This drawing shows a group of men marching down Yonge Street, Toronto, in December 1837. What do you think these people might do when they get to where they are going? istorians study how peop le and societies have changed over time. They observe that Hconflict between people and groups occurs frequently, and that conflict is one thing that causes "t Ex eet tions change. In this unit, you will read about various This unit will expl ore the qu estion, types of conflict, ways of dealing with conflict in the How have the Canadas changed since past and in the present, and some changes that the mid-1800s? have resulted from conflict. What You Will Learn in This Unit • How do ch ange, conflict , and conflict resolution help shape history? • Why were the 1837- 1838 re be llions in Upper an d Lower Canada important? • What led to t he political un ion of t he two Ca nadas? • What were the steps to responsible govern ment in t he colonies? • How can I communicate key characteristics of British North America in 18507 RCADING e all encounter conflict from time to time. It may be personal conflict with a family member or a friend. Or Making Connections W it may be a larger conflict in the world that we hear Use rapid writing to write about on the news. Conflict appears to be something we should about a time you had a conflict expect and be able to deal with. or problem with someone. (Do There are five common reactions to conflict. vVhich of the not name names.) I nclude how following styles best describes your reaction to conflict? you reacted to the conflict.

Style Details Avoidance You withdraw from the situation and pretend there is no conflict.

Accommodation You give in to the other person(s) and do what they want. You might be secretly frustrated and angry, but you try not to let it show.

Forcefulness You dig in your heels or get angry and refuse to listen to the other person(s). You hope that the other person(s) will just give up.

Compromise You recognize the conflict and quietly try to meet the other person(s) half way.

Collaboration You tell the other person(s) that there is a conflict. You invite them work with you to find a solution.

H 136 Unit 3: Conflict and Change What You Will Learn in This Chapter

Talking about what you read helps you process • What types of confl ict have occ u rred in Canadian history? information. It can also help you get ideas for writing. • How can conflict between groups of people be successfully resolved? By the end of this chapter, you should be able to role-playa conflict from this time period. You • How has conflict brought about change may change the way a conflict ended by using a in history? different style of confl ict resol ution than was used in history.

The reading purpose in this chapter is to explore how conflicts in Canada in the 1830s and 1840s were resolved. Some people feel that an the news in the newspaper or on TV is bad. "There's never any good news." Have you ever heard anyone say this? Much of the bad news deals with conflict. It's been like this for a long time. Consider some of the conflicts you wi111earn about in this chapter and later in this unit: • the 1837-1838 rebellions in Lower and Upper Canada, part of the attempt to reform the governments of those places • protests and demonstrations like the Montreal riot of 1849 over opposition to a new act passed by the government of Lower Canada, during which the parliament building was destroyed • strikes like the Toronto printers' strike of 1836, in which workers tried to win a shorter (ten-hour) work day Sometimes we think, "Wouldn't it be nice if there were no conflict in the world?" It probably would be. But sometimes conflict can serve a useful purpose. It can force us to look at issues and to decide whether rve need to make changes. Canadian history is full of conflict that has . esulted in positive change. In this " you will read about political conflicts in the Canadas in the 183, sand 1840s. As you study them, you should ask yourself what techniques might be used today to resolve the conflicts.

Wars War is the most severe type of conflict. In war, nations generally fight nations. Wars are sometimes 10ng1asting with great loss of life, of both soldiers and civilians. You have read about a number war armed conflict, generally of wars in this book. between nations Think of the War of 1812. There were major battles in a number of places in Upper Canada, as the British and First Nations resisted the invading American forces. The Upper Canadians won an important victory. Americans never again went to war against British North America or Canada.

H 138 Unit 3 : Conf I ict and Change ReADING

Checkpoint Review your note. Where were the major battles of the War of 1812?

The U.S. ship "Constitution," nicknamed "Old Ironsides, " sinks a British warship named "HBMS Guerriere" off Newfoundland in the War of 1812.

The War of 1812 made British North Americans realize that they had their own identity. They were more than simply British people living in North America. They had found their own way of surviving in a harsh climate and rugged land. The words they used for objects in their everyday lives-chipmunks and moccasins­ and some names of places-Canada and Quebec-were not British words or names, but came from the languages of the First Nations of North America. British North Americans had also developed a familiar way of dealing with one another, less formal than the way people interacted in Britain. After the War of 1812, British North American pride began to increase. After 55 years of growth, this pride helped to give birth to the independent nation of Canada.

Rebellions

In history there are many examples of rebellions. People resent rebellions when citizens fight governments that won't listen to them. Sometimes a government against the authorities in power uses the army to restrain people who are peacefully protesting and revolution the overthrow of a government or political system, calling for reform. People start to believe that the only way they can usually with violence get change is to use force, so they start a rebellion. If they are successful, the rebellion is called a revolution. In Upper and Lower Canada in the 1830s, many people were dissatisfied with their governments. They believed that the governments were not interested in the welfare of the general population. Whenever the people tried to push for change, the governments ignored them.

Chapter 7: Conflict and Conflict Resolution H 139 Shortly after the 1832 election riots in Lower Canada, the province was stricken by a cholera epidemic. More than 6000 people died, and the people of Montrea l and Quebec City blamed the 52 000 British immigrants who had arrived that yea r. This painting by Joseph Legare, ca lled Cholera Plague, Quebec, 1832, shows the fright­ ened citizens of Quebec City burning smudge pots to try to combat the illness.

In 1832, there was a riot in Lower Canada during an election. British troops killed three people as they tried to restore order. Many people sympathized with the rioters. They thought that the actions of the troops were too harsh. The event increased support for the Patriotes, the people who were trying to win political reform. In Chapters 8 and 9, you will learn about the rebellions of 1837-1838. The rebellions resulted in hundreds of deaths and injuries, but they forced the British to reform the governments of the Canadas. The rebellions produced good long-term results.

Protests and Demonstrations Protests and demonstrations are methods people use to show their displeasure about something. Such events can be peaceful. But they can also get out of hand. Governments often bring armed police and troops into the street. They are there to keep order and to protect the innocent. But sometimes onlookers believe that the police use excessive force to break up the demonstrators. Police using tear gas to disperse demonstrators. Do Canadians still hold demonstrations as a you think people should have the right to demonstrate? Should poli ce be allowed to disperse them? way to bring about change by trying to change public opinion.

