Part D

TEACHING NOTES

85 Chapter 2 OLD ROOTS, NEW HORIZONS

CHAPTER OVERVIEW This chapter deals with changes in Canada at the turn of the century (1896–1911) and the impact on its people. It sets the scene with a summary of outlooks, values, and living conditions. Then it describes the impact of the assimilation policy on Aboriginal Nations and immigrants. Next, it looks at immigrants’ role in settling the West and expanding cities. The chapter goes on to describe industrialization and the growth of cities along with the impact on workers and business leaders. It also examines technological changes, government involvement in industrialization, and the growth of the railways. Finally, it dis- cusses the development of art and literature at this period.

THEMATIC PATHWAYS

Key Themes Text Activity Academic Applied Pages Page Number

Aboriginal Issues 9, 12–13 9 Expressing ideas * *

12 Fig. 2–2 * *

13 1, 3, 4 *

25 3, 6 *

26 8 *

11 * *

Immigration and Multiculturalism 10, 13–19 13 1 * *

16 Fig. 2–5 * *

17 1 * *

2, 3, 4 *

19 2, 3, 4 * *

25 3, 4, 5 * *

26 9, 10, 11 * *

Canadian Lives and Social Conditions 11–12 11 Fig. 2–1 * *

13 2 * *

17 1 * *

2, 3, 4 *

20 Fig. 2–8 *

20 Fig. 2–9 * *

25 1 * *

26 11, 15 * * 100 Key Themes Text Activity Academic Applied Pages Page Number

Canadian Workers and Labour Unions 21–23 23 Fig. 2–10 * *

The Impact of Technologies 22 25 7 * *

Women’s Issues 23 23 Fig. 2–10 * *

Economic Trends, Conditions, and Issues 19–23 25 1, 2, 3 *

26 13 *

Canadian Culture 23–24 24 Fig. 2–11 *

25 3 *

26 14 *

Using the Canadiana Scrapbook Series The Canadiana Scrapbook Series can be used to supplement the text. Teachers of Applied Students, in particular, may find it useful to substitute sections of the text they do not wish to cover in detail with sections from the Scrapbooks. For relevant sections of this chapter of the text, see the Scrapbook A Nation Beckons, pages 2–23 and 34–43.

VIDEO CONNECTIONS Video Topic Activities “Moving Experiences” Immigration Page E2 “Cruel Lessons: Residential Schools” Schools for Aboriginal children Page E17

ASSESSMENT AND EVALUATION TOOLS Activity Suggested rubrics, scoring guides, and checklists

Page 17 Emerging Historian: Canada’s Changing Population Analyzing a Chart or Graph: Generic Rubric 1 Pages 25–26, Chapter Activities Understand and Organize 1–4 No formal evaluation instrument 5 Checklist-Timeline: Skills Development Sheet 24 Analyze and Evaluate 6–7 No formal evaluation instrument Research and Communicate 8 Formulating Questions (Academic): Generic Rubric 6 9 Writing-in-Role: Generic Rubric 13 10 Creating an Advertisement: Generic Rubric 20 11 Checklist-Discussion: Skills Development Sheet 20 12 Adapt Contributions to a Discussion: Self-Assessment Sheet 1 Completing a Research Assignment: Self-Assessment Sheet 3 13 Adapt Scoring Guide for Interview with Borden/Laurier: Specific Evaluation Sheet 7–1 Research Assignment: Self-Assessment Sheet 3 14 Essays (Academic): Generic Rubric 9 Essays (Applied): Generic Rubric 10 Checklists-Essay and Essay Format: Skills Development sheets 18 & 19 Research Assignment: Self-Assessment Sheet 3 15 Using Local Research: Generic Rubric 8 Checklist-Preparing for a Research Interview: Skills Development Sheet 7

MAKING HISTORY CHAPTER 2: OLD ROOTS, NEW HORIZONS 101 ACTIVITY NOTES AND Act of 1876 gave the government the power to make many decisions for the Aboriginal people. ANSWERS In order to encourage them to assimilate, the (Notes in square brackets are additional information government banned customs like the potlatch not found in the textbook. They are included for (a gift exchange) and the Sun Dance. Officials teacher information.) took Aboriginal children from their families and sent them to residential schools, where they were Page 11, Figure 2–1: Gathering information forbidden to use their native languages, follow What can you tell about the values and manners of their own religious beliefs, or dress in their own the time from this photograph? clothing. They were made to feel ashamed of their Aboriginal culture, and were forced to ac- Family groups dressed and posed formally for pho- cept that of English-Canadians. tograph portraits. The clothes the people are wear- Immigrants who came to Canada from Europe ing indicate that they likely belonged to a middle-, or during this period were strongly encouraged to even upper middle-, class family. Both women are learn English and to adapt to English-Canadian fashionably dressed, wearing long skirts and high- customs, values, and traditions. In school, im- necked blouses and hats. The young boy is wearing migrant children were taught English and respect a fancy shirt. The man on the left, probably the fa- for the British Empire, of which Canada was a ther, is dressed in a black suit and a stiff shirt. The part. family is posed next to a potted plant, which was common at that time. This photo indicates that fam- 2. Make a chart comparing at least five aspects of ilies like the McLeans valued stability, formality, morals and manners in the early 1900s and and family. today.

Distribute Activity Sheet 2–1 provided for this Page 12, Figure 2–2: Gathering information activity. What can you tell about life at the school from the photograph? Early 1900s • Children were “seen and not heard,” and had At this school, classes were larger than they are today to dress formally and behave in an adult man- in most schools (19 girls and 18 boys visible and this ner. is not the entire class). The class is very structured. • Young couples could not meet without a chap- Girls and boys sat in separate rows. Students sat at erone present. desks with a fixed seat. Both girls and boys wore • Well-bred ladies did not swear and entertained school uniforms, the girls have on a dark dress with friends at home according to rules of etiquette. a white collar, and the boys, suit jackets. There is • People of the upper classes dressed formally, very little individuality. and the type of hat a man wore in public de- Blackboards were used for instruction. Older stu- fined his class position. dents, like the girl at the blackboard, were used to • Moral issues were clear, and the difference be- teach younger ones. A nun [likely from a Roman tween right and wrong was well understood. Catholic order] taught this class. • Families were expected to support themselves without charity or government assistance. Page 13 • Higher education was not considered neces- sary for success. 1. Define assimilation, and explain how it applied to both immigrants and Aboriginal Nations. Today • Children are expected to behave like children. Assimilation refers to the process by which a They have rights that adults respect. majority group encourages or forces a minority • Young people are free to socialize with little or group to adopt the customs and language of the any supervision. majority. Many Aboriginal people were forced • Women can go out with friends, and can be- onto reserves, where they were placed under the have informally. control of the federal government. The Indian

102 MAKING HISTORY CHAPTER 2: OLD ROOTS, NEW HORIZONS • People of all classes dress according to con- force Aboriginal children to give up their lan- ventions for work or recreation. Hats identify guage and culture and assimilate to English- and interests and personal style. French-Canadian ways. • There are significant differences in opinion and practice on many moral issues, with var- Page 15, Figure 2–4: Expressing ideas ious groups making different choices. What methods does this poster use to attract peo- • Families sometimes require government as- ple? Consider verbal and visual techniques. sistance in times of unemployment, illness, or old age. The poster calls Canada “the last, best West,” a place • Higher education is necessary for success. where there will be homes for millions with vast agricultural resources in the twentieth century. It 3. Explain the importance of offers free farmland, where grain raising, ranching, a) the Indian Act mixed farming, or “dairying” [sic] can be practised. The visual images are of prosperous farmhouses, The Indian Act, which was first passed in fields, and cattle, and of maple leaves surrounding 1876, gave the federal government the power the advertisement. to regulate the lives of Aboriginal people, and decide what was best for them. It defined who was a “status Indian.” A special de- Page 16, Figure 2–5: Asking questions Write three or four questions that you would like to partment was in charge of “Indians,” who ask about this scene. were placed on reserves, and sometimes needed passes to leave them. The act meant • How many rooms would this house have? that the Aboriginal people were not citizens • Where is the bathroom? like other Canadians. If they wanted their • Would it be warm in winter/cool in summer? rights, they had to leave the reserve and give • How was it heated? up Aboriginal status. • Did people cook inside the house? b) residential schools • Did it stay dry when it rained or snowed? • When it rained, did the water wash away the Residential schools were established in order mud on the walls? to remove Aboriginal children from the in- • How long would a family live in a house like fluence of their families and their culture. this before it built a more permanent one? Teachers did not allow the students to speak their own language, follow their religious be- Page 17, Figure 2–6: Building Your Skills liefs, dress as they usually did, or even wear their hair long. They were made to feel 1. a) Explain what is meant by the title of the ashamed of their heritage. [The experience graph. psychologically harmed many Aboriginal The title “Canada’s Changing Population” children, because the residential schools cut means that the chart shows some differences them off from their families and culture.] in Canada’s population over a period of time. 4. How do the two accounts of residential schools In this case it is between 1901 and 1921. It illustrate the aims of the schools? grew. The population became more diverse, with different groups of people immigrating The first account shows that Aboriginal children to Canada, most of whom were settling in were warned not to speak their own languages, or the Prairie provinces. else they faced punishment, such as being beaten with a leather strap. The second account shows b) What is shown in the top half of the graph? that a teacher forced an Aboriginal girl to cut her The top half of the graph shows the per- hair, because the traditional style of long hair centage distribution of select groups of peo- was unacceptable at the school. Both of these ac- ple in Canada between 1901 and 1921. counts show how residential schools tried to

MAKING HISTORY CHAPTER 2: OLD ROOTS, NEW HORIZONS 103 c) What is shown in the bottom half? Scottish, or Irish.] Immigrants from Britain, the United States, and Western and Central Europe The bottom half of the graph shows the per- settled in the Prairie provinces to a much larger centage distribution of select groups of peo- extent. Most came for free land to farm, and those ple in the Prairie provinces between 1901 from Europe for freedom from poverty and op- and 1921. pression. Record at least four differences between the 2) a) 4. Predict some of the effects of the differences population in Canada as a whole and the shown in the graph. How might the populations population in the Prairie provinces. of Eastern and Western Canada feel about each • The population of Canada as a whole was other? How might French-English relations be approximately ten times that of the Prairie affected? How might the relationship between provinces in 1901 (5 391 000 vs. 439 641). Canada and the Aboriginal Nations be affected? By 1921 it was only about four times as large (8 788 00 vs. 1 956 082). Western Canadians might resent the fact that, • The population as a whole grew by about although their proportion of the national popu- one-third, while the population of the lation was growing, they were dominated in Prairie provinces quadrupled. terms of numbers by Eastern Canada. Eastern • The population of Canada was mainly Canadians might resent the growing power of composed of people of British and French the West. French-English relations might be neg- backgrounds, while those of other back- atively affected by the growing numbers of im- grounds represented less than twenty per- migrants from Europe who would assimilate into cent of the total. The population of the the English-speaking group, thus reducing the Prairie provinces was more diverse. People percentage of French-Canadians in the country. of British and French backgrounds com- This might weaken the influence of French- posed only about sixty percent of the total, Canadians outside Quebec. The percentage of and the rest was made up of people from Aboriginal Nations was declining dramatically other backgrounds. in the Prairie provinces, meaning that they were • The population of the Prairie provinces losing their way of life and in danger of disap- had a larger proportion of Aboriginal pearing as a distinct people. Nations than the population of Canada as a whole. Page 19

b) Of these, choose one as the most significant 1. Identify and state the importance of difference. Give reasons for your view. a) Clifford Sifton

The Prairie provinces were growing in pop- Clifford Sifton, a Manitoban, was minister ulation at a much faster rate than Canada as of the interior in the Laurier government. He a whole. This meant that the government’s was in charge of promoting immigration and policy of encouraging settlers to move to the settlement in the Canadian West. He en- West was working. This growth resulted in couraged American newspaper editors to pro- more land being settled, which led to a boom mote life on the Prairies, and hired agents to in agriculture. This, in turn, created a de- recruit immigrants in Europe. He particu- mand for more manufacturing facilities. larly wanted to attract immigrants from Central Europe, who he thought would be 3. Based on what you have read in the text, ex- hard-working farmers. plain why the population in the Prairie provinces differed from that of Canada as a whole. b) Charles Saunders

The Prairies attracted groups different than those In 1904, Charles Saunders developed Marquis that had settled earlier in Central and Eastern wheat, making a major contribution to farm- Canada. [They were mainly French and English, ing on the Prairies. The strain was strong,

104 MAKING HISTORY CHAPTER 2: OLD ROOTS, NEW HORIZONS wind-resistant, made good bread, and ma- • the United States had no more free land avail- tured faster than other types of wheat. able Marquis wheat was especially good for con- • transcontinental railway made it possible to ditions on the Prairies, where frost came ship wheat to markets [and thus earn a living early, and the growing season was short. farming on the Prairies] Saunders’ discovery helped make wheat one • new kinds of wheat matured faster in the short of Canada’s most important export products, Canadian growing season, making farming and Canada became a leading wheat-pro- easier ducing country. • new farming equipment made cultivating large farms possible 2. In your own words, explain • heavy advertising promised a good life a) Last Best West 4. Make an organizer and take point-form notes “Last Best West” meant that Canada’s West on the settlement of the West and immigrant was different from that of the United States experiences. Use headings such as Statistics, in that it was being settled later, and was Reasons, Reactions, and Problems. better. The slogan also meant that this would be the last frontier area in North America Statistics available for settlement. • three million people immigrated to Canada between 1900 and 1914 b) homestead • 400 000 came in 1913 A homestead was a piece of land, 160 acres • about 10 000 Chinese men came to Canada (65 hectares) in size given to immigrants ar- to help build the CPR through the mountains riving to settle in the Prairies. The new- of British Columbia comers had to pay a small registration fee • two-thirds of immigrants came from Britain and then build a house and start farming on or the United States, the rest from Europe and it within three years in order to get a home- Asia stead patent. • Chinese immigrants were charged a $500 head tax to enter Canada in 1903 c) head tax • 7 million hectares in Canada’s West were planted with wheat by 1920, more than 90 A head tax was a high immigration fee that percent of which was Marquis wheat the government imposed on Chinese immi- • Canada offered 160 acres (65 hectares) of free grants to discourage Chinese people from land to settlers coming to Canada. • new settlers needed at least $250 for animals, 3. List the push and pull factors that influenced seed, and a plough immigration to Canada in the early 1900s. • Clifford Sifton paid agents in central Europe $5 for every healthy person whom they re- Push Factors cruited and who arrived in Canada • overpopulation in Europe • lack of land in Europe for farmers Reasons • in central and eastern Europe, high taxes and • conditions called “push factors” caused people mandatory army service for peasants to want to leave their homeland and those • in Europe, minority religious and national called “pull factors” attracted immigrants to a groups endured discrimination and persecution new land • parts of Asia were overpopulated, and peas- • push factors included a shortage of land in ants suffered from lack of food, natural disas- Europe, harsh treatment of peasants, persecu- ters, and political upheavals tion, lack of political freedom, and poor con- ditions in Asia Pull Factors • pull factors included offers of free land, a • Canada offered a much freer life transcontinental railway, new kinds of wheat, • Canada provided free land to settlers and better farming equipment

MAKING HISTORY CHAPTER 2: OLD ROOTS, NEW HORIZONS 105 • Clifford Sifton, minister of the interior, orga- a platform. [They may also sleep there.] There is no nized a strong advertising campaign to pro- indication of heating or good lighting. mote the settlement of the West Reactions Page 23, Figure 2–10: Expressing ideas • immigrants often faced discrimination from Based on the photograph, what would you like and other Canadians dislike about working in an office like this? • immigrants had a hard life on the Prairies, Like: the office is clean and well-lit and the work- quite different from the advertisements they ers are sitting at desks. Work is not physically hard or had seen about Canada dangerous. • immigrants could prosper on the Prairies and Dislike: workers are being watched by overseers made a positive contribution to Canada’s econ- (standing). The crowded conditions and the uncom- omy and society fortable chairs. [The work is probably boring and rou- • many English-Canadians reacted negatively tine, and staff not permitted to talk to their to immigrants from different cultures co-workers.] Problems • Canada did not allow all immigrants who Page 24, Figure 2–11: Expressing ideas wanted to come to Canada to do so What does this painting tell us about the life of this • the voyage across the ocean to Canada, the boy? railway journey to the West, and the trip to a homestead were all very difficult The painting tells us that this boy comes from a poor • immigrants needed money to establish them- background, because he is eating a piece of bread and selves on the land a bowl of soup, and is dressed in farmer’s clothing. • immigrants faced harsh conditions on the Though the room is simply furnished, the picture Prairies gives a restful effect. The boy likes music: he is play- • other Canadians often discriminated against ing a harmonica in a relaxed way. immigrants • Asian immigrants often did work considered Pages 25–26 too unpleasant for other Canadians to do 1. Define • “Extremist Whites” in British Columbia at- a) urbanization tacked Asian immigrants This is the process in which rural residents Page 20, Figure 2–8: Making generalizations moved to the cities to find jobs and greater social opportunities. This resulted in the Write two or three sentences describing the trend rapid growth of Toronto and Montreal. you see here and suggesting reasons for this trend.

