SOC102 Québec Society

Final Take Home Examination

DUE DATE: Friday, April 12th, 2019 @ 23:59!
Value: 30% of Final Grade
Please Read The Following:

Students are to read and follow the instructions carefully. The use of references is expected/permitted providing that students
abide by an appropriate set of citation guidelines (i.e. APA). Students are to type their assignments using Microsoft Word
and submit their assignments with the appropriate cover page (made available to you) via email at mcorbin@ubishops.ca.
Do NOT submit your work in PDF. Assignments submitted in a format other than Microsoft Word will also NOT be
accepted. Your work must be single spaced, font size 12 (max) and Times New Roman. LATE assignments will be penalized
10% per day for every day that I do NOT receive it.

Plagiarism

Plagiarism is defined as the use by a student of someone else’s language, ideas, images, statistical information or other
original material without acknowledging its source. This applies to texts and other media published in print or on-line, to
manuscripts, and to the work of other student writers. To avoid plagiarism of others’ work, material must be in a student’s
own words or appropriately quoted. Furthermore, written and oral material, statistical information and images must be
properly referenced.

Examples of plagiarism are:

• Using verbatim quotes without quotation marks or appropriate indentation;

• Using verbatim quotes without either a parenthetical reference or footnote to the original source;
• Not providing complete and valid references in the bibliography;
• Paraphrasing or summarizing ideas in a text where only a few words have been changed and that contain the same
ideas found in the original source; and using statistical information or an image without reference to the original
source.

Students found guilty of plagiarism by their teacher may receive a grade of zero for that activity, given the context of the
incident. All incidents of plagiarism must be reported by the teacher to the Academic Dean’s Office. Upon a second or
further incident of plagiarism or cheating at the College, failure of the course or disciplinary actions such as suspension or
expulsion may result, as determined by the Academic Dean.

At Bishop’s University, academic dishonesty, which includes cheating and plagiarism, is not tolerated; it is an offence
against one’s self, one’s peers, one’s teachers, and the University.

As per Bishop’s University Cheating and Plagiarism policy, the Academic Dean keeps a record of all confirmed instances
of plagiarism and/or cheating across courses and programs at Bishop’s University.

1st instance: the student receives a grade of zero on the evaluation and may be mandated to do additional
work.
2nd instance while at the college: the student receives a grade of zero in the course in which the incident
occurred.
3rd or subsequent instances while at the college: the student receives a grade of zero in the course in which
the incident occurred. A record of the incidents of academic dishonesty will be placed in the student’s
permanent file.

For more information, consult the Local Procedure found on the Bishop’s University website.

*Nota Bene: Students are encouraged to send me their work in advance of the deadline. However, I will only comment
on the overall structure and depth of your work. I will not be giving answers to questions! Thus, please ensure that
you have properly read the mandatory reading material and where appropriate, supported your answers with
research-based evidence. Remember to reference your material according to the provided APA guidelines including
a valid cover page (provided to you via Moodle) and a reference page at the end of your document!

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Section I: Students are to answer only two (2) out of the following five (5) questions. Students
must be clear and concise with each question; avoid over generalizations and elaborate on
key themes and ideas where applicable. Ensure that you support your ideas with research-
based evidence and source your material according to the APA guidelines both within your
short answers and in your reference page. Research-based evidence should come from your
mandatory textbook and or additional reading material as provided via Moodle throughout
the semester.
Question 1: Québec - La Belle Province! With reference to Desmond Morris (1994) and class discussions students
are asked to define and explain the differences between diffusionism and acculturation. How do these concepts affect
the spreading of cultural ideas, norms and values? How is acculturation linked to assimilation? Include in your
response a brief analysis of how Quebec culture has evolved over the course of the last 100 years. Are les Quebecois
today similar to those of yesteryear? How does the latter shape our understanding of what it means to be Quebecois?
Explain.
(25 Marks)

Question 2: Memories - Je Me Souviens! With reference to John Walker (2017), Jocelyn Maclure and Francois
Boucher (2011) and Historica Canada (1995), and class discussions, students are to reflect on the social and cultural
consequences of Quebec’s 1995 Referendum on Quebec society in the provincial and national contexts. How have the
social and cultural repercussions of the 1995 referendum proven long-lasting? Students are expected to take the fluidity
of culture and society into consideration when answering this question. Additionally, students are to incorporate
discussions on language, political climate, and religiosity in order to develop their answer.
(25 Marks)

Question 3: Identities – C'est quoi être Québécois? With reference to Carnival in Quebec (1957) and Just Another
Job (1972) by the NFB students are to discuss the relevancy and importance the Quebec winter carnival and the
Quebec Nordiques and Montreal Canadians Hockey team. How are said activities part of Quebec’s cultural heritage?
How do they speak to the concept of identity in Quebec? Compare and contrast the events at the carnival with other
festivals from other provinces or from around the world. Include in your response why the Quebec Nordiques and the
Montreal Canadians Hockey Team in particular have become such an important source of national feeling in Quebec.
Discuss.
(25 Marks)

Question 4: Québec Models - Les Québécois Contre les Autochtones! With reference to David Massell (2011),
Alanis Obomsawin (1993) and class discussions, students are to critically reflect upon the events that transpired in
Oka in 1990 and why Indigenous people feel so strongly about the need to protect their land. Using both the Hydro-
Quebec and the Oka Crisis (1990), compare and contrast the struggle of Indigenous people in Quebec. The phrase
power struggle is often employed to describe a century of hydroelectric development in Quebec. Would national
struggle or tribal struggle be more, or perhaps less, appropriate descriptors? Finally, how would you characterize the
relationship between first nations people and les Quebecois today? Give examples and discuss.
(25 Marks)

