive at the best response to complex questions
• recognize that not all questions have one single simple answer; that some issues may remain unresolved
• make informed reasoned arguments about complex questions.

In addition to the expectations listed above, specific learning outcomes have been developed for each of the six Great Questions. For an example of the specific expectations for Founding Concepts Great question, click here.

For assessment and evaluation tools, click here.

Specific Suggestions

The following suggestions are meant to help educators anticipate pedagogical challenges specific to each of the six Great Questions. The descriptions below are not exhaustive and educators should take the time to familiarise themselves with not only entire teaching tools package, but the content of the articles too.

Founding Concepts

Students will gain the most from their readings for this Question if they have some understanding of the questions posed in the beginning.

Identity Revolution

The reading for this Question may be the most challenging of all. As such, educators may want to engage in whole class or small group discussions of the issues raised by both authors prior to starting in on the creative controversy exercise. It is also important to ensure a positive classroom environment for discussing potentially volatile issues related to multiculturalism and immigration. In this regard, students should be informed of the need to respect the views of classmates and engage in criticism pertaining to arguments set out in the articles.

After Unity

For students who are not familiar with the issue of national unity, this Question may present a challenge since the participating authors make only very cursory references to each other's arguments. Educators may find it necessary to provide students with an overview of not only Quebec history, but also the role First Nations people have played in the unity debate.

It should also be noted that there are many connections between the ideas in this Question and in the previous Question, Identity Revolution.

Canada & the World

While students may have knowledge germane to this Question and/or experience of current affairs, the challenge will be help them understand the role they and other individuals can play in shaping Canada's role in world affairs (e.g. International Campaign to Ban Landmines, Multilateral Agreement on Investment and Trade).

Heroes and Symbols

While this Question seems to be less weighty than the others, the ranging discussion it offers of Canada's symbols, and attitudes towards heroes and heroism, provides a fresh perspective on the issue of national identity.

Does History Matter?

A number of authors in other Questions have commented on the importance of history in promoting Canada's development. You might want to remind students of those connections before proceeding with 'Setting the Stage'.

The discussions in this Question may give you some insight into the effects of history teaching on your students

Founding Concepts

Specific Outcomes

By studying the articles related to this question you will be able to:

• define liberalism and parliamentary democracy as they apply to Canada's past and present
• understand the importance of Lord Durham's Report in the shaping of identities in Canada
• identify sources of regional tensions throughout Canada's history

Setting the Stage

Before reading the articles look at the introduction to the Question:

• What does it mean to "found" a country?
• How was Canada's founding different from the U.S.?
• Based on what you know, how would you answer the questions in the introduction to this Great Canadian Question?
• Are your answers confirmed or refuted by the readings?

Reading for Understanding

Questions for Barry Cooper's first article:

• According to Cooper, what does it mean to "found" a country?
• How did Canada's creation differ from that of the U.S.?
• What role did Confederation play in Canada's development?
• Does Cooper believe that Canada was established on the basis of some founding principles? What evidence does he present to support his view?
• What "well-known" ideas were important in Canada's political life at the time of Confederation, according to Cooper?
• How have these ideas shaped Canada's political life since then?
• Government in the United States is said to be a system of "checks and balances" among the executive, legislative and judicial branches. What kinds of balances are there in our system, according to Cooper?
• How have the development and timing of responsible government on the prairies shaped the attitude of its people towards liberalism and popular democracy?
• What is "populist liberalism"?
• How are Quebec and the West similar in their responses to Ottawa's version of Parliamentary democracy and liberalism? How do their responses differ?
• "All Canadians, and especially those in the unmovable centre of the country, Ontario, should be grateful for the impurities supplied to the communitarian realities of Quebec and the extra-parliamentary populism of the west." Why?