Canada was becoming more urbanized between 1871 b) industrialization and 1921. In 1871, less than 20 percent of the popu- The introduction of new manufacturing in- lation lived in cities. By 1921, it was almost half. dustries. In Canada as more people made The rural population was declining because people their living from natural resources and agri- moved to the cities from the farms to find jobs. This culture, demand grew for more manufactured trend grew much stronger after 1901. goods. New industries created jobs, which were mainly located in cities. Mechanized Page 20, Figure 2–9: Using evidence factories could produce a wide range of fin- Find evidence in these photographs of the contrasts ished products. between rich and poor described in the text. 2. Make a two-column organizer to compare the Rich people lived in fine houses with large rooms, benefits and problems brought to Canadian so- ornamental furniture, large windows, heavy draperies, ciety by industrialization. fireplaces, and attractive lighting. Poor people lived in a single room in crowded conditions and with al- Distribute Activity Sheet 2–2 provided for this most no furniture. The young women are sitting on activity.

106 MAKING HISTORY CHAPTER 2: OLD ROOTS, NEW HORIZONS Benefits • cities grew • helped the growth of industry • travel methods changed for some • new jobs • industries grew • large mechanized factories produced finished Causes goods to meet people’s needs • the Indian Act required status Indians to give • big companies used new technology to pro- up their land and move to reserves duce goods more efficiently • land in the West that Aboriginal peoples had • department stores and mail-order catalogues lived on was needed for settlement increased demand for products • land was scarce for farmers in Europe • wealthy business leaders benefited from eco- • Canada offered free land to immigrants who nomic growth and had great political influ- would settle the West ence • immigrants had been led to imagine Canada as • high tariffs protected Canadian manufactur- a paradise from advertisements they had seen ing industry from foreign competition • immigrants had never seen large hailstorms, Problems drought, dust storms, grasshopper plagues, and • big companies had great power. They could blizzards charge high prices and decide what should be • people left rural areas in search of new jobs produced and sold. They paid low wages. and opportunities • big department stores replaced small stores • new manufacturing industries were mainly • business leaders had undue influence in poli- located in cities tics, and did not have to pay income or cor- • the bicycle made it possible for people to travel porate taxes cheaply and easily • advertising created demand for things people • the automobile was a form of transportation did not really need or could not afford available mainly for the rich • workers earned low wages and worked in poor • tariffs protected Canadian manufacturing in- conditions dustries from foreign competition • [lack of healthcare] illness or accidents could • discoveries of coal and iron helped Canadian put a person out of work industry grow • child labour was common, especially in sweat- 5. Make a timeline of key events described in this shops, and children were often paid less than chapter. Limit your timeline to ten entries, tak- adults and treated more harshly ing care to list events you consider most impor- 3. For suggestions on how to make a web diagram tant. (See Historian’s Handbook, page 411 and showing the connections among Aboriginal peo- for student use, see Skills Development Sheet ples, immigration, agricultural development, ur- 11: Using a Timeline.) banization, growth of industry, and arts and Timeline literature in Canada in the early twentieth cen- 1876 – Indian Act is passed tury, see the Historian’s Handbook, page 409. 1890 – No more free land available in the 4. Make an organizer with one column titled “Cause United States or Causes” and a second column titled “Effect.” 1896 – Clifford Sifton is appointed Minister Complete the organizer by briefly noting one or of the Interior in Laurier’s more causes for each of the following effects. government, to promote immigration and settlement of the West Distribute Activity Sheet 2–3 provided for this 1901 – Guglielmo Marconi receives the first activity. transatlantic radio message Effects 1903 – The Wright brothers make the first • many Aboriginal people lived on reserves airplane flight in the United States • immigrants settled the West 1903 – Chinese immigrants to Canada are re- • many immigrants were surprised by what they quired to pay a $500 head tax found

MAKING HISTORY CHAPTER 2: OLD ROOTS, NEW HORIZONS 107 1904 – Charles Saunders develops Marquis • people used electric trams or trolleys to wheat travel downtown 1905 – The new provinces of Alberta and • the first airplane flight in the US occurred Saskatchewan are created in 1903, and a gasoline-powered biplane 1907 – Mobs in Vancouver attack the city’s was flown in Nova Scotia in 1909 Chinese and Japanese neighbourhoods b) Communication 1908 – Lucy Maud Montgomery writes Anne of Green Gables • the telephone was invented in the 1870s, but by the early 1900s only a few people 6. a) Read the following quotations about resi- had them dential schools. For each one, make a point- • users had to share telephone lines and go form note of the viewpoint expressed. through an operator to use telephones • Aboriginal people who had thought they • Guglielmo Marconi received the first could learn new ways that would make transatlantic radio message at Signal Hill, them stronger while also preserving their Newfoundland, in 1901 traditional culture, were betrayed by the • in 1906, Reginald Fessenden made the first government. They were not given time to public broadcasts of voice and music keep the best of their own culture while c) Entertainment adopting the best parts of European cul- • the “magic lantern” show used an early ture. form of slide projector to enable people to • Aboriginal children missed their tradi- see pictures of foreign places tional foods while at residential schools. • stereoscopes produced three-dimensional • Some Aboriginal children had good teach- images for use at home ers. One brother was admired as a teacher and storyteller. d) Household Tasks • some homes had telephones, electricity, b) Work with a classmate to draw up at least three generalizations about the effect of res- and indoor bathrooms idential schools, based on these quotations 8. If you wanted to research more information and what you have learned in the text. about residential schools, what questions would • Aboriginal children were not given the you ask? Write one of each type of question chance to combine their own culture with shown in the Historian’s Handbook on page 404. that of English-Canada. • Aboriginal children were not permitted to Students could ask the following “five W” ques- follow their own traditions at residential tions to research more information on residential schools. schools. (See Historian’s Handbook, page 404, • Some residential schoolteachers were for more information. For the students’ use, see good, and Aboriginal children benefitted Skills Development Sheet 23, Checklist: Poster.) from learning from them. • What were residential schools? • Who established them? 7. Make a chart or other organizer showing how • Why were they established? new technologies changed the following aspects • When were they established? of life in Canada in the early 1900s. • Where were they established? (Students may use any appropriate format. Following is information that belongs with each 9. Assume you are an immigrant to Western heading.) Canada in the early 1900s. Write a personal re- flection on some of your experiences. a) Transportation • bicycles made travel easy and cheap for Have students read pages 13–19 to gather infor- people mation and use it to write their personal reflec- • automobiles were a good form of trans- tions on the immigrant experience. portation for the rich before the 1920s

108 MAKING HISTORY CHAPTER 2: OLD ROOTS, NEW HORIZONS 10. a) Prepare an advertisement inviting immi- Suggest that the students look for information grants to Canada in the early 1900s. in their school’s resource centre or in sources suggested in the bibliography at the end of this Students can read the advertisement on page unit. See also the Historian’s Handbook, pages 15 and the information on pages 14–16 on 404–5 and Skills Development sheets 1–6 and Clifford Sifton’s campaign to promote the any others students need. settlement of the Canadian West to help them design their early 1900s poster. See also 13. With a partner do some preliminary research to Historian’s Handbook, page 425, and Skills find one of Canada’s “captains of industry” from Development Sheet 23 in Part B. the early twentieth century. Assume you would interview this figure. Write some questions. Then b) Prepare an advertisement inviting immi- research the answers to your questions. Role grants to Canada today. play the interview for the class.

To help students prepare an advertisement Have students look for information on people or Internet Web page promoting immigra- such as Henry Pellatt, Timothy Eaton, Hart tion to Canada today, have them brainstorm Massey, or Max Aitken in their school’s resource answers to questions such as: What advan- centre, or in sources suggested in the bibliography tages does Canada offer to immigrants today? at the end of this unit. See also the Historian’s How does Canada compare with other coun- Handbook, pages 404–5 and 406 (computer tries? What future can immigrants expect to searches) and related Skills Development sheets have today? 1–7 and 22. View either of the videos 11. a) Living History 14. Research and compare the work of two artists, “Moving Experiences” or “Residential writers, or poets from this period. Based on your Schools.” List new information you have analysis of their work, how does each person learned from the video. perceive Canadian identity? Write a compari- See the Living History videos “Moving son essay to explain what you have learned. Experiences” or “Residential Schools” and Have students look for information on writers use the activities for the videos in Part E to such as Nellie McClung, Lucy Maud assist students. Montgomery, Ralph Connor, Stephen Leacock, b) What is the value of hearing about history and Ernest Thompson Seton; painters such as from people who lived through it? Discuss Homer Watson, Ozias Leduc, and Emily Carr; or your views with the class. Be sure to sup- poets such as Bliss Carman, Duncan Campbell port your opinion with examples from the Scott, and Pauline Johnson. They can use their videos. school’s resource centre, or sources suggested in the bibliography at the end of this unit. See also Hearing about history from people who lived the Historian’s Handbook, page 413 and Skills through it gives us a first-hand, eyewitness Development sheets 1–6, 13, and 16–19. account of what it must have been like for them. It conveys a realistic and powerful 15. What do you know about your family’s early sense of history from the perspective of peo- history in Canada? Categorize the information ple who experienced it. you find into primary documents, secondary documents, and artifacts (see page 32 in the 12. Research the life of one of the following inventors text). Use your information to write an account and innovators: Alexander Graham Bell, similar to one found in this chapter. If you wish, Guglielmo Marconi, Reginald Fessenden, accompany it with sketches, photographs, and/ Thomas L. Wilson, Sam McLaughlin. Choose a or other illustrations. great moment in the life of the person you have selected. Use it as the basis for a newspaper ar- Students could interview family members and ticle, profile, or other presentation. friends and record their recollections. They then

MAKING HISTORY CHAPTER 2: OLD ROOTS, NEW HORIZONS 109 compare these to the accounts about life in early Question 2: twentieth century Canada included in this chap- a) i ter. They can illustrate the information with b) i family photos, souvenirs, heirlooms, etc. c) i d) i e) ii ESL ACTIVITY SHEET ANSWERS Question 3: a) outhouse (See Chapter 2: ESL Activity Sheet.) b) deerskins c) prairies Question 1: a) urban, rural b) off-season c) civil service d) resources e) political rights

110 MAKING HISTORY CHAPTER 2: OLD ROOTS, NEW HORIZONS Name: ACTIVITY SHEET 2–1

For use with activity 2, page 13.

Morals and Manners

Early 1900s Today

© Prentice Hall Canada. Making History: The Story of Canada in the 20th Century. Permission to reproduce restricted to purchasing schools. 111 Name: ACTIVITY SHEET 2–2

For use with activity 2, page 25.

Industrialization in Canada

Benefits Problems

112 © Prentice Hall Canada. Making History: The Story of Canada in the 20th Century. Permission to reproduce restricted to purchasing schools. Name: ACTIVITY SHEET 2–3

For use with activity 4, page 25.

Causes Effect

many Aboriginal people lived on reserves

immigrants settled the West

many immigrants were surprised by what they found

cities grew

travel methods changed for some

© Prentice Hall Canada. Making History: The Story of Canada in the 20th Century. Permission to reproduce restricted to purchasing schools. 113 Name: CHAPTER 2

ESL ACTIVITY SHEET

1. Fill in the blanks, using the list of words.

rural (page 23) off-season (page 16) political rights (page 13) urban (page 23) civil service (page 19) resources (page 13)

a) ______people live in the city and ______people live in the country.

b) Crops don’t grow in the ______.

c) My grandfather worked for the government. He was part of the ______.

d) Canada has many ______, including forests, mines, and water.

e) Canadian citizens have guaranteed ______, including freedom of speech, religion, and the right to vote.

2. Choose the meaning that is opposite to the word.

a) open-minded (page 18) i) unwilling to consider different ideas ii) having no ideas

b) bumper crop (page 17) i) very small crop ii) a crop that grows near cars

c) persecuted (page 13) i) treated very well; gave extra help to; made everything easy for ii) took to court to get money from

d) manufactured goods (page 13) i) raw (unprocessed) items like iron, timber (trees) or wheat ii) lying about doing something good

e) higher education (page 11) i) education on a mountain ii) education at the high school level or below

3. Match these words to the correct meaning:

outhouse (page 21) prairies (page 15) deerskins (page 24)

a) a small building used only as a bathroom

b) a set of clothes

c) flat land with lots of grass

114 © Prentice Hall Canada. Making History: The Story of Canada in the 20th Century. Permission to reproduce restricted to purchasing schools. Chapter 3 REFORMS, RIGHTS, AND RAILWAYS

CHAPTER OVERVIEW This chapter deals with three areas of social/economic change in the early 1900s. It re- views various movements for social reform that were active in Canada and looks at the struggle of Canadian workers and women to gain greater economic and political rights as well as the campaign against alcohol abuse. It focuses on issues, such as the schools ques- tion, that divided English- and French-speaking Canadians, and their political conse- quences. It also examines the growth of government involvement in the areas of hydroelectric power and railway building, and the railway-building “mania.”

THEMATIC PATHWAYS

Key Themes Text Activity Academic Applied Pages Page Number

Canadian Lives and Social Conditions 27–30 28 Fig. 3–1 * *

34 2, 4 *

40 4 *

41 13 *

15, 19 * *

Canadian Workers and Labour Unions 29–31 31 Parallels Through Time *

40 4, 7 *

Women’s Issues 32–34 33 1, 2, 3, 4 *

40 6, 8 *

41 17 *

French-English Relations 34–36 36 1, 2, 3 *

40 5 * *

9, 10, 11 *

41 16 *

The Impact of Technologies 36–39 26 12 *

40 1, 2 * *

3*

41 14, 18 *

115 Using the Canadiana Scrapbook Series The Canadiana Scrapbook Series can be used to supplement the text. Teachers of Applied Students, in particular, may find it useful to substitute sections of the text they do not wish to cover in detail with sections from the Scrapbooks. For relevant sections of this chapter of the text, see the Scrapbook A Nation Beckons, pages 24–33 and 44–45.