H 140 Unit 3: Conflict and Change Strikes In the 1800s, working conditions were bad and wages low. Workers frequently organized strikes and protests to demand better conditions. For example, printers in Toronto organized a strike in 1836. They had been working 12 hours a day and wanted this reduced to 10 hours with no loss of pay. In 1855, Montreal railway workers went on strike for higher wages. Generally, such strikes were peaceful. But they could become violent. In the 1840s, canal workers used violence in their efforts to get better wages and working conditions. Noone likes strikes, especially violent ones. Consumers are inconvenienced. Businesses suffer. Workers lose wages. But there were so many strikes in the period from 1870-1900 that the federal government had to take notice. The Railway Disputes Act of 1903 and the Industrial Disputes Investigation Act of 1907 were some the federal government's early attempts to regulate industrial disputes. Again, A stri ke of day labourers in the port of Montrea l, 1877. Poor conditions and something unpleasant later low wages were factors in many such acti ons in Quebec at that time. produced a good result.

1. a) Do you think the news would be better if 3. Are there any new privileges you would like to reporters told us only about "good" news? get at home? Identify them . Explain how you Explain . might negotiate to bring about that change.

b) According to the text, why is "bad" news 4. Collect recent news stories or headlines about important for nations? the types of conflicts described in this section . Include protests, strikes, rebellions, and wars. 2. Make a chart to describe the benefits that have Make your own poster, or work with others to come to us today from previous (a) wars, (b) make a bulletin board display. rebellions, (c) protests, and (d) strikes. Which of these would you be prepared to take part in if you felt they could have a good long-term result? Explain your reasons.

Chapter 7: Conflict and Confli ct Resolution H 141 You've read about various ways that people groups and nations have used to settle disputes. Some of them involved violence. There are other, less confrontational, ways to resolve conflict. First WEB LINK • Nations have long used community-based resolution of disputes. For more information on conflict resolution, visit The United Nations peacekeeping forces are a means to give v 'WW. )ear ;ur eli C J Cr llmtory. nations a chance to resolve their differences without war.

First Nations Dispute Settlement The Iroquois tell of the Peacemaker. Many centuries ago, he persuaded them of the value of peace. He told them that injustice causes conflict. End injustice and you can end conflict, he said. The Iroquois established the Great Law of Peace according to these principles. Three times, the community would ask anyone conflict resolution a process committing violence to stop. If the person did not, the community designed to defuse all types of conflict to reduce harm to would use its combined strength to end the violence. Nations that people gave up violence were invited to join the Iroquois Confederacy. At mediator someone who tries to one time, almost 70 First Nations belonged to the Confederacy. bring together the people or Today, many First Nations still use variations of this peaceful groups in conflict and to work out a solution approach to solving disputes.

Conflict Resolution ReADING Conflict resolution is a process designed to defuse conflict. Conflict occurs in the home, in school, in the community, in the Checkpoint "Ta lk to the text" with some workplace, within a nation, and between nations. Conflict comments or questions about resolution strategies will help in any of these situations. But, conflict resolution. Think in depending on where the conflict occurs, different people might be terms of historical conflict as involved. Minor conflicts are probably best resolved among the well as personal conflict. people involved. But significant conflicts usually require a mediator. This is especially necessary when one or all of the people involved are reluctant to resolve the conflict.

How Does Conflict Resolution Work? Here are some suggestions to make a conflict resolution process work properly.

Step 1: Tell Both Sides of the Story Each representative takes a turn being Person A and Person B.

H 142 Unit 3: Conflict and Change Step 2: CJarify the Conflict Person A The mediator checks with the persons to clarify differences of fact • Stick to the facts. Explain (for example, what time of day the key incident occurred; whether what happened, not why it or not other people witnessed the incident). The persons try to happened. • Use "I" statements to explain agree on any differences of fact. what happened . • Use respectful language. Step 3: Express Feelings • Do not insult anyone. Using words, drawings, or diagrams, the parties take turns to Person B explain what they felt at the time and what they feel now. They • Listen carefu,lly. describe how they would prefer to feel, and explain what they • Let the other person(s) tell his would like to see come out of the mediation process. or her side of tile story. • Avoid i nterru pti ng . • When the person finishes, ask Step 4: Suggest a Solution questions to clarify any point The parties take turns suggesting a solution to the problem. They you don't understand, for ex­ ample, "When you said I was should make sure that their suggestions are positive and will not rude to your friend, what do hurt or humiliate the other person. you think I said?"). • Repeat what you think the Step 5: Agree on a Win/Win Solution other person said . • Do not change or add anything. The parties and the mediator work out a solution that all parties can live with. Both parties must feel that they have "won" something. They might not have gotten everything they would like, but have gained enough to make them support the solution.

Step 6: Agree on a Follow-up Process The parties agree on when and where to meet again with the mediator to see if the process has had the intended results. A photo taken during contract talks between the Ford Motor Company negotiators (right) and th e bar­ Step 7: Make Closure gaining team of th e United Auto Workers union (left) The mediator explains what is expected of the parties Many large manufacturers, such as those in the auto industry, use negotiation and mediation to re solve and encourages them to work toward a solution. issues between the companies and their unions.

THINKING It Over ,~

1. a) What is the role of a mediator in the conflict Be prepared to act it out, with one student as resolution process? the mediator.

b) What qualities do you think a person would 3. Draw either a political cartoon or a three- or need in order to be a good mediator? four-frame comic strip to show resolution of an international conflict by United Nations 2. Work with two partners to identify a common peacekeepers. (See page H 144.) type of conflict at your school. Apply the steps in this section to describe how it could be solved.

Chapter 7: Conflict and Conflict Resolution H 143 ,./" ." . ....,. , IiPi\ zon MIN ');/ V The United Nations Peacekeeping Force~/.~X/ ~.··;

There is much confl ict between peoples and maintain the peace. The UN troops wore the nations around the wo rld. For this reason, the uniforms of the various countries they came from, United Nations (UN) founded its peacekeeping but wore blue berets to mark them as missions in 1956. The UN is an international peacekeepers. organization of more than 190 nations. It tries to The UN has continued to send peacekeeping prevent and reduce conflict throughout the world . troops to places in conflict in the world, such as Somalia and Rwanda in Africa, and Cyprus and Peacekeeping forces Bosnia in Europe. The peacekeepers' role in In 1956, Lester Pearson led the Canadian international conflict is like a mediator's in personal delegation at the UN. A war had broken out conflict. The two sides are generally unable to keep between Britain, France, and Israel on one side, the peace on their own. They need a neutral party and Egypt on the other. The war threatened to to hel'p them out. expand . So Pearson proposed to the UN that Canadian troops have acted as UN troops from its me mber nations should go to the peacekeepers in more than 20 countries around war zone as neutral peacekeepers. The proposal the world. People in conflict zones regard them as was accepted. The warring nations agreed to pull fair and reliable. These are the qualities that back, and the UN troops patrolled the area to peacekeepers and mediators need.