Questions for Bob Rae's first article:

• What was Canada like when The Clash was written? Why do you think Rae began his essay with reference to this work?
• What is the Canadian paradox?
• What aspects of this paradox do the speeches of Thurlow and Burke, the report of Durham and the actions of Macdonald represent?
• "The modern state can never be co-terminus with 'the nation' without a brutal exercise in ethnic cleansing." What does Rae mean? How does he support his view?
• Rae argues that we have founding principles. What are they?
• According to Rae, "McGee understood that Canada's diversity required a different public philosophy from its colonial past." What was the previous public philosophy?
• "Those who argue that Canada is made up of ten provinces which must be treated exactly the same— a cookie-cutter approach to equality— are arguing in defiance of Canadian history." What evidence does Rae offer to support this view?
• Quebec is entitled to ask the rest of Canada, "What do you want"? What evidence does Rae offer to support this assertion?

Questions for Barry Cooper's second article:

• What principles will guide Canada into the next century?
• Why does Cooper praise Durham and his report?
• What comparisons does Cooper make between les Patriotes of 1837 and the sovereigntists in Quebec today?
• What is the point of federalism in Canada today?

Questions for Bob Rae's second article:

• How have the following events in Canada's history influenced Canadian federalism?
• Joseph Howe's views of Confederation / Louis Riel's rebellion / The Conservative victory in the 1911 election / The preoccupation by the Pearson government with English-French relations / Trudeau's governments/ The Free Trade Agreement and the national government's fiscal crisis?
• "Federalism" is about balance." What does Rae mean here?

Critical Comparison

• To what parts of Rae's argument in the first essay does Cooper respond?
• To what parts of Cooper's argument in the first essay does Rae respond?
• On what points to they agree?
• On what points do they disagree?
• To what extent do you think that their backgrounds have influenced their views on this subject?
• Where do you stand and why on the issue of whether or not the idea of Canada is based on a set of enduring principles or values? How do you justify your view?
• What evidence is especially important in your conclusions?

Identity Revolution

By studying the articles related to this question you will be able to:

• identify different conceptions of Canadian identity
• identify positive and negative features of multiculturalism in Canada
• define the following terms: "public identity", "private identity", "identity politics", "victim culture", "political correctness"
• compare Bouchard and Parizeau's views of Quebec nationalism

Setting the Stage

Before reading the articles look at the introduction to the Question:

• With what group or groups do you identify with?
• What do you think is meant by "Identity Revolution"?
• Based on what you know, how would you answer the questions in the introduction to this Great Canadian Question?
• Are your answers confirmed or refuted by the readings?

Reading for Understanding

Questions for Neil Bissoondath's first article:

• Why would someone who has never been to Ireland get emotional about "Danny Boy"?
• Have you, or do you know people who get emotional or cheer for the country of their ancestry even though they have never been there? Why do people do this?
• "We in Canada have done an abysmal job of appreciating our own history." Why does Bissoondath say this? Do you think he is right? How can you justify your view?
• What does Bissoondath mean when he says, "Your Canadianness is only skin deep." Is he right? Why or why not?
• What is our "public" identity?
• What is our "private" identity?
• How do our public and private identities influence each other?
• Which of these aspects of our identity is stronger? Why?
• What does Bissoondath mean when he says, ""Canada's public identity continues to be built on opposition . . . on institution . . .and the theatrical display. . . ."? Is this a good or a bad thing? Justify your view?

Questions for Naomi Klein's first article:

• According to Klein, what is the meaning of "diversity"?
• Why is the struggle between Canada's English and French called a "blinding" chapter in our history?
• What are "identity politics", "victim culture" and "political correctness?
• One adjective that comes to mind when reading Klein's portrayal of victim politics in Canada is "ironic". Is this an accurate description of her portrayal?
• Klein notes that while Canada's population has changed, its sense of self has not? What does she mean here?
• Has there been an identity revolution in Canada, according to Klein? Why or why not?

Questions for Neil Bissoondath's second article:

• What is toleration, according to Ignatieff? Does Bissoondath agree or disagree? Why or why not?
• What is the point of Bissoondath's account of his trip to the Paris Book Fair?
• How does Bissoondath compare Bouchard and Parizeau's views of Quebec nationalism? Which view is more inclusive? Which view is more confident? Why?
• What does Bissoondath mean when he says, "We're living side by side, but not together"?
• According to Bissoondath, what would it take to change this situation in Canada?
• Where does identity reside, in the individual or the group?