ASSESSMENT AND EVALUATION TOOLS Activity Suggested rubrics, scoring guides, and checklists

Page 33, Emerging Historian: Nellie McClung Analyzing Sources: Generic Rubric 2 Pages 40–41, Chapter Activities Understand and Organize 1–6 No formal evaluation instrument Analyze and Evaluate 7–8 No formal evaluation instrument 9 Checklist-Using a Problem-Solving Model: Skills Development Sheet 15 10–11 No formal evaluation instrument 12 Checklist-Discussion: Skills Development Sheet 20 Research and Communicate 13 Checklist-Discussion: Skills Development Sheet 20 14 No formal evaluation instrument 15 Adapt Role Play: Specific Evaluation Guide Unit 4–1 16 Contributing to a Discussion: Self-Assessment Sheet 1 Writing-in-Role: Generic Rubric 13 17 Written Reports (Academic): Generic Rubric 11 Written Reports (Applied): Generic Rubric 12 Research Assignment: Self-Assessment Sheet 1 18 Checklist-Debate: Skills Development Sheet 20 Debating (Academic): Generic Rubric 15 Debating (Applied): Generic Rubric 16 19 Checklist-Preparing for a Research Interview: Skills Development Sheet 7 Research Assignment: Self-Assessment Sheet 3

116 MAKING HISTORY CHAPTER 3: REFORMS, RIGHTS, AND RAILWAYS ACTIVITY NOTES AND abilities, and how she became involved in ANSWERS social movements. b) According to Source A, what characteristics (Notes in square brackets are additional information made McClung an effective activist? not found in the textbook. They are included for teacher information.) Nellie McClung was outgoing (extroverted) and a communicator, who liked to talk with Page 28, Figure 3–1: Using evidence to people and appear in plays, and was com- draw conclusions fortable playing boy’s games. At this time, Who is delivering the items? How can you tell? From this was considered “unladylike.” According the photograph, what sorts of facilities do you think to the writer, her mother called Nellie a the poor family might lack? “show-off.” Nellie was determined to suc- ceed in whatever she attempted to do. She A mother and son, judging by their ages, are deliv- wrote books and gave public recitations of ering the food and clothing. They appear to be from her writings, including political commen- the middle or upper class. We can tell this from the tary. She was funny. She soon found she clothes they wear, which are of much better quality could use her ability in public speaking to than those of the poor family they are helping. Poor entertain and inform audiences on impor- families lacked warm clothing, food, indoor plumb- tant issues. All of these qualities made Nellie ing, coal for heat, and many other items that we McClung an effective activist. would consider as essentials of life today. 3. a) What is the purpose of Source B? Page 31, Parallels Through Time: Workers’ Rights The purpose of Source B is to give an exam- Many of the rights unions fought for in the past are ple of the kinds of arguments Nellie now law. On which issues do you think unions McClung made in her speeches in favour of should focus today? votes for women in the early 1900s.

Today, unions often focus on issues such as the rights b) List the objections to female suffrage out- of workers in other countries, health and environ- lined in Source B. For each one, summarize mental safety, equality for women workers, and a McClung’s response. greater sense of corporate responsibility to the com- The objections to female suffrage are first munities in which businesses operate. that women should not enter the realm of politics because it is too corrupt for them, Pages 32–33, Emerging Historian: Classifying Sources second that married couples will argue about politics if women get the vote, and third, that 1. Which of these sources is a primary source and voting will take women’s attention away which is secondary? Explain. from household chores. Nellie McClung replied to these objec- Source A is a secondary source and Source B is a tions saying first that women have been primary source. Source A is secondary because cleaning things up since time began, and pol- it is an account of Nellie McClung’s life written itics is not too dirty a field for them. She by a historian long after her death. Source B is a then said that couples who are inclined to primary source because it is an excerpt from a quarrel would find many other things to fight speech she made on the issue of votes for women about besides politics. Finally, she said that in 1915. women are able to go to church, which takes much longer than voting, and still manage 2. a) What is the purpose of Source A? the household. The purpose of Source A is to provide an ac- 4. If you were writing a research report on Nellie count of Nellie McClung’s background and McClung, what would be the advantages of

MAKING HISTORY CHAPTER 3: REFORMS, RIGHTS, AND RAILWAYS 117 using the secondary source? What would be the group that advocated the use of strikes and advantages of using the primary source? sabotage, and came into conflict with the po- lice and military who broke up their protests. The advantage of a secondary source is that it They also organized large strikes including gives a historical perspective on the life, times, one of 7000 workers in the Fraser Valley in and accomplishments of a public figure like British Columbia. Nellie McClung. The advantage of a primary source is that it gives us an idea of what Nellie e) The WCTU McClung actually said, and the arguments she made in favour of women’s right to vote in 1915. The Women’s Christian Temperance Union (WCTU) was a middle-class women’s orga- Page 34 nization dedicated to banning the produc- tion and sale of alcohol. They were concerned 1. Explain the importance of: about the suffering that resulted for families when men spent money needed by the fam- a) John Joseph Kelso ily on alcohol. The WCTU organized meet- ings and petitions to pressure the government John Joseph Kelso was a Toronto reporter to introduce prohibition. who dedicated his life to helping poor chil- dren in Canada’s cities. He persuaded the 2. In your own words, define: Humane Society to campaign for the welfare of children as well as for animals, and helped a) social reform found a number of organizations, including Social reform is a process in which organi- the Children’s Aid Society to care for the zations such as churches and governments poor. work to improve people’s living and work- b) J.S. Woodsworth ing conditions. Governments took steps to improve conditions in cities, to make them J.S. Woodsworth was a Methodist minister healthier and more attractive, but this did who founded the All People’s Mission in little to help the poor [who had the greatest Winnipeg to provide food, clothing, educa- needs]. Individuals were left to provide most tion, and medical care for the area’s poor im- of the reforms that the poor needed. migrants. He called on the government to provide more support for education, health b) labour union care, and the rights of workers. He later went A labour union is an organization formed by into politics. workers, who join forces to try and force [or c) Nellie McClung negotiate with] employers to give them bet- ter pay and working conditions. Unions use Nellie McClung was a Manitoba woman who the threat of a strike, or withdrawal of their became active in the WCTU and the move- services, to pressure companies to agree with ment to win the right to vote for women. their requests. She made speeches in favour of female suf- frage and influenced many Canadians to sup- c) Prohibition port her view. Prohibition means a total ban on the pro- d) The Wobblies duction and sale of alcoholic drinks. Many church and women’s groups supported pro- “The Wobblies” is a nickname for members hibition because they believed drinking al- of a union called the Industrial Workers of cohol to be the cause of many social and the World. They organized unskilled workers family problems in Canada at this time. and created social centres and health care Often, drinking led to violence at home and clinics to help them. They were a militant lack of money for the family.

118 MAKING HISTORY CHAPTER 3: REFORMS, RIGHTS, AND RAILWAYS d) female suffrage dents. Above the blackboard, we can see the lower half of two photographs [portraits of King Edward Female suffrage is the right to vote for VII and Queen Mary, his wife, who were the king women in elections on the same basis as and queen of Britain as well as of Canada and other men. At this time, women did not have the countries]. Also above the blackboard are two flags; right to vote. [they are Red Ensigns, the unofficial flag of Canada; 3. Outline three achievements of labour unions in the Red Ensign had the flag of Great Britain in one this period. corner]. Below is a map of Canada. On the wall are a number of pictures of scenes of Canada. All of these Labour unions gave workers a sense of hope. images would have been used to make the children Their existence convinced the Canadian more aware of themselves as Canadians and as loyal Manufacturers’ Association, a business group, to subjects of the British Empire, of which Canada was advise its members to pay more attention to a part. workers’ living conditions. In 1907, the Trades and Labour Congress of Canada (TLC) fought and Page 36 won workers a weekly day of rest on Sunday. In 1908, Ontario set the minimum working age at 1. Explain why French-Canadians in Quebec were 14 in response to union pressure. Other provinces concerned about schools in the West. later did the same. French-Canadians in Quebec were concerned 4. List evidence to show that social reformers were about the right of French-speaking people in the working to create a more caring society in West to have an education in their own language Canada during this period. and culture [instruction in a Roman Catholic setting]. This had been promised in the BNA Social reformers in Canada worked in a number (British North America) Act. When the federal of ways to create a more caring society during government did not prevent Manitoba from abol- this period. Some, such as John Kelso, Herbert ishing church-run schools where teaching was Ames, and J.S. Wordsworth, helped better the in French, many French-Canadians in Quebec living conditions of the poor, especially those in feared that they would lose their rights and be- cities. Others tried to help newly arrived immi- come a downtrodden minority within grants adapt to life in Canada. Many supported Confederation. They were also upset when the the right of workers to form trade unions to win new provinces of Alberta and Saskatchewan were better pay and working conditions. Reformers, allowed to establish only a single-school system, such as Adelaide Hoodless, pressured govern- where English was the only language of instruc- ments to do more to provide health and sanita- tion allowed. tion to people living in slum areas. Other reformers, including Nellie McClung, supported 2. Why did Laurier label his solution to the the right to vote for women, and campaigned Manitoba Schools Question “the sunny way”? against alcohol as a social evil. In all of these Laurier called his solution to the Manitoba ways, social reformers were trying to make gov- Schools Question “the sunny way” because it ernments and middle- and upper-class Canadians was a compromise designed to appeal to both more concerned about the plight of those less English- and French-speakers in Manitoba. fortunate than themselves. However, French Catholics felt bitter because they believed their constitutional rights had been Page 35, Figure 3–7: Using evidence reduced. What signs can you see to show that the school aimed to “Canadianize” its students? 3. Make an organizer showing the causes and ef- fects of the Manitoba Schools Question and the The picture of the immigrant children in an Alberta North-West Schools Question, as described in school in 1909 shows many examples of how the ed- the text. Predict which effects would have a long- ucational system tried to “Canadianize” these stu- term impact. Use any format that works well.

MAKING HISTORY CHAPTER 3: REFORMS, RIGHTS, AND RAILWAYS 119 Manitoba Schools Question of those students, if their parents asked for it. Causes Schools would also offer religious instruction at • The BNA Act of 1867 guaranteed French- the end of each day, if parents requested it. Canadians the right to send their children to • French Catholics were bitter because they felt Catholic schools where the language of instruc- their constitutional rights had been reduced to a tion was French. privilege, and that they only had the same rights • The federal government was responsible for as newly arrived immigrants. making sure provinces did not violate this right. The last item listed would have a long-term effect, be- • When Manitoba became a province in 1870, half cause French-Canadians would be bitter and resent- its population was French-speaking, and its con- ful that what they thought were their educational stitution guaranteed that English and French and language rights under the constitution were not would be official languages, and that the provin- being protected in different parts of Canada. cial government would support both a French Catholic and an English Protestant school sys- North-West Schools Question tem. Causes • The Manitoba Schools Question had an impact. • By 1890, the majority of Manitobans were English-speaking, and the provincial govern- • Laurier wanted the governments in the new ment removed French as an official language provinces of Saskatchewan and Alberta to sup- and ended support for church-run schools. port Catholic and French-speaking schools. • Clifford Sifton, Laurier’s minister of the interior, Effects disagreed with Laurier because he wanted the • English-speaking Manitobans supported their schools to teach new immigrants English and to provincial government’s decision. They wanted act like British subjects. If immigrants had their a single public school system that taught no re- own schools, they would never assimilate. ligion. It would be cheaper than two systems, and would help assimilate immigrants. • English-speaking Roman Catholics agreed with Sifton. • The Manitoba government claimed that it had the right to control education under the Effects Canadian Constitution. • English became the only language of instruction • Ontario supported the Manitoba government. in Saskatchewan and Alberta schools, and Catholics were allowed only limited rights. • French-speakers in Manitoba believed the gov- ernment was violating their rights, and appealed • Henri Bourassa, a French-Canadian Member of their case in court from 1891 to 1895. They Parliament from Quebec, thought that French- were angry that the federal government did not Canadians had no reason to stay in Canada if support their position, because it feared losing their rights were not protected. votes in Ontario. • Bourassa urged the federal government to make • Quebecers supported French-speaking Canada bilingual by recognizing both French Manitobans and worried that the French were and English. becoming a downtrodden minority in Canada. • Laurier refused to do this.

• In 1897, Laurier’s new government worked out a • Many young Quebecers turned against Canada, compromise solution to the problem. and became strong French-Canadian national- • Schools with ten or more non-English-speaking ists, fighting for more rights and protection for students had to offer education in the language French language and culture.

120 MAKING HISTORY CHAPTER 3: REFORMS, RIGHTS, AND RAILWAYS The second, third, fourth, and fifth items would have cities where they could make more money a long-term effect. Canada did not recognize French than in providing service to smaller centres. and English as official languages until 1969. Many 2. Which groups were calling for more rail lines, French-Canadians agreed with Bourassa, and turned and why? against Laurier in the 1911 and 1917 elections. Many also became French-Canadian nationalists and some Farmers wanted new rail lines built to end the even supported the idea that Quebec should sepa- monopoly of the CPR and help them ship their rate from Canada and become an independent na- wheat. Business leaders and governments also tion. This view is still widely held in Quebec to this supported the building of new railway lines be- day. cause they believed it was a profitable and pop- ular policy. Page 38, Figure 3–10: Identifying viewpoint Who are the figures shown in the cartoon? What is 3. Make a flow chart to show how government be- the meaning of the sign on the wall? What is the came involved in power and transportation in message of the cartoon? the early 1900s.

The figures in the cartoon are Prime Minister Sir Power Wilfrid Laurier and the business people, likely own- • Canada had many waterfalls and rivers that ers of the railway companies. The sign on the wall in- could be used to generate hydroelectricity dicates that Laurier’s government intends to build a • Hydroelectric power in Ontario was controlled number of new railways, and is willing to offer the by private companies railway companies money to help them. The mes- • Some Ontarians led by businessman and politi- sage of the cartoon is that the government is giving cian Adam Beck campaigned to bring hydro- away money to the railway companies to build new electric power under public ownership railway lines that Canada does not need (indicated • The Ontario government set up a commission by the way the railways are drawn). to look into public ownership of hydroelec- tric power Pages 40–41 • In 1906, the Ontario government established the Hydro Electric Power Commission, 1. a) Why was hydroelectric power so important chaired by Beck in the early 1900s? • The commission distributed power to munic- ipalities, and regulated private companies Hydroelectric power was important in the where electricity was delivered by them, to early 1900s because Canada’s cities and in- make sure they did not charge too much dustry expanded, and there was a growing • Other provinces soon followed Ontario’s lead demand for electricity. Canada had many wa- terfalls and rivers whose power could be har- Transportation nessed to provide cheap and reliable electric • Railways had a high profile and people re- power. sented the CPR • Western farmers wanted a new railway line Why did many Canadians support public b) built, as well as grain terminals and ports; ownership of hydroelectric power? business leaders and governments cashed in Many Canadians supported public owner- on this demand, and a railway boom began ship of hydroelectric power because it could • Mackenzie and Mann expanded the Canadian keep prices at a reasonable level, be more re- Northern. They also offered lower rates and liable than privately owned power, and would better service than the CPR ensure that every part of the province re- • The Grand Trunk wanted to build a line to ceived service. If hydroelectric power re- the Pacific mained in private ownership, companies • The federal government was unable to work could set prices as high as they liked, and out a compromise that would have made the would be more interested in supplying large Canadian Northern and Grand Trunk cooper- ate and build only one new line

MAKING HISTORY CHAPTER 3: REFORMS, RIGHTS, AND RAILWAYS 121 • More new railway lines were built, all with • The Industrial Workers of the World was a borrowed money, and without proper planning union that built social centres and medical • In 1914, the railway companies were in fi- clinics for unskilled workers nancial trouble because there was no more • The Industrial Workers of the World advocated immigrant traffic change through strikes and sabotage • In 1919, the federal government nationalized • The Industrial Workers of the World called the Canadian Northern and Grand Trunk, and strikes to force employers to grant workers formed the Canadian National Railway better wages and conditions • Canada had two rail companies, the CPR and • Because of unions, the Canadian Manufacturers’ CN; CN remained under government owner- Association advised its members to give more ship until 1995 attention to employees’ living conditions • The TLC (Trades and Labour Congress of Make a two-column cause-and-effect organizer. 4. Canada) was a labour organization that pres- In one column list the reasons why social re- sured governments to pass laws that would formers, labour unions, and the women’s move- help workers ment were so active in the early 1900s. In the • In 1907 workers won a weekly day of rest on second column list some effects of their work. Sunday Distribute Activity Sheet 3–1 provided for this • In 1908, Ontario set the minimum working activity. age at 14 • Women and church pastors promoted tem- Reasons perance—refusing to drink alcohol • Canada’s cities were home to many poor peo- • The WCTU (Women’s Christian Temperance ple, including newly arrived immigrants Union) organized petitions to demand that • Workers earned low pay and had a hard time governments introduce prohibition of alcohol providing food, clothing, and shelter for their • The female suffrage movement used petitions, families pamphlets, and parades to gain support for • There was no welfare or unemployment in- their demand that women be granted the right surance to vote • Workers tried to organize unions to pressure their employers to grant them better pay and 5. a) Explain why the concerns of people in working conditions Quebec were different from those of other • The worst off were unskilled labourers who Canadians at this time. worked in fishing and logging People in Quebec who spoke French and prac- • Most employers and politicians refused to rec- tised the Catholic religion were concerned that ognize unions their rights, and those of people like them in • Some workers went to bars and drank too other parts of Canada, were being threatened. much, making poverty and family violence They were afraid that their standing in worse Confederation was becoming weaker and that • Middle-class women formed the WCTU to they would lose their rights. They were also call for prohibition of alcohol concerned that immigrants coming to Canada • Women reformers demanded the right to vote, would assimilate into the English-speaking believing that if women had more influence group, reducing even further the proportion of in government, they could put an end to child French-Canadians. Most English-Canadians labour, corruption, pollution, and alcohol were not concerned about preserving French Effects language and Roman Catholic education rights • Church groups and social reformers worked and supported assimilation with the majority to improve the living and working conditions English-speaking population. In Manitoba, the of the poor in Canada’s cities English-speaking majority wanted the • Reformers like John Kelso, Adelaide Hoodless, American system of public schools that had Herbert Ames, and J.S. Woodsworth worked no religious connections. Some even opposed to improve social conditions French-Canadians keeping the rights they had.