Leste r B. Pea rso n.

Canad ian peacekeepers set out on patrol from their base nea r th e Eritrea- Ethiopia border.

H 144 Un it 3 : Co nflict and Change You learned about how conflict and change are concepts that apply to individual lives and also to a nation's history. You examined ReADING different types of conflict in the history of British North America, Use what you have learned and you saw how individuals can resolve conflict in their own from this chapter to role-playa lives. You were encouraged to consider how our history might have conflict from this time period. been different if people in the 1800s had been able to use modern You may change the way it conflict-resolution techniques. ended by using a different style of conflict resolution. Use the web organizer shown here to review the steps of conflict resolution.

PUTTING It ALL Together

For this task you will work in a small group to try 3. Divide your group into three. Some members to solve a conflict in history. Follow these steps: will prepare to present the views of one side in the conflict, while others will handle the 1. Review the seven steps for conflict resolution opposing side. One member will prepare to act described on page H 143. Work together to as the mediator. make a chart or diagram that summarizes how the steps flow from start to 'finish. 4. Work together to organize a role-play in which the mediator sits down with both sides in the 2. Choose one of the following conflicts that you conflict. Although you must use historical have already studied: facts, your conclusion can be different from • conflicts between the First Nations peoples what happened in history if you find a way in and French explorers such as Samuel de which the conflict can be resolved . Champlain, 1620s and 1630s (Chapter 1) 5. Present the role-play. When you finish, make a • the British expulsion of the Acadians from the brief statement about whether or not this Maritime colonies, 1755-1862 (Chapter 3) conflict could actually have been solved using a mediator. • the dispute between the British and the American colonists over taxes, leading to the Refer to pages S 2 and S 12 of the Skills Tool Kit American Revolution, 1776--1783 (Chapter 4) for help with the skills required for this aSSignment.

• the War of 1812 (1812-1814), when the United States invaded Lower and Upper Canada (Chapter 6)

Chapter 7: Conflict and Conflict Resolution H 145 Attack on St·Charies, an 1837 engraving by Charles 8eauclerk.

\., . . -, istory is filled with examples of rebellions against ~! ReADI ~.G , , governments. You have already learned about the American Revolution (1776-1783), when the colonists led Making Connections H Write or discuss with a partner: a revolt against the British. In high school history courses, you may 'What is an issue in your life learn about the French Revolution (1789-1799) or the Russian that you feel would be worth Revolution (1917). In both of these revolutions, the people threw fighti ng for?" out their rulers. Fighting does not have to be But what justifies rebellion? When do the people have a sound physical-it could mean making a speech to convince someone reason to rise up against their government, and try to throw it out of something of power? In this chapter, you will consider whether the people have a right to use force against a government that they consider unjust and oppressive.

H 146 Unit 3: Conflict and Change What You Will learn LITeRACY in This Chapter

• What were the long-term causes of the Inquiry questions are open-ended . They require Re bellions of 1837- 1838? you to synthesize, or put together, information from a variety of sources. • How did key personalities playa role in the re bellions? How did they work for Look at the points in What you Will Learn in change? This Chapter, then think about what you would like to know about Canada today. Now create • What were the major events of the Re bellions of 1837-1838? some additional open-ended questions to answer at the end of the chapter (example: How did the How did views about the future of reform • events of the 1830s affect Canada today?). vary after the rebel I ions? Create a chart like the one below. In the first column, write your questions. In the second column, fill in answers as you find them. You will use the third column at the end of the chapter.

My QUBI!Itlone Anewere Why th""" were/were not the I>BI!It qUBI!Itlone In 1837, there were armed rebellions against the governments of Lower and Upper Canada (often referred to as the Canadas). Later in this chapter, you will read about some of the major events. But first, it is important to understand the rebellions' causes. As with all major events in history, there were long-term and short-term causes. In this section, you are going to look at long-term causes.

The Undemocratic Governments

democratic government A democratic government is one in which the people choose a system of government in their representatives through elections, and these representatives which the people choose their representatives by voting have the power to make laws. But the system of government in the in an election Canadas was undemocratic. Voters did elect representatives, but those representatives had little power in the system. Look at the i11ustration below.

Upper Canada Lower Canada

Lieutenant - Lieutenant- Governor Governor

6.$:' ;00 ' ,'0,<'< II II ~Y",is Executive Legislative Legislative Executive Council Council Council Council controls controls

Pol I tic a 8 a r r I e r

Legislative Legislative Assembly Assembly

~ u u (!) (!) (!) (!)

Voters Voters

The political system in the Canadas in the 1830s.

H 148 Unit 3: Conflict and Change Note the following points about the political system shown in the illustration. • Voters elected representatives only to the legislative assembly. • The governor appointed the lieutenant-governor. The lieutenant-governor appointed the members of the executive council.

• The lieutenant-governor appointed the representatives to the legislative council.

• If the legislative assembly passed a bill that the governor bill proposed law did not Eke, he would ten the legislative council to vote against it. The bill could not become a law. • If the legislative assembly did not like a bi11 that the legislative council passed, it could vote against the bill. But the governor could ask the legislative council to pass an Order in Council. This made the bi11 into a law. In the end, the people's representatives in the legislative assembly had little power because the governor, the executive council, and legislative council could veto their bil1s.

The Government Elites

In both Canadas, political elites had an the power. In Lower elite a small , select group Canada, they were caned the Chateau Clique. In Upper Canada, of powerful people they were known as the Family Compact. They were mainly Chateau Clique the elite in Lower Canada lR\vyers, landowners, c1ergy, and a few rich merchants. They did Family Compact the elite in not want to give power to the elected representatives. They worked Upper Canada to keep an power for themselves.

