Panoramas : history and citizenship education, secondary cycle two, year 2. Volume 2, Student textbook

324 Pages·2011·88.052 MB·English

by  Angela Carr, Christophe Horguelin

HHiissttoorryy aanndd CCiittiizzeennsshhiipp EEdduuccaattiioonn
Christophe Horguelin • Maude Ladouceur
SSeeccoonnddaarryy CCyyccllee TTwwoo ••YYeeaarr 22 France Lord • Fabienne Rose
SSttuuddeenntt TTeexxttbbooookk 22
VVoolluummee
CHENELIÈRE ÉDUCATION

History and Citizenship Education
Christophe Horguelin • Maude Ladouceur
Year 2
Secondary Cycle Two • France Lord • Fabienne Rose
With the collaboration of
Stéphanie Béreau, Jesse Boulette,
Chantal Gauthier and François-Nicolas Pelletier
2
Student Textbook
Volume
Translators: Angela Carr•Sheryl Curtis
Joann Egar•Michael Varga
Panoramas
History and Citizenship Education, Secondary Cycle Two, Year 2 Acknowledgements
The Editor would like to thank Nancy Marando for her valuable
Christophe Horguelin, Maude Ladouceur, France Lord, Fabienne Rose
collaboration.
© 2011 Chenelière Education Inc.
The Editor would also like to thank the following people for their
Editor:Audrée-Isabelle Tardif carefully-executed and timely scholarly revisions: Donald Fyson,
Coordination:Denis Fallu, Christiane Gauthier Université Laval (Chapter 4, French régime and British rule); Claude
Copy-editor:Claire St-Onge Gélinas, Université de Sherbrooke (Chapter 3, First occupants);
Proofreaders:Michèle Levert and Marie Théorêt Xavier Gélinas, Canadian Museum of Civilization (Chapter 3,
Graphic Designer:Matteau Parent graphisme et Contemporary period); Ollivier Hubert, Université de Montréal
communication inc. (Chantale Richard-Nolin) (Chapter 3, British rule); Marie Nathalie Leblanc, Département
Cover design:Matteau Parent graphisme et communication inc. de sociologie, Université du Québec à Montréal (Chapter 3,
(Chantale Richard-Nolin) and Josée Brunelle Democratic Republic of Congo); François Melançon, Université de
Visual montage:Luc Normandin (cover, pp. 2-3, 94-95 and 188-189) Sherbrooke (Chapter 3, French régime); Élise Naud, Geographer
Visual research:Marie-Chantal Laforge, Melina Schoenborn and (Chapter 5, Water management: an environmental issue); Loïc
Bernard Théoret Tassé, Université de Montréal (Burma).
Historical research:Nancy Marando, Stéphane Gervais and Daniel Horner
Cartography:Yanick Vandal, Groupe Colpron
Printer:Transcontinental Printing
Editorʼs note:In order to facilitate the student’s understanding
English Version of many French-language titles and names (for example, orga-
Editor:Colleen Ovenden
nizations, institutions, artworks, statutes) we have provided either
Pedagogical Consultant:Rodney Handelsman, Perspectives II,
unofficial English translations or descriptions in parentheses,
English Montreal School Board
Translators:Angela Carr, Sheryl Curtis, Joann Mitchell, Michael Varga where applicable. Our strategy employed to determine what
Researcher:Kathryn Harvey titles and names should be translated was one of common sense.
Copy-editors:Brenda Cockfield, Piera Palucci, Lisa Vinebaum If we felt that a translation was necessary to further the student’s
Proofreaders:Andrea Peneycad, Dana Zidulka understanding, then an English translation was provided: exam-
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(Canadian Alliance for Québec Women’s Right to Vote);Centres
de la petite enfance(daycare system). If the French term was
obvious or common in English, or a part of Anglophone culture
in Québec, then we did not provide translations: examples,
Portrait de Jeanne Mance; Parti Québécois. Where applicable,
we have inserted our translations/descriptions in each chapter
only thefirst time the term in question appears within the body
of the text.