122 MAKING HISTORY CHAPTER 3: REFORMS, RIGHTS, AND RAILWAYS b) What did people in Quebec do about their b) Long-term concerns? • the TLC continued to demand government action to help working people People in Quebec supported Henri Bourassa’s • the fight for a minimum wage, an eight- demands that Canada become a bilingual hour day, and government safety inspec- country where French and English were tors went on for many years equally recognized as official languages. Some turned away from Canada and became 8. a) Compare the goals of women in the early French-Canadian nationalists and worked to 1900s with the goals of women today. Which protect French culture and language. differences are most significant?

6. a) What would be the best organizer to show Goals of Women how winning the right to vote would have Early 1900s: helped women achieve reforms in other • be good mothers and homemakers areas? Choose a format and complete your • end the abuse of alcohol organizer. • win the right to vote • end child labour, corruption, and pollu- Winning the right to vote for women could tion lead to: • changes in laws that made women and Today: children the property of their husbands • win equal work for equal pay • an end to child labour, corruption, pollu- • end sexual harassment and discrimination tion, and alcohol abuse • have more women in leadership positions • more schools in society and politics • more opportunities for women to provide healthy and happy homes in an industrial Significant Differences society • Women in the early 1900s did not have the vote, and believed that they needed to b) Students can compare their organizers with win that right in order to accomplish any others. of their other goals. Women today have the right to vote and are still trying to gain 7. Review the goals of the Trades and Labour greater equality and access to influential Congress of Canada. For each one, speculate on positions in public life. the following: a) the short-term effects b) the • Women in the early 1900s believed that long-term effects. they were morally superior to men. Today Goals they believe they should be treated equally • to persuade governments to pass laws that with men. would improve life for working people • Women in the early 1900s wanted to be • to fight for a guaranteed minimum wage, a good wives and mothers and provide work week of six eight-hour days, and gov- healthy and happy homes for their chil- ernment safety inspectors dren. Today they want to want to work with men to provide good environments Effects for children to grow up in. a) Short-term • the TLC won a weekly day of rest for b) The women’s movement of the early 1900s is workers on Sunday under the Lord’s Day sometimes referred to as “maternal femi- Act of 1907 nism.” Using a dictionary if necessary, ex- • the Ontario government set the minimum plain what you think is meant by this term. working age at 14 in 1908 and other “Maternal feminism” meant a kind of fem- provinces followed this inism that put the main emphasis on • some bitter strikes occurred women’s role as mothers in society. • the police and the military were some- times used to break up protests

MAKING HISTORY CHAPTER 3: REFORMS, RIGHTS, AND RAILWAYS 123 c) Find evidence in the chapter to support the b) With a partner, use a problem-solving model use of the term “maternal feminism” to de- to suggest several different solutions to the scribe the women’s movement of the 1900s. North-West Schools Question.

Early feminists believed that women were See Historian’s Handbook, page 414 and morally superior to men, and that if they had Skills Development Sheet 15, Checklist: the right to vote, they would be able to use Using a Problem-Solving Model. their political influence to make govern- c) Assess Laurier’s solution. Was it a good one? ments take action to solve serious social Give reasons for your view. problems that were of special concern to women. Among these were child labour, cor- Laurier’s solution to the North-West Schools ruption, pollution, and the abuse of alcohol. Question was to change his mind and accept Clifford Sifton’s position. What were the good 9. a) Develop an organizer to compare the posi- tions of Clifford Sifton, Wilfrid Laurier, and and bad points of this decision? (e.g., having Henri Bourassa on the North-West Schools one school system was less expensive for the Question. governments of Alberta and Saskatchewan than running two, having only one public Distribute Activity Sheet 3–2. school system where only English was taught denied French-Canadians their rights). Clifford Sifton • wanted schools in Alberta and 10. Review the quote by Henri Bourassa on pages Saskatchewan to be public and English- 35–36. only a) Is this a primary or secondary source? • believed schools had the responsibility to Explain. teach immigrant children to speak English and become good British subjects It is a primary source, because it is a direct • thought that if immigrants had their own quotation from a speech Bourassa made at schools, they would never assimilate into the time of the North-West Schools Question Canadian society (1905).

Wilfrid Laurier b) Why did Bourassa feel that Quebec might • originally wanted Alberta and eventually join the United States? Saskatchewan to have two school systems • wanted Catholic and French-language He felt that Quebec might eventually decide schools to be supported by the provincial to join the United States if it came to the governments conclusion that its French language and ed- • later changed his mind and allowed the ucational rights were not being respected in new provinces to create only one public all parts of “British” Canada, and that its cit- school system izens were being reduced to the status of re- cently-arrived immigrants. Henri Bourassa • wanted French-Canadians to have the 11. a) What is nationalism? Look up the word in same rights as English-Canadians in all several dictionaries or other references. Write parts of Canada your own definition, based on these sources. • did not want French-Canadians’ language Consult dictionaries for definitions of na- and educational rights reduced to those of tionalism. Also see the Glossary, pages non-English-speaking immigrant groups 426–29. • proposed that Canada take steps to be- come a bilingual nation b) Write a paragraph showing how French- • wanted Canada to have its own flag, offi- Canadian nationalism in the early 1900s cial bilingualism, and a foreign policy in- met the criteria of nationalism you have dependent from Britain identified.

124 MAKING HISTORY CHAPTER 3: REFORMS, RIGHTS, AND RAILWAYS See Historian’s Handbook, page 415 and b) What do you think causes poverty in soci- Skills Development Sheet 16: Planning a ety today? Make a list. Paragraph. The causes are the same as those in the an- 12. a) List the reasons why Canada needed more swer to 13 a), as well as family breakdown, railways in the early 1900s. drug abuse, lack of job opportunities.

• Farmers wanted new railway lines built c) What do your two lists tell you? What do as well as grain terminals and ports, in you think should be done about poverty order to break the CPR’s monopoly today? Share your findings and recommen- • Railway companies wanted government dations with the class. financial support to construct new Students should compare their lists on the transcontinental lines social conditions that caused poverty in the • Investors wanted to make money from early 1900s and those that cause it today, and railway bonds discuss their findings and recommendations • The Laurier government encouraged the with the class. building of new railway lines 14. Reread the arguments made by Adam Beck and b) Rank the reasons in order of importance. Be his supporters for public ownership of hydro ser- prepared to justify your ranking to the class. vices. Students should discuss the reasons given a) Apply these arguments to other industries above, and decide which of them were most today. Which industries might benefit from important and why. public ownership? c) Do you think that Canada needs more rail- ways today? Make notes outlining your opin- Gas, telephones, public transit, broadcasting ion and supporting ideas. Discuss your views b) What objections might be raised against with the class. public ownership of these industries?

Yes: Canada needs new railways to link up Public ownership gives governments a mo- different regions of the country. More rail- nopoly, enabling them to charge whatever ways would mean people would not use au- they want for the utility or service. The con- tomobiles so much, reducing pollution and sumer has no opportunity to find a cheaper or traffic. more efficient utility. Competition among different providers lowers costs to consumers No: Railways are not as important now as and improves quality of service. Government they were in the early 1900s. People and ownership increases taxpayers’ costs. goods travel more frequently by road or air. Shipping by truck costs less than shipping c) Choose one of the industries you have iden- by railway cars. Railways are costly to build tified. Make a balance (PMI) sheet to explore and run. Roads provide access to more com- the possibilities of public ownership of this munities that railways and air travel do. industry.

13. J.S. Woodsworth believed it was necessary to See Historian’s Handbook, page 411. alter the social conditions that led to poverty. Distribute Skills Development Sheet 12: Using a PMI (Plus Minus Interesting) Chart. a) Work with a partner to list at least three dif- ferent social conditions that caused poverty 15. a) Which attempts at social reforms during the in the early 1900s. early 1900s do you consider most important?

Low wages, alcoholism, poor housing con- Examples: formation of trade unions, cam- ditions paign to ban alcohol, efforts to win the right

MAKING HISTORY CHAPTER 3: REFORMS, RIGHTS, AND RAILWAYS 125 to vote for women, attempts to improve con- ing their opinions on it. Suggest that stu- ditions in Canadian cities. dents read the letters to the editor page in a major newspaper to get ideas. b) How might your viewpoint be different if you were one of the following? A farmer 17. Investigate the suffragist movement in Britain doing well economically, a farmer struggling and the United States in the early 1900s. How to make ends meet, a rich urban immigrant, did the goals and tactics of the women’s move- a poor urban immigrant, the head of a ment in these countries compare with those in Canadian corporation, a factory worker, a Canada? Prepare a report of your findings. rich and charitable individual working with the poor, a member of a Women’s Institute, Have students consult the school’s resource cen- a young woman about to marry. tre to find out more about the women’s suffrage movements in Britain and the United States at Students should consider what the likely this time, in order to compare them with Canada’s. viewpoints of each of these people would be. See the Historian’s Handbook, page 416.

c) Assume one of the roles above. Prepare to 18. a) Who owns and manages Ontario Hydro discuss social reforms with your classmates, today? What are some of the challenges and each in different roles. issues for providers of electricity today? Research the answers to these questions. Students should read the section of the chap- ter dealing with the social reform movement, Have students consult the school’s resource and use the information to help them pre- centre to find out more about Ontario Hydro pare for their role-playing exercise. today, or contact the organization itself at its Toronto headquarters, or via its Web site. d) Have students role-play the discussion. b) Debate the following resolution: “There is 16. a) Work in a group to discuss what each of the no longer any need for public ownership of following might have said about the North- hydro services in Ontario.” West Schools Question at the time: • French-Canadian student living on the Have students think about the advantages Prairies. Would have supported two school and disadvantages of public versus private systems (English and French) ownership of utilities such as hydroelectric • Eastern European immigrant student. power. Distribute Skills Development Sheet Would have wanted schools where his/her 21, Checklist: Debate. language was taught 19. Social work and urban planning both have roots • Scottish immigrant student. Would have in the early 1900s. Find out more about careers supported one English-only school system in one of these fields today. What qualifications • Teacher. Depends on which linguistic or do you need? What job opportunities exist? If cultural group he/she came from possible, interview a social worker or an urban • School superintendent. Would have sup- planner to find out more about the job. Prepare ported one English-only school system a career profile from your findings. b) Choose one of these individuals and write a letter to the editor from his or her point of Have students consult local social work and view, arguing your opinion on the question. urban planning groups, or universities or com- munity colleges where these courses are offered, Have students read the section of the chapter to find out more about these career options. dealing with the North-West Schools Question and use the information to help them write their letters to the editor argu-

126 MAKING HISTORY CHAPTER 3: REFORMS, RIGHTS, AND RAILWAYS ESL ACTIVITY SHEET ANSWERS (See Chapter 3: ESL Activity Sheet.) Question 1: a) pioneer: a settler in early Canada b) reformer: one who wants to change things c) demonstrating: attending a march or a public gathering d) strike: to refuse to work e) act: a law, a decision made by government f) welfare: government financial support g) promising: not doing well now, but likely to in the future h) pledges: promises, vows i) rights: political rights j) campaign: promote a cause Question 2: a) social reform b) privately owned c) Methodists d) founding peoples e) take it for granted f) constitutional rights g) backing a plan h) public school system

MAKING HISTORY CHAPTER 3: REFORMS, RIGHTS, AND RAILWAYS 127 Name: ACTIVITY SHEET 3–1

For use with activity 4, page 40.

Reasons Effects

128 © Prentice Hall Canada. Making History: The Story of Canada in the 20th Century. Permission to reproduce restricted to purchasing schools. Name: ACTIVITY SHEET 3–2

For use with activity 9, page 40, North-West Schools Question.

Position

Clifford Sifton Wilfrid Laurier Henri Bourassa

© Prentice Hall Canada. Making History: The Story of Canada in the 20th Century. Permission to reproduce restricted to purchasing schools. 129 Name: CHAPTER 3

ESL ACTIVITY SHEET

1. Look these words up in a dictionary, and find at least two meanings for them. Which meaning is used in your book? Are there more meanings?

a) pioneer (page 32)

b) reformer (page 29)

c) demonstrating (page 29)

d) strike (page 29)

e) act (as in BNA) (page 34)

f) welfare (page 28)

g) promising (page 36)

h) pledges (page 30)

i) rights (page 35)

j) campaign (page 29)

2. Fill in the blanks, using these words:

take for granted (page 31) social reform (page 28) public school system (page 35)

backing a plan (page 38) constitutional rights (page 35) privately owned (page 39)

Methodists (page 29) founding peoples (page 35)

a) Changing the way the government helps people is called ______.

b) If the government owns something, it’s publicly owned. If a person (or people) own it, it’s ______.

c) The ______are Christians.

d) Canada has two ______, the French and the English.

e) When we assume something will always be there to use when we want it, we ______.

f) Our ______are the same as our political rights in Canada.

g) If you think something is a good idea, and decide to help the idea work, you are ______.

h) The ______is run by the government. All children can at- tend school for free, and education is paid for by taxes.

130 © Prentice Hall Canada. Making History: The Story of Canada in the 20th Century. Permission to reproduce restricted to purchasing schools. Chapter 4 A GROWING COLONY

CHAPTER OVERVIEW This chapter deals with Canada’s involvement with Britain and the United States, and the major events and developments that shaped our relationship with these two coun- tries in the early 1900s. It discusses the divergent views of Canadians regarding Canada’s role as part of the British Empire and its relationship with the United States, which had growing economic and political influence. The chapter covers events and issues that de- termined both Canada’s relationship with Britain and the United States and the future direction of Canadian politics and society: the Boer War, the Naval Issue, the Alaska Boundary Dispute, reciprocity, and the election of 1911. Finally, it brings to a close the unit on the Laurier era in Canadian history, with the defeat of Laurier’s government in 1911.