The Economic Decline Britain and France were at war from 1794 to 1815. When they signed a peace treaty, the economies of both countries slowed Checkpoint down. Prices for agricultural products, inc1uding lumber, fen Look up the word elite in a steadily. Because British North America supplied lots of dictionary. How does its agricultural products to Europe, incomes in British North America meaning today relate to its meaning in the 18oos.What began to fan as well. By the mid-1830s, many farmers were almost does that tell you about how bankrupt. But the government could not-or did not want to-do language changes? much about the problem. Dissatisfaction grew.

Chapter 8: The Rebellions of 1837-1838 H 149 The Decline of the Seigneurial System In Lower Canada, there was an additional problem. Under the French regime, the seigneurial system had been a good way of developing the colony. But, by the early 1800s, the British merchants in Lower Canada lived very well. The seigneurs began to envy them. So the seigneurs decided to increase their incomes. They did this by raising the taxes and rents that they charged their habitants. When the habitants complained, there was nothing that the Lower Canadian government could do for them. The Quebec Act (1774) and the Constitutional Act (1791) were Acts of the British parliament. They both recognized the seigneurial system in Lower Canada. That is why local politicians could do nothing to help the habitants.

Transportation In Upper Canada, merchants were expanding trade. This meant that transportation routes had to be improved. At this time, most goods travelling long distances were moved by ship. In the early 1800s, companies built many canals to improve shipping. The map below shows you the major canals built during this period. Note how much of this activity was in Upper Canada. Leaders there felt that Lower Canada was slow in building canals. They said that transportation could not improve unless Lower Canada started to spend more on canal building .

.... . The lake schooner "York" pass­ ...... - - Lake 5uperlor ing through the Weiland Canal near Port Dalhousie, Ontario, in the 1840s.

Lachine Canal Grenville and Carillon Canals 0 Rideau Canal Weiland Canal Map of the major canals built in the 0 early 1800s. Note that each of the canals improves transportation "0 Erie Canal between major cities or major ...... Canal bodies of water. By improving -. - International shipping, these canals were border o 100 200 km 1=0'==±=' ====", important to Canada's economy.

H 150 Unit 3: Conflict and Change Papineau's Ninety-Two Resolutions (1834) and the Russell Resolutions (1837)

Many of the problems described in believed that acting on these this chapter came to a head in the grievances could make Lower resolution an idea th at peopl e have voted to accept early 1830s. In 1834, the Lower Canada a truly democratic place. Canadian legislative assembly In 1837, the British government grievance a ca use for complaint passed the N i nety-Two Resolutions. finally responded to the Ninety-Two responsible government This document was a list of Resolutions. Lord John Russell, a system in which people in grievances that the assembly had who was colonial secretary, appointed positions mu st with the British government. responded with what became "be respon sible to" (ha ve the support of) th e elected repre­ Supporters of the resolutions known as the Russell Resolutions. sentatives, and in this wa y be res ponsible to the peo pl e

Key Issues of the Ninety-Two Resolutions (1834) and the Russell Resolutions (1837)

Issue Ninety-Two Resolutions Russell Resolutions

------l. Who should choose Make the legislative council into a It is "unadvisable" to make the the members of the body elected by the people. legislative council an elected body, legislative council? but we should look for ways of making it closer to the people.

2. Who should control The executive council must "be The British government should improve the executive responsible to" (have the support of) the membership of the executive coun- council? the legislative assembly. This idea is cil , but it is "unadvisable" to make it known as responsible government. responsible to the legislative assembly.

3. What should be the Abolish the seigneuries and turn them It would be of benefit at some time in futu re of the into freehold (privately owned) farms. the future to make this change. seigneurial system?

4. Who should control Abol ish the Crown's control (through The Crown is prepared to do this. But the taxes collected the governor) over taxes raised in the legislature must grant the Crown in Lower Canada? Lower Canada. Give this control to the an annual allowance to pay for main- Lower Canadian government. taining the justice system and paying government employees.

To understand what the information above tells us, 1. Which set of resolutions would introduce more go through the following procedure: change to the running of Lower Canada? Give some evidence from the chart to support your • Look at each numbered issue in turn. answer. t1) • Identify what each set of resolutions says 2. Would the British government's response in the about the issue. Russel 'l Resolutions make rebellion more likely • Summarize the information in your own words. or less likely, in your opinion? Explain your answer. 0 • Complete the following questions.

Chapter 8 : Th e Rebellions of 1837-1838 H 151 Summary Many residents of Lower and Upper Canada were dissatisfied in the early 1830s. • Their governments were undemocratic; officials came from only a small group of the population. • Farmers found the period difficult. Declining wheat prices required them to change the crops they grew. In Upper Canada, population increases led to demand for farmland that was no longer available. • In Lower Canada, the situation was made even worse by the dissatisfaction with the seigneurial system. • The governments of the two Canadas did not cooperate with each other. This made it more difficult to make improvements, such as better transportation. Would the situation get better or worse? If there were any short­ term causes for rebellion added to the mix, things could easily get out of hand.

THINKING It Over ~

1. Look at the map of the major canals built to improve shipping in the early 1800s. Does it support or contradict Upper Canada's claim that Lower Canada was laggirlg behind in transportation improvement? Explain your answer.

2. In your own words, list three pieces of information that show that the government of the Canadas in the 1830s was undemocratic.

3. What is meant by the term "resp0rlslble government?" From what you know about government in the Canadas in the 1830s, why would the reformers want it?

4. Write a fiery speech pretending you are a Reformer in the 1830s. Demand that responsible government solve some of the problems and inj1ustices of the times. Be sure to correctly use any specialized historical vocabulary. See page S 5.

H 152 Unit 3: Conflict and Change People who want reform need leaders. Even if their demands are ReADING just, they still need strong individuals to lead their fight. The Canadas had a number of strong leaders who took the grievances Checkpoint of the people to their governments. In this section, you will learn What makes a goodleaderr how three key people fired up their supporters. In this way, they Describe the qualities of a put their personal stamp on the rebellions. good leader you know or have As a result of their increasing marginalization, the First read about. Nations had ceased to be important players politically and economically in the two Canadas by this time.

Sir Francis Bond Head (1793- 1875)

Background Bond Head was a soldier in the British army, and retired as a major in 1825. He spent a number of years in South America, working for a mining company as an engineer.