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Table of Contents
Organization of the textbook VI Decoding . . . culture and currents of thought
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
in Québec from the 16th to the 21st century 74
Developing the competencies X . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The common Social Sciences concepts XI
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Elsewhere: culture 78
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Review of social phenomena from Democratic Republic of Congo 79
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Volume 1 XII
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . .
chapter 3
Today: citizenship issues
Culture and Currents Protection of cultural heritage and cultural homogenization 84
. . . . . . . . . .
of Thought. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Project option . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88
Today: an overview Chapter summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90
Culture and currents of thought in Québec 4 Review activities 92
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1 Culture and currents of thought in Québec:
from the 16th to the 21st century 8
. . . . . . . . . . . . . . . . . . . . . . . .
Culture of the first occupants (circa 1500) 10
. . . . . . . . . . . . . chapter 4
Culture and environment 11
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Social relationships in Aboriginal societies,
circa 1500 12 OFFICIAL POWER AND
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Aboriginal spirituality. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 COUNTERVAILING POWERS 94
Cultural consequences of the encounter with . . . . . . . . . . . .
Today: an overview
the Europeans 16
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Culture under the French régime (1608–1760) 18 Official power and countervailing powers in Québec 96
. . . . . . . . . . . . . . . . . . . . . . . . . .
Immigration to Canada: imports and adaptations 19
. . . . . . 1 Official power and countervailing
The Catholic Church and the Aboriginal missions 21
. . . . . . powers in Québec: from the 17th to the
The Catholic Church and keeping watch over
21st century 100
the colonists 24 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Official power under the French régime
Absolutism in the colony 28
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(1608–1760) 102
Culture under British rule (1760–1867) 30 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . The power of the state 103
Conciliation and collaboration from 1760 to 1840 31 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . The state and its Aboriginal partners 108
Liberalism in the colony from 1760 to 1840 33 . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . Collaboration between the state and the
Nationalism and republicanism in the 1830s 38
. . . . . . . . . . . Catholic Church 110
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ultramontanism from 1840 to 1867 40
. . . . . . . . . . . . . . . . . . . . . . Nobility in the service of the state 112
. . . . . . . . . . . . . . . . . . . . . . .
Liberalism and anticlericalism after 1840 45
. . . . . . . . . . . . . . . Peasants and artisans before the state 114
. . . . . . . . . . . . . . . . .
Culture during the contemporary period
Official power under British rule (1760–1867) 116
(since 1867) 47 . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The British governor and his adversaries in
Capitalism, reformism, feminism and conservatism
the Province of Quebec from 1763 to 1791 117
before 1950 48 . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Parliamentary government in Lower Canada
Forms of nationalism in French Canada from
from 1791 to 1840 123
1867 to 1950 57 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
United Canada, a democratic and bourgeois
Socialism, communism and fascism from
state from 1840 to 1867 134
1920 to 1940 62 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Americanism and secularism after the Official power during the contemporary period
Second World War 64 (since 1867) 140
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
State intervention after 1960 66 Growth and demands from 1867 to 1929 141
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Nationalisms from 1950 to 1995 69 From the Great Depression to the end of
. . . . . . . . . . . . . . . . . . . . . . . . . .
Feminism from the 1960s to the 1980s 72 Duplessisism from 1930 to 1960 150
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
New currents of thought 73 The role of the state from 1960 to the present 155
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
III
Table of Contents
Toolbox
Decoding. . . official power and countervailing 235
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
powers in Québec from the 17th to the
1 Raising questions for historical interpretation 236
21st century 168 . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 Using the historical method 238
2 Elsewhere: official power 171 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Burma (Myanmar) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .172 3 Differentiating types of historical documents. . . . . . . . . . . . . . . . . . . . .240
4 Finding and selecting documents 242
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Today: citizenship issues
5 Interpreting a visual document 245
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The common interest and particular interests in social choices 178
. . . . 6 Interpreting a written document 248
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Project option 182
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Interpreting and creating time lines 252
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Chapter summary 184
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Interpreting and creating a table or a graph 254
. . . . . . . . . . . . . . . . . . . . .