THEMATIC PATHWAYS

Key Themes Text Activity Academic Applied Pages Page Number

English-French Relations 42–49 45 4 *

49 1, 2, 3, 4 *

55 5, 6, 7, 10, 12, * 13, 14

Canadian-American Relations 49–54 50 Fig. 4–7 *

51 1 * *

2, 3, 4, 5 *

53 Parallels * Through Time

55 1, 3, 4, 6, 7, 11, 14 * *

2, 5, 10 *

56 15, 16, 18, 19 * *

Using the Canadiana Scrapbook Series The Canadiana Scrapbook Series can be used to supplement the text. Teachers of Applied Students, in particular, may find it useful to substitute sections of the text they do not wish to cover in detail with sections from the Scrapbooks. For relevant sections of this chapter of the text, see the Scrapbook A Nation Beckons, pages 46–47.

131 ASSESSMENT AND EVALUATION TOOLS Activity Suggested rubrics, scoring guides, and checklists

Page 51, Emerging Historian: Identifying Viewpoint Analyzing Sources: Generic Rubric 2 Pages 55–56, Chapter Activities Understand and Organize 1–3 No formal evaluation instrument 4 Checklist-Assessing Notes: Skills Development Sheet 10 5 No formal evaluation instrument 6, 7 Checklist-Assessing Notes: Skills Development Sheet 10 Analyze and Evaluate 8–10 No formal evaluation instrument 11 Writing-in-Role: Generic Rubric 13 12–14 No formal evaluation instrument Research and Communicate 15 Formulating Questions (Academic): Generic Rubric 5 16 Checklist-Poster: Skills Development Sheet 23 Using a Display: Generic Rubric 19 17 Writing-in-Role: Generic Rubric 13 Adapt Role Play: Specific Evaluation Sheet Unit 4–1 18 Using a Display: Generic Rubric 19 Contributing to a Group Task: Self-Assessment Sheet 2 Group Project: Self-Assessment Sheet 4 19 Essays (Academic): Generic Rubric 9 Essays (Applied): Generic Rubric 10 Checklists- Essay and Essay Format: Skills Development sheets 18 & 19 20 Analyzing Sources: Generic Rubric 2 21 Adapt Remembrance Day Program: Specific Evaluation Sheet Unit 4–3

132 MAKING HISTORY CHAPTER 4: A GROWING COLONY ACTIVITY NOTES AND b) Clementina Fessenden ANSWERS Clementina Fessenden, who lived in Hamilton, Ontario, was a Canadian imperi- (Notes in square brackets are additional information alist who promoted the idea of creating a spe- not found in the textbook. They are included for cial school holiday honouring Queen Victoria teacher information.) and the British Empire. Held on the Monday preceding May 24, the queen’s birthday, it Page 43, Figure 4–1: Making generalizations was celebrated for the first time in 1899, the Write a sentence describing the extent of the British year the Boer War began. Empire at the turn of the century. c) Goldwin Smith The British Empire was the largest colonial empire in the world at the turn of the century, ruling large areas Goldwin Smith, a British-born professor who of North America, Africa, Asia, and Australia con- moved to Toronto in 1871, was Canada’s taining many millions of people. leading continentalist who supported the idea of Canada’s joining the United States. Page 45 He thought the United States had a more de- mocratic society than Britain, and that 1. In your own words, define Canadians would benefit from being part of a) British Empire it. He also thought it made more sense to unite people from north to south, over re- The British Empire was a title used to refer to gions with common geography and the territory under British rule at the turn economies rather than from east to west as of the century. The colonies included do- Canada was. minions, which had their own governments. 3. What was the Imperial Preference policy? b) dominion The Imperial Preference policy was a special trade A dominion meant a British colony like relationship between Canada and Britain that Canada that had its own government, but would allow British goods to enter Canada with was not completely independent, especially lower tariffs than goods from other countries. concerning its relations with other countries. 4. In a three-column organizer, summarize the c) imperialism views of Canadian imperialists, nationalists, and continentalists. What conclusions can you Imperialism is the process of empire-building, draw? or taking control of overseas territories, by European countries such as Britain. These Distribute Activity Sheet 4–1 provided for this countries wanted to have colonies in Africa activity. and Asia, which could supply them with valuable resources and purchase manufac- Imperialists tured goods from the colonizer. • people with British roots who supported closer ties with Britain 2. Identify: • they viewed the Empire as an exclusive club that offered trade opportunities to Canada a) Queen Victoria • they supported the Imperial Preference policy Queen Victoria ruled Great Britain and the that would allow British goods to enter Canada Empire. In 1897 she celebrated her sixtieth with lower tariffs anniversary as queen, and died four years • they thought of themselves first as British sub- later. She was very popular [and reigned jects [and only second as Canadians] longer than any other British monarch]. • they thought close ties with Britain would weaken the influence of the United States, whose values they disliked

MAKING HISTORY CHAPTER 4: A GROWING COLONY 133 • they thought that Canada should contribute cially happy. Conditions for the wounded Canadian taxes and even troops for the protection of the soldiers appear to be fairly basic, because they are Empire camped in a field hospital with tents whose ropes are visible in the photo. Their wounds are bandaged. Nationalists • many were French-Canadian descendants of Page 48, Figure 4–6: Expressing ideas early settlers who saw themselves more as How did this poster aim to attract people? Support Canadiens than as British subjects your view with references to the images as well as • they thought that Canada should be more in- the words you can make out. dependent of Britain and gain more control over its affairs This poster aims to attract young men and boys to • they remembered with bitterness the conquest join the new Canadian Navy. It appeals to their sense of their people by Britain in 1763 of adventure and desire to serve their country in dif- ferent parts of the world. The pictures included in Continentalists the poster show sailors involved in tasks such as op- • a small group of Canadians who wanted erating a searchlight, sending signals, landing from a Canada to join the United States small boat, and preparing to fire a ship’s cannon. The • they agreed with Americans who thought they poster states that the Canadian Navy “presents great had a “manifest destiny” to rule all of North attractions to men and boys.” It also requires that America, including Canada “only strong, healthy and well-educated men and • some believed that the United States was a boys are required, and they must be of good charac- more democratic society than Britain and that ter.” In the centre of the poster there is a picture of Canada would benefit from joining it the H.M.C.S. Rainbow, one of the two battleships • some had racist views believing that one ad- in the Canadian fleet at that time. At the bottom of vantage of union with the United States was the poster, there are notices for specific positions that it would overwhelm French Quebec available in the navy, such as seaman first class, Conclusions stoker, and some trades. This information would ap- We can draw the following conclusions: peal to young men in Canada who were looking for • most people of British descent, especially re- employment or a way to acquire job skills. The poster cent arrivals, supported imperialism makes a career in the navy seem very appealing, for • French-Canadians who had deep roots in both practical and patriotic reasons. Quebec and other parts of Canada tended to be nationalists Page 49 • few supported continentalism at this time and most of those who did were in English Canada 1. a) The Boer War was fought between Britain • imperialists, nationalists, and continentalists and the Afrikaaners, or Boers, the descen- had strongly divergent views about the direc- dants of Dutch settlers in South Africa. The tion Canada should take in the new century Boers did not want to remain under British • Laurier and his government would find it dif- rule, especially after gold and diamonds had ficult to balance the differing interests of these been discovered in their territories. Conflict groups and to be part of the British Empire broke out when Britain attempted to impose without being bullied by Britain or offending stricter authority over the Boers. Britain’s French-Canadians [or continentalists] Colonial Secretary, Joseph Chamberlain, asked Canada to send troops to help it fight the Boer War. Prime Minister Laurier was Page 47, Figure 4–5: Gathering information caught between the pressures of English- What can you tell about people’s attitudes and the Canadian opinion, calling for Canada to help conditions in South Africa from this photograph? its mother-country, and the French-Canadian The people in the photo seem cheerful and smiling, view that the war had nothing to do with despite the fact that the soldiers are all wounded, Canada. some severely. The nurse, Minnie Affleck, is espe-

134 MAKING HISTORY CHAPTER 4: A GROWING COLONY b) By the early 1900s, the rising military power ists supported the Boers who were trying to of Germany was becoming a matter of great prevent the British from taking over. They did concern to Britain. Up to that time, Britain’s not want to support “British justice” because naval fleet was by far the strongest in the they had been denied justice in regard to the world, and Britain relied on it to defend its Manitoba Schools Question. As well, national- far-flung colonial empire around the world. ists thought that Canada was being asked to As Germany began to build its own navy, contribute its soldiers to a war being fought for Britain strengthened its fleet by construct- British imperialist and economic interests, and ing the HMS Dreadnought, a new kind of they wanted to have no part in it. battleship with bigger guns and more pow- 4. In a chart, show Laurier’s options, decisions, and erful armour. Soon after, Germany started consequences of those decisions for a) the Boer to build similar ships, and the naval race was War and b) the naval crisis. on. In 1909, at a special Imperial Conference, British officials asked Canada and the other Distribute Activity Sheet 4–2 provided for this dominions to contribute funds to help pay activity. the cost of naval construction. Sir Wilfrid Laurier was reluctant to commit Canada to a) Boer War this plan. Options 2. Explain Henri Bourassa’s view of British impe- i) Send Canadian troops to help Britain rialism. fight ii) Stay out of the war altogether Henri Bourassa was opposed to British imperial- iii) Permit the raising of volunteer regiments ism, and he regarded it as a serious potential that would fight as part of the British threat to Canada’s peace, security, and indepen- forces, not as Canadians dence. As a French-Canadian nationalist, he had iv) Inform Britain that any Canadian assis- no particular emotional ties to Britain. Moreover, tance was not to be considered as a prece- he regarded it as hypocritical that Canadians dent for future wars could be asked to fight in other countries in order to defend “British justice,” while French-speak- Decisions ing people in Canada had been denied the right to Laurier decided on iii) and iv) send their children to schools where they would Consequences be taught in that language. He regarded British • Laurier’s compromise solution did not imperialism as a “lust for land-grabbing” and really please either English- or French- military domination, and he charged that Britain Canadians only valued her colonies like Canada for the sol- • For the English, it was too little, but for diers and other military assistance they could the French it was too much provide in time of war. • Laurier lost the valuable support of his 3. Summarize the views of Canadian imperialists Quebec ally, Henri Bourassa, over this and nationalists on the Boer War. issue • Riots broke out between pro- and anti-war Canadian imperialists strongly supported the factions in Montreal in 1900 idea that Canada should send troops to help fight • Britain did take Canada’s support for the the war and should support the Empire. They re- Boer War as a precedent when World War I garded those Canadians who disagreed with them broke out in 1914 as disloyal traitors who were not grateful for the benefits of British rule that Canada enjoyed. b) Naval Issue When the Boer War broke out in South Options Africa, nationalists strongly opposed sending i) Contribute financially to Britain’s naval Canadian troops to help Britain fight it. As a construction program conquered people, French-Canadian national-

MAKING HISTORY CHAPTER 4: A GROWING COLONY 135 ii) Create a small Canadian navy that could Canada is a small but growing colony, and d) be put at Britain’s disposal in time of war Canada does not have the treaty-making power iii) Do nothing, because Canada did not need to handle its own affairs. Laurier suggested that a navy since no foreign power threatened Canada ask the British Parliament to give Canada its coasts more powers to manage its foreign relations.

Decisions 2. Distinguish between fact and opinion in these Laurier decided on ii) extracts. List three facts that can be gathered, and three examples of opinions. Consequences • Another compromise solution that satis- Facts fied neither French- nor English-Canadians • The United States is a great and powerful na- • French-Canadian nationalists like Henri tion, while Canada is only a small, but grow- Bourassa criticized Laurier for creating a ing colony (Laurier). navy that would automatically fall under • Canada’s relations with Britain and the United Britain’s control when war broke out States will be affected by the Alaska Boundary • English-Canadians like Robert Borden at- settlement (Manitoba Free Press). tacked Laurier’s small Canadian navy as • Lord Alverstone and Messrs. Root, Lodge, and a “tin-pot navy” that would be too weak Turner were the judges who ruled against to serve any real purpose in the event of Canada in the Alaska Boundary settlement war (Toronto News). • Laurier’s Naval Service Bill was passed into law, but the new ships it called for Opinions were never built • The Americans are very grasping in their na- • Laurier lost the 1911 election, partly over tional actions and are determined on every oc- the naval issue, and Canada had only two casion to get the best in any agreement old cruisers in its fleet when World War I (Laurier). broke out in 1914 • Canadians will accept the statement of their representatives that their interests were sac- rificed; resentment will affect the attitude of Page 50, Figure 4–7: Using evidence Canada toward the United States and Britain From the map, explain how the Canadian claim (Manitoba Free Press). would have allowed easier access to Dawson City. • Lord Alverstone went too far in his ruling and The Canadian claim would have allowed easier ac- favoured the United States (Toronto News). cess to Dawson City because it would have given 3. Suggest the purpose of each extract. Canada control of the port of Skagway through which travellers had to go to reach the Yukon. • Laurier’s speech indicates that he wants to press Britain to grant Canada more power over Page 51, Emerging Historian: Identifying its foreign affairs so that a similar incident Viewpoint can be avoided in the future. He may have been trying to protect the government or 1. List four reasons given by Prime Minister Laurier paving the way for approaching Britain. for what happened in the Alaska Boundary • The Manitoba Free Press editorial protests the Dispute. What solution did he suggest for deal- decision and may have been made to support ing with similar problems in the future? a more nationalist view of Canada; it states Laurier’s reasons for what happened in the Alaska that Canadians are angry over the settlement, Boundary dispute were: a) the United States is because their interests were sacrificed to the ambitious, “a grasping power,” b) that the United Americans. As a result, Canada’s relations States is determined “to get the best in any agree- with both Britain and the United States will be ment,” c) the United States is a great power, while negatively affected.

136 MAKING HISTORY CHAPTER 4: A GROWING COLONY • The Toronto News’ extract is a humorous, 5. Predict which of the views of future develop- imagined conversation between Canada and ments were likely to materialize. Watch for ev- the British and American judges on the Alaska idence as you go through this textbook. Boundary Tribunal, in which Canada has to ask Lord Alverstone and the three Americans The Canadian government would try to persuade for permission to keep breathing. This satiri- Britain to grant it more power over foreign af- cal comment could have been intended to show fairs. Resentment over aggressive American poli- the condescending or snobbish attitude of both cies would grow, along with suspicions that the countries toward Canada. The word “tempo- United States wanted to take over Canada. rary” could also be a warning that the US might Canadians would be less trusting of Britain to try to take over more Canadian territory. take their side in international disputes.

4. a) Hypothesize on how President Roosevelt Page 52, Figure 4–8: Gathering information might have responded to the opinions voiced Whose picture is on the coin? Compare this coin to in these sources. a modern penny. What similarities and differences do you see? President Theodore Roosevelt would have dismissed Laurier’s criticism of the “Heads” Americans as a grasping nation, and would Similarities claim that as a great power the United States • Image of monarchs on both was entitled to the most favourable land- • An inscription around the monarch’s head claim settlement over Alaska. He would have told the editors of the Manitoba Free Press Differences that their quarrel was really with Britain, not • The older one shows the head of King Edward the United States, since the British judge on VII, who reigned from 1901 to 1910. the tribunal had sided with the Americans. • A modern Canadian cent has the head of Queen He would have reacted angrily to the satiric Elizabeth II, the current reigning monarch. [She comments of the Toronto News, claiming began her reign in 1952 and is the great-grand- that the United States had no hostile inten- daughter of Edward VII.] tions toward Canada, and was only protect- [Both rulers appear on Canadian coins because ing its interests over Alaska. Canada has a parliamentary system with a monarch as the official head of state. Edward was king of b) What effect do you think the Canadian re- Canada and Elizabeth is queen of Canada.] action to the dispute might have had on • King Edward wears a crown and Queen shaping Canada’s identity? Elizabeth, a tiara. • The 1908 penny has a Latin inscription around Because of the Alaska Boundary Dispute, the king’s head that can be translated as Canadians would have realized that they “Edward VII, by the grace of God, King and could not automatically count on Britain to Emperor.” [This reflected his title as both king use its position as a world power to protect of Great Britain and its colonies, and emperor of Canada’s interests, especially against threats India.] from the United States. Support for Canadian • Today’s inscription is Latin and reads and trans- nationalism would have grown, as more lates as “Elizabeth II” and “By the grace of God, Canadians recognized that their government Queen.” [Queen Elizabeth’s father, King George had to stand up for the country’s interests. VI, dropped the title of Emperor of India when Canadian reaction likely gave the govern- that country became independent in 1947.] ment support in pressing Britain to grant Canada more power over its relations with other countries.