Questions for Naomi Klein's second article:

• How did Bissoondath's notion of skin-deep "Canadianness" strike a chord with Klein?
• Why does Klein suggest that our past might be our enemy?
• "Canada has forged an identity grounded in a lie." What does Klein mean and why does she say this?
• How does Klein characterize Canada's policy towards immigrants? What evidence does she offer?
• According to Klein, what is the "true flaw" of multiculturalism? Has official multiculturalism failed? What evidence does she offer to support her views?
• According to Klein, what role does history play?

Critical Comparison

• To what parts of Klein's argument in the first essay does Bissoondath respond?
• To what parts of Bissoondath's argument in the first essay does Klein respond?
• On what points to they agree?
• On what points do they disagree?
• To what extent do you find Bissoondath's views on multiculturalism surprising?
• Where do you stand and why on the issue of the role multiculturalism has played in promoting a Canadian identity?
• What evidence is especially important in your conclusions?

After Unity

Specific Outcomes

By studying the articles related to this question you will be able to:

• identify the challenges in settling the current unity debate
• understand the nature of Canadian federalism
• understand some of the issues important to Canada's aboriginal people
• identify new and persistent challenges facing Canada should the current unity debate be settled.

Setting the Stage

Before reading the articles look at the introduction to the Question:

• What has Quebec's role been in Canada? Why has that role been such a subject for debate in the past fifty years?
• Based on what you know, how would you answer the questions in the introduction to this Great Canadian Question? What new challenges are there for Canada to tackle?
• Are your answers confirmed or refuted by the readings?

Reading for Understanding

Questions for Guy Laforest's first article:

• "If one had to write a book on political tragedy in the twentieth century, the pages about Canada would be few and far between." Why does Laforest say this?
• What is the great Canadian paradox?
• How has Quebec simultaneously fuelled and choked the reform engine in Canada since 1945, according to Laforest?
• Why should Canadians examine seriously the nature and state of their federal institutions if the unity question is successfully resolved?
• What was the significance of the Supreme Court of Canada's decision last year on the question of Quebec succession?
• What influences have the Constitutional Acts of 1867 and 1982 had on Canadian federalism?
• According to Laforest, "modernizing institutions to make them compatible with the spirit of federalism should occupy centre stage." What reforms does he propose? Why?

Questions for Ovide Mercredi's first article:

• What is Mercredi's inclusionary scenario for a future Canada after the unity question?
• What is his exclusionary scenario?
• Why does Mercredi state that aboriginal peoples view the country differently than others?
• What challenges does he see in Canada fulfilling an inclusionary scenario?
• What are some of the consequences if an inclusionary Canada is not achieved?

Questions for Guy Laforest's second article:

• What does Laforest mean when he says of Bouchard and Chrétien, "Their dance symbolizes our political impotence"?
• What other tasks would be worthy for Canadians to pursue, in addition to reforming Canadian federalism, after the unity question has been settled? Why does he think these challenges worthy of pursuit?
• What might prevent Canada from ever getting beyond the unity question?
• Does Laforest think there will ever be a "day after"? Why or why not?
• What is meant by the following analogy? "Quebec is to Canada as Kosovo is to Serbia"? Is the analogy a perfect one? Why or why not?

Questions for Ovide Mercredi's second article:

• What does Mercredi mean when he says that "national unity per se must take a back seat to the needs of the people"?
• What are the needs of Canada's aboriginal peoples, according to Mercredi?
• To what extent are the needs of Canada's aboriginal people common to the needs of other Canadians?
• "It is the day after national unity: What needs to be done?"
• "Is unity too exacting for you?"