Achievements In 1835, he was appointed lieutenant-governor of Upper Canada. In this position, he would be the representative of the Crown. At first, it seemed that he would support reforms to make the government more democratic. He appointed Reformers to the executive counci1. Its role was to advise him how to run the government. But he ignored the council's advice, and when they protested, he told them to change their views or resign. They chose to resign. In 1836, the legislative assembly passed a resolution criticizing Bond Head's behaviour and his interference in elections. (In theory, the lieutenant­ governor was supposed to be neutral about political parties.) Bond Head responded by shutting down the assembly and calling new elections. The Tories, who Sir Francis Bond Head . were against reform, won the

Chapter 8: The Rebellions of 1837-1838 H 153 election and the Reformers lost heart. Other people thought revolution was the answer. Perhaps they were right.

Significance Bond Head's interference in elections and his support for the Tories showed how far he would go to resist the Reformers. After the Rebellion of 1837, the British government lost confidence in Bond Head. It recalled him to London and appointed a replacement. He never again held a position in government.

Louis-Joseph Papineau (1786-1871) Background WEB LINK • Papineau was one of Lower Canada's privileged people. His father For more information on key was a seigneur. He was born in Montreal, and studied to become a figures in the rebellions, visit I,VIN, ,Jt Lei e

Achievements Papineau supported reform. He believed that the elected assembly should have more power than the appointed parts of government. In 1823, he travelled to London, England, to try to persuade the British government to reform the system in Lower Canada. The British were unwilling to do this, so Papineau returned to Lower Canada. He spent years trying to increase support for reform. In 1834, he published the Ninety-Two Resolutions, a list of demands for reform. Papineau's supporters were called the Patriotes. Many of them wanted to rebel against the government. But Papineau believed that they could achieve reform through peaceful means. The Russell Resolutions of 1837 changed everything. They convinced many people that peaceful means of change were useless; it was obvious that the British did not want to grant

This C.w. Jefferys drawing shows Papineau addressing major reform. Some of Papineau's strongest his supporters. supporters organized a rebellion.

H 154 Unit 3: Conflict and Change When fighting broke out later in 1837, Papineau at first supported it. He addressed a rally of Patriotes in October. But when it became clear that the rebellion would fail, he fled to the United States and later moved to France. He finally returned in 1846, after the government granted an amnesty to anyone who had amnesty pardon, or forgive­ connections with the rebellion. Papineau became a politician again. ness, granted to a group of people for political offences Significance Initially, Papineau was the voice of moderate reform in the 1830s. He tried to achieve reform through peaceful means, but eventually discovered that this was not possible. He died in 1871, at the age of ninety-five.

William Lyon Mackenzie (1795-1861) Background Mackenzie was born in Scotland and came to Upper Canada in 1820. He was a printer by trade, and found work with a newspaper. Achievements He was elected to the legislative assembly in 1828 as a strong supporter of reform. But he was expelled in 1831 for publishing libels (false and damaging statements about a person). Mackenzie had a fiery temper and owned a newspaper called the Colonial Advocate. He published articles that used insulting language to describe his enemies. Here is an example:

The family connection rules Upper Canada. A dozen William Lyon Mackenzie. nobodies, and a few placemen, pensioners and individuals of well-known narrow and bigoted principles: the whole of the revenue of Upper Canada are in reality at their mercy; they are paymasters, receivers, auditors, King, Lords and Commons.

People don't like being described in newspapers as "nobodies." So it is not surprising that many hated Mackenzie. In spite of his many enemies, he was re-elected to the assembly four times. But each time, he was prevented from taking his seat there because of his previous libels. During the election of 1836, he published his support of the Reform Party in his newspaper. The Reformers lost the election, and Mackenzie blamed the lieutenant-governor for openly supporting the Family Compact.

Chapter 8: The Rebellions of 1837-1838 H 155 Mackenzie saw revolution as the only answer. He admired the United States for its revolution against Britain in the 1770s. republic a republic has no He also admired the republic the United States had created. monarchy, and the voters elect He hoped that Upper Canada would have its own revolution in the all their politicians 1830s. So he organized a rebellion to start this revolution.

Significance Mackenzie wrote vicious things about his political enemies. He led an illegal rebellion against the Crown. But he was one of the few people with the courage to stand up against a government he said was corrupt and tyrannical. The government of Ontario has since erected a statue of him at the provincial legislature, in Toronto.

Summary Individuals help to move history forward. Sometimes they change things for the better. Sometimes it is for the worse. As a student of history, you have to decide for yourself who has helped improve society and who has not. In the group that you have just studied, there is room for many opinions.

1. Do you think we should admire Louis-Joseph Papineau, based on what he tried to achieve? Iinciude evi dence about his life to support your answer.

2. Do yo u think we should admire Sir Francis Bond Head, based on what he tried to achieve? Include evidence about his life to support your answer.

3. Do you think we shou lld admire Wi liliam Lyon Mackenzie, based on what he tried to achieve? Include evidence about his Ilife to support your answer.

4. Which of the three individuals described in this section do you think (a) was the most admirable, and (b) had the greatest impact on the history of the time? Use evidence to support your choice.

H 156 Unit 3: Conflict and Change The Rebellion of 1837 in Upper Canada By late 1837, Mackenzie had given up on peaceful reform. He encouraged his supporters to take up arms. He wrote in the Colonial Advocate:

CANADIANS! Do you love freedom? I know I do. Do you hate oppression? Who dare deny it? Do you wish perpetual peace . .. a government bound to enforce the law to do to each other as you would be done by? ... Up then, brave Canadians! Get ready your rifles, and make short worl~ of it. ...

In early December 1837, his supporters began to gather at Montgomery's Tavern. At that time, it was about 6 kilometres north of Toronto. Today, a plaque near Yonge St. and Eglinton Avenue marks the spot where the tavern once stood. Mackenzie's troops were a ragged band of farmers, workers, and unemployed people. They carried a variety of rifles, shotguns, ReADING swords, and clubs. They did not have nearly the firepower of the militia and regular troops defending Toronto. They might have Checkpoint done better if they had been able to surprise the defenders. But Firepower and militia: Read Mackenzie hesitated for three days, waiting for more supporters to the sentences that come before arrive. This gave Lieutenant-Governor Bond Head additional time and after the sentence in which these words are used to help to organize his troops in the defence of Toronto. you understand them.

At Montgomery's Tavern, the rebel headquarters, shown in th e far right, Mackenzie and his followers made their final stand against Bond Head's troops.