MAKING HISTORY CHAPTER 4: A GROWING COLONY 137 “Tails” Canada over the Alaska boundary. He in- Similarities formed Britain that if the judges’ ruling went • Both have maple leaves, the date, and the de- against the United States, he would send nomination of the coin (a cent). troops to Alaska.

Differences b) Lord Alverstone • The 1908 penny has a motif of maple leaves in- Lord Alverstone was the British judge on the tertwined with a vine around the outside. In the Alaska Boundary Tribunal. He had the de- middle are the words “ONE CENT 1908” encir- ciding vote, and sided with the Americans cled by a thin raised line. in their claim that the Lynn Canal should be • Today’s cent has two maple leafs, the largest fea- on their side of the border. Canadians were ture, with “1 CENT” above the leaves, the word very angry with him for sacrificing our in- “CANADA” curved along the edge under the terests to the Americans. leaves, and the date of the coin to one side. Around the edge is a pattern of tiny dots. 2. Describe in a narrative paragraph why Canada challenged the border with Alaska. Page 53: Figure 4–9: Identifying viewpoint Who is holding the cow’s rope? Who is Sam? What is The Canada-Alaska boundary became a major the message of this cartoon? issue after gold was discovered in the Klondike region of the Yukon in 1897 and thousands of Prime Minister Laurier is holding the cow’s rope. prospectors began to travel to the gold fields. The message of the cartoon is that Laurier is will- Canada wanted more control of the route to its ing to give Canada’s resources to the Americans, rep- territory. Before this, the border had not been resented by (Uncle) Sam, who is waiting on the other clearly defined. In 1867, the United States had side of the fence. This cartoon was critical of Laurier’s purchased Alaska from Russia. The new support for a reciprocity treaty with the United States American territory included a strip of land run- in the 1911 election. ning down the Pacific Coast known as the [Free trade is still a controversial issue. Today “Panhandle,” which bordered British Columbia. Canadians debate the relative benefits and drawbacks In 1825, Russia and Britain had agreed that the of the 1989 Free Trade Agreement with the United border should follow the chain of mountains run- States, and of the 1994 North American Free Trade ning down the coast. But it was not clear how far Agreement with that country and Mexico. Some peo- inland the Panhandle went. When British ple believe that the arrangements have benefitted Columbia joined Canada it had asked Britain to the Canadian economy by expanding our market for clarify the border, but Britain did not do so. exported goods and making Canadian industries more Canada also wanted the financial benefits for its competitive. Others think that the Agreement has citizens. To get to the Klondike, prospectors and hurt Canada by reducing jobs and weakening our others travelled up the Pacific Coast to the port control over our natural resources.] town of Skagway, at the head of the Lynn Canal, which both Canada and the United States Pages 55–56 claimed. However, the United States had taken possession of it. As a result, Canadian merchants Identify and explain the importance of 1. who took supplies to the miners had to pay a) Theodore Roosevelt American duties, and those taking out gold were charged a duty. Even after the gold rush ended in Theodore Roosevelt became president of the 1898, mines and railways were still being devel- United States in 1901 and was ready to use or oped in the region so the question of who owned threaten to use force in order to advance the route had to be settled. Canada also wanted to American interests in issues like the Alaska establish law and order under the orderly control Boundary Dispute. He made sure that the of the North-West Mounted Police, rather than American judges appointed to rule on the the rougher style of the American frontier. dispute would oppose any compromise with

138 MAKING HISTORY CHAPTER 4: A GROWING COLONY 3. How did Theodore Roosevelt show what he war, Laurier was prepared to pay for the meant when he said, “Speak softly and carry a equipment and transportation of 1000 vol- big stick”? unteers. In all, more than 7000 Canadians enlisted. When Britain asked Canada to con- President Roosevelt told Canada and Britain what tribute money to build dreadnoughts, Laurier he wanted and backed it up with a threat to use compromised and supported the building of force to get his way over the Alaska Boundary a Canadian navy that could be put at Britain’s Dispute if the tribunal ruled against the United disposal in the event of war. States. b) “French Canada ignored the British Empire 4. Make an organizer on the Alaska Boundary and Canada’s role in it.” Dispute, summarizing in point form. French Canada was very aware of the British The Canadian Claim a) Empire and Canada’s place in it, but most The boundary between the Alaska Panhandle French-Canadians opposed imperialism. They and Canada should run close to the Pacific wanted Canada to become more independent Coast, and the town of Skagway at the head from Britain, and opposed Canadian entry of the Lynn Canal should be in Canadian ter- into conflicts like the Boer War, which they ritory. did not believe were of any concern to this country. Their opposition strengthened the b) The Canadian Defence nationalist sentiments in Quebec.

Canada has a right to possession of Skagway c) “The Alaska Boundary Dispute showed as the main access port to the Klondike gold many Canadians that more independence fields because the fields are in Canada. from Britain was necessary.”

c) The American Claim and Defence Many Canadians were angry over Britain’s unwillingness to support Canada’s position in The boundary between the Alaska Panhandle the Alaska Boundary Dispute, and so and Canada should run deep inland, and the favoured a greater degree of independence. town of Skagway at the head of the Lynn This attitude made it possible for Laurier’s Canal should be in American territory. government to take steps of independence The United States has a right to posses- such as starting to mint coins in Canada in sion of Skagway and is prepared to use force 1908 and establishing a Canadian to back up its claim. Department of External Affairs in 1909. d) Lord Alverstone’s Decision d) “Living next door to the United States has The boundary between the Alaska Panhandle proved to be challenging for Canadians and and Canada should run between the the Canadian government.” Canadian and American claims, but Skagway The Alaska Boundary Dispute and the 1911 and the head of the Lynn Canal will be part issue of reciprocity (free trade) showed that of Alaska. living next door to the United States had 5. Find evidence from this chapter to support or proven to be challenging for Canadians and disprove each of the following statements: the Canadian government. During the Alaska Boundary Dispute, US president Theodore a) “Sir Wilfrid Laurier was a nationalist who Roosevelt threatened to use force if he did seldom supported Britain.” not get his way and the decision went against Canada. While Canadian farmers supported Laurier was a nationalist who wanted Canada free trade, business people in Ontario and to gain more control over its own affairs, but Quebec opposed it and this divided the coun- it is not the case that he seldom supported try. In addition, American political leaders Britain. Even though French-Canadian na- like “Champ” Clark publicly stated that they tionalists opposed any participation in the

MAKING HISTORY CHAPTER 4: A GROWING COLONY 139 wanted to see the day when the American Choices Facing Laurier flag would fly over Canada. The division over • Laurier could authorize the sending of reciprocity lead to Laurier’s defeat. Canadian troops to help Britain, and make English-Canadians happy e) “Freer trade with the United States has long • Laurier could tell Britain that Canada was been a controversial issue in Canada.” not participating in the Boer War, and The issue of free trade with the United States make French-Canadians happy has been controversial throughout Canadian Laurier’s Decision history. In the elections of 1891 and 1911, • Laurier proposed a compromise in which most voters opposed reciprocity, or freer trade the government would pay for the equip- with the United States. The Liberals under ment and passage of 1000 Canadian vol- Wilfrid Laurier, who supported free trade, unteers to join the British army in South lost both elections to the Conservatives, who Africa opposed it. In 1988, another election was • This compromise was not to be consid- fought on the issue of free trade. This time ered a precedent for future Canadian sup- the Conservatives under Brian Mulroney sup- port for Britain’s overseas wars ported the idea, while the Liberals and NDP opposed it. The result was also different, be- Consequences for Laurier cause the Conservatives won the election • Neither English- nor French-Canadians and introduced the Free Trade Agreement were happy with Laurier’s compromise (FTA) with the United States. It should be • English-Canadians accused Laurier of not noted, though, that more Canadians voted supporting Britain strongly enough and for the two opposition parties opposing free imperialists condemned the French- trade than for the Conservatives, who won Canadians as traitors the election because the Liberals and NDP • Laurier lost the support of Henri Bourassa, split the anti–free trade vote. Since the FTA an influential Quebec member of parlia- was introduced in 1989, Canadians have con- ment, who broke with him over the Boer tinued to debate the advantages and disad- War and became a powerful opponent vantages of this idea. This debate resurfaced • French-Canadians thought that the gov- in 1992 when Canada, the United States, and ernment had given into the English ma- Mexico signed the North American Free jority and were angry that Parliament had Trade Agreement (NAFTA), and in 1994 not been allowed to debate the issue and when it came into effect. that the Conservative leader seemed to argue against the war when in Quebec and 6. Make an organizer that summarizes the role of against Quebec when in Ontario Sir Wilfrid Laurier in the following. • Violence erupted in Montreal for three Distribute Skills Development Sheet 14, Using a days between pro-war English-Canadians Cause and Effect Organizer. and anti-war French-Canadians

a) Boer War b) The Naval Debate Problem Problem • Britain asked Canada to send troops to • Britain was worried about Germany’s help fight the Boer War in South Africa growing naval power, and asked the do- • English-Canadians wanted Canada to send minions to contribute funds for the con- troops to help Britain struction of new dreadnought battleships • French-Canadians opposed sending troops • Laurier did not want to give money to to fight the Boer War Britain to help build a navy • Laurier was caught between the two sides Choices Facing Laurier • Laurier could agree to contribute money to Britain’s naval program, making English-Canadians happy

140 MAKING HISTORY CHAPTER 4: A GROWING COLONY • Laurier could refuse to contribute money Laurier’s Decision to Britain’s naval program, making French- • Laurier pressed Britain to grant Canada Canadians happy more control over its foreign affairs

Laurier’s Decision Consequences for Laurier • Laurier proposed a compromise, the Naval • Canada established its own Department Service Bill, whereby Canada would build of External Affairs in 1909 a small navy under Canadian command • The Alaska Boundary Dispute did not hurt that could be put at Britain’s disposal in Laurier politically, because his Liberals the event of war were re-elected in 1904 and 1908 • Because of the controversy surrounding d) The Reciprocity Debate the Naval Service Bill, no Canadian ships Problem were built. Instead, two old British vessels • Laurier believed that most Canadians were sent to Canada for training purposes would support reciprocity, or free trade, Consequences for Laurier with the United States • English-Canadian imperialists scorned • His trip to the West in 1910 led him to con- Laurier’s small fleet as a “tin-pot navy,” clude that farmers wanted reciprocity; they and supported making a financial contri- wanted to move goods between Canada and bution to Britain’s naval-building program the United States without duties • French-Canadians opposed a Canadian • Farmers in other provinces supported it navy because they feared it would come • Laurier miscalculated the strength of his under Britain’s control in the event of war, support. Strong opposition developed and Canadians would lose their lives fight- among business people in Ontario and ing a war that was none of their concern Quebec because they feared American • Laurier and the Liberals lost the election of competition 1911, which was fought on the issues of • The Conservatives started a filibuster in the Naval Service Bill and reciprocity Parliament so the issue could not be de- bated fully and come to a vote The Alaska Boundary Dispute c) • Laurier had to dissolve Parliament and call Problem a federal election in 1911 on the issue of • Canada and the US disagreed over the reciprocity boundary of the Alaska panhandle, terri- • Some American political leaders supported tory that bordered British Columbia the reciprocity bill as the first step in • The issue was decided in a tribunal set up Canada’s eventual union with the United by the US and Britain, which handled for- States eign policy for Canada • Canada counted on Lord Alverstone, the Choices Facing Laurier British judge on the tribunal, to support • Laurier could campaign on reciprocity, its claim against the Americans hoping that he would win enough support • The US put judges on the tribunal who among farmers and others who thought it would not agree to a compromise was a good idea and be re-elected • The US pressured Britain to agree to its • Laurier could abandon the idea of reci- claim procity because of the opposition it had • Lord Alverstone sided with the Americans, aroused among business and other influ- and Canada lost its claim ential groups

Choices Facing Laurier Laurier’s Decision • Laurier could have said nothing, and qui- • Laurier campaigned in 1911 in favour of etly accepted the decision of the tribunal reciprocity, and tried to persuade • Laurier could have denounced Britain for Canadians that it would be good for siding with the Americans against Canada Canada’s economy and demanded total freedom

MAKING HISTORY CHAPTER 4: A GROWING COLONY 141 Consequences for Laurier inated by Britain and not an independent • The Conservatives under Robert Borden country on its own. defeated Laurier in the 1911 election on 9. Reread the description of ways to celebrate the reciprocity issue Empire Day (see page 45). What aspects of im- • Laurier was never again prime minister of perialism are evident in the extract? Canada Imperialism is evident in the focus of the day. 7. Construct a web diagram that shows connec- tions between the Boer War, the naval debate, In the morning, the teacher would talk to the the Alaska Boundary Dispute, and the reci- students about the extent and resources of the procity issue. British Empire, and why it was a good thing for Canada to be a part of it. Teachers emphasized See Historian’s Handbook, page 409, for ideas on the connections between the two countries by how to make a web diagram. reading from British and Canadian authors and talking about common historical events. The How would Britain have benefitted from 8. a) aim was for teachers to emphasize patriotism for Chamberlain’s proposals at the Colonial Canadians, which meant support for Britain and Conference of 1897? its empire, rather than loyalty to Canada alone. At the 1897 Colonial Conference, Joseph Suggestions for the afternoon celebrations in- Chamberlain, minister in charge of colonies, cluded patriotic recitations, songs, readings, and called on Canada and the other self-govern- speeches with the raising of the British flag or ing colonies to play a greater role in helping the Canadian Ensign. The latter indicated that to defend and pay for the costs of the British imperialists saw the two as equal. Empire. If the dominions had agreed, Britain 10. A thesis is a statement of an argument that you would have had more help, both financial intend to prove with arguments and references to and military, in maintaining her vast empire. historical events. (See Historian’s Handbook, b) What were the advantages to Canada? page 404.) What is a thesis that could be stated for each of the following? The advantages for Canada were that it would be part of a big empire, and not just a a) Laurier and his handling of Canada’s rela- small country on its own. As part of the tions with Britain and the United States British Empire, Canada would benefit eco- Laurier tried to handle Canada’s relations nomically and be sure that Britain would pro- with Britain and the United States in a way tect it against any other country, especially that would not antagonize either English- or the United States. English-Canadian impe- French-Canadians by proposing compromises rialists in Canada would be happy and proud designed to please both groups. that their country was part of such a large and powerful empire. b) The role of the Empire in the Canadian iden- tity c) What were the disadvantages? The British Empire was an important force in The disadvantages were that Canada would shaping Canada’s identity at the turn of the not gain more independence from Britain, century. Differences in attitudes toward being but would become more strongly connected a part of the Empire moved Canada toward to Britain. Canadians would have to fight in independence. wars alongside Britain anywhere in the world, even if Canada’s own interests were not af- c) The impact of foreign relations on French- fected. Britain would dominate Canada, and English relations inside Canada Canada would have little or no say in its for- Foreign relations had a very serious impact eign affairs. French-Canadians would be very on English-French relations inside Canada. unhappy that Canada was being more dom- English- and French-Canadians disagreed

