More than one answer may be correct in some of the examples or exercises you will see. Also, all the answers might not be listed.
A similarity is something that connects two (or more) items that share a common feature.
Source: One World Trade Center [Photograph], Brinker, K., 2015, Wikimedia, (URL). CC BY-SA 2.0.
Source: 30 St Mary Axe from Leadenhall Street [Photograph], Guichard, A., 2010, Wikimedia, (URL). CC BY-SA 2.0.
Name one of the similarities between the central items of these photos.
One of the similarities is that they are both skyscrapers.
A difference is what distinguishes two or more items.
Source: One World Trade Center [Photograph], Brinker, K., 2015, Wikimedia, (URL). CC BY-SA 2.0.
Source: 30 St Mary Axe from Leadenhall Street [Photograph], Guichard, A., 2010, Wikimedia, (URL). CC BY-SA 2.0.
Name one of the differences between the central items in these photos.
One of the differences is that the two buildings are not the same shape. One has curved lines, while the other is made of straight lines.
You can encounter this intellectual operation in two main forms. First, you could be asked to indicate a similarity or difference in relation to one or more items that are being compared. Then, you could be asked to indicate similarities or differences related to the points of view held by protagonists or historians. Here are some short examples to help you understand the different tasks you might encounter.
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Identify a similarity or difference for one or more items being compared.
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Indicate what is different about one or more items being compared
-
Indicate what is similar about one or more items being compared
-
Identify differences and similarities in relation to one or more protagonists or historians.
Statement: Using documents 1 and 2, identify a difference between the two sports.
The equipment used in these sports is different.
For example, one uses a round ball and the other an oval ball.
Statement: Using documents 1 and 2, identify a similarity in the physical appearance of these two species of animals.
Both species have a belly pouch called a marsupium.
Statement: The following documents present two people’s points of view on cinema. What specific point do they disagree on?
| Document 1 |
|---|
|
“Even today, in 2020, The Godfather is without a doubt the best film ever made in the history of cinema.” |
| Document 2 |
|---|
|
“The potential of cinema is growing, and the visual effects are becoming more and more exceptional. In that sense, Avatar is certainly the best film of all time.” |
They disagree about the best movie in the history of cinema.
Statement: The following documents present the viewpoint of two people about social networks. What specific point do they agree on?
| Document 1 |
|---|
|
“Recognized information platforms such as Radio-Canada, La Presse, Le Soleil, etc. have a presence on social networks to make it easy to access information. This way, users of social networks can choose what they want to see on the social networks they use. There are ways to use them to entertain themselves as well as to get information. Users still need to be critical of the information they find.” |
| Document 2 |
|---|
|
“Social networks are sometimes misused by different people, and these improper uses can have negative effects on some people and groups of people. We need to use them carefully, but there are good things about social networks like the presence of recognized information platforms, the presence of local businesses, the convenience of keeping in touch with different people, etc.” |
They agree that social networks provide access to trusted information platforms.
Statement: The following documents show the position of three people on the desired colour of their office space. Name the person who has a different position and compare this position to the other two.
| Document 1 |
|---|
|
Fred wants to paint the office mint green. He wants a dynamic and vibrant environment. |
| Document 2 |
|---|
|
Melanie wants to paint the office light grey. She wants a warm environment that fosters concentration. |
| Document 3 |
|---|
|
Jeremy wants to paint the office beige. He wants a calm environment that is conducive to teamwork. |
Fred prefers a bright colour, while Melanie and Jeremy want a more neutral colour.
Fred is the person who has a different position.
The difference is that he wants a bright colour on the walls.
The similarity is that Melanie and Jeremy want neutral colours on the walls.
To see a more complex example, check out the example for cycle two.
You do a task that asks you to identify differences and similarities by comparing items with each other. You must compare at least two items to find what is similar and what is different about them.
It is highly recommended that you read the concept sheet on intellectual operations to fully understand how to complete the tasks for the different intellectual operations.
The two examples below are similar to what you might see on an exam. Try to complete the task before looking at the detailed solution. This will help you to see how well you can do the intellectual operations.
The two examples below are related to concepts that you might not have seen before. If so, don’t worry, you’ll learn them when they are introduced in class.
The example for Cycle One (Secondary 2) relates to the module on the Recognition of Freedoms and Civil Rights.
The example for Cycle Two (Secondary 4) relates to the module on the Modernization of Quebec and the Quiet Revolution (1945–1960).
Statement: Using documents 1 and 2, compare the civil rights and freedoms of Black people in the United States and South Africa in the second half of the 20th century.
In Cape Town, South Africa, during apartheid.
Source: Some pictures here, Shutterstock.com
In Rome, Georgia, in the United States in 1943.