Chapter 8 : The Rebellions of 1837-1838 H 157 Finally, in early December, Mackenzie led about 400 supporters south along Yonge Street. The picture you saw in the opening feature for this unit shows Mackenzie and his followers marching toward Toronto. They eventually met the troops defending the city, and in a few minutes it was all over. Mackenzie's rebels were outgunned and soon fled in panic. Mackenzie thought it would be like the start of the American Revolution. In fact, as a rebellion, it was pretty tame. Mackenzie fled to the countryside. He

! ' iLd fo, eventually crossed the border to the United States, ? "' n ~ - i " " ,:\.,; / :, r'" 1 . .,, "~ ' <'·!l~f r \ ~I ~ : ', where he lived until 1849. When the government ',,' /' ; I.' Iii .-' .• ' . 0 ,'t gave amnesty to all former rebels in that year, he (" ,,', ~ l/ :; , l\~:d 1/ i ' / I , .1, 7 ~Y returned to Toronto. He resumed his career as a The farmers and labourers in Mackenzie's rebel army, writer and politician. He was luckier than Peter shown drilling in the fields of r\Jorth York in this C.W, Jefferys Matthews and Samuel Lount, two of his key drawing, we re unprepared to meet armed resistance, supporters in 1837. They were captured and hanged as traitors. WEB LINK • For more information on the key events of the legislature, visit vvwwoed ,oned.tdJon7hlslory.

Her 0 e5 and Ui II ains I SU& ann a Moo die

Susanna Moodie came as a Scottish immigrant To her, the "good to Canada in 1832. During the rebellions, her cause" was hu sba nd served in the militia, defending supporting the British against the rebels. Susanna herself was a loyal government of the defender of the British. As a woman, she was time, even though not permitted to fight, but she played a part. many of her fellow She wrote, "As I could not aid in subduing Canadians thought it the enemies of my beloved country with my was oppressive and arm [weapons] , I did what little I could to unjust. But she was serve the good cause with my pen ." She wrote loyal to her queen strongly worded pamphlets that praised the and country, and unafraid to take a stand for British and criticized the rebels. These were what she believed. Does that make Susanna widely circulated. Moodie a hero or a villain?

H 158 Unit 3: Conflict and Change ... --...... - --...... --~ ---..-.-----.... ------==-= ... - - ~ --==------~ -,. ~~- ...... ------..;:::::;: ---~--- ~-- . .... --...... """------~~~=--=---~ Exploring...... Points - of View- :----~ ---:::_---

Was Mackenzie Justified in Leading a Rebellion?

Most people believe that we have a duty to have escaped from violence in their homeland. obey the laws of a democracy. We may not If you report them, they will be sent back to agree with a particular law, but the voters their homeland, where they may be tortured freely chose the government. So we follow or killed. Do you think you should obey the the will of the majority, even if we think law and report them? it is wrong. Consider the following situations. Situation 3 Now imagine that the government referred Situation 1 to in the previous example was not The Ontario government has a law requiring democratically elected. The army overthrew young people to stay in school until age 18. the elected government, installed a new Suppose you are a high school student who government, and then passed this law. How has been promised a good job, and your family does that change the situation? Is it more is needy. But you are 17. Are you justified in important or less important to obey the laws ignoring the law, dropping out of school, and such a government passes? taking the job? Situation 4 Situation 2 Was William Lyon Mackenzie justified in Imagine that a democratically elected leading a rebellion? Mackenzie had shown that government in Canada passes a law that all he could not change the political system in citizens have a duty to report to the police any Upper Canada peacefully, because the suspicious acts of their neighbours. Suppose government was not democratically elected. you know that your next-door neighbours are Does that make a difference in considering in Canada illegally. You also know that they whether his actions were justified?

Work with a partner to discuss each of the 2. Do you think we are required to obey the laws following questions. Record your conclusions, that tyrannical governments pass? Explain. then meet with another pair of students to 3. Do you think Mackenzie was justified in compare your opinions. Identify areas of leading his rebellion in 1837, even though disagreement. people were bound to die as a result of it? 1. Do you think we are required to obey the Explain your reasons. laws that democratic governments pass? Exp!lain.

Chapter 8: The Rebellions of 1837-1838 H 159 The Rebellion of 1837 in Lower Canada LOWER CANADA & The Battles of Saint-Denis and Saint-Charles ~ -i 10 5t-Charles Fighting broke out in Lower Canada in 1ate November 1837. At _ C, t · : , • St-Denis ~ S) E ustach ~ J Montreal Saint-Denis, armed Patriote supporters captured a seigneur's ~ aRilfl' .. J ottaW r \ Riche/ieu UPPER A River manor. An army force under the command of Lieutenant-Colonel CANADA .i- !!, ~",-",,~1 : - Francis Gore fai1ed to recapture the manor. The army had to withdraw, and the rebe1s claimed a victory. ? ',0 .;:: ~ ~ Two days 1ater, at Saint-Char1es, an army troop approached a Patriote camp that contained about 100 armed rebels. The army Locations of the ma in battles in the charged the camp, killing many of its defenders. This batt1e Lower Canada rebellion. demonstrated the determination of the government to suppress the rebel1ion.

The Battle of Sajnt-Eustache Sir] ohn C01borne was commander of the British army in North America. In mid-December, he 1ed a force of 1200 well-armed and disciplined regu1ar troops against an armed Patriote camp at Saint-Eustache, northwest of Montreal. The rebe1s tried to defend themse1ves in bui1dings (inc1uding a Catholic church) in the community. But they were no match for the army. About 100 rebels were kil1ed, and many were taken prisoner. This batt1e proved that the rebels did not have the power to defeat the army.

In this view of the atta ck by British troops on Saint-Denis, called Passage of the Riche/leu by Night, 22nd November, 1837, artist Charles Beauclerk depicts British troops crossing the Richelieu River to attack the manor house.

H 160 Unit 3: Conflict and Change Th e Patriotes of Sa int-Eu stache took refuge in a church, but the British army set fire to it and killed those trying to escape. The British th en ransacked the village.