Review activities 186
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Interpreting and creating a historical map 257
. . . . . . . . . . . . . . . . . . . . . . . .
10 Interpreting a historical novel, film or comic strip 260
. . . . . . . . . . . . . . .
chapter 5 11 Doing oral research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .262
12 Presenting a media resources list 264
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ISSUES IN QUÉBEC SOCIETY 13 Preparing and participating in a debate 266
188 . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . .
Today: an overview 14 Determining the causes and the consequences
of an event 268
Issues in Québec society today 190 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1 Addressing social issues in Québec 194
. . . . . . . . . . . . . . . . . . .
Regional development: an economic issue 196
. . . . . . . . . . . . . . Atlas
A brief history of regional development 197 269
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .
Regional development today 199
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Historical Atlas
Water management: an environmental issue 204 1 Great explorations and colonial empires
. . . . . . . . . . . . . .
(16th–18th centuries) 270
A brief history of water management 205 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . .
Water management today. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .207 2 Colonialism and imperialism(19th century). . . . . . . . . . . . . . . . . . . . . .271
3 The evolution of Canadian and Québec territories
Respecting equality: a social issue 212
. . . . . . . . . . . . . . . . . . . . . . . . . from 1500 to 1999 272
The triumph of equal rights 213 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Equal rights today. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .214 4 The evolution of political organizationfrom 1663 to today. . . .275
Geographical Atlas
Federal-provincial relations: a political issue 219
. . . . . . . .
The evolution of federal-provincial relations. . . . . . . . . . .220 5 Physical Québec. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .277
Federal-provincial relations today 221
. . . . . . . . . . . . . . . . . . . . . . . . 6 Political Québec 278
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Today: citizenship issues 7 Administrative Québec 279
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Participating in discussions about social issues 226
. . . . . . . . . . . . . . . . . . . . . . . 8 Physical Canada 280
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Project option 230
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Political Canada 281
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Chapter summary 232
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 The physical world 282
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Review activities 233
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 The political world 284
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
12 North America and Central America 286
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
IV
Table of Contents
13 South America 287
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
14 Europe 288
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . .
15 Asia 289
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . .
16 Africa and the Middle East 290
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
17 Australia and Oceania 291
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
thematic chronology
292
. . . . . . . . . . . . . .
GLOSSARy-INDEX
296
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
V
Table of Contents
ORGANIZATION OF THE TEXTBOOK
Your two-volume textbook consists of a review of social phenomena from Year 1 of
Secondary Cycle Two, five chapters and four reference sections: the Toolbox, the
Atlas, the Chronology, and the Glossary-Index.
Each chapter provides an opportunity to explore a social phenomenon according to
themes and from a historical and contemporary perspective.
Chapter opening
The chapter opening provides at a glance the themes under
SUMMARY study.
Today: an overview
Economy and development of Québec. . . . . . . . . . . . . . . . . . . . .140
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Today: citizenship issues
Ejucsotincoem aincd d seovleidloaprmityen. .t . .a . n. .d . . .t h. . e. . v. .a . l.u . .e . s. . o. .f . .e . q. .u . .i t. y. ,. . . . . . . . .258
Project option. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .262
Chapter summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .264
Review activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .266
 
C▲ENETcRoAnL oCmONyCEPT
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of content explored.
138 From the 16thto the 21st century 139
T TheToday: an overviewpages raise questions about an aspect
of contemporary Québec. This examination continues at the
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What are the main characteristics of Québec’s economy?