Critical Comparisons

• To what parts of Mercredi's argument in the first essay does Laforest respond?
• To what parts of Laforest's argument in the first essay does Mercredi respond?
• How would you characterize the extent to which each author has responded to the other in specific terms? What might this tell you about the state of Canadian unity?
• On what points do they agree?
• On what points do they disagree?
• Where do you stand and why on the issue of what Canada's priorities should be in the days after unity?
• What evidence is especially important in your conclusions?

Canada & The World

Specific Outcomes

By studying the articles related to this question you will be able to:

• identify characteristics of Canadian foreign policy over the years
• describe characteristics of the post-Cold War world
• identify future directions for Canada's role in the world
• identify challenges to Canada's continued influence in world affairs
• identify ways in which Canada can meet these challenges

Setting the Stage

Before reading the articles look at the introduction to the Question:

• What has Canada's reputation been in the world over the years? Justify your view.
• Based on what you know, how would you answer the questions in the introduction to this Great Canadian Question?
• Are your answers confirmed or refuted by the readings?

Reading for Understanding

Questions for Allan Gotlieb's first article:

• How does Gotlieb characterize Canadian foreign policy in the years before World War I / between the wars / during and after World War II?
• How does he characterize the world after the Cold War?
• What does he mean by "an asymmetrical concentration of power", "Zeitgeist", "a judicialised approach to state behaviour"?
• Why does Canada need to reshape its foreign policy in the post Cold War world?
• What should be our future priorities in foreign affairs, according to Gotlieb? How does he support his view?
• What assets does Canada possess for its quest towards a new foreign policy?
• What challenges do we face in making the most of our assets to influence world affairs?

Questions for Janice Stein's first article:

• According to Stein, what is the current view about Canada's capacity to influence the rest of the world? What are the sources of such a view?
• According to Stein, how can Canada make a difference in global issues?
• What is the most serious threat to Canada's sovereignty? What evidence does she offer to support her views?
• Why does Stein think that a deep understanding of Canada's history is important to developing Canada's capacity to influence the world?
• What power does Canada have to speak strategically?

Questions for Allan Gotlieb's second article:

• How does Gotlieb describe Canada's relationship with the U.S.? What "threat" is the U.S. to Canada? How does he support his view?
• In what ways are Canadian and U.S. foreign policies "asymmetrical"?
• How should we conduct our relations with the U.S. according to Gotlieb?

Questions for Janice Stein's second article:

• What does Stein mean when she argues that successful Canadian foreign policy will depend on a "full orchestra of players"?
• "For better or for worse, the twentieth century has been the golden age of the state." What does Stein mean and what arguments are there to support the "for better" and "for worse" claims?
• If the United States is so powerful, what limits are there to its power?
• In addition to politicians and diplomats, what other Canadians can have influence in world affairs?
• In what ways is Canada well positioned to lead in the New World of diplomacy?

Critical Comparisons

• To what parts of Stein's argument in the first essay does Gotlieb respond?
• To what parts of Gotlieb's argument in the first essay does Stein respond?
• On what points do they agree?
• On what points do they disagree?
• Where do you stand and why on the issue of Canada's future role in the world?
• What evidence is especially important in your conclusions?

Heroes & Symbols

Specific Outcomes

By studying the articles related to this question you will be able to:

• identify criteria used to determine heroism
• understand Canada's traditional attitude towards heroes and determine reasons for such attitudes
• make connections between the search for heroes and the development of national identity

Setting the Stage

Before reading the articles look at the introduction to the Question:

• What is a hero? Do you have any heroes? If so, why? If not, why not?
• Compared to the U.S. we have been reluctant to praise our heroes? What evidence have you seen to support that view?
• Based on what you know, how would you answer the questions in the introduction to this Great Canadian Question?
• Are your answers confirmed or refuted by the readings?