Source: Bubley, E., 1943.
Statement: Using documents 1 and 2, compare the civil rights and freedoms of Black people in the United States and South Africa in the second half of the 20th century.
What must I do? Compare
What must I compare? Civil rights and freedoms of Black people in the United States and civil rights and freedoms of Black people in South Africa in the second half of the 1900s.
In Cape Town, South Africa, during apartheid.
Source: Some pictures here, Shutterstock.com
The 5W
| Who? |
|---|
| - |
| The document does not identify the Who? component. |
| What? |
| A public bench with a sign that says only White people can sit on it. |
| By looking at the image, you can identify the What? component. You can use the title, which matches the text on the bench. |
| When? |
| During apartheid |
| This information can be found in the photo description. |
| Where? |
| In South Africa |
| This information can be found in the photo description. |
| Why? |
| - |
| The document does not identify the Why? component. |
The Historical Phrase
This is a bench that states that only White people can sit on it during the apartheid era in South Africa.
In Rome, Georgia, in the United States in 1943.
Source: Bubley, E., 1943.
The 5W
| Who? |
|---|
| - |
| The document does not identify the Who? component. |
| What? |
| A sign pointing to a waiting room for “Colored” people. |
| By looking at the image, you can identify the What? component. You can use the title, which matches the text on the sign. |
| When? |
| In 1943 |
| This information can be found in the photo description. |
| Where? |
| In the United States |
| This information can be found in the photo description. It’s possible to be more specific and write “In Rome, Georgia, in the United States.” |
| Why? |
| - |
| The document does not identify the Why? component. |
The historical phrase
This is a sign showing a waiting room for “Colored” people in 1943 in the United States.
I know that apartheid was a racist law that limited the rights and freedoms of Black people in South Africa.
I know that apartheid was implemented in the second half of the 1900s.
I know that Black people were discriminated against in many areas in the United States during the 1900s.
I know that the rights and freedoms of Black people were not respected in the United States during the 1900s.
During the second half of the 20th century, Black people in both the United States and South Africa were marginalized and could not use the same public facilities as White people.
Statement: Documents 1, 2 and 3 present various positions on taxation. Identify the document that presents a different position and compare it to the position expressed in the other two documents.
| Document 1 |
|---|
|
“These sources of taxation, by their very nature, are the responsibility of the provincial jurisdiction, which needs them and has a constitutional priority in this regard.” - Maurice Duplessis |
Source: Duplessis, M. (1946). Mémoire du gouvernement de la province de Québec présenté à la Conférence fédérale-provinciale. BanQ. - Translation provided by Alloprof |
| Document 2 |
|---|
|
“Government proposals to the Dominion-Provincial Conference on Reconstruction (1945): The federal government proposes that after the war the provincial governments agree not to levy any taxes on personal income, business corporations and estates, and that they give the federal government full and exclusive access to these sources of revenue.” |
Source: Angers, F.-A. (1961). Nouvelle orientation des relations financières
|
| Document 3 |
|---|
|
“But on January 6, 1946, George Drew, the premier of Ontario, announced that his government rejected the federal proposals. He felt that estate taxes should be the exclusive responsibility of the provinces, while income taxes on individuals and corporations should be levied by both levels of government.” - Jacques Lacoursière |
Source: Lacoursière, J. (1998). Histoire populaire du Québec. Septentrion. - Translation provided by Alloprof |
Statement: Documents 1, 2 and 3 present different positions on taxation. Identify the document that presents a different position and compare it to the position in the other two documents.
What must I do? First, I must determine the position presented in each document. Then I must identify the person whose position differs from the other two. Finally, I must compare this position with those expressed by the other two people.
| Document 1 |
|---|
|
“These sources of taxation, by their very nature, are the responsibility of the provincial jurisdiction, which needs them and has a constitutional priority in this regard.” - Maurice Duplessis |
Source: Duplessis, M. (1946). Mémoire du gouvernement de la province de Québec présenté à la Conférence fédérale-provinciale. BanQ. - Translation provided by Alloprof |
The 5W
| Who? |
|---|
| Maurice Duplessis |
| This information is in the document. |
| What? |
| Certain sources of taxation fall under provincial jurisdiction. |
| This information is in the document. |
| When? |
| 1946 |
| This information can be found in the document’s source. |
| Where? |
| In Quebec |
| This information can be inferred from the document since the author of the excerpt is Maurice Duplessis and we know that he was the premier of Quebec. |
| Why? |
| Provinces have constitutional priority over certain sources of taxation. |
| This information can be found in the document’s source. |
The Historical Phrase
It was Maurice Duplessis who stated that certain sources of taxation were under provincial jurisdiction in 1946 in Quebec.
