?

SiMON FRASER UNIVERSITY

?

S.. 8 -

L

f

MEMORANDUM

W

.

.enate

.

F

r

om

...............................................

.

..

Chai.r.m,. .$US..........................

Subject.

Ne

.

.rogra..'°PP .......cian•

Studies

?

Date......79

?

.-l?..................................

-

2

Actions taken by the Senate Committee on Academic Planning

at its meetings of October 3 and December 5,

1979

and by the

Senate Committee on Undergraduate Studies at its meeting of

November 13 and

26, 1979

give rise to the following motion:

? -

MOTION

That Senate approve and recommend approval to

the Board of Governors, as set forth in S.80-4

the Canadian Studies proposal including the

following:-

f.

Canadian Studies

(a) change of designation from "Canadian Studies Program"

to "The Centre for Canadian Studies"

(b) Requirements for a B.A. degree with Major in CN.S

(I)

Lower Division prerequisite courses

(II)

Upper Division requirements for the Major lnCN.S

(iii) Distribution requirements

(c) Requirements for a B.A. degree with Honors In CN.S

(I) Lower Division prerequisite courses

(ii)

Upper Division requirements for Honors In CN.S

(iii)

French Language requirements

(d) Requirements for a Minor in CN.S

(I) Lower Division prerequisite courses

(ii) Upper Division requirements for the Minor FnCN.S

(a) Joint Program Requirements

(I) Joint Major requirements

I. Anthropology

2.

Archeology

3.

Commerce

4.

Co.ytnunication

.0

---

-2-

5. Criminology

6.. Economics

7. Economics and Commerce

8. English

9.

Geography

10.

History

ii. Political Science

12.

Sociology

13.

Sociology.arid Anthropology

(Ii)

j

oint Honors requirements

0

(f)

French Language Training

(g) New "Internal" CN.S courses

(I)

(II)

(II ?

)

(iv)

(v)

(vi )

(vii ).

(h) Roe

CN.S 160-3 The Social Background of Canada

cN.S 210-3 Foundations of Canadian Culture

CN.S 280-3 Canadian Political Economy

CNS 350-3 The Francophones Outside Quebec

01.5 390-3 Special Canadian Topics

391-3 ?

. ?

.

CN.S 490-3 Canadian Interdisciplinary Seminar

491-3.

CN.S495-5 Canadian Studies Honors Essay

Dgnizad courses from other Departments and Programs

.

(I)

ARC. 223-3, 360-5, 475-5,476-5

(II) BISC 310-3

(ill) CMNS 230-3, 333-3, 336-3, 437-5, 445..5

(iv) CRIM 131-4, 135-3, 230-3, 231-3, 330-3, 335-3

Cv) EcON 101-3, 201-3, 310-3, 353-5, 381-5, 390-3, 480-3

ECON/COP4 . i .280-3, .293-3, ?

498-3

COMM 103-3, 393

... 3 ?

. ?

.

(vi)

ENGL 221-3, 354-4, 356-4,

358-4,

360-4

(vii)

GEOG 262-3, 322-3, 323-3

0

, 385-3, 421-5, 444-5, 445-5,

462-5, 469-5, 470-5

(viii)

HIST 101-3, 102-3, 201-3, 385-3, 423-3, 424-3, 428-391

429-3, 430-3, 431-3, 432-3, 434-3

(lx) FREN 230-3, 341-3, 422-3, 430-3, 431-3,480-2, 481-20

LING 230-3

Cx) POL. 121-3, 151-3, 52-3, 221-3, 222-3, 251-3, 321-3, 322-3,

323-3, 324-3, 351-3, 356-3, 421-3, 422-3, 423-3, 424-3,

428-3, 429-3, 4513, 452-3

(xi) S.A. 100-4, 140-4, 300-4, 386-4, 394-4, 396-4, 401-4, 405-4,

486-4, 487-4, .488-4, 489-4, 490-4

9

---

-3-

ii Bilingual Program for S.F.U.

III

French Canadian Studies Certificate Program

NOTE

Canadian Studies

(a) The designation "Centre" was considered to be more

appropriate than "Program" for a unit co-ordinating

several programs.

(b,c,d & e) Several questions were raised in SCUS and in

SCAP. First, it was noted that at this time the proposal

covers a Bachelor of Arts' degree through the Faculty of

Interdisciplinary Studies with a major or joint major or

honors or joint honors in Canadian Studies. Provision for

joint major or joint honors degrees through the Faculty of

Arts would require an additional proposal which may be

forthcoming at a 'later stage.

Second, although the proposal reflects a strong commit-

ment to the study and understanding of Canada's two main-

stream cultures and "emphasizes the importance of acquiring

a knowledge of the French language", SCUS and SCAP have

. ?

approved a recommendation to include functionalbilingualism

only as a requirement for honors

,but

'to approve for a limited

period of time the provision of

'a French language exemption

(if necessary) for Canadian Studies majors. This was by far

the most controversial aspect of the proposal as it now stands

because there is virtual unanimity at all levels on the

desirability of a French language requirement. In the considered

judgement of the Director the effect of Imposing an immediate. and

universal requirement would be to restrict severely the number

of students who would voluntarily enrol in the program; these students

could then be sensitized to the need for a greater understanding

of French Canada and a working knowledge of the language.. The

Committees considered the enrollment increase in French in

B. C. high schools to be a promising development, therefore,

anticipated a less negative impact from removing the exemption

provision in 1985.

Third, concern was expressed about the joint major

requirement. Senate has not, established firm guidelines for

the development,of joint majors or joint honors, however, a

variety of precedents exist. For example, the joint major in

Economics and Commerce requires at least 25 hours of upper,

division courses in Economics and at least 26 in Commerce.

•

?

The joint major in Sociology and Anthropology requires 40

upper division hours with 20 in Sociology and 20 in Anthropology.

In the case of joint majors between Latin American Studies and

other fields the requirements vary; in general 20 hours of upper

division courses are required in LAS and from 20 to 30 in the

various related disciplines. The proposed joint programs with

---

Caadian Studies differ somewhat from the precedents in

that there is no abatement of the normal major require-

ments either in Canadian Studies or in the related dis-

cipline, however,up to 12 hours of upper division courses

available for credit in both Canadian Studies and the

other subject may be counted towards the upper division

credit requirements of both. Therefore, a joint major in

Canadian Studies and another subject which also specifies

30 upper division credit hours will require a minimum.-of

48 upper division credit hours in the two subjects (30

Canadian Studies plus 30 in the other subject minus 12

overlap ?

). After much discussion this approach was

approved. It was seen as desirable to maintain the full

requirements of a major in each subject and it was seen

as appropriate 'to the nature of Canadian Studies and the

need for integration to permit the crediting of courses to

both.

II ?

Bilingual Program for SFU.

Neither Committee raised any serious concerns about the

proposed Bilingual Program the purpose of whiäh is to

provide an opportunity to take university:.level studies in

the

instructiOn.

French language

The 'program

in areas-other

is expected

than

to

French

appeal

language

to Anglo-

phone students at SFU who wish to improve their facility with

the French language, localstudents of French origin who wish

to maintain facility in the use of French in the face of the

pressures of'the gl,1ie environment, and Francophone students

from elsewhere who wish to become acquainted with B.C. and to

improve their facility with English. (At least 30 hours of

instruction must be taken in each of English and French.)

III French Canadian Studies Certificate Program.

Neither Coinmitee raisedany major concerns with the

proposed French Canadian Studies Certificate Program either.

This program will serve to identify courses appropriate to

French Canadian Studies and which together will "provide a

broad understanding of the position of the French Canadian

community across the country and of that community's

cultural

heritage."

APPROVAL, RESOURCES AND 'IMPLEMENTATION

Should these programs be approved by Senate and the Board of

GOvernors they will be submitted to the Universities Council.

Implementation will be contingent on Council approval and the allo-

cation of new and emergent program funding.

D. R. Birch

/mgl ' ? '

a

---

SiMON FRASER UNIVERSITY

SCP

79-laq

MIMORANDUM

?

CHASE, SECRETARY

?

....

SENATE COMMITTEE ON ACADEMIC PLANNING

Subed CANADIAN STUDIES PROPOSAL -

Eáb1i'rnt"of.....

._-_ ?

'_..._,i1... ?

'...14.-....

H. M. EVANS, SECRETARY

SENATE COMMITTEE ON UNDERGRADUATE

STUDIES

Date..

NOVEMBER 28.1979

fl

fl

Major and Honors in Canadian Studies;

Joint Majors and Joint Honors;

Bilingual Program

.

for SFTJ; French

Canadian Studies Certificate Program

At its meeting of October 3, 1979; SCAP gave consideration, under

SCAP 79-5,-to the Canadian Studies.Proposal indicated above. SCAP then approved

motion as follows:-

"That those elements of the proposal identified in T. Calvert's

memorandum of September 13, 1979 to the Secretary of SCAP be

approved in principle."

Following that meeting arrangements were made for formal submission of

proposals from the Faculty of Interdisciplinary Studies, with adjustments if

required, to the Senate Committee on Undergraduate Studies. It was understood

that following discussions by that body there would be further submission to

SCAP at least for information, or for discussion if required.

The Senate Committee on Undergraduate Studies considered the submis-

sions made to it, at its meetings of November 13 and November 26, with intensive

discussion. Some amendments were proposed and adopted by that Committee,

primarily related to a mandatory requirement for competency in French for those

undertaking a major during the start-up years of the program. There is to be

such a requirement in later years. The decision on this matter is reflected-on

page .7 of the document now submitted covering the Canadian Studies Major and the

footnote on page 8. Some other adjustments were made. In partidular it was

noted that at this time the proposal covers a Bachelor of Arts degree through

the Faculty of Interdisciplinary Studies with major or joint major or honors or

joint honors in Canadian Studies. At some later stage, there may be some provision

for degrees in the joint areas through the Faculty of Arts..

With these constraints, the final approval of SCUS was as follows:

"That SCUS approve and recommend approval to Senate, as set

forth'in SCUS 79-60, 79-60A revised, 79-60B, 79-60C, the

'Canadian Studies proposal."

The proposal earlier approved by SCAP in principle, and now approved

with some adjustments through SCUS, is attached.' The intent is that the new

program proposals, if acceptable to SCAP, will now go forward to Senate and

the Board of Governors and to UCBC for approval and then be fully cleared for

implementation effective in September 1981.

---

-2 -

If accepted there will be an appropriate transmittal memorandum from

SCAP/SCUS to Senate.

It is understood that this item will be placed on the agenda for SCAP

for Wednesday, December 5, 1979 and that information concerning the related

budget is being provided.

end.

FINE/rn

S

S

---

SiMON FRASER UNIVERSITY . (,/$

7-'o

MEMORANDUM

ti

7)

.Mr

.

. ... }

L.M.....Evans.,.,.Registrar ... ............................... .

From ......

Janet. Blanche.t.,. .Se.cretary.,.to....the................

Faculty of Interdisciplinary Studies

................. Secretary

...... SCUS ......... . ................... ......................................

?

Undergraduate Curriculum.. Committee........

Subject ........

Canadian ... Studie.s... Proposal ...........

..........................

Date....

October

.

31,19.79 ......... ... .................................. ..... .. .....

I.S.C. 79-4

We attach the Canadian Studies Proposal as approved by our Faculty of Interdisci-

plinary Studies Undergraduate Committee at its meeting on October 30, 1979.

Please place this item on the agenda for .the next meeting of the Senate. Committee .

?

-.

on Undergraduate Studies.

c1L

CL

Janet Blanchet

JB:jk

Attachments

.

I

---

SIMOIN FRASER UNIVERSITY

MIMORANDUM

To ........Dr. T.W. Calvert, Dean...IDS

I

fromP. Copes, Director,

(for submission to SCAP)

Subjed

.............

Proposed

Cànidi.à

Change

Skudlea

of Style

......................

- Centre

In conjunction with the submission of three curriculum proposals in

Canadian Studies, I should like to request also that approval be liven to

changing the 'designation of the "Canadian Studies Program" to "Centre for

Canadian Studies". This change is supported by the Steering Committee of

the Canadian Studies Program and was approved "in principle" at a meeting

of the ?IDS Undergraduate Curriculum Committee. The reasons for seeking

the, change include the following:

(1)

A multiplicity of "programs" is now developing in the area of Canadian

Studies. Curricula for three distinct teaching programs in Canadian

Studies have been proposed. A regular seminar program is now being

conducted in Canadian Studies and plans are underway for a research

program. With so many programs within the Canadian Studies Program,

the terminology is becoming confusing. It is desirable to use a

different style for the academic unit as a whole, which reflects the

'meltiplicity of our program activities.

(2)

Th. style "Centre for Canadian Studies" conveys an impression of some-

what more substance than "Canadian Studies Program" and is in keeping

with current developments in Canadian Studies at Simon Fraser University.

Use of the term "centre" may also have the effect of making it easier

to appeal for resources outside the university. A substantial inter-

disciplinary research proposal In Canadian Studies, designed to

attract outside funding, in fact

is

now being drafted. The term

"centre" would tend to:onvey

to

outside agencies the university's

commitment to aubstantial activities In Canadian Studies.