Hunters' Lodges Many Americans living near the border thought that the rebellions might lead to a British defeat, so they were anxious to help the Patriotes. Rebels who had fled to the United States began to organize groups to invade Lower and Upper Canada. In Upper Canada these societies were called Hunters' Lodges. In Lower Canada, they were called Freres Chasseurs. They attracted many American members. By mid-1838, there were 40000 to 60000 members in the lodges. They mounted a number of invasions. But Th e Battle of the Windmill, November, 1838, near Prescott, they were defeated at Windsor and Prescott in Upper Canada, and seen from the American shore. Napierville, Lacolle, and Odelltown in Lower Canada.

1. Create a poster encouraging citizens to join a letter to a friend in which you explain your rebel militia. Make sure that your poster feelings about the rebellion, and whether you conta,ins strong images of the tyranny of the still feel you were justified in supporting it. See government, and the heroism of t'he rebels. page S 2 in the Skills Tool Kit for help. Add a patriotic slogan. If you can , write your 3. Do some research about one of the battles slogan in both English and Freilich. described in this section . Draw a diagram (or 2. Do some research into the lives of Peter series of diagrams) to show how the battle was Matthews or Samuel Lount, both of whom were fought, and the reasons why it had the results hanged as traitors after the Rebellion of 1837 in it did. See page S 2 in the Skills Tool Kit for Upper Canada . Ilmagine you are one of them , help. and you are awaiting your execution. Write a

Cha pter 8: The Rebellions of 1837-1838 H 161 The rebellions were a terrible shock to the governments of Lower and Upper Canada. In London, the British government realized that it would have to make changes in order to prevent similar problems in the future. But what should the British government do? There were all sorts of ideas on the subject. Whose advice should it follow? Consider the following viewpoints.

Should the Government Make Major Changes to the Existing System? Some politicians believed that there should be no appointed officials in government. The voters should choose all government representatives, as was done in the United States. They recommended that the British should abolish the positions of lieutenant-governor, executive council, and legislative council. These were all appointed positions. They should replace all these positions with elected ones. Opponents of these views stated that radical seen to be extreme or these ideas were too radical, or extreme. Such changes, they said, revolutionary would make the system too American, so they should be avoided.

Should the Government Make Minor Changes to the Existing System? Politicians such as Robert Baldwin in Upper Canada and Louis­ Hippolyte LaFontaine in Lower Canada believed that making minor changes to the existing system would be enough. They argued that the Canadas needed responsible government. In such a system, there are still appointed politicians. But they must accept what the elected politicians want. Under responsible government, any bill passed by the legislative assembly would have to become a law. In the 1830s, if the lieutenant-governor disagreed with a bill passed by the assembly, he could simply refuse to sign it. So it would not become a law.

H 162 Unit 3: Conflict and Change l Robert Baldwin. Louis-Hippolyte laFontaine.

Should the Government Reduce the ReADING Influence of the Canadiens? Checkpoint Some people pointed out that the situation had been far worse in What do you know about Lower Canada. The fighting was more organized and went on for French/English issues in Canada longer. Many felt that there could be no peace in the Canadas that might relate to this? unless the position of the Canadiens, who outnumbered English Canadians in Lower Canada by 450000 to 150000 was weakened. They wanted the British to change the political system so that the power of the English Canadians would be increased. Clearly, whatever the British did, they could not hope to satisfy everyone. Government often involves pleasing some groups and disappointing others. The future looked quite uncertain.

THINKING It Over ~

1. What were the differences between what the radical and the moderate reformers wanted the British to do?

2. Imagine that you have been given the task of making changes to the political system in the Canadas. Whose ideas- the radicals' or the moderates'-would you support? Why?

3. Predict what the British will do. Will they make major changes to the political system or minor adjustments? Why do you think this? (You will find out in Ohapter 9 how accurate your prediction is.)

Chapter 8: The Rebellions of 1837-1838 H 163 Equipment How to Win • a game board The game lasts ten rounds, or until someone reaches the Rebellion or No Rebellion box. (You • one die do not have to land exactly in one of these boxes • two cou nters for the game to end.) The winner is the player • one List of Special Sq uares Instructions whose counter is on the highest-numbered square (provided by your teacher) (closest to the No Rebellion box).

How to Play After the game, discuss the "Thinking It Over" A. Work with another person. It is 1837. You are questions with your partner. competing to see who can prevent a rebellion from breaking out in Upper Canada.

B. On the game board your teacher will give you, colour in the red and green squares as shown on the mini game board shown here . 2 21 26 45 49

C. Place your counters on Start. Take turns to roll 3 20 27 44 50 91 the die. If you roll an odd number (1 , 3, or 5) 4 19 28 43 90 move your counter backward to a lower-numbered 5 18 76 89 square. If you roll an even number (2,4, or 6) move your counter forward to a higher-numbered 6 17 64 77 88 square. 7 54 63 78 87

D. If you land on a green or red square, look at 8 55 62 79 86 the List of Special Squares Instructions provided 9 56 61 80 85 by your teacher. Follow the directions given for t hat square. Note that green squares will move 37 57 60 81 84 you forwa rd and red ones will move you back. 12 35 36 58 59 82 83

Work with your ga me opponent to answer the more likely. List the types of things that made it foll owi ng question s. less li kely.

1. Wa s what happened in the game pred ictable 3. What changes or add itions wo uld you make to or un predictable? Give a few exam pl es to th is game so that it better illustrates som e of ill ustrate your point. the factors leading up to the Rebell io ns of 1837? 2. List the types of things from the Special Squares Instructions that mad e rebellion

H 164 Unit 3: Conflict and Change You learned about the long- and short-term causes of the rebellions in Lower and Upper Canada. You saw how there had been long­ ReADING standing grievances about the undemocratic nature of the governments in the two colonies. You studied some of the Tie It Together Go back to the questions you documents from the time, illustrating how the British and the created at the start of this colonial reformers felt about key issues. You examined the impact of chapter. Can you answer them? key personalities (Papineau in Lower Canada and Mackenzie in Were they the right questions? Upper Canada) in encouraging rebellion. You considered the issue of Why or why not? In the third whether the people have a right to use force against a government column of your chart. write why they were or were not the that they consider unjust or tyrannical. right questions.

