Deck 3: A Historical Overview of Education in Canada

Question 1

The common hierarchical board of education in each school district is an example of

A) bureaucracy.
B) credentialism.
C) social closure.
D) social bonding.

Answer 1

bureaucracy.

Question 2

When it became clear that requests for public school funding outweighed financial resources, the Canadian government

A) slowed the growth of schools.
B) passed measures to increase funding.
C) ended support of parochial schools.
D) ended support of francophone schools.

Answer 2

slowed the growth of schools.

Question 3

The eventual creation of public schools that were not oriented toward any particular religions is an example of

A) rationalization.
B) denominationalism.
C) interpretivism
D) ultramontanism

Answer 3

rationalization.

Question 4

Voluntary schools used _____ as a means of social exclusion.

A) high tuition fees
B) land ownership
C) bilingualism
D) parental involvement

Question 5

To achieve "respectability" in Canadian society, a student would need to attend a _____ school.

A) bilingual
B) voluntary
C) residential
D) common

Question 6

The stigma surrounding a modern school with a high percentage of students eligible for 'free lunches' resembles the historical stigma surrounding which type of "charity" school?

A) bilingual
B) voluntary
C) residential
D) common

Question 7

Bourdieu would call the "proper" behaviours associated with the upbringing of the Canadian upper class as

A) social closure.
B) rationalization.
C) habitus.
D) agency.

Question 8

Who is widely regarded as the most influential person behind creating the public school system in Canada?

A) Egerton Ryerson
B) Lord Durham
C) Wilfred Laurier
D) Jean-Baptiste Meilleur

Question 9

Which legislative measure first organized mass public education in Upper Canada?

A) Bill 60
B) Common School Act
C) District School Act
D) Grammar School Act

Question 10

Ryerson's refusal to financially support schools that used alternative textbooks mirrors the goal of "moral regulation" by

A) Émile Durkheim.
B) Max Weber.
C) Talcott Parsons.
D) Karl Marx.

Question 11

The Common School Act's "protection of children" clause allowed _____ students to exclude Themselves from personally objectionable religious lessons.

A) Aboriginal children
B) Black children
C) Catholic and Protestant minorities
D) all religious minorities

Question 12

The historical perception of francophone Canadians as "peasants" with inferior ambitions and social arrangements demonstrates Foucault's concept of

A) rationalization.
B) racialization.
C) cultural hegemony.
D) discourse.

Question 13

Lord Durham's justification of French assimilation to the "superior" British culture is an example of

A) habitus.
B) cultural hegemony.
C) cultural capital.
D) positivism.

Question 14

Utilizing schools as "instruments of nation building" and a means of adopting a British culture closely relates to _____'s theory of society.

A) Bourdieu
B) Weber
C) Bronfenbrenner
D) Durkheim

Question 15

Ryerson's taxation laws guaranteeing free admission to all children transitioned the funding of public schools from

A) parents to property owners.
B) property owners to parents.
C) cities to provinces.
D) provinces to cities.

Question 16

Social closure was achieved by restricting secondary level public education to Canadians who

A) lived in urban areas.
B) could afford tuition fees.
C) lived in Upper Canada.
D) lived in Lower Canada.

Question 17

The higher prestige earned by graduates of elite grammar schools compared to those of public schools is an example of

A) Boudon's secondary effects.
B) Collins' credential inflation.
C) Weber's status.
D) Althusser's correspondence principle.

Question 18

The transition of Canadian education from a "classical" curriculum to one focused on scientific knowledge demonstrates the process of

A) social mobility.
B) ultramontanism.
C) rationalization.
D) normalization.

Question 19

High schools that focused on "classical" curriculum defined themselves as

A) high schools.
B) trade schools.
C) collegiate institutes.
D) private schools.

Question 20

Both French and Aboriginal Canadians experienced restrictions on

A) cultural traditions.
B) religious practices.
C) native languages.
D) all of the above.

Question 21

Section 93 of the British North America Act protects the rights of which religions minorities in education?

A) Catholic and Protestant
B) Methodist and Pentecostal
C) Hindu and Islam
D) all religions

Question 22

Ultramontanism is the belief in the absolute authority of the

A) Church of England.
B) Catholic Church.
C) Canadian government.
D) British government.

Question 23

The period of rapid social change in Quebec is known as the

A) rationalization of Lower Canada.
B) Quiet Revolution.
C) guerre des éteignoirs.
D) l'ecole normales.

Question 24

By the 1960s, what percentage of Canadian 15-19 year olds were enrolled in school?

A) 50%
B) 60%
C) 70%
D) 90%

Question 25

The major differences between educational outcomes between English and French students in Lower Canada can be attributed to differences in

A) culture.
B) socioeconomic status.
C) occupation.
D) language.

