Chapter 3

1. Chapter 3 Reconciling Nationalist Loyalties

2. Chapter Issue • To what extent should people reconcile their contending nationalist loyalties? • What is this issue asking? • Break the issue down  What are some of the different understandings of nationalism again? What does contending mean?

3. Loyalty • What is it? • Commitment, allegiance, faithfulness, devotion, fidelity (holds true to its cause), steadfastness (not a deserter), attachment. • These are all synonyms to describe an idea that you support something.

4. Loyalty and Patriotism • Like love, patriotism is a feeling. • Loyalty is a behaviour that can stem from patriotism. • For example, if someone felt that it was their patriotic duty to defend the country in a time of crisis then joining the military during this time would be a way to show their loyalty.

5. Contending Loyalties • Sometimes people have to choose between loyalties that compete with/go against each other and this can be very difficult. • Another name for these competing loyalties is contending loyalties. • For example, if I was born in one country and I live in another, which one might I cheer for if they play each other in the Olympics?

6. Affirming Loyalties • Depending on what choices we make, many of us wish to demonstrate our loyalties. This can be done through symbols like maple leaf pins or through symbolic actions like rising to sing the national anthem. • These affirmations of loyalty to one’s country can be done individually or as a collective (group).

7. Affirming First Nations Loyalties • In 1982 the First Nations reorganized their leadership and renamed their governing body  from the National Indian Brotherhood to the Assembly of First Nations (AFN). • This assembly represents leaders from all of the first nations individual governments. • The first nations each retain their nation status so that they can each deal with the Canadian government on a nation-to-nation basis which is important when dealing with Treaty rights and agreements.

8. Making a Difference • Read the “making a difference” section on page 71 and discuss the exploration questions as a class.

9. Pluralism and Multiculturalism • Many people from around the world are attracted to Canada because it allows, and even, encourages distinct groups to retain and practice their cultural heritage. • How far should we go with this though? • Some like George Jonas say we have gone to far at the expense of the host country while other, like John Ibbitson, argue that this multiculturalism is what finally gives us, as Canadians, a sense of identity and patriotism. What do you think?

10. Reasonable Accommodation • A legal and constitutional concept that requires Canadian public institutions to adapt to the religious and cultural practices of minorities as long as these practices do not violate other rights and freedoms. • Page 73  2 examples of reasonable accommodation cases/challenges. Discuss as a class. • Do reasonable accommodations create national loyalties or divide us a Canadians?

11. Nationalist Loyalties • Many times we can have multiple loyalties coexist such as being proudly Canadian while keeping up to date and supporting your country of origin. • Other times, however, loyalties can conflict. If, for example, you were a proud francophone from Montreal and a proud Canadian what would you do if Quebec became independent? • Are there loyalties worth fighting for? • Ties to the land seems to lead to conflict • treaty rights in Canada • Jewish Israelis against Palestinians in the middle east

12. July 1st in Newfoundland • Read about the Battle of Beaumont-Hamel on page 75 • How many of you have ever heard of this battle before or knew that some Canadians might have conflicting feelings on Canada Day?

13. Taking Turns • Three readers for page 76 and discuss.

14. Québec – Sovereignty Debate • Sovereignists – people who feel that Québec should be a nation-state of its own. • Federalists – Québécois who oppose sovereignty. (who might these people be?) • Look at the numbers for the 1995 Referendum on page 77.

15. The Oka crisis • In 1990 a group of Mohawks set up a roadblock and camp to stop the expansion of a golf course onto land that they considered sacred. • The Quebec government refused to meet with them until they disbanded the roadblock and camp and they refused to do this until they met with the government.

16. Oka Continued • This went on for four months until the Quebec provincial police were brought in. As the conflict was trying to be resolved a police officer was shot and killed. • Other First Nations set up their own roadblocks in support and as the crisis deepened the military was brought in (look at the picture on page 82)

17. Oka continued • The protest finally ended after almost 7 months with many protestors facing criminal charges. Almost all were found not guilty. • The federal government bought the land and transferred the rights to the Mohawks but, even so, this dispute left a bitter legacy for many First Nations.

18. Royal Commission on Aboriginal People • The Oka crisis caused the federal government to set up a new commission to review the relationship between First Nations people and the rest of Canada. • The key finding of the commission was that the First Nations have been mistreated throughout the history of Canada and that they need to be treated respectfully as nations with the rights to govern themselves in partnership with Canada.

19. Statement of Reconciliation • In 1998, Canada issued a statement to aboriginal people and nations basically apologizing for how First Nations people have been treated throughout Canada’s past (pg. 83) • Some were happy and saw this as a step forward while others saw this as empty words. • How do you feel? Is this helpful or hurtful to the process?

20. Land Claims • The source of the most intense conflicts between aboriginal and non-aboriginal people. • Over 800 remain unsettled while only a few have been successfully settled in Canadian history. • Many, including the leader of the AFN, agree that many aboriginal communities are fed up with the slow pace and are reaching their breaking points.

21. Chapter Review • Do the “think, participate, research and communicate” questions on pages 86 and 87.