(3) The style "centre" Is in keeping with the 'enhanced support and recog-

nition already given to Canadian

Studies

Iy

the university, as

evidenced by the appointment of a director.

it

may be noted that the

university's other "centre" (Centre for the Arts) also has a director,

whereas area "programs" are commonly limited to a co-ordinator.

The change in style is virtually costl.css

to

the university and could

possibly assist in drawing significant resourc

S.

(

ft

P.

PC/bl

.

Canadian Studies Program

D&......lOSepteithe...............................

---

MIMOMANDUM

1DS

F

,

ean

D

,

vert

T.W.

.

Dr ?

Calvert,

(for submission

to SCAP)

Subect

Justification

for Now Program

........rôfridàló Ia Cànidfiñ StidtéI

.ca.an.

•

qdie• pioga.

D.i........epteiPer,. .

Below are responses to the "questions to be asked in considering

the

establishment/expansion of new academic programs" as suggested in the

memorandum of D.R. Birch, dated 12 December, 1978.

(1)

The

curriculum proposalä do not duplicate existing prolrams in

British Columbia, as only SFU is engaged in Canadian Studies.

(2)

The proposed programs build strongly on existing programs and

• resources in the university. The overwhelming majority of course.

• to be utilised in the major/honours proposal are already in place

and being taught in the university. The French Canadian Studies

Certificate Program would require a small number of additional

courses, but these would also be used In the major/honours program.

The

Bilingual Program would utilize existing courses taught in French

in French Literature and Linguistics. It would, however, require the

mounting of additional courses in. the French language in other areas.

Thenw

would be courses parallel to existing courses given in the

En g

l$sh language. It is apparent that there is

sufficIent

instruc-

tiomal talent already within the university to launch the program.

• ?

However, it would require some supplementing or shifting of teaching

resources elsewhere in the university. mc Bilingual Program,

potentially, will increase the demand for services in the English

language program of the Reading and Study

'en trc, insofar as it will

attract francophones from elsewhere in the

count

ry. At the same

time anglophone students should increase utilization of French

language training lab facilities.

(3)

The new proposals will enrich the existing Canadian Studies Program.

The unique features, particularly of the Bilingual Program, have the

potential for drawing significant numbers

of

students from elsewhere

In Canada. This should lead to larger

course

enrollments in many

departmental teaching programs that interlace with Canadian Studies.

In turn, this may allow for additional course offerings in the

departments concerned.

(4)

Strong support has come from the Ftdtrarion

des

Franco-Colombiens,

representing the fraucophone community In British Columbia. Canada's

Commissioner for Official Languages, Max Yalden, has praised the

Bilingual Program proposal highly and has recommended it as a

prototype to be followed by-other anglophone universities in Canada.

• (5) The programs would help develop skills and competencies that are

highly relevant to Canada's current needs. The underdevelopment of

French language skills in anglophone Canada, as well as a general

0

---

-2-

even

deficiency

if action

of self-knowledge

to correct these

in

conditions

the country,

in

are

Canadian

widely

universities

recognized,

?

40

is not tar advanced. With the proposed programs, Sin Fraser

University has an excellent opportunity to take the lead.

(6)

The program proposals provide for a range of academic intensity,

through major, joint major, honours, and joint honours proposals.

Thus opportunities are offered to students with the highest capa-

bilities to achieve excellence in a demanding program, while still

leaving ale opportunity for other students to benefit from

the

program.

(7)

The major/honours proposal and the French Canadian Studies Certificate

proposal can be launched with modest additions to teaching resources,

as the bulk of courses to be utilized is already being taught. In

the case of the Bilingual Program, somewhat greater resources are

required in relation to the anticipated volume of enrollment. Never-

theless,

the program could be started with modest additional resources.

Then, is also a presumption that significant support would be received

from government for an ititiative in bilinuai education.

S

I'. Copes

iC/b I.

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'7

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---

CONTENT AS SUBMITTED TO SENATE - MAY 1978

FOR INFORMATION - JOINT MAJOR

EXTRACT FROM SCAP MINUTES OF 1977 WHEN THE MOST RECENT

PROPOSAL FOR A JOINT MAJOR WAS APPROVED BY SCAP -

(AND FROM SUPPORT PAPERS IN FEBRUARY 1979 WHEN

• ?

CONSIDERING THE PROPOSAL FOR AN .AFRICAIMIDDLBEAST

•

?

STUDIES JOINT MAJOR)

It was noted that the submission fell in line with recent

formal approvals for some joint majors, and general background

information was given. Although the Academic PlanningCommittee in

1971 had given formal aprova1 to joint majors requiring at least

45 hours of upper division courses with not less, than 22 hours in

nd

mint honors reauirin

g at least 60

hours of u

pp

er division courses with at least 30 in each aisciRiinet.

ye

not been tinalizeci into complete regu1aLiu11

uu.uug

te but had been used as guidelines when specific joint

malors have been discussed. As exailiples,. the joint major in tconomics

and Commerce requires in upper division courses at. least 25 hours in

Economics and at least 26 in Commerce. The joint honors in Economics

and Commerce requires at least 30 hours in Economics and at least 30

hours in Commerce. The recently approved joint major in PLP requires

at least 45 upper division hours with specific discipline require-

S ?

ments. The joint major in .S.A. has been approved with 40 upper

division hours, with 20 in Sociology and 20 in Anthropology, whereas

the joint honors in S.A. calls for at least 60 upper division hours

with 32 in one of the disciplines and 28 in the other. The usual

type of'provision for preventing multiple credit count pertains in

the same fashion as applies to double majors, major-minors, and

similar combinations. The present paper on LAS calls for completion

of the full major requirements for some of the related joint

disciplines but not for each one of them. The general provision is

for not less than 40 upper division hours with at least 20 in LAS and

variations from 20 through 30 in the various related joint disciplines.

A student who selects the joint major in LAS is entitled to have that

officially recorded but the transcript will not reflect completion of

a double major although the related joint discipline's full major

might be completed. It was accepted that a number of minor adjustments

to the paper are required for further consideration.

.

C

---

SiMON FRASER UNIVERSITY

MEMORANDUM

?

7q- 60A

APPEiV/

..Mr,..

?

M....Evans.,

..Regis.tra

...........................

From

?

Dr.. ..Thonia

.

W. Caly,....De

a..............................

...... Secretaxy.,...SCUS .................................................................

.... ...

Faculty.

of.. Interdisciplinary...Studies...

Subject ... ...

Canadian ... Studies ...

Major Proposal ....... .......

I ?

Date......20

November .197.9............................................................

This is to clarify the Canadian Studies Major proposal currently before ScUS.

A motion for the approval of the proposal previously distributed (ScUS. 79-60A)

has been moved and seconded. This proposal requires that all students complete

French courses up to the equivalent of FREN 101 or FREN 111 to qualify for the

major or joint major. ?

.

?

.

An amendment was moved and seconded which would have the effect of waiving the

French requirement for an initial three year period; after three years the

waiver would be reviewed in accordance with the procedures approved by the

canadian Studies Steering Committee on 31 October 1979 (copy attached). The

intent is that the review will be carried out in the summer of the third year

of operation of the major .so that any change recommended could be acted on for

inclusion in the calendar for the fifth year. A copy of the major proposal

which would result if the amendment is passed is attached. Note the following:

(1)

The distribution requirements have been increased by two courses and

-

?

.

?

one area for those who do not complete the two courses in the French

requirement; also those not qualifying in French must include one

course in French-Canadian literature in translation (FBEN 341).

(2)

A footnote has been added to inform students of the intent that,

subject to review, a French requirement may be made mandatory in

the fifth year of the program.

As the mover of the amendment, .1 want to emphasize that the norm for all students

in the major will continue to be a working knowledge of French. I certainly

hope that we can work towards making this mandatory. However, in the interim,

until students entering university from B.C. high schools and colleges have a

better preparation. in French, . I believe that a mandatory French requirement

would have the effect of denying the Canadian Studies major to many students

who could benefit from it. In coming to this position I have been quite impressed

b

y

the evidence on this topic summarized by Dr. Copes in a memo circulated to

SCUS.

?

..

?

.

.t.

Thomas W. Calvert, Dean

TWC; j

cc: Dr. P. Copes

Dr. J. Dickinson

.

.

---

THE CENTRE FOR CANADIAN STUDIES

The purpose of the Centre for Canadian Studies is to promote the

study and understanding of Canada from comprehensive cultural, social,

political and economic perspective, emphasizing both historical context

and contemporaneous development.. The Centre aims

. at

utilizing to the

fullest extent possible those programs developed by the academic depart-

ments of Simon Fraser University that contain relevant Canadian subject

matter. While striving to avoid duplication of the effort of the regular

departments in their respective subject areas, the Centre does offer

directly a limited amount of course work of an interdisciplinary charac-

ter this is designed to integrate knowledge drawn from several relevant

disciplines.

For students with a predominant interest in Canadian Studies a full

major and honours program in Canadian Studies is provided. However, the

Centre seeks also to accommodate students who retain a primary interest

in one of the regular disciplines. Such students are encouraged to

enrol in a joint major or honOurs program, .combining specialization in

the department of their choice with complementary work in Canadian Studies.

Of critical importance in the Canadian experience is the existence

and interaction of two mainstream cultures; one with an English and the

other with 'a French linguistic base. The Canadian Studies curriculum

emphasizes the importance of acquiring a knowledge of the French language

in order to broaden access to relevant materials and deepen understanding

of the total Canadian environment. To qualify for honours in Canadian

Studies, students are required to be functionally, bilingual. The curriculum

6

---

for the major, in Canadian Studies includes as a norm a working knowledge

of French, though an option is available without this requirement. The

Centre also offers two special programs with a French emphasis: a Bilingual

Program and a French Canadian Studies Certificate Program. These programs

may be taken 'concurrently with, and in conjunction with, specialization

In Canadian Studies at the honours, major or minor level. Also, they may

be taken independent, of such specialization. Details are given at the

end of the Canadian Studies entry in this calendar.

Requirements for a B.A. with a Major in Canadian Studies

Students may qualify for a.B.A. degree

.

with a major in Canadian

Studies in the Faculty of Interdisciplinary Studies. Students should

consult Sections 1.3 and 6.4 of this calendar regarding the applicable

'general degree requirements. The particular requirements that must be

met for the B.A. 'degree with. a major in Canadian Studies are as follows:

Lower Division Requirements as Prerequisites

Students must complete CN.S 160-3, CN.S 210-3, CN.S 280-3 and HIST

102-3. They must also demonstrate a working knowledge of French, unless

exempted by the completion of alternative courses. listed in the distribu-

tion '

requriements (see 'below). For purposes of this section a working

knowledge of French is determined by completion of FREN 101-3 or FREN 111-3,

or by prior qualification equivalent to either of these courses, or by

passing a placement exam at this level-'(see section on French Language

Training below).*.

Upper Division Requirements for the Major in Canadian Studies

Students must complete CN.S 490-3, at least three other CN.S courses

7

---

3

• ?

in the 300 or 400 division and

.

18 additional credit hours in upper div-

ision courses carrying Canadian Studies credit. No more than 12 credit

hours of

'

this requirement may be met through courses taken from the

curriculum of any single department or program other than Canadian Studies.

Distribution Requirements

To ensure adequate breadth of knowledge regarding Canada, students

must 'complete at least eight of the courses listed below in this section.

These must include one or more. courses from at least five groups listed.

Students will be exempted from the French language requirements stated

above (see Lower Division Requirements) if. they complete at least ten

of the courses listed in this section, including at least one from six

of the groups listed, provided that FREN 341-3 (French Canadian Literature

in Translation - taught in.English) is taken as one of the ten courses.*

The .courses and groups are as follows:

History and Prehistory': ARC. 223-3, lIST 101-3, lIST 423-3, HIST 424-3,

lIST 428-3.

Government and Politics: POL. 121-3, POL. 221-3, POL. 222-3, POL. 324-3.

Society: S.A. 100-4, S.A.. 300-4, S.A. .401-4.

The Economy: ECON 101-3, 'ECON 353-5, ECON 390-3.

Geography: GEOG 262-3, GEOG 462-5, GEOG 469-5.

English Canadian Literature: ENGL 221-3, ENGL 356-4, ENGL 358-4, ENCL 360-4.

French Canadian Literature: FREN 230-3, FREN 341-3, FREN 430-3

9

FREN 431-3.

The Legal System: CRIM 135-3, ECON/COMM 293-3, POL. 151-3.

In order to retain a broad perspective in their studies, students

are expected to take at least 12 credit hours in courses that do not

qualify for Canadian Studies credit.

* The option with a French language exemption will be in effect for students

who declare a Canadian Studies major before September 1985. In September

1985, the full French language requirement will be put in effect for students

declaring a major in Canadian Studies (or joint major) after that date.

---

4

Requirements for Honours

?

.

Students may qualify for a B.A. degree with honours in Canadian

Studies in the Faculty of Interdisciplinary Studies. Students should

consult Sections 1.3 and 6.4 of this calendar regarding the general

university requirements that apply to the honours degree.