Question 5: Québec & La Francophonie: The Province As Global Player - How does Quebec’s goals of
preserving/enhancing French and actively trading in the global economy conflict? Does OIF membership benefit
Quebec’s achievement of either or both goals? If you were making the decision for the government of Canada, what
advantages or disadvantages would you perceive in allowing Quebec to participate as a member government in the
OIF? Does the French language constitute enough of a shared bond to facilitate international organizing? If not, on
what grounds should such international co-operation be based? In your view, has la Francophonie emerged beyond
a language-based organization on the international stage?
(25 Marks)

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Section II: Students are to answer one (1) of the following two (2) questions in this section.
Students must be clear and concise with each question; avoid over generalizations and
elaborate on key themes and ideas where applicable. Ensure that you support your ideas
with research-based evidence and source your material according to the APA guidelines both
within your short answers and in your reference page. Research-based evidence should come
from your mandatory textbook and or additional reading material as provided via Moodle
throughout the semester.
Question 6: Language – Osti de Cris de Tabarnak!

Exploring Quebec’s Language & Identity by Jocelyn Grubb

With reference to Jocelyn Grubb (2018), Marian Scott (2018), Linda Cardinal (2011) Scott (2018), and Richard Handler (1988)
students are to explain and discuss the socioeconomic disparities between allophones and Francophones in Quebec. How and why
does language impact the socioeconomic status of allophones and Francophones living in Quebec, and what actions can be taken
to change this? Students are expected to consider the implications that these findings have for minority groups in Quebec, and the
sociocultural and structural implications of these disparities. Include in your response a brief analysis of how not-for-profit
organizations like Literacy in Action continue to serve English minorities in the Eastern Township. Discuss.

(25 Marks)

Question 7: Citizenship – La Mystique de la Pure Laine Québécoise!

L’Audace D’Agir by Catherine Fournier

Compare and contrast Meadwell’s (1993) discussion on Quebec’s Nationalism with Eric Belanger and Chris Chhim (2011)
discussion on National identity and support for Quebec sovereignty. What are the similarities and differences? Is Catherine Fournier
(2018) correct in her discussion that sovereignty is a possibility in today’s political and economic climate in Quebec? Given the
defeats of the 1980 and 1995 referendums, do you think that third referendum could happen in Quebec? What influence could the
attitudes of young Quebecers toward the national question have on the future of the sovereignty movement? Discuss.

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Section III: Students are to answer the following question in this section. Students must be
clear and concise with each question; avoid over generalizations and elaborate on key themes
and ideas where applicable. Ensure that you support your ideas with research-based
evidence and source your material according to the APA guidelines both within your short
answers and in your reference page. Research-based evidence should come from your
mandatory textbook and or additional reading material as provided via Moodle throughout
the semester.

Move Night! Notions of identity are intertwined with how a society is portrayed on both the small and large
screen. Students are to choose a Quebec film and from any period ranging between 1930 to present day. A list
of Quebec films can be found online and as well at https://www.filmsducentaure.com/. Once you have completed
watching your chosen film, students are to examine the narrative surrounding Quebec culture and identity
during the period which this film was created. Include in your response:

• The name of the film and year that it was released.

• What can be said about the manner in which les Quebecois (or Quebecker) are represented through
film and in what way do they connect with the various sociological approaches as well as considerations
regarding race, religion, gender (etc...) discussed in class?
• What was the political, economic and social climate of Quebec during the period when this film was
released. Do you think that the latter was represented to some degree in the film? Explain.
• How does representation of Quebec culture affect, either positively or negatively, the way that les
Quebecois (or Quebeckers) see themselves?
• Discuss how language and culture are intertwined in Quebec society. How does the body symbolize
the mind? Discuss how the body, gender and place are intertwined.

The assignment requires a critical analysis identifying relevant sociological thought that are symbolized
(intentionally or not) in the film. Students are expected to draw from the relevant sections of their mandatory
textbook to help respond to this question.

(25 Marks)

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Bonus Section IV: Who Am I? Identity Chart Activity

Learning Objectives

• Students will be able to define the word identity

• Students will be able to identify various factors that shape their identity

Instructions:
1. Students are to construct an identity chart for themselves in the present.
2. Once complete, students are to construct an identity chart for themselves two or three years ago.
3. Answer the following questions:
• What has changed?
• What has stayed the same?
• Why do identities change over time?
• What role do other people have in shaping our identities?
• Does each of us really have one fixed identity, or are they multiple?

Students are to reflect back to our activity in class. Specifically, when you were asked to pair up with someone whom
you were unfamiliar with. I had asked you at that time to come up with no less than five (5) words and or thoughts
about your partner based solely on first impressions. I had also asked you to write five (5) things about yourself.
Compare and contrast how you personally feel your province/state/territory has influenced and shaped your
understanding of what it means to be a member of that community. Remember, even if you personally do not affiliate
yourself much with that province/state/territory, by virtue of being a member of the latter you are judged and viewed
as having certain stereotypical identifiers belonging to said group. How do you negotiate these variables? Discuss.

(10 marks)

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