| Document 2 |
|---|
|
“Government proposals to the Dominion-Provincial Conference on Reconstruction (1945): The federal government proposes that after the war the provincial governments agree not to levy any taxes on personal income, business corporations and estates, and that they give the federal government full and exclusive access to these sources of revenue.” |
Source: Angers, F.-A. (1961). Nouvelle orientation des relations financières
|
The 5W
| Who? |
|---|
| The federal government |
| This information is in the document. |
| What? |
| All taxes should be levied by the federal government. |
| This information is in the document. |
| When? |
| In 1945 |
| This information is in the document. |
| Where? |
| - |
| The document does not identify the where? component. |
| Why? |
| - |
| The document does not identify the Why? component. |
The Historical Phrase
It was F.-A. Angers who presented the federal government’s proposal on levying taxes in 1945.
| Document 3 |
|---|
|
“But on January 6, 1946, George Drew, the premier of Ontario, announced that his government rejected the federal proposals. He felt that estate taxes should be the exclusive responsibility of the provinces, while income taxes on individuals and corporations should be levied by both levels of government.” - Jacques Lacoursière |
Source: Lacoursière, J. (1998). Histoire populaire du Québec. Septentrion. - Translation provided by Alloprof |
The 5W
| Who? |
|---|
| George Drew |
| This information is in the document. |
| What? |
| He disagreed with the federal proposal because he argued that taxes could also be levied by the provinces. |
| This information is in the document. |
| When? |
| January 6, 1946 |
| This information is in the document. |
| Where? |
| In Ontario |
| This information is in the document. |
| Why? |
| - |
| The document does not identify the Why? component. |
The Historical Phrase
It was Jacques Lacoursière who reported that George Drew disagreed with the federal proposal because, in his opinion, taxes could also be levied by the provinces, on January 6, 1946 in Ontario.
I know that the provincial and federal governments have different jurisdictions.
I know that some jurisdictions are shared, while others only fall under one level of government.
I know that during World War II, the provincial government ceded its jurisdiction over taxes to the federal government.
I know that after World War II, there were discussions between the federal and provincial governments about levying taxes.
Answer: In Document 2, the federal government takes a different position since it would like the tax to be levied only by the federal government. The other two documents show that the provincial governments of Ontario and Quebec also wanted to levy taxes.
If you need more information on tax levying by the provincial and federal governments, see the concept sheet on Society Under the Duplessis Government.
Angers, F.-A. (1961). Nouvelle orientation des relations financières
fédérales-provinciales. L’actualité économique, 36(4), 723-733. https://doi.org/10.7202/1001579ar
Armstrong, J. et Freed, A.T. (1889). Rapport de la Commission d’enquête sur le capital et le travail du Canada, vol. 2. Canadiana. https://www.canadiana.ca/view/oocihm.9_04062
Bonville, Jean de. (1975) Jean-Baptiste Gagnepetit : Les travailleurs montréalais à la fin du XIXe siècle. L’Aurore.
Brinker, K. (2015). One World Trade Center [photographie]. Wikimedia. https://commons.wikimedia.org/wiki/File:One_World_Trade_Center_May_2015.jpg
Bubley, E. (1943, septembre). Colored Waiting Room Sign [photographie]. Wikimedia. https://commons.wikimedia.org/wiki/File:1943_Colored_Waiting_Room_Sign.jpg
Charette, J., Déry, C., Jean, G., N. Fortier, S. et Rousseau, L.-J. (2017). Périodes : histoire du Québec et du Canada de 1840 à nos jours - 2e cycle (2e année) [Manuel de l’élève]. CEC.
Cook, R. (1969). L’autonomie provinciale, les droits des minorités et la théorie du pacte [Livre numérisé]. Gouvernement du Canada. https://publications.gc.ca/site/eng/9.893196/publication.html
Duplessis, M. (1946). Mémoire du gouvernement de la province de Québec présenté à la Conférence fédérale-provinciale. BAnQ. https://numerique.banq.qc.ca/patrimoine/details/52327/2873686?docref=MsSMW7Rvek2zeG71fso--Q
Guichard, A. (2010). 30 St Mary Axe from Leadenhall Street [Photographie], Wikimedia. https://commons.wikimedia.org/wiki/File:30_St_Mary_Axe_from_Leadenhall_Street.jpg
Johnson, J. K.. et Waite, P. B. (1990). MACDONALD, sir JOHN ALEXANDER. Dictionnaire biographique du Canada, 12. http://www.biographi.ca/fr/bio/macdonald_john_alexander_12F.html
Lacoursière, J. (1998). Histoire populaire du Québec, tome 4 - De 1896 à 1960. Septentrion.