Question 26

Similar to protections in "Shannen's Dream" for the Attawapiskat and Aboriginal communities, Bill 101 protected the role of _____ in Quebec schools.

A) religion
B) language
C) sovereignty
D) teachers

Question 27

The move to abolish the status of French as an official language in some provinces can be seen as responding to

A) special interest groups.
B) social demographics.
C) religious divisions.
D) racialization.

Question 28

The most famous legislative act in Canadian education history concerned religion and language in which province?

A) New Brunswick
B) Manitoba
C) British Columbia
D) Saskatchewan

Question 29

The funding of education in British Columbia differed from earlier provinces by relying on

A) sales tax.
B) property tax.
C) provincial revenue.
D) federal revenue.

Question 30

Which province did not begin with parochial schools?

A) Alberta
B) British Columbia
C) Quebec
D) Saskatchewan

Question 31

What prompted the transition from parochial schools to non-sectarian schools in Alberta and Saskatchewan?

A) religious tensions
B) federal policy
C) aging populations
D) changing demographics

Question 32

Like _____, Haultain viewed the purpose of public education as the promotion of nationalism.

A) Weber
B) Durkheim
C) Mead
D) Bourdieu

Question 33

Early New Brunswick and Nova Scotia schools were allowed to provide publicly funded religious schooling under what condition?

A) lessons were Catholic
B) lessons were in English
C) lessons were in French
D) lessons were held after hours

Question 34

The _____ established the first non-denominational schools in Newfoundland.

A) Church of England
B) Canadian government
C) Jesuits
D) Loyalists

Question 35

Ronald Manzer's four types of educational regimes emerged in which century?

A) 17th
B) 18th
C) 19th
D) 20th

Question 36

Which of Manzer's four educational regimes was the most liberal?

A) non-sectarian public school system
B) non-sectarian public school system with minority denominational districts
C) de jure non-sectarian/ de facto reserved schools
D) concurrent endowment of confessional systems

Question 37

The most divisive battle in the formation of Canadian education system was the one between

A) language and race.
B) provincial and federal rights.
C) aboriginal rights.
D) church and state.

Question 38

In a non-sectarian public school system, the role of clergy is to

A) run schools.
B) perform teacher evaluations.
C) provide moral guidance to students.
D) none of the above.

Question 39

In Manzer's concurrent endowment of confessional system, control over education lay with

A) communities.
B) provinces.
C) religious authorities.
D) parents.

Question 40

Manzer would classify Ontario's education system as a

A) non-sectarian public school system.
B) non-sectarian public school system with minority denominational districts.
C) de jure non-sectarian, de facto reserved school system.
D) a concurrent endowment of confessional system.

Question 41

In relation to Canadian education system, what does non-sectarian mean?

A) free of bureaucracy
B) independent of the province
C) privately operated
D) free of religious instruction

Question 42

At the turn of the 20th century, what percentage of Canadian children were in enrolled in school?

A) 50%
B) 60%
C) 70%
D) 80%

Question 43

Aboriginal children removed from their families were sent to _____ schools.

A) non-sectarian
B) residential
C) common
D) voluntary

Question 44

The residential school system was originally conceptualized by

A) Wilfred Laurier.
B) Egerton Ryerson.
C) Lord Durham.
D) Jean-Baptiste Meilleur.

Question 45

Educational pressure on Aboriginal Canadians to move toward a Western "farming lifestyle" exemplifies

A) racialization.
B) rationalization.
C) modernization.
D) cultural hegemony.

Question 46

Removing Aboriginal children from their families in order to acquire the traits of "civilized" people halted the process of

A) social closure.
B) social reproduction.
C) exosystems.
D) chronosystems.

Question 47

The assimilation of Aboriginal Canadians into the culture of "Christian" values demonstrates the process of

A) cultural hegemony.
B) critical race theory.
C) discourse.
D) secondary effects.

Question 48

Educating male and female Aboriginal children in separate _____ shows the introduction of Westernized gender roles in residential schools.

A) schools
B) age groups
C) languages
D) subjects

Question 49

What was the death rate of Aboriginal children in residential schools?

A) 20%
B) 30%
C) 40%
D) 50%

Question 50

Aboriginal children were often put in schools with _____ children

A) wealthy
B) assimilated
C) institutionalized
D) immigrant

Question 51

The Canadian government's understanding of Aboriginal culture as "not worth knowing" and "worthy of shame" displays critical race theory's concept of

A) discourse.
B) standpoint.
C) whiteness.
D) primary effects.

Question 52

The effects of cultural reproduction theory can be seen in the _____ passed down through Generations Aboriginal Canadians.