To qualify for honours in Canadian Studies, students must take the

same lower division courses and meet the same distribution requirements

that apply to the major in Canadian Studies, as shown above, and must also

complete HIST 101-3, POL. 221-3 and POL. 222-3.

In upper division honours students must complete CN.S 490-3, CN.S

491-3, CN.S 495-3, at least two other CN.S courses in the 300 or 400 div-

ision and 33 additional credit hours in upper division courses carrying

Canadian Studies credit. No more than 18 credit hours of this requirement

40

may be met through courses taken from the curriculum of any single depart-

ment or program other than Canadian Studies.

French Language Requirements

Honôurs students in Canadian Studies must demonstrate functional

bilingual (English/French) proficiency. This corresponds to completion of

FREN 202 at Simon Fraser University. Details regarding level of entry and

course challenge procedures are given below in the section on French Lan-

guage Training..

Requirements for a Minor

Students may qualify for a minor in Canadian Studies by completing 9

hours of Canadian Studies lower division courses as prerequisites and 15

upper division credit hours in Canadian Studies. The courses must include

---

5

two of CN.S 160-3, CN.S

?

10-3, and CN.S 280-3 and at least one CN.S course

•

in the 300 or 400 division.

?

Students

.

, taking the Canadian Studies minor in

conjunction with a major in another department or program may not count

any Canadian content course offered by that department or. program as part

of their Canadian Studies minor re4uirement'.

?

It is recommended that

students acquire a working knowledge of French.

Joint Programs

?

.

There are two ways by which students may obtain recognition for a

full degree program with specialization in both Canadian Studies and

another subject.

?

One 'method is to complete a double major (see above,

Section 1.3 of this calendar).

?

For this a student must meet all of the

requirements for a major in Canadian Studies and for a major in the other

subject separately.

?

In that case no course may be counted towards the

total specialized credit requirements of both subjects.

?

Therefore a total

of approximately 60 credit hours of upper division work (30 credit hours

in each) will be required for the double major.

An alternative approach is to qualify for a joint major or joint hon-

ours in Canadian Studies and, another subject

,

.. ?

In this case, alsO, a stud-

ent must meet all of the requirements for a major in Canadian Studies and

a major (or honours) in the other subject

. ?

However, some courses that

are common to the curriculum of Canadian Studies and the 'other subject may

be counted towards the requirements of both.

?

In other. words, the joint

majors or joint honours degree recognizes the overlap of Canadian Studies

and the' other subject.

?

Indeed, in order to provide for an appropriate

integration of the two components in the joint major or honours degree,

the student will be required 'to complete certain key courses in the over-

---

6

lap area that are particularly important to the interrelation of Canadian

Studies and the other subject area.

Joint Major Requirements

The student must complete all of the special requirements both for

a major in Canadian Studies and for a major in the other subject concerned.

Any lower division course that counts towards the separate requirements

for Canadian Studies and for the other subject, may be counted towards

both. Up to

.

12 hours of upper division courses that are available for

credit In both Canadian Studies and the other subject may be counted to-

wards the upper division credit requirements of both. A joint major in

Canadian Studies and another subject that also specifies 30 upper division

credit

hours

will therefore require a

total of

48 upper

division credit

hours In the

two subjects (30 Canadian

Studies

plus. 30

in the other sub-

ject minus 12 ov erlap

) .

.

j

oint major programs with Canadian Studies are available for the sub-

jects shown below. In each case, key courses are listed, which students

are required tocomplete in areas of common interest to Canadian Studies

and the subject concerned.

It maybe noted that with respect to EconOmics and Commerce there are

three possible joint major combinations with Canadian Studies; One with

Commerce, one with Economics and one with Economics and Commerce combined.

To qualify, for the last of these three combinations, a student

.

must meet

all of the requirements for the major in Economics and Commerce as well.

as those for the major in Canadian Studies. Allowing for the overlap of

12 credit hours of upper division courses between Canadian Studies on the

one hand and Economics and Commerce on the other, the

tot..

al upper division

credit requirement for the joint major in Canadian Studies and Economics

---

7

.

?

and Commerce is 69 hours (30 Canadian Studies plus 25 Economics plus 26

Commerce minus 12 overlap with Canadian Studies).

Similarly, there are three possible joint major combinations of

Canadian Studies with Sociology and Anthropology. The total upper division

credit requirement for the joint major in Canadian Studies and Sociology

and Anthropology is 58 hours (30 Canadian Studies plus 20 Sociology plus

20 Anthropology minus 12 overlap).

Anthropology

Required key courses: S.A. 100-4, S.A. 401-4, plus one of S.A. 486-4,

S.A. 487-4, S.A. 488-4, S.A. 489-4 and S.A. 494-4.

Archaeology

Required key courses: ARC. 223-3, plus two of ARC. 360-5, ARC. 475-5

and ARC. 476-5.

Commerce

Required key courses: COMM 293-3, COMM 393-3 and COMM 397-5.

Communication

Required key courses: CMNS 230-3, CNNS 333-3, CMNS 336-3, CMNS 437-5

and FREN 101-3 or FREN 111-3.

Criminology

Required key courses: CRIM 131-3, CRIM 135-3, CRIM 230-3, CRIM 231-3,

CRIM 330-3 and CRIM 335-3.

Economics

Required key courses: ECON 293-3, ECON 353-5, ECON 390-3 plus one of

ECON 310-3, ECON 381-3, ECON 386-5 and ECON 397-5.

Economics and Commerce

Required key courses: ECON/COMM 293-3, ECON 353-3, ECON 390-3, COMM 393-3,

ECON/COMM 397-5, plus one of ECON 310-3, ECON 381-5 and ECON/COMN 386-5.

Iv

---

E1

EnglishRequired ?

key courses: ENGL 221-3, ENGL 354-4, ENGL 356-4, and ENGL 358-4.

0

Geography

Required key courses: GEOG 262-3, GEOG 462-5, plus one of GEOG 469-5

and GEOG 470-5.

History

Required key courses: HIST 101-3, HIST 102-3, HIST 429-3; plus one of

HIST 210-3 and lIST 432-3; plus one of HIST 423-3, lIST 424-3 and HIST 428-3.

Political Science

Required key courses: POL. 121-3, POL. 221-3, POL. 222-3, POL. 321-3,

POL. 324-3 and POL. 451-3.

Sociology

Required key courses: S.A. 100-4, S.A. 300-4 and S.A. 401-4.

Sociology and Anthropology

Required key courses: S.A. 100-4, S.A. 300-4, S.A. 401-4 plus one of

S.A. 486-4, S.A. 487-4, S.A. 488-4, S.A. 489-4 and S.A. 494-4.

Joint Honours Requirements

The student must complete all of the special requirements for a major

in Canadian Studies and for honours in the other subject concerned. Any

lower division course that counts towards the separate requirements for

Canadian Studies and for the other subject, may be counted towards both.

Up to 15 hours of upper division courses that are available for credit in

both Canadian Studies and the other subject may be counted towards the

upper division credit requirements of both. Joint honours in Canadian

Studies and another subject that requires 50 upper division credit hours

12

---

Wt

• ?

will therefore require a total of 65 upper division credit hours in the

two subjects (30 Canadian Studies plus 50 in the other subject minus

15 overlap). For joint honours in Canadian Studies and Economics and

Commerce, 75 upper division credit hours are required (30 Canadian

Studies plus 30 Economics plus 30 Commerce minus 15 overlap with Canadian

Studies). For joint honours in Canadian Studies and Sociology and Anth-

ropology also 75 upper division credit hours are required (30 Canadian

Studies plus 28 Sociology plus 28 Anthropology plus 4 additional Sociology

or Anthhopology minus 15 overlap with Canadian Sttidies).

To qualify for joint honours the student must also complete the key

overlap courses specified above for the joint major in Canadian Studies

and the other subject concerned. The French language qualification

specified above for the honours program in Canadian Studies must also be

met.

French Language Training

Students in Canadian Studies are strongly encouraged to advance their

competence in French. To develop speaking and writing ability students

are advised to follow courses in the 100-200 Series A shown below.

Students wishing to acquire only a reading knowledge of French should

register in the 100 Series B courses.

Series A: FREN 100-3 For complete beginners.

FREN 101-3 Usually for students with French 11 from high school.

Oral skills are stressed.

FREN 151-3 Usually for students with French 12 from high school.

—0

I'

---

.

10

-,

EM

MEN 201-3

Training in speaking, understanding

and reading.

FREN 202-3 Reading and writing skills are stressed in addition

to oral skills.

FR.EN

205-1 French conversation.

FREN 206-3 Emphasis on the development of writing skills.

Series B: FREN 110-3 Reading of French. No previous

knowledge of French

required.

FREN 111-3 Reading of French; continues the work of 110-3.

To determine their level

of entry in the French language

program,

at Simon Fraser University,

students must take a placement test

in the

Department

of Languages, Literatures and Linguistics. Students may

challenge FREN 151, 201, 202, and

.

206 (see Section 5.5 course challenge).

DESCRIPTION OF

COURSES CARRYING

CANADIAN STUDIES

CREDIT

There are

two categories of courses that

carry credit in the Canadian

Studies Program. One category

comprises "internal" courses taught directly

within the Canadian

Studies Program under the designation "CN.S".

These

are multidisciplinary

and special topics courses that

are

unique to the

Program. The other

category comprises courses of

predominantly

Canadian content

that are offered by various other departments and programs

in the University,

and that are specifically recognized as part of. the

curricu]ua of the

Canadian Studies Program.

"Internal"

Canadian Studies Courses (CN.S)

CN.S 160-3

?

The Social Background of Canada

A study of the development of Canadian society, from an

integrated sociological, anthropological, political and

economic perspective. The historical foundations of

linguistic duality and multicultural ethnic

diversity

will be emphasized.

(Lecture/Tutorial)

.

.

---

11

CN.S 210-3

?

Foundations of Canadian Culture

• ?

An introductory study of cultural development in Canada,

drawing upon materials from history, literature, the fine

arts and comeunication. The historical foundations of

linguistic duality, the background of ethnic diversity,

and the manifestations of regional particularism will be

stressed.

(Lecture/Tutorial)

CN.S 280-3

?

Canadian Political Economy

An introductory study of the Canadian society and state,

from an integrated political and economic perspective.

Account will be taken of historical forces, geographical

circumstances and the social and cultural environment.

Particular. attention will be focused on English-French

duality and the separatist phenomenon; on federal-

provincial relations and the degree of centralization

on regionalism and economic 'development policies; and on

regional disparities and equalization measures.

(Lecture/Tutorial)

CN.S 350-3

?

The Francophones Outside Quebec

This course will examine the origins and evolution of

Canada's French speaking population outside Quebec, with

particular emphasis upon their changing legal status since

Confederation and their demographic and political positions

today.

Prerequisite: HIST 102-3

(Lecture/Tutorial)

CN.S 390-3/391-3

Special Canadian.Topics

This course is designed to provide for an intensive

exploration of particular topics that illustrate aspects

of the Canadian reality. The course will be taught by

instructors who have a special interest and competence

in respect of

.

the topics they are presenting. Usually the

topics will be studied from an interdisciplinary perspective.

Topics will be varied regularly. A student may take two

courses, covering different topics, under this rubric for

separate credit. On the first occasion the course will

appear on the student's transcript as

cN.S390-3 and on

the next as 391-3.

Prerequisite: At least 60 credit hours.

(Lecture/Tutorial)

,t /0-3 /

uebe 1960

rop'>/ ?

vilVLs on dev9ente in Q4 set

app '

?

e ,2Quiet ?

p4n". It

p ?

ec

3.1/examine

7

45

.

Pônomic

cult al and soci c

credit

(

Prerequis te: At leas 60

6inar)

1

---

12

.

CN.S 490-3/491-3 Canadian Interdisciplinary Seminar

An interdisciplinary seminar focusing on selected themes

pertinent to Canada. Presentations will be given by

Canadian Studies faculty, by visiting scholars, and by

participating students. A student may take two courses,

covering different themes, under this rubric for separate

credit. On the first occasion the course will appear on

the student's transcript as CN.S 490-3 and on the next

as CN.S 491-3.

Prerequisite: At least 60 credit hours.

(Seminar)

CN.S 495-5 ?

Canadian Studies Honours Essay

An essay required of each honours student in Canadian

Studies, based on a substantial interdisciplirary research

effort by the student under the supervision of Canadian

Studies faculty in the appropriate disciplines. A paper

based on the essay must be presented in a Canadian Studies

seminar.

Prerequisite: Registration as honours student in Canadian

Studies.

(Independent Study)

"RECOGNIZED"

COURSES FROM OTHER DEPARTMENTS AND PROGRAMS

With respect to some of the courses listed below the extent of Canadian

content may vary widely, depending on the instructor and the specific emphasis

given in a particular semester. As indicated, these course may be taken for

Canadian Studies credit only with the express approval of the Director of the

Canadian Studies Program.

From time to time additional courses in the various departments may be

approved for Canadian Studies credit and others now included in the list may

be dropped. Full information may be obtained from the Director.

Students should consult the relevant departmental sections of the

calendar with regard to prerequisites for the courses listed. They

should see departmental advisors for advice on transfer credit from

r

e gional

colleges and other universities in respect of any of these

courses.