Reading for Understanding

Questions for Charlotte Gray's first article:

• Why are we so hero-poor, according to Gray?
• What did Francis mean when he said that heroes "are :sticks used by one part of the community to beat on another"? What evidence is there to support this view?
• What seem to be the qualities Canadians value in "heroes" like Mackenzie King? In contrast, what qualities seem to disqualify other candidates Gray nominates for hero status?
• According to Gray, how do other countries deal with their heroes? What examples does she cite to support her view?
• What attempts have been made in the past to create Canadian heroes? How successful were such attempts?
• On your reading so far, does Gray bemoan the fact that Canada is hero-poor? Justify your view.

Questions for Peter C. Newman's first article:

• What do Canadian heroes have in common, according to Newman?
• What does Newman mean when he says "If God had meant us to be heroes, he wouldn't have made us Canadians"? What evidence does he offer to support this view?
• Newman notes "lapses" in our choices of heroes. What examples does he cite and why does he consider these examples to be lapses?
• What makes Riel different?
• What happens to politicians who are built up to be heroes?
• Who are Newman's nominees for heroes? What happened to their heroic status?
• What is the pun which, according to Newman, connects our heroes to our weather?

Questions for Charlotte Gray's second article:

• What is TGIH and why is it a Canadian syndrome?
• Why does Ms. Gray think we need to define heroism? What is her definition?
• What are appropriate criteria for Canadian heroes? What heroes does she offer which meet these criteria?
• Check out the website www.OurHeroes.ca and compare the heroes identified in that poll with Ms Gray's heroes. What seem to be the criteria for the heroes identified in the Dominion Institute's heroes project?

Questions for Peter C. Newman's second article:

• Why are heroes a "tough gig"?
• What does Newman mean when he says that "Heroics is the antithesis of internet"?
• Why are Canadian politicians unlikely to become heroes in Canada?
• What are Newman's criteria for generating heroes in Canada? How likely are we to get them in the near future? What evidence does he offer to support his view?

Critical Comparisons

• To what parts of Newman's argument in the first essay does Gray respond?
• To what parts of Gray's argument in the first essay does Newman respond?
• On what points do they agree?
• On what points do they disagree?
• Where do you stand and why on the issue of the importance of heroes in helping us develop a Canadian identity?
• What evidence is especially important in your conclusions?

Does History Matter?

Specific Outcomes

By studying the articles related to this question you will be able to:

• understand the nature and importance of cultural capital
• recognize the nature and importance of Canadian and world history in developing informed citizens

Setting the Stage

Before reading the articles look at the introduction to the Question:

• Do you think you know enough about Canada's past? Why or why not?
• What is history good for? Justify your view.
• What is the minimum a Canadian citizen should know in order to have a deep understanding of Canada?
• Based on what you know, how would you answer the questions in the introduction to this Great Canadian Question?
• Are your answers confirmed or refuted by the readings?

Reading for Understanding

Questions for Jack Granatstein's first article:

• Why does history matter?
• What evidence does Granatstein offer to back his assertion that history doesn't matter in Canada's schools?
• Why do Canadians need Canadian history?
• What is "cultural capital" and why does Granatstein think that all Canadians need it?
• What kind of history should Canadians be taught? Why?

Questions for Michael Ignatieff's first article:

• Why does Ignatieff say that the real issue about history in schools is "What history?" and "Whose history?"
• What kind of history should be taught to make it truly national, according to Ignatieff?
• Why is it difficult to imagine a shared historical understanding among Canadians?
• What does Ignatieff consider to be good Canadian history and why?

Questions for Jack Granatstein's second article:

• What should the core of history be in schools, according to Granatstein?
• What has happened to that core? Why?
• What kind of history should schools teach?

Questions for Michael Ignatieff's second article:

• What questions does Ignatieff raise to "clarify" the debate?
• What answers does he provide to his questions?
• What does Ignatieff mean when he says that we "make" history?

Critical Comparisons

• To what parts of Ignatieff's argument in the first essay does Granatstein respond?
• To what parts of Granatstein's argument in the first essay does Ignatieff respond?
• On what points do they agree?
• On what points do they disagree?
• Where do you stand and why on the issue of the importance of history in schools and in Canadian society?
• What evidence is especially important in your conclusions?