142 MAKING HISTORY CHAPTER 4: A GROWING COLONY strongly over issues like the Boer War and Canadian economy, and might result in the the naval dispute, which weakened national Americans taking over our country. Some of unity and helped to bring down Wilfrid their leaders have already said they hope this Laurier’s government. will happen some day. In the past, I’ve sup- ported Wilfrid Laurier and his Liberals because Assume you are a Canadian voter in 1911. How 11. I thought their policies helped promote the would you vote in the federal election? Explain economy, but no more. I intend to do every- your views in a paragraph or two. thing I can to make sure that reciprocity is de- Suggest that students write in role. (The follow- feated in the 1911 election, and I plan to tell ing answer covers two points of view. You can my workers that if they vote for the Liberals, give the students help with this format using they might as well forget about coming to Generic Rubric 13, Writing-in-Role, or you can work the next day, because there won’t be any use it for evaluation.) more jobs for them in my factory. As a Western farmer, I intend to vote for 12. a) Find evidence in these chapters to support Wilfrid Laurier’s Liberals because I support a the view that Laurier favoured “middle-of- reciprocity treaty with the United States. For the-road” solutions. years, people like me have had to pay high prices for farm machinery made in eastern Laurier favoured “middle-of-the-road” solu- Canadian factories, because high tariffs kept tions to the following problems: i) the out cheaper American products. At the same Manitoba Schools Question, ii) the Boer War, time, we cannot sell our wheat to the and iii) the Naval Issue. All of his solutions Americans because of their import duties, and were compromises designed to appease both we have no say over what price it would get. sides in the disputes. In order to resolve the John A. Macdonald’s National Policy was a Manitoba Schools Question, Laurier proposed good thing for the East, but did nothing to help that classes in languages other than English farmers like me in the West. In 1910, when be available where enough students and par- Prime Minister Laurier visited our province, ents wanted them. As for religious instruc- we told him that his government should nego- tion, he suggested that it could take place tiate a free-trade agreement with the United after the regular school day. His solution to States. Now that he’s done that, I’ll give him the divisions caused by the Boer War was to my vote in the 1911 federal election. I just pay to send a volunteer force of Canadian hope that people in the East will understand troops rather than regular troops to fight that reciprocity could be a good thing for alongside Britain in South Africa; the gov- Canadians from coast to coast, and not be ernment said that this commitment to pay scared off by the big business campaign against for volunteers was not to be taken as a prece- the idea. dent for future conflicts. His proposed solu- I am an Ontario businessman and factory tion to the controversial Naval Issue was to owner, and I’m very worried about Prime establish a small, independent Canadian navy Minister Laurier’s idea of reciprocity with the that could be put at Britain’s disposal in the United States. For this reason, I plan to vote for event of war. He did this instead of con- Robert Borden’s Conservatives, because they tributing funds to build British dreadnoughts. have promised “No truck nor trade with the b) Explain which groups were not satisfied with Yankees” if they are elected. Reciprocity these solutions and why. would mean that businesses like mine would be wiped out if tariffs disappeared, because we None of Laurier’s “middle-of-the-road” so- could not compete with cheaper American lutions to these problems really satisfied the manufactured goods that would flood the groups involved in the disputes. French- Canadian market. The workers I employ would Canadians were angry that Laurier’s resolu- lose their jobs. Bosses and workers may dis- tion to the Manitoba Schools Question agree on some issues, but we’re on the same reduced their linguistic and educational side on this one. Reciprocity would hurt the

MAKING HISTORY CHAPTER 4: A GROWING COLONY 143 rights to the status of any recently-arrived to the mother-country. Despite the strong sup- immigrant group in that province. Both port of many English-Canadian imperialists for a English-Canadian imperialists and French- close connection, Laurier resisted, and in so doing Canadian nationalists were opposed to won the endorsement of both English- and French- Laurier’s solution to the Boer War crisis. Canadian nationalists. Laurier was least success- English-Canadians felt that Canada should ful in selling reciprocity, or free trade with the have sent more troops to help Britain, while United States, to a majority of Canadian voters French-Canadians were worried that by sup- in the 1911 election. He lost because many people porting Britain, Canada was committing itself feared that reciprocity would result in the United to doing the same on other occasions. As for States eventually taking over Canada. Laurier was the Naval Issue, English-Canadian imperial- vulnerable to attacks on this issue from pro-British ists did not support Laurier’s plan to build a imperialists in Canada, who distrusted his loy- Canadian navy, and favoured financially as- alty to Britain because of his positions on the Boer sisting Britain’s naval-building program. On War and the Naval Issue. He was also unable to the other hand, French-Canadian national- rally support in Quebec because many French- ists did not think Canada needed a navy at Canadians were unhappy, for opposite reasons, all, and feared that if one were built, Britain with his handling of these issues. would use it in a future war, and Canadian 15. Write a series of questions that could be asked to sailors would lose their lives for issues that guide research on Laurier’s role in Canada’s re- had nothing to do with them. lationships with Britain and the United States. 13. To what extent do you think that finding “the Use the six types of questions on page 404 of the sunny way” is essential in resolving any Historian’s Handbook as a guide. Canadian issue, past or present? Give reasons for your views. Distribute Skills Development Sheet 2 as a guide to formulating questions. Finding the “sunny way,” or compromise, is es- Factual: Who were the main groups of Canadians sential though difficult in resolving any issue, with different views about Canada’s relationship past or present, that has divided Canadians. with Britain and the United States? Canada is a large country composed of different re- gions and linguistic and cultural groups. Definitional: What do the terms “imperialist,” Frequently, the people in these regions and groups “continentalist,” and “nationalist” mean? have disagreed over important national issues and the national government has had responsi- Comparative: How did English- and French- bility for trying to find solutions that take into Canadian views over the Boer War compare? account the often conflicting views. The English- Causal: What caused a major boundary dispute French split and regional differences have posed a between Canada and the US? major problem for national unity, so compromise is essential in order to hold the country together. Decision-making: What should be done to bal- ance the concerns of various Canadians today 14. In which of the issues described in this chapter when a divisive issue arises? do you think Laurier was most and least suc- cessful? Explain. Speculative: What might have happened if Laurier had taken a different stand during the federal Laurier was most successful in resisting British election of 1911? Colonial Secretary Joseph Chamberlain’s pres- sures for Canada to agree to closer ties with 16. Posters can state powerful arguments or points Britain. He suggested this at a conference in 1897 of view with just a few words and images. and asked for troops to fight with Britain in the Design and produce a poster that presents your Boer War. [In 1899, Chamberlain also proposed point of view on one of the following: a) the Boer establishing an Imperial Federation with its do- War, b) the naval debate, c) the Alaska Boundary minions and colonies.] Closer ties have limited Dispute, or d) the reciprocity debate. Canada’s independence and bound it more closely

144 MAKING HISTORY CHAPTER 4: A GROWING COLONY Distribute Skills Development Sheet 23, Making c) Can Canada’s relations with the United a Poster. Suggest that students examine the visual States in this period be called good? images relating to: a) the Boer War (page 47), b) Distribute Skills Development sheets 3 and 17, the naval debate (page 48), c) the Alaska Boundary as well as 18 and 19 if needed. Have the students Dispute (page 50), and d) the reciprocity debate consult the Historian’s Handbook, page 417, for (page 53), and review the information on visual ideas on how to write an argumentative essay presentations page 425 in the Historian’s defending a specific thesis based on information Handbook. Suggest that they reread the sections contained in this chapter. dealing with each of these issues in order to un- derstand Canadians’ differing points of view. 20. Practise identifying viewpoint.

17. Imagine a debate among the following on the a) Do a newspaper survey to find differing view- naval question: Joseph Chamberlain, a Canadian points on a single issue. nationalist, Henri Bourassa, a young Canadian interested in joining the navy, and Sir Wilfrid b) Clip or copy two or three relevant articles, Laurier. Prepare a script that accurately repre- editorials, or cartoons. In each, find at least sents their points of view and possible argu- one use of a fact and one use of opinion to ments. Present the debate as a role play for your make a point. class. c) With which viewpoint do you agree? Why? Distribute Skills Development Sheet 21, d) Present your responses to the class. Preparing for a Debate, and suggest that students consult the Historian’s Handbook, page 423, for Have students consult copies of local daily news- ideas on presenting a debate. Suggest that stu- papers or newspapers on the Internet to com- dents read the section dealing with the naval plete their surveys identifying viewpoints on an question (pages 47–49) and material in the rest issue. Recommend that they choose an issue re- of the chapter for further information on the ceiving a great deal of media coverage. Suggest views of Joseph Chamberlain, Canadian nation- that students consult the Historian’s Handbook, alists, Henri Bourassa, Canadian imperialists, pages 411–12, dealing with the issues of point of and Sir Wilfrid Laurier. view and bias in the media.

18. In a small group, prepare a visual display that 21. Canadians set aside Canada Day, rather than presents the events and issues of one of the fol- Empire Day, to celebrate their national identity. lowing: a) Queen Victoria’s Diamond Jubilee, b) Why do you think this is so? Work with a part- The Boer War, c) The Naval Service Bill, d) The ner to prepare a proposal for a Canada Day cel- Alaska Boundary Dispute, e) Reciprocity with ebration. What talks, readings, songs, and the United States. (See Historian’s Handbook, speeches will you have? How will you reflect the page 425.) best aspects of Canadian society today? Share your ideas with the class. Distribute Skills Development Sheet 23, Making a Poster, and suggest that students consult the Distribute Skills Development Sheet 22, Historian’s Handbook, page 425, for ideas. Suggest Preparing for an Oral Presentation. Recommend that they reread the chapter for ideas. that students read the section dealing with the observance of Empire Day (now Victoria Day) in 19. Use materials in this chapter to write an essay 1897, and compare and contrast it to the kind of that defends a thesis developed from one of the celebrations they think should take place on following questions: Canada Day. Remind them that articles on re- a) Why was Laurier a successful prime minis- cent Canada Day celebrations in back issues of ter? newspapers will give them ideas.

b) Why was Canadian independence from Britain a long, slow process?

MAKING HISTORY CHAPTER 4: A GROWING COLONY 145 ESL ACTIVITY SHEET ANSWERS (See Chapter 4: ESL Activity Sheet.)

Question 1 1. i 2. g 3. e 4. c 5. a 6. j 7. f 8. b 9. d 10. h

Question 2 a. i bii c. ii d. i e. ii

146 MAKING HISTORY CHAPTER 4: A GROWING COLONY Name: ACTIVITY SHEET 4–1

For use with activity 4, page 45, views of Canadian imperialists, nationalists, and continentalists.

Imperialists Nationalists Continentalists

© Prentice Hall Canada. Making History: The Story of Canada in the 20th Century. Permission to reproduce restricted to purchasing schools. 147 Name: ACTIVITY SHEET 4–2

For use with activity 4, page 49.

Incident Laurier’s Options Decision Consequences

Boer War

Naval Crisis

148 © Prentice Hall Canada. Making History: The Story of Canada in the 20th Century. Permission to reproduce restricted to purchasing schools. Name: CHAPTER 4

ESL ACTIVITY SHEET

1. Match the word to the meaning.

1. civilization (page 43) a) a place under foreign government control

2. bill (page 45) b) someone who competes for the same resources

3. ally (page 52) c) someone who pushes around those who are weaker

4. bully (page 45) d) concerning relationships between countries

5. possession (page 43) e) a partner, someone on the same side

6. artificial (page 44) f) not part of a political party

7. independent (page 49) g) money owed

8. rival (page 47) h) scattered widely

9. foreign affairs (page 52) i) an advanced human society

10. far-flung (page 48) j) made by human beings

2. Choose the meaning that matches the word as it is used in the book.

a) walked a tightrope (page 45)

i) chose a course of action that could easily fail

ii) walked along a rope stretched between two points

b) military might (page 49)

i) the army might take action

ii) the strength of the army

c) mountain pass (page 50)

i) used to go up and down ski hills

ii) a gap in the mountains where people can cross to the other side

d) whistle-stop tour (page 52)

i) a tour of every town along the railway

ii) a tour of whistle manufacturers

e) ribbons of steel (page 54)

i) wrapped around railway cars to make them stronger

ii) refers to the railway tracks, which look like ribbons as they stretch out along the ground

© Prentice Hall Canada. Making History: The Story of Canada in the 20th Century. Permission to reproduce restricted to purchasing schools. 149 Unit 1 CLOSING NOTES

UNIT ACTIVITIES b) List three problems it experienced. • serious socio-economic division between ASSESSMENT AND wealthy and poor Canadians that wors- EVALUATION TOOLS ened during this period Activity Suggested rubrics, scoring guides, • severe disagreements between English- and checklists and French-Canadians on a number of Page 57 major issues involving Canada’s relations 1 Scoring Guide for Gains and Problems: Specific with Britain Evaluation Sheet Unit 1–1 • inability of Canada to resist American 2 Essays (Academic): Generic Rubric 9 pressure over issues like the Alaska Essays (Applied): Generic Rubric 10 Checklist-Editing an Essay: Skills Development Sheet 18 Boundary Dispute

3 Debating (Academic): Generic Rubric 15 c) Predict which of these gains or problems Debating (Applied ): Generic Rubric 16 Checklist- Oral Presentation: Skills Development Sheet 22 would be important in the future. Give rea- 4 Scoring Guide for Collage: Specific Evaluation Sheet sons for your views. Unit 1–2 5 Scoring Guide for Oral Report (Contributions of Person): All of these gains and problems would be im- Specific Evaluation Sheet Unit 1–3 portant in the future. Immigrants have con- Checklist-Oral Presentation: Skills Development Sheet 22 Completing a Research Assignment: Self-Assessment tinued to arrive and settle in Canada, and Sheet 3 have made many positive contributions to 6 Scoring Guide for Report Card: Specific Evaluation Sheet our national life. Governments became more Unit 1–4 involved in a number of important areas of Canada’s economy and society for the public good. Canada gradually became more inde- ACTIVITY NOTES AND pendent of Britain and gained more control ANSWERS over its own foreign policy. The split between Canada’s “haves” and “have-nots” has re- 1. Evaluation: Specific Evaluation Sheet Unit 1–1. mained a serious socio-economic problem for some time. The divisions between a) List three economic or political gains that English- and French-Canadians on many im- you think Canada made in the Laurier years. portant political and social issues continue to • arrival of new immigrants to Canada, the be a serious problem for Canadian unity. settlement of the West and the creation Canada has been subjected to American pres- of two new provinces, Alberta and sure to accept its wishes or point of view on Saskatchewan many economic and political questions in- • government involvement in public utili- volving the two countries in the years since ties such as Ontario Hydro the Alaska Boundary Dispute. • gaining of some independence from Britain in foreign policy matters (creation of Department of External Affairs)

150 d) Which of the gains or problems you have Distribute Skills Development sheets 17 identified do you regard as being the most (Planning a Five-Paragraph Essay), 18 (Editing an important to Canada today? Why? Essay), and 19 (Checking an Essay Format).