0

'7

---

15

Department of Archaeology

ARC. 223-3

?

The Prehistory of Canada

ARC. 360-5

?

Indian Cultures of North America

ARC. 415-5

?

North America - Arctic

ARC. 476-5

?

North America - Northwest Pacific

Department

of Biological Sciences

BISC

310-3 ?

Plants and Animals of British Columbia

Department

of

Communication

CMNS

230-3

Introduction to Communicati

on

Media

MNS

333-3

Communication

Policy in Canada - Past, Present, and Future

'MNS

336-3

Social Change

and Community Media

MNS

437-5

Communication

and Community Advocacy

CNNS

445-5

Communication

and International Development: the Role

of

Canadian Institutions

Department

of Criminology

CRIM 131-4

?

Introduction to the Criminal Justice System, A Total System

Approach

CR114

135-3

?

?

Introduction to Canadian Law and Legal

Institutions

A Criminal Justice Perspective

CR114 230-3

?

Criminal Law

CR114 231-3

?

Introduction to the Judicial Process

I11

330-3

?

Criminal Procedure and Evidence

CR114 335-3

?

Human Rights and Civil Liberties

Department of

Economics and Commerce

ECON 101-3

?

The Canadian Economy

COMM

O

103-3 ?

Business in Society (with approval of Centre Director)

ECON 201-3

?

The Economy of British Columbia

•

? ECON/CO1IM 280-3

Introduction to Labour Economics

EC0N/C0O 293-3

Law in the Economic Society

,,t ' 4,,r. ?

1'

---

14

Eo,i 33-f

?

E'-Oitc,'1fC. ?

ol

ECON 381-5

?

Labour Economics

ECON/COMM 386-5 Industrial Relations

ECON 390-3 ?

Canadian Economic Policy

COMM 393-3

?

Commercial Law

ECON/COMM 397-5 Government and Business (with approval of Centre Director)

ECON 480-3 ?

Seminar in Employment and Social Security Policy

ECON/CO101 498- 3 Directed Studies (with approval of Centre Director)

Department of English

ENGL

221-3

Canadian

Literature

ENGL

354-4

Canadian

Poetry and Prose, Beginnings to 1920

ENGL

356-4

Canadian

Prose of the Twentieth Century

ENL

358-4

Canadian

Poetry of the Twentieth Century

ENGL

360-4

Topics in Canadian Literature

Department

of Geography

GEOG 262-3

Canada

GEOG 322-3

Geography of Primary Activities

GEOG

323-3

Geography of Manufacturing

GEOG

385-3

Agricultural Geography

GEOG 421-5

Geography of Resource Development

GROG

444-5

Regional Planning II

GEOG 445-5

Rural Planning

GEOG

462-5

Canada

GEOG 469-5

The North American "Middle North"

GEOG 470-5

The Geography of Western Canada

r

Iq

---

Department

of

History

.

HIST 101-3

Canada to Confederation

HIST 102-3

Canada Since Confederation

141ST 201-3

The History of Western Canada

141ST

385-3

The History of Art in British Columbia and Canada

141ST 423-3

Problems in Diplomatic and Political History of Canada

141ST

424-3

Problems in the Cultural History of Canada

141ST

428-3

Problems in the Social, and Economic

?

History of Canada

HIST 429-3

French Canada

141ST 430-3

New France

141ST

431-3

British North America 1760-1850

141ST 432-3

Canadian West

141ST 434-3

Native History in Canada

Department

of

Languages, Literatures and Linguistics

S

FREN

230-3

Introduction to French-Canadian Literature

FREN

341-3

French-Canadian Literature in Translation

FREN

422-3

Canadian French

FREN

430-3

The French-Canadian Novel and Theatre

FREN

431-3

French-Canadian Poetry

FREN

480-2

Seminar I (with approval of

?

Centre 'Director)

PREN

481-2

Seminar II (with approval of

?

Centre

?

Director)

LING 230-3

Amerindian I

Department

of

Political Science

POL. 121-3

The Canadian Polity

POt. 151-3

The Administration of Justice

POL. 152-3

Introduction to Urban Government and politics

POL. 221-3

Introduction to Canadian Government

POL. 222-3

?

.

Introduction to Canadian Politics

POL. 251-3

Introduction to Canadian Public Administration

Pot.

321-3

The Canadian Federal System

DAT ?

)

9-A

rpnndinn Po1iti1

PRrtieS

---

16

POL.

323-3

Provincial Government and Politics

POL.

-3243 .

The Canadian Constitution

POL.

351-3

Canadian-Urban Government and Politics.

POL.

356-3

Public Administration (Public Sector Management)

POL.

421-3

Canadian Foreign Policy

POL.

422-3

The Canadian Legal System

POL.

423-3

B.C. Government and Politics

POL.

424-3

Quebec Government and Politics

POL.

428-3

.

?

Selected Topics in Canadian Government and Politics I

POL.

429-3

Selected Topics in Canadian Government and Politics II

POL.

451-3

Public Policy Analysis

POL.

452-3

Government Regulation

Department of

Sociology and Anthropology

?

.

S.A.

100-4

Aspects of Canadian Society

S.A.

140-4

Introduction to B.C. Ethnology

S.A.

300-4

Canadian Social Structure

S.A.

386-4

North American Native Peoples (with approval of Centre

?

Director)

S.A.

394-4

Circnmpolar Regions (with approval of Centre

?

Director)

S.A.

396-4

Selected Regional Areas (with approval of Centre

?

Director)

S.A. 401-4

Canadian Ethnic Minorities

S.A.

405-4

Labor in Canadian Society

S.A.

486-4

Indians of the Pacific Northwest

S.A.

487-4

Indians of the Eastern Woodlands and Plains

S.A.

488

. 4

Boreal Indian Groups

S.A.

489-4

Peoples of the Canadian Sub-Arctic

S.A.

490-4

British Columbia

---

17

-•

?

S.A. 494-4

?

The Eskimo

S.A. 495-4

?

Selected Regional Areas (with approval of

Centre Director)

Women's

Studies Program

W.S. 201-3 ?

Women in Canada 1600-1920

W.S. 202-3

?

Women in Canada 1920 to the present

1

-18

..

U

---

Chairman, SCUS

SENATE COMMITTEE ON, UNDERGRADUATE STUDIES

NEW COURSE PROPOSAL_FOR11

calendar Information

?

Department

?

Studies

Abbreviation Coda:

CN.S

?

Course Number:160 ?

Credit ?

_•___••__________________•

Title of Course:

The Social Background of Canada

Calendar Description of Course:

A study of the development of Canadian society,

Mm an integrated sociological, anthropological, political and economic perspective.

The historical foundations of linguistic duality and multicultural ethnic diversity

will be emphasized.

Nature of Course

Lecture/Tutorial

Prerequisites (or special instructions)

None

What course (courses), if

any, is being dropped from the

calendar if this course is

approved: CN.S

001-3

2. Scheduling

HOw frequently will the course be offered?

Once or twice per year.

Semester in

which the course will first be offered? Fall 1980

Which of your present

faculty wr.,uld be available to make the proposed offering

possible?

I. Whitaker, P. Copes N. Dyck, G. Teeple

—

i. Objectives of the Course

To develop a basic understanding of Canadian society from a multidisciplinary

perspective.

4. Budgetary and Space Requiremen

ts

(for information only)

What additional resources

will be required in the following

areas:

Faculty

SLat f

Library

Audio Visual

?

NIL

Space

Equipment

S. Appioval

Date:- ?

c

L_

!, Department Chairman

SCLJS 73-34t:- (When completing this form

?

or instructions see Memorandum SCUS 73-34a.

Attach

cOukUC

outline).

---

CN.S 160-3

?

THE SOCIAL BACKGROUND OF CANADA

Calendar Description:

A study of the development of Canadian society, from an integrated

sociological, anthropological, political and economic perspective. The

historical foundations of linguistic duality and multicultural ethnic

diversity will be emphasized.

Contents:

This course will examine the historical development of Canadian

society, includeing the pattern of settlement and the growth of political

institutions, especially the provincial system. The course will reflect

the social understanding of community building and will focus attention on

Canada's linguistic duality and ethnic diversity. The main characteristics

of the culture, economy and life-style of the principal regions of Canada

will be discussed and one or two of them analyzed in greater detail: e.g.,

Quebec and the Prairies.

It is anticipated that the course usually will be team-taught. Where

available, faculty with multidisciplinary competence will be utilized.

0 ?

Sample Lecture Schedule:

Week (1) Demographical Development of Canada: 'Historical Perspectives.

(2)

The Constitutional and Political Framework for Social Development.

(3)

Regionalism: Socio-economic and Political Implications.

(4), (5) and (6) Detailed Examination of One Region in Terms of Social

Structure, Cultural Life-style and Political Development.

(7), (8) and (9) Ditto for Another Region.

(10)

The Ethnic Mosaic.

(11)

and (12) Aspects of Socio-political Development.

Sample Readings:

Basic texts will include:

Blishen, et al., Canadian Society.

Forcese and Richer, Issues in Canadian Society.

Mann, Canada: A Sociological Profile.

Kubat and Thornton, A Statistical Profile of Canadian Societ

Clark, Canadian Society in Historical Perspective.

Forcese, The Canadian Class Structure.

Ossenberg, Canadian Society': Pluralism, Change and Conflict.

S ?

Additional readings pertaining to the specific regions under examination will

be assigned.

---

4ATE COMMITTEE ON UN I)lRCADUALF!

NFCOURSEjiL-f!i

Department: Canadian Studies

Calendar Information

bbrevLati0nC0deCS

?

Courue Number:

2 ?

Credit Hours:

3.._.....

Vector:2-l-O

Title of

Course:

Foundations of Canadian Culture

Calendar Description of Course:

An introductory study of cultural development in

Canada, drawing upon materials from history, literature, the fine arts and

communication. The historical foundations of linguistic duality, the background

of ethnic diversity, and the manifestations of regional particularism will be

stressed.

Nature of Course

Lecture/Tutorial

Prerequisites (or special

instructions):

None

What course (courses),

if any, is being dropped from the calendar if this course is

approved:

CN.S 200-3, 201-3, 202-3

2. Scheduling

How frequently will the course

be offered? Once or twice per year.

Semester in which the course will first be

offered? Spring 1981.

Which

of

your present faculty

wr.

'

ulc be available to make the proposed offering

posaible?

L. Kearns, D. Stouck, K. Mezei, J. Little, D. Cole L Salter

J. Viswanathan, G. Merler, E. Gibson, R. Lorimer B; Truax

•--.

?

jcctives of the Course

To develop a basic understanding of Canadian culture from a multidisciplinary

perspective.

4. Budg

?

and Space

Requirements

j. (for information only)

What additional resources

will be required in the following areas:

Faculty

Saf I

Library

?

NIL

Audio Visual

Space

Equipment

S. Approval

Chairman, SCUS

/Department

Chairman

?

Dean

SCUS 73-34b:- (When completing thin form, for instructions see Memorandum SCUS 73-34a.

Attach couruc outline).

*

?

,

---

S

CN.S 210-3

?

FOUNDATIONS OF CANADIAN CULTURE

Calendar Description:

An introductory study of cultural

,

development in Canada, drawing upon

materials from history, literature, the •fine arts and communication. The

historical foundations of linguistic duality, the background of ethnic

diversity, and the manifestations of regional particularism will be stressed.

Contents:

The course will explore the recurring experiences, myths and obsessions

of Canadians. A thematic approach will beused to integrate material.

Possible themes include: landscape, nationalism, regionalism, the north,

mythologies.

The course is designed to be team-taught, utilizing faculty with multi-

disciplinary competencies where available.

A bank of materials, topic outlines and readings for the course will be

developed and continuously updated. Course co-ordinators will select suitable

combinations herefrom in relation to faculty availability in any particular

semester.

The course would seek to explore integrative relationships. An example

would be the relationship between travel literature (Jesuit Relations, the

journals of Simon Fraser or David Thompson) and modern documentary poems,

theatre, dance, film and music. Others would be between pioneer literature

(Roughing it in the Bush, Backwoods in Canada, Maria Chapdelaine) and' modern

counterparts (Surfacing, Journals of Susanna Moodie, A Season in the Life of

Emmanuel, La Guerre, Yes Sir, The Grandfathers, along with films like "La

Vrai Nature de Bernadette"). Relationships would also be explored, for

instance, among the landscape painters of the 19th

.

century

9

the Group of

Seven, Emily Carr, Toni Onley, Jack Shadbolt and Ron Bloore; and among

Donald Creighton, Harold Innis and Marshall McLuhan, supplemented or contra-

dicted by appropriate historical material.

Sample Readings:

M. Atwood, Survival.

S. Moodie, Roughing it in the Bush, or Hmon's Maria Chapdelaine, or Cu'remont's

The Outlander.

Atwood, Surfacing, or Blais' A Season in the Life of Emmanuel.

0

---

Innis

Art history

History

Heritage or Picturesque Canada

.

3

C.P. Traill, Backwoods of Canada.