Québec and the world
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Centre-du-Québec Agriculture, manufacturing sector, recycling
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Today: an overview 143 of contemporary Québec.
VI
Organization of the textbook
Section in connection with Québec’s past
These opening pages introduce the themes explored from the
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Instructions support the interpretation according to the historical method.
1500 1600 1700 1800 1900 2000
FIRST OCCUPANTS FRENCH RÉGIME BRITISH RULE CONTEMPORARY PERIOD
The chapter’s optional projects are briefly introduced.
1608 1760 1867
Founding of Québec City Capitulation of Montréal British North America Act
The ribbon time line presents the historical periods covered in the
Iroquoian agriculture The fur trade The transporting of wood Women and children in a factory in the late 19th century chapter. The images below each period guide students in examining
the elements of continuity and change which characterize each of
the historical periods under study.
Whaling The port and city of Louisbourg The E.B. Eddy factory in Hull Workers in the multimedia field today
144 Chapter 2Economy and Development Economy and development of Québec 145
TheAcross timefeature presents an aspect of history from the
perspective of continuity between the past and the present.
The section is divided into
Economy of the first occupants
three or four historical Around 1500
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146 Chapter 2Economy and Development 4.WAbhoarti gwinearle p tehoep eleffse cotns tohfe t hoerg daenvizealotipomn eonf tA obfo trriagdinea al scoticviietieties sb aentwde teenrr iEtourryo?peans and
Economy of the first occupants (around 1500) 157
The definitions of words or The excerpts allow for a better The concepts studied in the
concepts printed in blue in the TheDid you know?feature understanding of the point of current section are indicated
main text appear in the margin. presents interesting facts. view of people from that era. near the title of that part.
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154 Chapter 2Economy and Development Economy of the first occupants (around 1500) 155 152 Chapter 2Economy and Development Economy of the first occupants (around 1500) 153
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VII
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228 Chapter 2Economy and Development Decoding . . . Québec’s economic development from the 16th to the 21st century 229
Section on comparison societies
The second section, entitledElsewhere:..., allows for a com-
pfraormiso anm oofn cgo tnhtoemsep porreasreyn Qtedué ibne tch wis isthec atnioont.her society, chosen 2 eaFQQEadnerluusodvlééeme nbbwtlheeo shteccphei ’edmserur enstemwe,otn ri eoctlrc imditoetohotfenhey rnQo ieptaeum nrstéeeh.vid bcsWe eet raefcnhcier rtatrt,sio tievtelt d aoicotraro:ycoeyy n c .h taeouhanmpespdac ias nctilm thmsasooac iot ltTh airovaroegfniida tdtoyni naeat ihnhszyo ee aaedrstnf fsidiemnno cfdtcltoiiu fe ofesteynnoier ccteshein etdecht ietorehsors egu bi agndenh tetiwovhzuaeeettle o titnoeph nrtmerh oi ewtefon oerstycro ol ocdofni?feotmiesic CFeoTcrehWshgodioannehecnaoria ia emzitetst aiyhy cott aihnhaoove,ann ne Cs fd o oboae ftuenx meeiraptrntsdrhei iars tctlhi oaoea ecrrnnd giycedeeef et softydvehtf c aeecrCtna oslUhpd uooini ndntfpie tt aergermyc?rrdi oo itneSnowSt ornStatymhhCt.tee ,2 i s wcow. hIafoti c rcitClhsdi v ahhiilnatsi ysont e lotaerhnmd e stb thmo oee orf f oesaoprtr geepraraoecn,p u aiu1szflstao9eioutri7 nsot shnc8 eof oo uRfrn uttthshrsyeei.a Ints  
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230 Chapter 2Economy and Development Elsewhere: economy and developmentCHINA 231
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236 Chapter 2Economy and Development Elsewhere: economy and developmentCHINA 237 Elsewhere: economy and developmentCÔTE D’IVOIRE 255
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VIII Organization of the textbook