04-05 kwietnia 2019 r. w ŻORACH


Finał konkursu składa się z dwóch części; uczniowie odpowiadają na pytania/ zagadnienia konkursowe oraz przedstawiają prezentację multimedialną przed Komisją konkursową, na zasadach akademickich (niepublicznie).

  1. Egzamin ustny – uczeń odpowiada na 2 wylosowane pytania.
  2. Prezentacja multimedialna na temat:

National parks and park reserves and their complex role in the formation of Canadian national, cultural and historical narratives of identity and place    (10 minut)

Najlepsza prezentacja zostanie, po ogłoszeniu wyników, powtórzona przed publicznością.

W przygotowaniu do konkursu pomogą uczniom materiały z podanej wcześniej bibliografii oraz sugerowanych stron internetowych (również z poprzednich lat konkursu), jak też inne wiarygodne źródła.

Zakres materiału wymagany do przygotowania prezentacji jest podany wraz z pytaniem poniżej.





Prezentacja multimedialna



National parks and park reserves and their complex role in the formation of Canadian national, cultural and historical narratives of identity and place

National parks and park reserves, encompassing a vast array of marine and terrestrial ecosystems, tell their own unique stories. They evoke a sense of time, place and human involvement in “managing” nature. Often regarded as a distinct and vibrant symbol of Canadian identity, they unify Canadians and provide a tangible link with the past, present, and future.


The largest public consultation ever on Parks Canada took place in 2018. Following the Minister’s Round Table, Let’s Talk Parks, Canada!, The Honourable Catherine McKenna, Minister of Environment and Climate Change and Minister responsible for Parks Canada, identified three priorities for Parks Canada:

·         To Protect and Restore our national parks and historic sites through focused investments, working with Indigenous peoples, working with provinces and territories, and ensuring ecological integrity is the first priority in decision making.

·         Enable people to further Discover and Connect with our parks and heritage through innovative ideas that help share these special places with Canadians.

·         Sustain for generations to come the incredible value—both ecological and economic—that our parks and historic sites provide for communities. The value they bring to fighting climate change, protecting species at risk, and shaping our Canadian identity and jobs and economic opportunity for local communities.”



In this presentation you are expected to investigate the ways in which Canadian identities are constructed and negotiated in/through Canadian national parks. Reflect on the priorities mentioned by Minister McKenna and consider briefly some of the following questions,  depending on the aspect of the topic you select to discuss:

·         What are the major signifiers of Canadianness represented and / or constructed by national parks in Canada? Reflect on the statement that “Canadianness was defined by way of northerness and wilderness.”

·         What is the place and role of Indigenous peoples in Canadian national parks? Are Canadian national parks sites of inclusion or exclusion? How has this notion changed across history? Consider the attitudes of Indigenous peoples to nature and contrast them with the dominant culture perceptions of the natural habitat. Why is it essential to take into consideration the Indigenous perspectives? How is Indigenous knowledge incorporated within the management of national parks in Canada? Are Indigenous stories included in Parks Canada’s materials about national parks and park reserves?

·         What is the future of  national parks in Canada?

·         What is the role of Canadian national parks in relation to climate change?


Select TWO Canadian national parks or park reserves and visit their websites. Choose projects which you consider most characteristic  in defining or constructing current or past notions of Canadian identity. Reflect on the involvement of Indigenous people or lack of it in the national parks or park reserves you choose to discuss.


In your analysis you are requested to refer to at least TWO critical essays from the list provided below. You are also encouraged to consult other scholarly publications on the topic of your choice.



·         Connecting Canadians with Nature,  Canadian Parks Council,  (2014),


·         Alan MacEachern,  “Writing the History of Canadian Parks: Past, Present, and Future”,  History Publications (2008)  https://ir.lib.uwo.ca/historypub/1


·         Steve Langdon, Rob Prosper, and Nathalie Gagnon,  “Two Paths One Direction: Parks Canada and Aboriginal Peoples Working Together”, The George Wright Forum, Vol. 27, No. 2 (2010), pp. 222-233.

·         Claire Elizabeth Campbell, “Pragmatism and Poetry: National Parks and the Story of Canada”,  RCC Perspectives No. 4, Big Country, Big Issues: Canada’s Environment, Culture, and History (2011), pp. 101-111.
