M. Laurence, The Diviners, Roch Carrier, La Guerre, Yes Sir!

Poenis on Reserve: The Confederation Poets, Po

'

tes du Terroir, Nelligan,

E.J. Pratt, A.J.M. Smith, F.R. Scott, J.A. Loranger, A. DesRochers,

Saint-Denys-Carneau, A. Grandbois, Atwood, A. Purdy, P. Chamberland,

C. Miron, R. Cigu're.

G.M. Grant, Picturesque Canada, or Scott Symons, Heritage

) or Barry

Lord The history of Painting in Canada.

Dennis Reid, The Concise History of Canadian Painting.

W.L. Morton, The Canadian Identity.

S. Crean, Who's Afraid of Canadian Culture.

P. Buitenhuis, CBC tapes

,

on WWI propoganda.

W.H. Kesterton, A History of Journalism in Canada.

M.P. Hindley, G. Martin, and J. McNulty, The Tangled Net.

P. Rutherford, The Making of the Canadian Media.

M. McLuhan, The Medium is the Message (Recording), The Mechanical Bride.

le Lecture Schedule,

Introduction Week (1) Survival

(2) Creighton

The Pioneer ?

(3) Roughing it in the Bush

Experience

l0Q-l9O0

?

(4) Maria

The Outlander

Chapdelaine or

(5) Information in a pioneer society (Rutherford and

Kesterton)

The Struggle ?

(6) Poems from English Canada Poems from French Canada

for Identity

(7)

The Group of Seven,

?

History.

190Q-1945

Paul-Emile Borduas

(8)

The Beginnings of Canadian Broadcasting (Hindley

and Crean)

The Modern ?

(9) Surfacing ?

History

Experience

1945-

(10)Marie

Claire Blais

?

Art

(11)

Music

?

Dance

(12)

McLuhan

.

27

---

Chairman,

SENATE cO11TTEI ON UNDERCHADLIATE

NEW CO*,;RSI-'. PROPO.SAL FORM

Calendar Information

?

DepartmentCanadian Stiid.Les

Abbreviati

o

n Code

?

JLS_ Course Number:.

?

Credit lIourSL_ Vector

?

1-0

Title of Course: Canadian Political Economy

Calcndar Description of Course:

An introductory study of the Canadian society and state,

from an integrated political and economic perspective. Account will be taken of historical

forces, geographical circumstances and the social and cultural environment. Particular atten-

tion will be focused on English-French duality and the separatist phenomenon; on federal-

provincial relations and the degree of centralization; on regionalism and economic development

policies; and on regional disparities and equalization measures.

Nature of Course

Lecture/Tutorial

Prerequisites (or.specia1. instructions):

None

What course

(courses),

if any, is being dropped from the calendar if this cour;e is

approved:

CN.S 200-3, CN.S 20173, CN.S 202-3

2.

Scheduling

How frequently will the course be

offered?

Once or twice per year

Semester in which the course will first be offered?

Fall 1980.

Which of

your present

faculty wruId be available to make the proposed offering

0

possible? P. Copes ,

N. Lebowitz, R. Schwindt, J. Dean, A. Goddard, J. McCallum

3.

Objectives of the Course

To develop a basic understanding of the political economy of Canada.

4.

Budgeta

ry

and Space

?

(for

information only)

What additional resources will be required in the following

areas:

Faculty

Staff

Library

?

NIL

Audio Visual

Space

Equipment

5. Approval

Date:

/;7

/

/

2)/

7

bepartment Chairman

5CUS 73-34b:- (When completing this form, for instructions see Memorandum US13-34a.

. ?

P1jn.

AZY

---

CN.S. 280-3

?

CANADIAN POLITICAL ECONOMY

Calendar Description

?

.

An introductory study of the Canadian society and state, from an integrated

political and economic perspective. Account will be taken of historical

forces, geographical circumstances and the social and cultural environment.

Particular attention will be focused on English—French duality and the sep-

aratist phenomenon; on federal—provincial relations and the degree of cen-

tralization; on regionalism and economic development policies; and on reg-

ional disparities and equalization measures.

General Contents

To a greater extent than is possible within departiental courses, this course

will attempt to integrate political and economic analysis.

?

It

will provide students with considerable detail on the political and econ-

omic institutions of Canada.

The course will introduce key ideas and themes (e.g. staple—based economic

development, nationalism, regionalism) in an opening historical survey of.

Canadian development since Confederation. Specific contemporary issues will

then be explored: role of the federal and provincial state, regionalism,

industrial structure and foreign ownership, Quebec nationalism, significance

of natural resource industries. In conclusion the course

will

attempt

to introduce more general theories of the federal state.

Sample Lecture Schedule and Readings:

Week ?

Topic

(1)-(4) ?

Survey of Canadian historical development post—Confederation

economic and political causes of Confederation (including

discussion of regional conflicts that necessitated a fed-

eral constitution), National Policy, the wheat boom as

illustration of staple—led economic development (introduc-

tion to debate over its significance), historical trends

in foreign ownership, rise of provincial governments and

"executive federalism"

Sample references:

W.T. Easterbrook & M.H. Watkins (eds.), Approaches to

Canadian Economic History

V.C. Fowke, The National Policy and the Wheat Economy

G,K.

Helleiner, International Trade and Economic Development

A.RJ1. Lower, Colony to Nation

.A. Mackintosh, The Economic Background of Dominion—

Provincial Relations

D. Smiley (ed.), The Rowell—Sirois Report

.29

---

.

Week

?

Topic

(5)-(6) ?

Nationalism and regionalism in Canadian politics

oscillation in Canadian politics between centrifugal and

cen-

tripetal tendencies, with particular emphasis upon evolution

of Western Canadian politics; illustration of this oscillation

by reference to trends in constitutional interpretation

Sample references:

A..C.

Cairns,

"The Judicial Committee and its Critics"

G. Grant, Lament for a Nation

W.R. Lederman (ed.), The Courts and the Canadian Constitution

J.P. Meekison (ed.), Canadian Federalism: Myth or Reality

M. Robin (ed.),-Canadian Provincial Politics

P.R. Russell (ed.),, Leading Constitutional Decisions

(7)

?

Regional economic structure

discussion of trends in regional economic development within

Canada: industrial structure; change's in regional income,

productivity and population; alternative regional development

policies

Sample references:

Living Together: A Study of Regi

People

and

Jobs: A Study of the

Council

P. Phillips, Regional Disparities

onal Disparities, Economic Council

Canadian Labour Market, Economic

(8)

Natural resources

the significance of various primary industries to the Canadian

economy; problems of management and rate of development; dis-

tribution of economic rent among potential claimants; discussion

of particular cases (es. forestry, oil, fishing, Arctic resources)

Sample references:

T. Berger, The Report of the Mackenzie Valley Pipeline Inguiry

P. Copes, "Canadian Fisheries Problems: Economic Waste and Social

Want ," in Chant (ed.), Canadian Perspectives in Economics

?

E.W. Erickson& L. Waverman, The Energy Question: An Internat-

ional Failure of Policy

E. Kierans, "Report on Natural Resources Policy

in

flanitoba"

G.C. Watkins & M. Walker (eds.), Oil in the

Seventies

(9)

Industrial structure and foreign ownership:

problems of Canadian manufacturing structure and the debate over

U

?

the impact of foreign ownership

SO

---

Week ?

Topic

Topic

J.N.H.

Sample references:Britton

& JJ1. Gilmour, The Weakest Link: A Technological

0

Perspective on Canadian Industrial Underdevelopment

H.G. Johnson, The Canadian Quandary

K. Levitt, Silent Surrender

K.S. Palda, The Science Council's Weakest Link

(10)

Role of the state

the role of the state as entrepreneur; rise of provincial gov-

ernments; debate over the beneficence or malevolence of state

intervention

Sample references:

H.G.J. Aitken, "Defensive Expanion: The State and Economic Growth

in Canada"

A.

Breton, "The Economics of Nationalism"

(11)

Quebec nationalism

history of Quebec nationalism, particularly since

1960;

linguistic

policy issues; the economic implications of alternative con-

stitutional proposals

Sample references: ?

S

P. Fréchette êt al., L'Economie du Quebec

D.

ICwasnick (ed.), The Tremblay Report

E.

I'icWhinney,

Quebec

and the Constitution

1960-1978

D. Posgate & K.hcRoberts, Quebec: Social Change and Political

Criie

"Sovereignty—Association: The Contradictions," Government of

Canada

(12)

.

(13) ?

Theory of a federal state

having surveyed past Canadian development and contemporary issues,

the course should conclude with a discussion of more general

theories of federalism and the appropriate evolution of Canadian

constitutional arrangements

Sample references:

D. Auld et al., Canadian Confederation at the Crossroads

J.L. Pepin & J.P. Robarts, A Future Together

D. Smiley, Canada in Question: Federalism in the Seventies

P.E. Trudeau, Federalism and the French Canadians

K.C. 'dieire, Federal Government

L. Panitch (ed.), The Canadian State

?

0

3?

---

i j i•r)..\i.

kWt ?

.. ?

.. ?

I

otto -

Canadian. Studies

?

CN.S ?

ttii:t:

Nitiiuti ?

350-3 ?

t,I'&I ?

3 ?

Vt-ttut' :2-1-0

Ti ?

The Francophones Outside Quebec

• tion ol Course:

This course will examine the origins and evolution

of Canada's French speaking population outside Quebec, with particular emphasis upon

their changing legal status since Confederation and their demographic and political

positions today.

Nature of

?

se:

Lecture/Tutorial

Prerequisit.s (or special

instructions):

HIST 102-3

What course (courses) , if any, is

be

ine, dropped front t

he

ca

I. ell da r if this course is

approved: ?

CN.S 400-5, CN.S 401-5

2. Scheduling

how frequently

will

the course

he

uttered? ?

Once per year.

Semester in which

the course will first be offered?

?

Spring 1981

Which of

your present

faculty

wotild he a

y

.' lable to make the

proposed of fe

171 tig

possible?

J. I. Little

S

Objectives of the Course

To acquaint students with the position of Canada's francophone population outside

Quebec, emphasizing the strategic linguistic and political position they occupy

in contempàrary Canada.

4.

Budgetary and Space

ReqdremeuL:: (for

infocmatiou only)

What additional resources

wi LI he requi red iii the fol lowing areas

Faculty

Staff

Library

Audio Visual

?

NIL

Space

Equipment

5.

Approval

Date:

/

?

to

/7

?

/

7P'

'

4 ?

4-/Department Chairman

?

Dean ?

Chairman, SCUS

SCUS 73-34b:- (When completing this form, for instructions see Memorandum SCUS 73-34a.

Attach course outline).

---

S

CN..S 350-3 ?

THE FRANCOPHONES OUTSIDE QUEBEC

Calendar Description:

This course will examine the origins and evolution of Canada's French

speaking population outside Quebec, with particular emphasis upon their

changing legal status since Confederation and their demographic and political

positions today.

Contents:

The most serious problem facing Confederation has traditionally been its

linguistic-cultural identity. Guarantees for French Canadians in Quebec were

taken for granted in 1867, but their status elsewhere was much less clearly

defined. As a result, the French-speaking minorities outside Quebec have

had to struggle for survival in the face of provincial legislation which

gradually removed their official educational and linguistic privileges. With

the growing threat of Quebec separation in the sixties, many English Canadians

suddenly realized that the continued existence of these minorities was one of

the strongest guarantees for keeping Canada united. National attention has

subsequently been lavished upon them, to the point that they sometimes

seem to be pawns in a struggle over which they have very little control.

This course will examine the origins of the French Canadian minorities,

the nature of the cultural guarantees in the B.N.A. Act, the subsequent

erosion of religious and linguistic rights, the demographic, political and

social-economic evolution of the French speaking minorities since 1867, and

their chances for survival in the future.

Sample_Lecture Schedule:

Week (1) Introduction of Course.

(2) and (3) Evolution of French Canadianminorities in the Maritimes,

Upper Canada, and the North-West to Confederation.

(4)

Legal Status under the B.N.A. Act and Manitoba Act.

(5)

and (6) Erosion of Legal Status: New Brunswick School Question,

Manitoba School Question, North-West Autonomy Bills,

Ontario School Question.

(7)

Subsequent Evolution of Legal Status to 1968.

(8)

B. and B.: History of the Commission.

(9)

B. and B.: Findings of the Commission.

(10). to (13) Subsequent Developments: Province by Province.

S

W

---

2

•

?

Sample Readings:

Robert Choquette, Language and Religion: A History of English-French

Conflict in Ontario.

Lovell Clark (Ed.), The Manitoba School Question.

Manoly Lupul, The Roman Catholic Church and the North-West School Question.

Paul Crunican, Priests and Politicians: Manitoba Schools and the Election

of 1896.

R. Craig Brown (Ed.), Minorities, Schools and Politics.

C.B. Sissons, Church and State in Canadian Education.

Ramsey Cook, Provincial Autonomy: Minority Rights and the Cot1y

1867-1921.

N.E.S. .Griffiths, The Acadian Deportation.

N.E.S. Griffiths, The Acadians:

.

Creation of a People.

M.D. Johnson, Apetres onAitateus: La France Missionaire.enAcad.