Any of the gains and problems listed above 3. Evaluation: Generic Rubric 15 (Debating: could be considered the most important for Academic) or 16 (Debating: Applied). Canada today. Immigration and multicul- Was Laurier justified in claiming so optimisti- turalism, the role of government in the econ- cally that the twentieth century would belong omy, Canada’s independence as a nation, the to Canada? Was Canada becoming a powerful problem of poverty, French-English relations, nation? Or, was it a nation beset by serious prob- and Canada’s involvement with the United lems? Debate the following topic: Events in States remain central issues in the country’s Canada during the Laurier era suggested that national life at the beginning of the twenty- the twentieth century would, indeed, belong to first century, just as they were at the start of Canada. the twentieth. The chapters of this unit provide considerable e) Use a chart, web diagram, or other organizer to present your ideas. At the end of each unit evidence to support the views that a) Canada was in this book, check the accuracy of your pre- becoming a powerful nation at the beginning of dictions. the twentieth century, and that b) Canada was facing serious problems at the beginning of the Have students consult the Historian’s twentieth century. Prime Minister Laurier was Handbook, pages 409–11 for ideas on how to optimistic that “the twentieth century would construct web diagrams, charts, balance belong to Canada,” but one hundred years later sheets, timelines, and bar and line graphs as many Canadians question that belief. ways of organizing and presenting their ideas Recommend that students gather information on these gains and problems. contained in this unit in order to prepare two sides in a debate on the proposition: Events in 2. Evaluation: Generic Rubric 9 (Essays: Academic) Canada during the Laurier era (1896–1911) sug- or Generic Rubric 10 (Essays: Applied). gested that the twentieth century would, indeed, Reread the quotation from Prime Minister belong to Canada. Suggest that they consult the Laurier on page 49. According to this quotation, Historian’s Handbook, page 423, for ideas on how what was Laurier’s main goal? Write an essay to prepare for and conduct a debate on a histori- showing how Laurier tried to reach this goal and cal question. Distribute Skills Development evaluating how successful he was in his efforts. Sheet 21, Preparing for a Debate.

Laurier states that his main goal was “a policy 4. Evaluation: Specific Evaluation Sheet Unit 1–2. of true Canadianism,” of bringing sides together Create a collage representing the major achieve- (conciliation). Suggest that students read the sec- ments, changes, and issues in Canada during tions in this unit that discuss his efforts to the Laurier era. achieve a greater sense of unity among different groups of Canadians, especially when they were Have students consult the Historian’s Handbook, divided over language, religion, education, and page 425, for ideas on preparing visual presenta- foreign policy. Remind them to put the emphasis tions. Students can reproduce and use visual im- on discussing how successful Laurier was in fos- ages dealing with major achievements, changes, tering a greater sense of national unity among and issues in Canada during the Laurier era con- these groups of Canadians during his term of of- tained in this unit for the collage. fice as prime minister. Recommend that students consult the Historian’s Handbook, pages 403–21, for ideas on how to research and prepare an essay.

MAKING HISTORY UNIT 1 CLOSING NOTES 151 5. Evaluation: Specific Evaluation Sheet Unit 1–3. 6. b) Evaluation: Specific Evaluation Sheet Unit 1–4. Choose any one of the people mentioned in this unit and, with the help of research, prepare an Complete the report card for the Laurier era. oral report explaining how he or she contributed Be sure to include a section on “Areas for to Canadian identity. improvement.”

Suggest that students consult their school’s re- Have students gather information from the source centre or the list of additional resources chapters in this unit that deal with the fol- contained in this guide for more information on lowing criteria they could use in their report one of the following people mentioned in this cards on the Canadian identity: a) Aboriginal unit, and how s/he contributed to the Canadian issues (pages 6, 12–13), b) French-English re- identity: Charles Saunders, Clifford Sifton, Sir lations (pages 2–3, 34–36, 43–48), c) region- Wilfrid Laurier, Nellie McClung, J.S. alism (pages 4–6, 52–54), d) multicultural Woodsworth, Henri Bourassa, Clementina relations (pages 13–19, 35), e) the caring so- Fessenden, Goldwin Smith. Students should con- ciety (pages 11, 19–23, 27–34), f) economic sult the Historian’s Handbook for ideas on how growth (pages 6–7, 21–23, 36–39), and g) to research a topic (pages 403–8), and how to pre- Canada’s role in the world (pages 42–54). pare and deliver an oral presentation (page 424).

152 MAKING HISTORY UNIT 1 CLOSING NOTES SPECIFIC EVALUATION SHEET UNIT 1–1

SCORING GUIDE FOR GAINS AND PROBLEMS

Use for activity 1, page 57. Student: ______Unit/activity: ______Date: ______Assessor: ❑ Self ❑ Peer ❑ Teacher

Achievement Criteria Score Comments/suggestions

Knowledge/understanding. 1a) & b)

• accurately identifies three gains ______/3

• accurately identifies three problems ______/3

Thinking/inquiry. 1 c)

• gives at least one logical reason why each gain/problem would/would not be important in the future ______/6

Application. 1 d)

• makes logical connections between one of the gains/problems and current situation in Canada ______/2

• provides relevant evidence to support their choice ______/2

Communication. 1 e)

• organizes ideas and information in a clear and coherent graphic organizer (e.g., chart, web diagram) ______/4

Total ______/20

© Prentice Hall Canada. Making History: The Story of Canada in the 20th Century. Permission to reproduce restricted to purchasing schools. 153 SPECIFIC EVALUATION SHEET UNIT 1–2

SCORING GUIDE FOR COLLAGE

Use for activity 4, page 57. Student: ______Unit/activity: ______Date: ______Assessor: ❑ Self ❑ Peer ❑ Teacher

Achievement Criteria Score

limited some considerable highly effective

Knowledge/understanding

• included images representing the major achievements, changes, and issues 3 4 5 6

Thinking/inquiry

• selected or combined images in a way that offers insights into the Laurier era; shows creative problem-solving 1 2 3 4

Application

• arranged images to make logical connections among people and events 1 2 3 4

Communication

• clearly communicates an overall message or theme

• makes a visual impact 3 4 5 6

Total ______/20

154 © Prentice Hall Canada. Making History: The Story of Canada in the 20th Century. Permission to reproduce restricted to purchasing schools. SPECIFIC EVALUATION SHEET UNIT 1–3

SCORING GUIDE FOR ORAL REPORT (CONTRIBUTIONS OF PERSON)

Use for activity 5, page 57. Student: ______Unit/task: ______Date: ______Assessor: ❑ Self ❑ Peer ❑ Teacher

Achievement Criteria Level 1 Level 2 Level 3 Level 4

Knowledge/ understanding • describes elements of ❑ description of ❑ description of ❑ description of ❑ description of Canadian identity elements of Canadian elements of Canadian elements of Canadian elements of Canadian identity shows limited identity shows some identity shows identity shows understanding understanding understanding thorough understanding • identifies contributions ❑ limited identification of ❑ some identification of ❑ identified contributions ❑ thorough identification of subject contributions contributions of contributions

• provides accurate ❑ provided limited ❑ provided some ❑ provided accurate ❑ provided a high details and examples number of accurate accurate detail and detail and examples number of accurate details and examples examples details and examples

Thinking/inquiry • chooses appropriate ❑ cites few appropriate ❑ some appropriate ❑ cites several ❑ cites several sources sources sources appropriate sources appropriate and varied types of sources

Application • draws logical ❑ conclusion(s) shows ❑ conclusion(s) shows ❑ conclusion(s) shows ❑ conclusion(s) shows a conclusions limited logic some logic logic and insight high degree of logic and insight

Communication • expresses ideas clearly ❑ expresses ideas with ❑ expresses ideas with ❑ expresses ideas clearly ❑ expresses ideas very limited clarity some clarity clearly and confidently

© Prentice Hall Canada. Making History: The Story of Canada in the 20th Century. Permission to reproduce restricted to purchasing schools. 155 SPECIFIC EVALUATION SHEET UNIT 1–4

SCORING GUIDE FOR REPORT CARD

Use for activity 6, page 57. Student: ______Unit/task: ______Date: ______Assessor: ❑ Self ❑ Peer ❑ Teacher

Achievement Criteria Score weak highly effective Knowledge/understanding. Part a) • chose at least 6 key terms or concepts related to Canadian identity as 123456 reporting categories or subjects (e.g., Aboriginal issues, French-English relations, regionalism, multicultural relations, economic growth, Canadian-American relations, role in the world, social reform, art and literature) [1 point each] Thinking/inquiry. Part a) • the grades assigned to various categories show logical analyses 123456 of historical events [1 point each] Application. Part b) • identification and explanation of at least two areas for improvement 123456 are logical Communication. Part b) • communicates ideas and information clearly 1 2 Total ______/20

156 © Prentice Hall Canada. Making History: The Story of Canada in the 20th Century. Permission to reproduce restricted to purchasing schools. ADDITIONAL RESOURCES Schull, Joseph. Laurier: The First Canadian. Toronto: MacMillan, 1987. Books Skelton, O.D. The Life and Letters of Sir Wilfrid Laurier. Toronto: McClelland and Stewart, 1965. Sir Wilfrid Laurier and the Laurier Era Spigelman, Martin S. Wilfrid Laurier. Don Mills: Berger, Carl. The Sense of Power: Studies in the Ideas Fitzhenry and Whiteside, 1978. of Canadian Imperialism, 1867–1914. Toronto: Stevens, Paul, ed. The 1911 General Election: A University of Toronto Press, 1970. Study of Canadian Politics. Toronto: University Brown, Robert C., and Ramsay Cook. Canada of Toronto Press, 1970. 1896–1921: A Nation Transformed. Toronto: Wallace, Elizabeth, Goldwin Smith: Victorian McClelland and Stewart, 1974. Liberal. Toronto: University of Toronto Press, Clippingdale, Richard. Laurier: His Life and World. 1957. Toronto and Montreal: McGraw-Hill Ryerson, 1979. Immigration and Race Relations Dafoe, J.W. Laurier: A Study in Canadian Politics. Bagnell, Kenneth. The Little Immigrants: The Toronto: McClelland and Stewart, 1963. Orphans Who Came to Canada. Toronto: Forbes, Ernest. The Maritime Rights Movement, MacMillan, 1980. 1919–27: A Study in Canadian Regionalism. Burnet, Jean, and Howard Palmer. Coming Montreal: McGill-Queen’s University Press, Canadians: An Introduction to the History of 1979. Canada’s Peoples. Toronto: McClelland and Hall, David J. Clifford Sifton: The Lonely Eminence, Stewart, 1988. 1901–1929. Vancouver: University of British Johnston, H.J.M. The Voyage of the Komagata Maru: Columbia Press, 1981. The Sikh Challenge to Canada’s Colour Bar. LaPierre, Laurier. Sir Wilfrid Laurier and the Delhi: Oxford University Press, 1970. Romance of Canada. Toronto: Stoddart, 1996. Palmer, Howard. Patterns of Prejudice. Toronto: Levitt, Joseph. Henri Bourassa: Catholic Critic. McClelland and Stewart, 1982. Ottawa: Canadian Historical Association, 1976. Parr, G. Joy. Labouring Children: British Immigrant ———. Henri Bourassa and the Golden Calf: The Apprentices to Canada, 1869–1924. Toronto: Social Program of the Nationalistes of Quebec, University of Toronto Press, 1994. 1900–1914. Ottawa: University of Ottawa Press, Roy, Patricia A. A White Man’s Province: British 1969. Columbia Politicians and Chinese and Japanese Lupuc, Manopoly. The Roman Catholic Church and Immigrants, 1858–1914. Vancouver: University the Northwest Schools Question: A Study in of British Columbia Press, 1989. Church-State Relations in Western Canada, Ward, W. Peter. White Canada Forever: Popular 1875–1905. Toronto: University of Toronto Press, Attitudes and Public Policy Toward Orientals 1974. in British Columbia. Montreal: McGill-Queen’s Murrow, Casey. Henri Bourassa and French- University Press, 1978. Canadian Nationalist Opposition to Empire. Montreal: Harvest House, 1968. Canadian Women and Women’s Movements Neatby, H. Blair. Imperial Relations in the Age of Bacchi, Carol Lee. Liberation Deferred? The Ideas Laurier. Toronto: University of Toronto Press, of the English-Canadian Suffragists, 1877–1918. 1969. Toronto: University of Toronto Press, 1983. ———. Laurier and Liberal Quebec: A Study in Kealy, Linda, ed. A Not Unreasonable Claim: Women Political Management. Toronto: McClelland and and Reform in Canada, 1880s–1920s. Toronto: Stewart, 1973. Women’s Press, 1979. Robertson, Barbara. Laurier: The Great Conciliator. McClung, Nellie. In Times Like These. Toronto: Kingston: Quarry Press, 1991. University of Toronto Press, 1972.

MAKING HISTORY UNIT 1: ADDITIONAL RESOURCES 157 Prentice, Alison et. al. Canadian Women: A History. Bradwin, Edmund. The Bunkhouse Man. Toronto: Toronto: Harcourt Brace Jovanovich, 1988. University of Toronto Press, 1972. Silverman, Elaine. The Last Best West: Women on McCormack, A.R. Reformers, Rebels, and the Alberta Frontier, 1880–1930. Montreal: Eden Revolutionaries: The Western Canadian Radical Press, 1984. Movement, 1899–1919. Toronto: University of Toronto Press, 1977. Economic Development and Expansion Morton, Desmond. Working People: An Illustrated Berton, Pierre. Klondike: The Last Great Gold Rush. History of the Canadian Labour Movement. Toronto: McClelland and Stewart, 1972. Toronto: Summerhill, 1990. Bliss, Michael. A Canadian Millionaire: The Life Palmer, Bryan. Working-Class Experience: Rethinking and Business Times of Sir Joseph Flavelle, Bart., the History of Canadian Labour, 1880–1991. 1858–1939. Toronto: MacMillan, 1978. Toronto: McClelland and Stewart, 1992. ———. A Living Profit: Studies in the Social History of Canadian Businessmen, 1883–1914. Toronto: Cities and Urban Conditions McClelland and Stewart, 1974. Ames, H.B. The City Below the Hill. Toronto: Naylor, R.T. Bankers, Bagmen, and Bandits: Business McClelland and Stewart, 1972. and Politics in an Age of Greed. Montreal and Artibise, Alan. Winnipeg: A Social History of Urban New York: Black Rose Books, 1990. Growth, 1874–1914. Montreal: McGill-Queen’s ———. The History of Canadian Business, University Press, 1975. 1867–1914. Toronto: James Lorimer, 1975. Careless, J.M.S. The Rise of Cities: Canada Before Nelles, H.V. The Politics of Development: Forests, 1914. Ottawa: Canadian Historical Society, 1978. Mines, and Hydroelectric Power in Ontario, Copp, Terry. The Anatomy of Poverty: The Condition 1849–1941. Toronto: MacMillan, 1974. of the Working Class in Montreal, 1900–1921. Regehr, T.D. The Canadian Northern Railway: Toronto: McClelland and Stewart, 1974. Pioneer Road of the Northern Prairies, Fingard, Judith. The Dark Side of Life in Victorian 1895–1918. Toronto: MacMillan, 1976. Halifax. Halifax: Pottersfield Press, 1989. Piva, Michael. The Condition of the Working Class Social Reform in Toronto, 1900–1921. Ottawa: University of Allen, Richard. The Social Passion: Religion and Ottawa Press, 1979. Social Reform in Canada, 1914–1928. Toronto: Rutherford, Paul. Saving the Canadian City: The University of Toronto Press, 1990. First Phase, 1880–1920. Toronto: University of Bowker, Alan, ed. The Social Criticism of Stephen Toronto Press, 1974. Leacock. Toronto: University of Toronto Press, 1973. Aboriginal Peoples and Issues Cook, Ramsay. The Regenerators: Social Criticism in Barron, F. Laurie, and James B. Waldram, eds. 1885 Late Victorian English Canada. Toronto: and After: Native Society in Transition. Regina: University of Toronto Press, 1985. University of Saskatchewan Press, 1986. Mills, Allen. Fool for Christ: The Political Thought Dickason, Olive P. Canada’s First Nations. Toronto: of J.S. Woodsworth. Toronto: University of McClelland and Stewart, 1992. Toronto Press, 1991. Titley, Brian. A Narrow Vision: Duncan Campbell Scott and the Administration of Native Affairs Workers and Labour Movements in Canada. Vancouver: University of British Bercuson, David. Fools and Wise Men: The Rise and Columbia Press, 1986. Fall of One Big Union. Toronto: McGraw-Hill Ryerson, 1978.

158 MAKING HISTORY UNIT 1: ADDITIONAL RESOURCES