Zagadnienia do egzaminu ustnego

1. Discuss the changing notions of Canadian nationhood as constructed by politicians.
2. Reflect on the historically changing notion of Canadian citizenship, its restrictions for specific groups of immigrants and modified eligibility rules, including the most recent reforms in view of rising terrorism and militarization of the world.
3. Discuss the position of the current Canadian government on the climate change and environment.
4. Discuss the role of heritage sites in the process of constructing Canadian identity and values. Choose two heritage sites that you consider most crucial for this process.
5. What is the significance of the Multiculturalism Act of 1988-Bill 93, the Act for the Preservation and Enhancement of Multiculturalism in Canada, in the history of evolving Canadian nationhood?
6. The arrival of Europeans and their conviction of superiority of European culture had an influence on Indigenous peoples. One of the aims of white settlers was to “civilize” and assimilate Aboriginal people into dominant white society. Discuss the practices aimed at indigenous people used by white settlers to achieve their goal.
7. Discuss selected contributions of Indigenous people to the culture of Canada (e.g. artists, filmmakers, writers, etc.). Choose two examples.
8. What is an Indian Act? What kind of impact does it have on the lives of Indigenous peoples in Canada? What does the Idle No More Movement and the Truth and Reconciliation Commission of Canada tell us about the present state of dialogue between both cultures?
9. Discuss the changing immigration policies of Canada and show whether they correspond with the changing notions of Canadian nationhood.
10. Canada’s strong presence in the Arctic today is due in large part to the contributions of the Inuit, who continue to inhabit the North. Show the contributions of the Inuit people to the culture of Canada (film, literature or music).
11. Discuss the representation of Indigenous people (images of “Indians”) in popular culture.
12. Several Canadian universities have strategic plans to “Indigenize the Academy”. What does the process involve and how it effects the post-secondary education? Do you think that Polish universities should consider such initiatives?
13. Discuss the contribution of the Polish diaspora writers to Canadian literature – select two examples.
14. Examine the topic of “Canadian values”.
16. Discuss the distinctiveness of Indigenous visual arts. Choose one artist or group of artists related to a specific cultural area.
15. Discuss how the climate change impacts the lives of Indigenous communities in Canada. In what ways is it bringing irreversible changes to their cultures, societies, traditional lifestyles and knowledges? Provide examples of two such changes.
16. Residential schools in Canada were perceived by the Canadian government as a tool of civilizing the Aboriginal population. Discuss the problem of residential schooling and its legacy.
17. Discuss the contributions of a selected minority group in Canadian culture (African, Chinese, Japanese, Polish, German, Mennonite, etc.). You can choose to discuss the accomplishments of politicians, scientists, artists, etc.
18. Discuss the myth of heroic, benevolent and upright Mounties as it was constructed in popular Canadian literature and film. What features of Canadianness do the RCMP officers reveal in the dominant culture representations of the police force?
19. Some critics claim that small Canadian towns represented the Canadian nation in miniature. Do you agree with such a statement with reference to Lucy Maud Montgomery’s writing? Does the writer represent a broad spectrum of immigrants to Canada? What are the ethnic, religious and cultural groups she examines in her writing? Is multiculturality of Canadian society an important part of her texts?
20. Select one Canadian province or territory and discuss its geographical distinctiveness. Reflect on the impact of the natural environment on the development of culture in the specific area.


One set of questions will relate to various aspects of Canadian culture, geography, literature, arts, politics, film, music, etc. which the candidate finds most interesting / attractive / appealing. For instance:

Which Canadian city, region, province, territory, politician, historical figure, artist, writer, filmmaker , film, actor, painter, painting, musician, composer, singer, sportsman, etc. do you find most important/ engaging / interesting/ impressive/ appealing / compelling, when you look at them as representing/ constructing/ challenging or questioning selected narratives/ mythologies of Canadianness? Candidates are expected to show an awareness of the changing nature of national narratives – from binational/bicultural to multicultural/transcultural,  including the  most recent developments related indigenization and reconciliation processes in the Canadian society.

Substantiate your response with a brief description of distinctive features of your selection and fully justify the reasons for your choice. Candidates are not required to possess a detailed knowledge of facts to support their opinions but will need to demonstrate critical thinking skills in the process of justifying them.

Examples of questions:

·         Name your favourite Canadian historical figure and show his/her role in the history of building /shaping Canadian values.

·         Discuss a selected Canadian film or the work of a filmmaker that made the biggest impression on you and show how it inscribes itself in the project of Canadianness – either constructing or questioning it.

·         What Canadian writer does appeal to you the most and why? Why would you recommend his / her writing to your friend? What is Canadian about the writing? Does this question relating to nationhood matter at all?