J.B. Brebner, New England's Outpost.

Robert Rumily, Histoire des Acadiens.

Marguerite Michaud, La Reconstruction Francoise en Nouveau-Brunswick.

Marcel Girard, LeFetis Canadien.

G.F.G. Stanley, The Birth of Western Canada.

J.R. Stewart, French Canadian Settlement in British Columbia (thesis).

A.I. Silver, "French Canada and the Prairie Frontier, 1870-1890"

9

CUR,

Vol. 50, 1969, pp. 11-36.

G.F.G. Stanley, "French and English in Western Canada", in Mason Wade (Ed.),

.

?

Canadian Dualism.

J.I. Little, "New Brunswick Reaction to the Manitoba Schools Question",

Acadiensis, Vol. 1, No. 2, 1976, pp. 43-58.

D.J. Hall, "A Divergence of Principle: Clifford Sifton, Sir Wilfrid Laurier

and the North-West Autonomy Bills, 1905", Laurentian Universiy

Review, Vol.. 7, 1974, pp. 3-24.

R. Heintzman, "The Spirit of Confederation: Professor Creighton, BiculturaliSTfl

and the Use of History", CHR, Vol. 52, 1971, pp.245-274.

D. Creighton, "The Use and Abuse of History", JCS, Vol. 1, 1966.

D.G. Cartwright, "Institutions in the Frontier: French Canadian Settlement

in Eastern Ontario in the Nineteenth Century", Cdn. Geographer,

Vol. 21, 1977

9

pp. 1-21.

B.W. Hodgins, "Unconventional Priest of the North: Charles Paradls, 1848-1926",

in W.H. Heick and K. Graham (Eds.)

.

,.HisOwn Man.

R. Painchaud, "French Canadian Histography and Franco-Catholic Settlement in

Western Canada, 1870-1915"

1

CHR, Vol. 59, 1978, pp. 447-466.

D.G. Cartwright, "Ecclasistical Territorial Organization and Institutional

Conflict in Eastern and Northern Ontario, 1840-1910", CIIA, Historical

Papers, 1978, pp. 176-199.

S.D. Clark, "The Position of the French Speaking Population in the Northern

Industrial Community", in R.J. Ossenberg (Ed.), Canadian Society.

L.G. Thomas, "The Umbrella and the Mosaic: The French-English Presence and

the Settlement of the Canadian Prairie West", in J.A. CarQll (Ed.),

Reflections.

0

---

3

?

.

F. G.

Va1lce, and N. Scuihan, "The Viability of French Groupings outside

Quebec", in M. Wade (Ed.), Regionalism.

R.J.A. Ruel, "French Speaking Bishops and the Cultural Mosaic in Western

Canada", in R. Allen (Ed.), Religion and Society.

A.I. Silver, "French Quebec and the Mtis Question, 1869-1885", in C. Berger,

and R. Cook, The West and the Nation.

M. Jackson, "UneMinorit

g

Ighore: Les Franco-Canadiens de la Saskatchewan",

JCS, Vol. 7, 1972,

pp.

1-20.

K.A. McLeod, "Politics, Schools and the French Language, 1881-1931", in

N. Wood (Ed.), Politics in Saskatchewan.

E.J. Hart, "The Emergence and Role of the Elite in the Franco-Albertan

Community to 1914", in L.H. Thomas (Ed.), Essays on Western History.

P.Y. Villeneuve, "Residential Location Problems in the French Canadian Community

of Mail lardville", in J.V. Menghi (Ed.), Peoples of the Living Land.

.

0

---

sF.NAT1:

coMM1nl::

ON

UNRCAAJ11!J^-

NE% C0URSi

PROPOSAL

FORM

Department: Canadian Studies

.alendar Informat

ion

Course Number 390-3_ Credit

11oursL.3__

Vector:

2 - 1 - 0_

391-3

Title of Course: Special Canadian Topics

Calendar Description of Course: This course is designed to provide for an intensive explor-

ation of particular topics that illustrate aspects of the Canadian reality. The course will be

taught by instructors who have a special interest and competence in respect of the topics they

are presenting. Usually the topics will be studies from an interdisciplinary perspective.

Topics will be varied regularly. A student may take two courses, covering different topics,

under this rubric for separate credit. On the first occasion the course will appear on the

Nature of

Course

Lecture/ Tutorial ?

student's transcript as CN.S 390-3 and

Prerequisites (or special instructions).:

?

on the next as 391-3.

Minimum 60 semester hours.

What course (courses), if any, is b&Ing dropped from the calendar if this course is

approved: CN.S 400-5, CN.S 401-5

2.

Sched

ulin

g

How frequently will the course be offered? Once or twice per year.

Semester in which the course will first be

offered?

Spring 1981

Which of your present faculty w'ul', be available to make the proposed offerin

g

possible? Numerous associated faculty in Canadian Studies.

Ob

j

ectives of the Course

To broaden student .understanding of important Canadian phenomena by offering

opportunities to study intensively special Canadian topics of contemporary

interest.

4.

Bud etarand Space Regu1rernc3i!. (for information only)

What additional resources will be re

.

quired

in

the following areas:

Faculty

Saf

I

Library

Audio Visual

Space

Equipment

5. Appro

val

Date: ?

7 ?

-/7

0

t.AA

^

e

tcAj

4fDepartment Chairman

NIL

jor

Ar

?

Chairman,

SCUS 73-34b:- (When completing this

form, Uor instructions see

Memorandum SCUS 73-34a.

*.e ?

irnn

outline). ?

- ?

37, 337

VZEr

---

Chairman, SCUS

?

5

• ?

SENATE COMMITTEE ON UNDERGRADUATE STUDIES

NEW COURSE PROPOSAL FORM

j. Calendar

Information ?

Department:Canadian Studies

Abbreviation

Càde:

CN.S

?

Course Number:490-3

?

Credit Hours:

?

3 Vector:0-3-0

491-3

Title of

Courst:

Canadian Interdisciplinary Seminar

Calendar ?

cription of Course:

An interdisciplinary seminar focusing on selected

themes pertinent to Canada. Presentations will be, given by Canadian Studies faculty,

by visiting scholars, and by participating students. A student may take two courses,

covering different themes, under this rubric for separate credit. Oil the first

occasion the course will appear on the student's transcript as CN.S 490-3 and on the

next as CN.S 491-3.

Nature of

Cdur

se:

Seminar

Prerequisites (or

special instructions):

Minimum 60 semester hours.

What course (courses), if

any, Is 'being dropped from the calendar if this course is

approved:

?

CN.S 400-5, CN.S 401-5

2.

Scheduling

How frequently will the course be offered?

Twice per year.

Semester in

which the course will first be offered? Fall 1980.

Which

of

your present

faculty would be available to make the proposed offering

possible?

Numerous associated faculty in Canadian Studies.

3.

Objectivesofthe-Course

?

S

To develop in students a critical understanding of Canadian phenomena. To serve

as afocus of student-faculty interaction in an interdisciplinary setting.

4.

Budgetary

andSpaceRequirements (for information only)

What additional' resources will be required in the following areas:

Faculty

Staff

Library ?

NIL

Audio Visual

Space

Equipment

5. Approval?

Date:

gA (

Department Chairman

SCUS 73-34b:- (When completing this form, for instructions see Memorandum SCUS 73-34a.

Attach course outline).

---

SENATE COMMITTEE ON UNDERGRADUATE STUDIES

NEW COURSE PROPOSAL FORM

1. Calendar Information

?

Department. Canadian Studies

•Abbreviation

Code:CN.S

?

Course Number: 495-5

?

Credit Hours: 5

?

Vector: 0-0-5

Title of Course:

Canadian Studies Honours Essay

Calendar Description of Course: An essay required of each honours student in Canadian

Studies, based on a substantial interdisciplinary research effort by the student under

the supervision of Canadian Studies faculty in the appropriate disciplines. A paper

based on the essay must be presented in a Canadian Studies seminar.

Nature of Course:

Independent Study

Prerequisites (or special instructions):

Registration as honours student in Canadian Studies

What course (courses), if any, is being dropped from the calendar if this course is

approved:

2, Scheduling

How frequently will the course be offered?

Continuously

Semester in which the course will first be offered?

?

Fall, 1981

Which of your present faculty would be available to make the proposed offering

possible? Numerous associated faculty in Canadian Studies

0

3.

To

ObjectivesoftheCourse

develop interdisciplinary research and writing skills in Canadian Studies honours

students.

4.

BudgetaryandSpaceRequir

ements

(for information only)

What additional resources will be required In the following areas:

Faculty

Staff

Library

Audio Visual

?

NIL

Space

Equipment

5.

Approval

Date: /_

/7Y

I

Department Chairman

?

Dean

?

-

?

Chairman, SCUS

CUS 73-34b:- (When completing this form, for instructions see Memorandum SCUS 73-34a.

ttadi course outline).

ru

---

ty

nt

41

2Lo

For Li

For Faculty "

Date:

2 November 79

SFU LIBRARY COLLECTION EVALUATION

(To be completed only for new course or program proposals.)

1.

Course No. and Name or Program: Canadian Studies

?

-

Date to be offered:

2.

Resources currently in collection:

Reading lists.

No.

and 2 of titles available:

?

115 ?

95 2

Related materials in

general collection: the missing titles not

listed as in print

Monographs:

Serials Subscriptions:

Backfiles:

Other:

3 Recommended additions to

collection:

the six missing volumes not

listed as in print

(Indicate approx. no. of titles, vols.,

date, as appropriate)

Monographs:

satisfactory

New serials

subscriptions: none required

Serials backfiles:

hone required

Other (specify):

Total

4. ?

Comments:

Collection excellent for this program.

S

LST

*lkAT'ED COST!

4?

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FOR INFORMATION

?

SiMON FRASER UNIVERSITY

MEMORANDUM

3C ('S

7q-o.

fPPEfVl)/X

13:

•To.......Member....Cu.

The French

Subject..

..

.Question

•• ?

the

Canadian Studies Curriculum Proposals

From..

P

..

0 . ope.s.,..Di.r.ec .tor .

Canadian Studies Program

Date. .

.°.

The most controversial question concerning the Canadian Studies

curriculum proposals, no doubt., is that of the place of French language

instruction in the program. This question dominated the discussion of the

Canadian Studies proposals at the SCUS meeting of 13 November. Undoubtedly,

it will be discussed further at the meeting of

.

27 November.

In order to. assist members of SCUS in analyzing this question, I am

attaching some relevant, material that I have prepared. This material is

divided over three documents as follows:

Document A: The Extentof French Content in the Canadian Studies Program

Document B: Academic Justification for Lack of an Absolute French

Requirement

Document C: Viability Considerations and Development Strategy in

?

Relation to a French Language Requirement

The essential point that the documents attempt to make is that the

Canadian Studies Program strategy is to promote both a greater understanding

of Canada and an increased ability for students to communicate with the

two major Canadian language communities. The first objective can be

achieved only if broad access to the Canadian Studies Program is maintained.

Under present circumstances this precludes an absolute French language

requirement. The second objective is pursued by giving more extensive and

more attractive opportunities to study French Canada and to study in French

than are available at any other anglophone Canadian university.

P. Copes

PC/bl

Attachments

0

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Document A

.

CANADIAN STUDIES PROGRAM

THE EXTENT OF FRENCH CONTENT IN THE CANADIAN STUDIES PROGRAM

The Canadian Studies Program has developed an integrated package of

curriculum proposals consisting of three parts: (1) a general curriculum

for a Major/Honours/Joint Majors/Joint Honours in Canadian Studies;

(2)

a Bilingual Program based on the Canadian Studies curriculum, and

(3)

a French Canadian Studies Certificate Program. Two of the three

programs have a direct and primary emphasis on the French fact in Canada.

The general curriculum proposal also has considerable French content,

considering the following features:

(1)

The three compulsory core courses on Canadian Society (CN.S 160),

Canadian Culture (CN.S 210) and Canadian Political

.

Economy (CN.S 280)

all focus attention directly on the English/French linguistic duality

of the country (seethe course descriptions).

(2)

The two topic-specific courses in the general curriculum proposal

are both wholly concerned with French Canada (i.e. CN.S 350 - The

Francophones Outside Quebec and CN.S 450 - Quebec Since 1960).

(3)

All honours and joint honours students in Canadian Studies are

required to be functionally bilingual (i.e. to meet the level of

FREN 202).

(4)

All major and joint major students must either meet the norm of

a "working knowledge" in French (equivalent to FREN 101 or FREN 111)

or take alternative courses that include. FREN 341 (French Canadian

Literature in Translation).

No other Canadian StUdies program in Canada has a bilingual program

associated with it. There are a few universities with large French Canadian

student populations that are bilingual (Laurentian and Ottawa) and there

is one university (Regina) that has a bilingual program similar to that

proposed at SFU but not with a Canadian Studies focus. There is one other

university in the country that has a program similar to our proposed

French Canadian Studies Certificate.Program (i.e. Saskatchewan) but that

university does not have a general Canadian Studies program. In terms of

a complex of programs with French or French Canadian content, the Canadian

Studies proposals at SFU are unique and far more extensive than anything

available in any other anglophone university in the country. This excep-

tional overall emphasis on French is recognized by authorities and organ-

izations outside SFU that are devoted to the promotion of the French

Canadian presence in anglophone Canada (see excerpts of letters from the

Commissioner of Official Languages, the Association for Canadian Studies

and the FeIération des Franco-Colombiens, below).