A) whiteness
B) psychological trauma
C) ultramontanism
D) language

Question 53

Symptoms of residential school syndrome included

A) flashbacks.
B) relationship problems.
C) drugs and alcohol abuse.
D) all of the above.

Question 54

The first 'boarding school' for Aboriginal children opened in the ____ century.

A) 16th
B) 17th
C) 18th
D) 19th

Question 55

Approximately how long did it take to establish a boarding school for Aboriginal girls after a male school was founded?

A) 10 years
B) 30 years
C) 50 years
D) 70 years

Question 56

The transfer of Indian affairs to a civilian level after Aboriginal people were no longer needed as a military ally depicts a loss of _____ capital.

A) economic
B) social
C) cultural
D) bonding

Question 57

Which legislative measure declared Aboriginal people as wards of the Canadian government?

A) Common School Act
B) British North America Act
C) Ryerson Act
D) Indian Act

Question 58

In which decade was the last residential school closed?

A) 1970s
B) 1980s
C) 1990s
D) 2000s

Question 59

Which legislative measure officially apologized to victims of the residential school system?

A) Statement of Reconciliation
B) Indian Act
C) Common Schools Act
D) Ryerson Act

Question 60

The _____ payment awarded $10,000 to each survivor of residential schools.

A) Assimilation
B) Reconciliation
C) Common Experience
D) Truth Commission

Question 61

Aboriginal students that experienced _____ were awarded additional funds from the Government Of Canada.

A) language loss
B) sexual abuse
C) gender discrimination
D) age discrimination

Question 62

The function of a Truth Commission is to

A) create legislation.
B) conceal government secrets.
C) correct historical accounts.
D) none of the above.

Question 63

Emotional distance, cultural alienation and an increased risk of poverty are all considered _____ Effects of the residential school system.

A) social
B) habitual
C) corresponding
D) inter-generational

Question 64

In what year was a formal apology made for residential schools by the Canadian government?

A) 1978
B) 1988
C) 1998
D) 2008

Question 65

In the 19^th century, most _____ Canadians entered Canada through the Underground Railroad.

A) Aboriginal
B) Chinese
C) French
D) Black

Question 66

The use of segregation "for" Black Canadians and not "by" Black Canadians depicts the power of

A) primary effects over secondary effects.
B) secondary effects over primary effects.
C) agency over structure.
D) structure over agency.

Question 67

Unofficial neighbourhood segregation can result from _____ similarities.

A) racial
B) cultural
C) linguistic
D) all of the above

Question 68

Like _____ schools, Black Canadian schools were often poor, with inadequate teachers and Equipment.

A) common
B) public
C) voluntary
D) Aboriginal

Question 69

Forcing Black Canadians to attend schools that were inferior to mainstream pubic schools is an example of

A) whiteness.
B) racialization.
C) feminization.
D) ultramontanism.

Question 70

The segregation of Black and Aboriginal Canadians would have been viewed as a _____ issue by Structural functionalists.

A) class
B) race
C) gender
D) field

Question 71

Racializing Chinese Canadians to present them as "outsiders to the moral community of Canada" is the use of

A) social class.
B) segregation.
C) social closure.
D) whiteness.

Question 72

Chinese Canadians viewed the segregated school system as a threat to the _____ of future Generations.

A) social mobility
B) health
C) racialization
D) culture

Question 73

What event caused Canada to regard Japanese Canadians as a threat to national security?

A) War of 1812
B) World War I
C) World War II
D) the Cold War

Question 74

Bronfenbrenner would view the internment of Japanese Canadians in the context of which ecological system?

A) microysystem
B) macrosystem
C) exosystem
D) chronosystem

Question 75

Unlike Aboriginal residential schools, Japanese internment schools

A) were local.
B) were voluntary.
C) kept the family unit intact.
D) none of the above.

Question 76

The purpose of Japanese internment schools had less to do with educating and more to do with

A) improving morale.
B) reducing juvenile delinquency.
C) cultural assimilation.
D) all of the above.

Question 77

The shift of child rearing responsibilities from the family to the Canadian education system mirrors _____'s theory on the evolution of society.

A) Bronfenbrenner
B) Durkheim
C) Marx
D) Parsons

Question 78

The historical increase of _____ in education around the world is known as the feminization of The teaching corps.

A) nurturing subject matter.
B) women.
C) principals.
D) school boards.

Question 79

Which of the following is considered a reason for the feminization of the teaching corps?

A) ruralization
B) women's suffrage
C) a lack of other professional opportunities
D) government intervention

Question 80

Women earning less than half a male counterpart's salary is a result of

A) standpoint theory.
B) gender roles.
C) social closure.
D) credentialism.