While in terms of the total scope of French emphasis, the Canadian

Studies Program at SFU stands exceptionally high, there is room to ques-

tion the minimum French requirement in the program - as has been done.

C

.

.2

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However, even in this respect a review of Canadian Studies programs across

the country indicates that SFU is not out of line. A background survey

undertaken for a previous submission of a Canadian Studies major proposal

at SFU (which favoured a French language requirement), found that only

"over half" of Canadian Studies

.

programs in the country had a mandatory

French language requirement. More recently, Dr. C. Merler (who strongly

'favours a mandatory French language requirement) in a position paper sum-

marized the French language requirements at 21 other institutions of higher

learning in Canada selected by her.' Her account recorded that at seven

of these institutions French was not required, but only "recommended",

"encouraged", "expected" or "advised". (The co-ordinator for Canadian

Studies at Mount St. Vincent, shown by Dr. Merler to have a mandatory

French requirement, recently stated that there is now no mandatory French

requirement at that institution). It is' noteworthy that the University of

Trent, which' has perhaps the best known and most highly regarded undergrad-

uate program in Canadian Studies in this country, does not have a compulsory

French language requirement. The University of Trent is the home both. o{

the Journal of Canadian Studies and of T.H.B. .Symons, author of the Report

of the Commission on Canadian Studies.

Taken together the surveys indicate that between one-third and one-

half of the Canadian Studies programs in anglophone institutions inCanada

do not have a mandatory French language requirement. Overall, then, the

SFU program appears to take an intermediate position with respect to the

minimum French requirement: we do have an absolute French requirement in'

our honours program and a "norm" for a working knowledge of French in our

S ?

major program, while exemption from this latter requirement can be obtained

only if students take a course on French Canadian Literature in Translation

plus three 'core courses that place some emphasis on Canada's linguistic

duality. It should be noted also that the majority of Canadian Studies

programs are located in the provinces of Ontario, Quebec and New Brunswick,

where French language skills amongst the anglophone student population are

much better developed that in western Canada, making a French language

requirement much more easy to apply there.

IN. SUMMARY: In terms of total scope for French Canadian content,

the proposed SFU Canadian Studies Program is beyond compare in the country;

in terms of minimum French requirement it is in an intermediate position.

RELEVANT EXCERPTS FROM LETTERS INDICATING APPRECIATION BY OUTSIDE AUTHOR-

ITIES AND ORGANIZATIONS FOR THE UNIQUE QUALITIES OF THE S.F.U. CANADIAN

STUDIES CURRICULUM PROPOSALS IN RESPECT OF FRENCH CONTENT:

(1) Letter from M.F. Yalden, Commissioner of Official 'Languages for

Canada, to J. Page, President of the Association for Canadian Studies,

24 May 1979:

"I had the pleasure recently of visiting Simon Fraser University

where I spent a very interesting time discussing a proposal by

S ?

Professor Parzival Copes, of the University's Canadian Studies

Programme, to introduce French as a language of instruction in that

Programme. . . . I 'feel very strongly that it merits serious

...3

1/

.5

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3

consideration by Canadian Studies administrators across the

country. . . . It seems to me that Professor Copes' proposal is

one highly imaginative way of proceeding. . . . I would also be

interested to learn whether your Association would have any

interest in promoting the idea, perhaps in collaboration with

this office."

(2)

Response by J. Page to M.F. Yalden, 17 June 1979:

"I was pleased to read of your meeting with Dr. Copes of the

Simon Fraser Canadian Studies Programme. In a meeting in Regina

last April, which was sponsored by our Association, Parzival

spoke about Simon Fraser's plans; his comments were enthusias-

tically received."

(3)

Letter from Marie Warzecha, Pre

'

sidente, and C.P. Bouton,

Vice-President, of the Fède'ration des Franco-Columbiens, to

B.C. Wilson, Vice-President Academic, SFU, .3 June 1977:

"We would like to inform you that we greatly appreciat,e Mr. Copes'

proposal. . . . We would like very much to see Simon Fraser

University creating such a program as proposed by Mr. P. Copes,

By offering such a program, SFU would show the rest of

Canada that B.C. recognizes the so-often ignored Western French

Can

?

As one of the two founding communities of our country

andthat we have two official languages and cultures from sea

to sea." ?

. ?

. ?

. ?

. ?

. . ?

.

(4)

Letter from Jean Riou, Directeur

.

gnral, la Federation des

Franco-Colombiens, to P. Copes, 3 June 1977.

"En ce qui concerne votre proposition. .. . nous sommes derriere

vous et nous espérons que votr

.

e excellente proposition soit

accepte. . . tous mes voeux de succes pour votre proposition."

S

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Document B

CANADIAN STUDIES PROGRAM

ACADEMIC JUSTIFICATION FOR LACK OF AN ABSOLUTE FRENCH LANGUAGE REQUIREMENT

There is no disputing that in Canada a widespread knowledge of both

official languages .- particularly amongst better educated individuals -

is highly desirable. It is therefore logical that students in anglophone

universities in Canada should be induced to acquire a working knowledge

of the French language. But this is so regardless of whether a student

enrolls in a Canadian Studies program or in another academic program.

Thus it would not be unreasonable to expect anglophone universities in

Canada to stress the importance of French and to set general requirements

accordingly. It is also well known that a second language is most easily

acquired at a younger age. The most effective pattern is to have French

offered routinely at the elementary and secondary school level, so that

students entering university have a good grounding in French. Universities

may encourage the elementary and secondary schools to improve their per-

formance in this respect, by setting appropriate French language entrance

standards. However, it is evident that in British Columbia - as in many

other parts of the country - none of the sectors of the educational system

has performed adequately in setting and maintaining French language stan-

dards, so that most university students are ill prepared in French. It

is unrealistic to expect any particular study area - such as Canadian

Studies - to take responsibility for correcting this general deficiency

• ?

that reaches back to pre-university education.

While the Jesirability of a knowledge of French for anglophone univ-

ersity students in Canada is acknowledged, the question of whether it is

a necessity to know French in order to study Canada is another matter,

that should be decided as a separate question. The first aspect that needs

to be considered is whether or not material is available in the English

language to serve a proper curriculum. There can be no doubt about the

answer to that question. English is by far the most important language

in the country. Most of the material about Canada is written in the

English language and most important material that has been written in

French in the first instance, is also available in English translation.

The second aspect that must be considered is whether the curriculum

components important for Canadian Studies at SFU require a knowledge of

French. The answer to that question is also abundantly clear. There

are 108 courses in the SFU curriculum that count for Canadian Studies

credit. Of these, 102 do not have a French language prerequisite of any

kind. The six that do have a French prerequisite have one at a very high

level. These are courses designed generally for French majors - which

may therefore be relevant to joint majors in French and Canadian Studies.

They are not relevant to Canadian Studies majors in general. The standard

of French language preparation that has been proposed for Canadian Studies

majors does not give access to any of these courses. The •situation then is

that the French language requirement that has been proposed for Canadian

Studies majors will make absolutely no difference in the number of courses

.

?

to which the great majority of Canadian Studies majors have access. It Is

therefore not possible to justify the French language requirement by telling

students that they need it to give them access to Canadian Studies courses.

The entire relevant curriculum is available to them without knowing a word of

French. Thus, much as a knowledge of French is desirable for Canadian Studies

/

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2

students - as it is for all other students - it must be recognized that

a knowledge of French has nothing to do with the ability to follow the

Canadian Studies curriculum.

It remains true, of course, that a student in Canadian Studies who

has a working knowledge of French will have access to additional materials

in French that are outside the formal course curriculum in Canadian

Studies. It is also true that Canadian Studies majors who are looking

for jobs In the federal service in Ottawa should be strongly advised to

acquire a knowledge of French. At the same time it must also be recog-

nized that there are areas of concentration in Canadian Studies for which

a knowledge of French is not particularly useful - i.e no more useful

than it is to students in most general areas of study in the university.

Two important areas in which our Canadian Studies Program makes a large

concentration of work available, for which a knowledge of French is not

a significant factor, are Western Canadian studies (10 courses available)

and Canadian native studies (13 courses available). In both these areas,

there are significant career prospects available in British Columbia and

elsewhere in the west, in which a knowledge of French is not an asset of

any great importance to the positions concerned. It is difficult to

justify barring students from taking Canadian Stüdiés major with a con-

centration in either of these areas on academic or career prospect

grounds, because they do riot possess a 1uIoledge Of French.

IN SUMMARY: A knowledge-of French is desirable for a11 educated

Canadians and t may be especially useful for Canadian Studies students

with particu1ar national career objectives in mind. But a knowledge of

French is not needed to follow the Canadian Studies curriculum at SFU

and has no particular usefulness for some areas of concentration in

Canadian Studies.

.

/

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Document C

CANADIAN STUDIES PROGRAM

. ?

VIABILITY CONSIDERATIONS AND DEVELOPMENT STRATEGY IN RELATION TO A

FRENCH LANGUAGE REQUIREMENT

The complex of Can

?

Studies curriculum proposals is based on

the notion that it is important to promote both a greater knowledge of

Canada and a greater knowledge of the French language among students at

SFU. Taken as a whole, the three curriculum proposals offer great scope

for both of these objectives. The absence of an absolute French language

is a matter of deliberate design, based on careful consideration of

the most effective means of achieving-the dual objective. Simply stated,

it is based on the perception that given the present state of inadequate

French language preparation in British Columbia (and specifically that

of students at SFU) an absolute French language requirement would be

counter-productive. It would induce very few additional students to

study French, but would discourage a large number from taking a Canadian

Studies major. The experience with Canadian Studies programs across the

country shows clearly that it is quite difficult to obtain viable numbers

of students in Canadian Studies programs, and that that an absolute

French language requirement, wherever it has been introduced, has tended

to depress Canadian Studies enrolments significantly.

At SFU there are currentlyonly 19 minors in Canadian Studies and

•

?

an aggregate enrolment of only 13 students in the two courses given

directly under the Canadian Studies rubric this semester. It will require

an all-out effort to attract all potential students in Canadian Studies

and to get a viable program going. The reduction in the number of students

that could be attracted if an absolute French language requirement were

set, may well make the difference between a viable program and a non-viable

one. Such a language requirement represents a risk we cannot afford to.

take at this stage in the Program's development.

It should be noted that if insufficient numbers of students are

attracted to demonstrate substantial enrolments in the general Canadian

Studies Program, it will be virtually impossible to demand and secure

resources to put on a parallel program in the French medium. Therefore,

the indirect effect of an absolute French language requirement is likely

to be the impossibility of launching the Bilingual Program. In sum, the

absence of an absolute French language requirement is necessary both for

the development of the Canadian Studies Program as a whole and for the

development of the specifically French components of the Program.

The development strategy for the Program is to start off without

a mandatory French language requirement, so

,

that a large enough number

of students will be attracted to operate a program of viable size with

enough course offerings and program activities to become a centre of

attraction, not only for students from SFU, but for students from across

the country. The Bilingual Program should play an important role by

attracting both anglophone students who wish to improve their French and

. ?

francophone students who wish to improve their English. Both groups.

could start by taking mainly courses in their first language, while they

gradually improve their knowledge of the second language and move into

courses given in that medium.

...2

J7

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The justification for the strategy outlined above depends in part on

the correctness of the perception that an absolute French requirement will

significantly reduce the enrolment in Canadian Studies. There is, of

course, no absolute proof possible. to determine this question. However,

in preparation for the Canadian Studies curriculum development, several

sets of data were collected. They all have been found to corroborate the

above analysis. The following summary of these data is offered in

evidence:

(1)

The records of the Registrar's Office at SFU show that as of

28 January 1979, only 18% of students registered at SFU had

taken any courses in French. This indicates the low proclivity

of SFU students to take French.

(2)

For Spring 1979, a record was obtained from the Registrar's

Office showing French language preparation for students who had

taken one or more courses offered directly by the Canadian

Studies Program. The records show that 67% of these students had

no French on their record - they had taken no French courses at

SFU, had no French transfer credits, and had no record of high

school French on their transcript. This is an indication of how

few students who are otherwise interested in Canadian Studies

have taken French, despite the fact that the Canadian Studies

calendar entry states that

v

s t uden t

s are, strongly encouraged to

take a minimum of six semester hours in French."

(3)

. A survey was undertaken in Spring 1979 covering all three of

the courses given that semester directly in Canadian Studies plus

one large course carrying Canadian Studies credit (which course

in a previous survey had yieldèd

.

the majority of students across

the university indicating an interest in taking a major in

Canadian'S'tudies).

,

The students were asked whether they were

basically 'interested in the possibility of taking a major in

Canadian Studies and whether a French language requirement would

"discourage" them from taking such a major. A total of 121 students

registered a possible interest in taking a Canadian Studies major.

Of these, 54% said they would be discouraged by a French language

requirement.

(4)

Our records show that of the 19 students currently registered

for a minor in Canadian Studies, 9 have no French on their record

('i.e. no French courses at SFU, no French transfer credits, and

no indication of high school French), despite the fact that our

calend.ar

.entry "strongly encourages" them to take French.

With respect to the experienceat other Canadian universities,

the following quaiitative'background information is offered:

(1) In 1979 two meetings were held of the Council of Canadian Studies

Program Administrators. At both

)

French language requirements

were a' major topic of discussion. While the Council members,

• generally, expressed strong support for French language training

?

and most continued to favour compulsory French requirements,

I

'0

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3

• ?

there was a general consensus that a French language requirement

had seriously reduced enrolments. The organizer of the first

Council meeting in reporting to the Annual Meeting of the Associ-

ation for Canadian Studies regarding the conclusions of that

Council meeting stated that the French language requirement had

caused students to avoid Canadian Studies "in droves" (his words).

The co-ordinator of the Canadian Studies program at one university

•

?

reported that the

•

French language requirement there had so reduced

• ?

numbers that the program was being threatened with disestablishment

(correspondence confirming this on file).

(2) At the most recent Council meeting areport was offered by Dr.

P. Smart, co-ordinator of the undergraduate Canadian Studies

Program at Carleton University. Despite the fact that Carleton

has at present the strongest Canadian Studies Program (reinforced

by an Institute for Canadian Studies with a large volume of grad-

uate work) and is located in an essentially bilingual city, the

co-ordinator (herself a member of the French Language Department)

stressed that their strong

.

French language requirement appeared

to be the major factor in keeping numbers in the program down.

In fact, there were only 19 students registered as majors in

Canadian Studies at Carleton'.

The following observation by a well-placed French-sensitive

authority on Canadian Studies is also offered for consideration. Prof-

essor Pierre Spriet of the University of Bordeaux, who is in charge of

. ?

the first interdisciplinary Centre of Canadian Studies in France,

- ?

' recently visited SFU. His initial conversations here were with persons

favouring a compulsory, French language requirement in Canadian Studies.

Professor Spriet was highly critical of this and volunteered a strong

opinion that this' was at present an unrealistic basis on which to build

a Canadian Studies Program in an anglophone Canadian university.

It is relevant to note, also that SFU is ill-prepared to institute

a French language requirement, because of its particular enrolment pattern.

While UBC is introducing a language requirement for entrance from high

school, SFU instead is introducing a requirement that gives an option

between a science and a language for entrance from high school. There-

fore SFU high school intake will be biased by the need to accommodate

all of the local high school students that cannot meet the language

criterion. • Moreover, SFU has an exceptionally high intake from sources

other than high school. In fact, 72% of SFU's intake of students is

from "non-traditional" sources, such as college transfers, mature students,

etc., for whom no language qualification is set for admission. This

further biases the composition of the SFU student body against adequate

French language preparation.

C

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Curriculum proposal approved by the

Steering Committee of the Canadian

Studies Program

SIMON FRASER UNIVERSITY

?

S

?

iriS

77-

3"O

CANADIAN STUDIES PROGRAM

BILINGUAL PROGRAM FOR SIMON FRASER UNIVERSITY

Definition and Purpose

The purpose of the program is to provide

university level studies in the French medium

French language instruction itself. In order

and encouragement for students to register in

that students undertaking a sufficient amount

be awarded a "Bilingual Attestation/Mention B

an opportunity to take

in areas additional to

to provide recognition

the program, it is proposed

of work in this program

Llingue" with their degree.

To qualify for the Bilingual Attestation/Mention Bilingue it is

proposed that a student must successfully complete at least 30 credit

hours of courses given entirely in the French medium. No more than 6

credit hours of this total requirement should be allowed to

.

be taken

in courses in which the purpose is to develop skills in the use of the

French language per Se. This limitation should apply to all "French

language" courses but not to "French linguistics", "French linguistics/

literature" or "French literature" courses. To qualify for the

Bilingual Attestation/Mention Bilingue a student should also success-

fully complete at least 30 credit hours in courses given in the English

medium. This latter requirement, of course, will not be a significant

constraint until such time as a large volume of courses in the French

medium is available. Perhaps in the case of transfer students from

French language institutions it will have an immediate impact. No more

than 15 hours of transfer credits should be allowed for the 30 hour

credit requirement in French medium instruction at S.F.U.

Rationale

Canada is a bilingual country. Outside the Province of Quebec

instruction in the French medium is available on a modest scale only.

Nevertheless, there are now facilities for instruction in the French

medium at both the elementary and secondary school level in every

province of Canada. As far as university training is concerned, there

are several French language or bilingual institutions of higher learning

with full degree programs in Ontario and in the Atlantic Provinces

region. There are also modest French medium or bilingual programs in

all three of the prairie provinces

?

at Collage St. Boniface, the

University of Regina and College St. Jean (University of Alberta).

British Columbia is the only region in the country where no regular

instruction in the French medium is available at the university level.

The current proposal is meant to remedy. this deficiency.

c2

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2

It should be noted that the potential demand for university level

•

?

instruction in the French medium in British Columbia is not insignificant.

The last census indicated that 96,550

?

inhabitants of British Columbia

were of French extraction and 101,435 persons in British Columbia were

capable of speaking French. In both categories British Columbia had a

higher count than any of the prairie provinces. Prima fade, the

viability of university level French medium programs in British Columbia

should therefore be on a par with that of each of the prairie provinces,

where such programs are being maintained successfully. If may be noted

that the Vancouver metropolitan area contains the largest single concen-

tration of persons capable of speaking French.in western Canada. Further-

more, the natural attraction of Vancouver should allow a French medium

university program in this city to draw significant numbers of Franco-

phone students from Eastern Canada.

A bilingual program should have an appeal to three'groups: (1) Anglo-

phone students at S.F.U. who wish to improve their facility with the

French language, (2) local students of French origin who wish to main-

tain facility in the use of French in the face of the pressures of an

Anglophone environment, and (3) Francophone

.

students from elsewhere who

wish to become acquainted with British Columbia and wish to improve

their facility with English. In the latter case, the students concerned

could ease their transition to the use of English as a medium, by taking

most of their courses initially from the group offered in the French

medium.

Program development strategy

For the bilingual program to be successful, it will require thorough

preparatory work and initial establishment of the program on the correct

scale. The initial offerings should guarantee enough courses to attract

sufficient numbers of students. But it should not be set up on so large

a scale that enrollment isdivided too thinly over the courses offered,

which would make individual courses financially non-viable..

The pattern of courses offered in the French medium should be a

cohesive one. The courses should be so related that they will all fit

into the same major program for students, or into a group of closely

related major programs with a great deal of overlap. Only in this

fashion can we expect to have enough scale economies in the program to

make it viable.

It is very important to select an area, or set of closely related

areas, for the bilingual program so that it is likely to attract the

largest possible group of students. This is where the Canadian Studies

Program offers a unique advantage, as the Canadian Studies Program

draws together courses from an exceptionally large number of disciplines

and combines them into a single program. The Canadian Studies Program,

in fact, draws on almost all of the social sciences and humanities,'and

may thus tap faculty members with ability to teach 'In French from a very

.

I))

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4

3

wide range of disciplines. Moreover, students who are keen on bilingual

orientation,

competence are

in

very

view

likely

of the

to

social,

have a

political

social science

and cultural

or humanitiesimplications

?

16

of bilingualism. They are also likely to have an intense interest in

the Canadian Studies area, where the problems of English/French inter-

action in this country are of central concern. Starting the bilingual

program in the Canadian Studies area should provide an ideal spring-

board for an expansion of the program when it appears warranted. Con-

sidering that Canadian Studies has an overlap with a dozen disciplines

in the University, a bilingual program in Canadian Studies could estab-

lish a foothold in each of these disciplines, from which base full

bilingual programs could eventually be developed in those disciplines.

Program logistics

The concept of a bilingual program is easy enough to define and the

formal requirements are not difficult to spell out. However, the program

would require an institutional structure and a difficult operation in

staffing. A fluently bilingual faculty member at S.F.U. should be

appointed in charge of the program. Initially, perhaps the position

should be that of "Associate Director of the Canadian Studies Program",

with responsibilities for the bilingual program, and perhaps also for

the French Canadian Studies Certificate Program. This person should be

in charge of student counselling, course scheduling and student recruit-.

ment in these programs. The latter would require maintaining close

links with the British Columbia Francophone community and with institu-

tions elsewhere in the country from which students might be drawn to

our program. Cooperation with Continuing Studies is essential as there

should be a very good potential for attracting part time students from

theVancouver area. Some integration and overlap with the French

Canadian Studies Certificate Program may be useful. Courses in the

latter program offered in the French medium might have a double appeal

to students wishing a closer acquaintance with the French heritage in

Canada. ?

.

Preparatory planning

In preparation for. a bilingual program it will be necessary to

establish how adequate resources for the program may be mobilized and

to determine what the budgetary implications would be. An attempt should

bemade to ascertain how the program could be staffed primarily or

exclusively from two groups: (1) persons holding appointments at S.F.U.

and (2) qualified individuals living in the Vancouver area who might be

prepared to act as sessional lecturers in appropriate courses. The

costs of the program should be minimized by concentrating on these two

groups. If it appeared that after mobilizing resources from these two

groups significant gaps remained in our capability to offer the bilingual

program, consideration would have to be given to additional faculty

recruitment.

fl

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4

It will also be necessary to determine the necessary level of

•

?

competence in both the French and English language that would be

required of entrants to the program. The Department of Languages,

Literatures and Linguistics should be asked to determine the standards

and set up a system for testing and placement of applicants to the

program. Remedial course work might be prescribed. The services of

the Reading and Testing Service might be useful in upgrading the

English language skills of Francophone students attracted to the

program. In structuring

'

a development budget for the program, it will.

be

necessary to explore outside sources of support, including federal

funding through the Provincial Department of Education.

,

The use of

federal bursaries to attract transfer students from elsewhere in the

country should also be explored.

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Curriculum Proposal approved by the

Steering Committee of the Canadian

Studies Program

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SIMON FRASER UNIVERSITY

CANADIAN STUDIES PROGRAM

FRENCH CANADIAN STUDIES CERTIFICATE PROGRAM

Purpose of the program

The purpose of this certificate program is to offer recognition and

encouragement to students who take a group of courses available at Simon

Fraser University, which together provide a broad understanding of the

position of the French Canadian community across the country and of that

community's cultural heritage.

The program is meant to serve equally regular students pursuing a

full-time degree program at S.F.U. and part-time students who may be

working toward a degree or who may be taking courses simply for reasons

of educational enrichment. Many of the latter may be attracted by the

opportunities which the Faculty of Continuing Studies offers, particularly

through evening courses. The groups to be served include persons in the

local community of French origin who wish to learn more about their French

Canadian heritage, as well as persons of non-French background who wish

to gain a better understanding of the French fact in Canada.

In order to have access to a wide array of background material in

the area of French Canadian studies, it is necessary for students in the

certificate program to have a basic competence in the use of the French

language. In exceptional circumstances a student who has difficulty in

meeting this requirement may be allowed, .with the approval of the Director

of Canadian Studies, to substitute for the French language requirement the

courses FREN 140-3 and FREN 341-3, which are given in the English language.

Re q

uircnients

For award of the certificate, the followingrequirements must be met:

(1)

Completion of at least 27 credit hours from the list of relevant

courses shown below, of which no more than 6 credit hours taken

from Group B may be counted.

(2)

The completed courses must include CN.S 350-3;

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)either FREN 230-3 or FREN 341-3; and HIST 429-3.

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(3) Evidence must be given of competence in the use of the French language

by one of the following means:

(a)

completion of Grade 12 French in a B.C. high school, or equivalent;

(b)

completion of 6 credit hours of courses taken from those listed

under Group B below, or equivalent transfer credit as confirmed

by a placement test administered by the Department of languages,

Literatures, and Linguistics.

(c)

passing of a placement exam at the level of Grade 12 French,

administered by the Department of Languages, Literatures and

Linguistics.

List of relevant courses

Group A:

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Studies

CN.S 160-3?

CN.S 210-3?

CN.S 280-3?

CN.S 350-3?

**CN.S 450-3

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FREN 140-3

FREN 230-3

FREN 341-3

FREN 422-3

FREN 430-3

FREN 431-3

Introduction to Canadian Society

The Foundations of Canadian Culture

Canadian Political Economy

Francophones Outside Quebec

Quebec Since 1960

French Civilization

Introduction to French-Canadian Literature

French Canadian Literature in Translation

Canadian French

The French-Canadian Novel and Theatre

French-Canadian Poetry

HIST 101-3 Canada to Confederation

lUST 102-3 Canada Since Confederation

HIST 429-3 French Canada

HIST 430-3 New France

**POL 424-3 Quebec Government and Politics

Grout B: French Language

The following language courses: FREN 100-3, 101-3, 110-3,

111-3, 151-4, 201-3, 202-3, 205-1, 206-3, 300-3.

** CN.S 450-3 to be dropped if and when POL. 424-3 is approved by Senate.

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