My auee;tlom~ Answers Why thee;e were/were not the bee;t quee;tlons

~ ------PUTTING It ALL Together "

You are going to compare the situation in the 2. Analyze the Canadas and Nova Scotia. Suppose you have information you find to observed that there was a popular reform leader suggest why the in Nova Scotia (Joseph Howe) , but that there Canadas had was never a rebellion there. Howe was able to rebellions while Nova win responsible government for Nova Scotia in Scotia did not. 1848. without a rebellion. You want to answer 3. Follow your teacher's the question: Why were there rebellions in the instructions about the Canadas but not in Nova Scotia? format in which you

1. Use some primary and some secondary are to present your Joseph Howe. materials to research the differences and findings. similarities between the Canadas and Nova Scotia. Focus on the following three topics. See pages S 2 and S 10 in the Skills Tool Kit for help.

Topics for comparison Situation in the Canadas Situation in Nova Scotia l. History 2. Trade 3. People

Chapter 8: The Rebellions of 1837-1838 H 165 Building for the Future

o

Ba ron Jeffery Am herst

I General Arth ur Wellesley, Duke of Wellington Charles Edward Paulett Thomson. Baron Sydenha m

I Thayendenagea (Joseph Brant) Sir John Col borne

hiS map of Upper Canada at about 1831 shows a ReADING number of places named after key figures in Ontario history. Making Connections T The counties of Durham and Is the community you live in named after a person? Many Lambton are named after a places in modern Ontario are. Sometimes they end in "ville" (such figure from Canad ian history. as Kemptville, near Ottawa) or "burg" (such as Amherstburg, near What does this tell us about the Windsor). But they are often just the name of a person, without a person after whom they are special ending. Who were the people after whom Upper Canadian named? Turn to a neighbour and discuss places were named? Many were politicians or military figures. Because only men could play such roles at the time, the vast majority of places named after people were named after men.

H 166 Unit 3: Conflict and Change LOWER CANADA

UPPER CANADA \ \ I Lake Huron

I • Limit of settlement. \ I 1831 I ._,_. Lake OntariO .. - .- ' .; _ (r<\ ~ ~ '-'-

UNITED STATES OF AMERICA

o 75 150 km

1:::' ===±====l'

What You Will Learn LITeRACY in This Chapter Being able to locate and summarize main ideas , • How did Lord Durham view the situation in the Canadas? What changes did he ask questions, and make connections are recommend? important literacy skills that help you understand, make sense of, and remember what you have • How did the British react to Lord read . Use an organizer like the one below. Durham's recommendations in the Un ion Act (1840)? It is also important that you can talk about the reading strategies you have used. Being aware of • How and why did the reformers win the struggle for responsi ble govern ment? and talking about how you do something is called metacognition. • What were everyday conditions like in

the Canadas around 1850? Supporting Detail Supporting Detai l • How do various factors cause change in history?

Supporting Detail

Chapter 9 : Building for the Future H 167 John George Lambton, Lord Durham, arrived in Quebec City in June, 1838 to carry out two special tasks for the British government: • to find out why there had been rebellions in Lower and Upper Canada • to prepare and present a report making recommendations for avoiding further violence Lord Durham was 46 years old, spoke English and French fluently, and was known as a supporter of reform. He got an enthusiastic welcome when he disembarked from the sailing ship in Quebec Lord Durham supported many City. English and French Canadians both felt he could bring peace reform movements of his time. and justice to the Canadas. Durham held meetings with many individuals and groups. He quickly realized that there were many different opinions about what the future of the Canadas should be. The Chateau Clique and the Family Compact had lost much of their influence after the rebellions. Durham focused on what the Reformers recommended. But the Reformers themselves did not agree on the issues. Three main concerns dominated the discussions.

Responsible Government The Reformers strongly pressed Lord Durham to recommend responsible government for the Canadas. You will remember from Chapter 8 that this means the elected politicians would control the government. The appointed legislative council and the lieutenant­ governor would not be able to oppose the wishes of the elected legislative assembly.

Joining the Canadas Politicians in Upper Canada wanted to increase Canada's economic development. They felt that Lower Canada's slowness to expand its canal system was holding back development in Upper Canada. If the Canadas were joined together, they said, Lower Canada would be forced to pick up the pace of its development.

H 168 Unit 3: Conflict and Change The Question of Representation But if the Canadas were joined together, how should their representatives be chosen? Should each place have the same number of representatives in the legislative assembly? (This plan was known as equal representation.) Or, should the one with equal representation each re­ gion has the same number of the larger population get more seats? (This approach was called elected representatives representation by population or "rep by pop.") representation by population Population figures were crucial in this discussion. Here is how ("rep by pop") the number of Durham saw the population breakdown in the Canadas. representatives is determined by the size of the population in the region represented Durham's Estimates of the Populations of the Canadas, Late 1830s

Population Type Subtotals Totals WEB LINK· For more information about Lower Canada (French) 450000 Lord Durham, visit www.pearsoned.cafon7history. Lower Canada (English) 150000

Lower Canada (combined) 600000

Upper Canada (English) 400000

Total population 1 000000

Note that, according to Durham's estimates, Lower Canada ReADING had a larger population than Upper Canada (600 000 to 400000 people). Rep by pop would give it more representatives than Checkpoint Upper Canada. You would think that this would make the Upper Use what YOll know and Canadians unhappy. But add the population of Upper Canada to have already read to make the English-speaking population of Lower Canada. The total predictions. would be 550 000. The English would have a majority, outnumbering the Canadiens in Lower Canada by 100000. Durham could not make any changes on his own. The British government had to read his report and decide whether or not to adopt his suggestions. What would Durham recommend?

Chapter 9 : Building for the Future H 169 Lord Durham's Report

Read the following extracts from Durham's report to the British government, published in 1839.

Durham's Report Meaning

A. I found two nations warring within the bosom A. This was a war between two different peoples, of a single state: I found a struggle, not of not one of different ideas. We can't improve the principles, but of races; and I perceived that it government of the Canadas without first ending would be idle to attempt any amelioration of laws the hostility between the English and the French. or institutions until we could first succeed in Note that Durham uses the term race in the sense terminating the deadly animosity that now of nationality. separates the inhabitants of Lower Canada into the hostile divisions of English and French .. ..

B. It needs no change in the principles of B. We don't need to adopt an American system of government ... to supply the remedy which government to solve the problems in the Canadas. would ... completely remove the existing political disorders ....

C. If the British government intends to maintain C. The English population of the Canadas must its hold of the Canadas, it can rely on the English be given control over both Canadas. population alone ....

D. There can hardly be conceived a nationality D. The French of Lower Canada are a primitive more destitute of all that can invigorate a people, people, who lack a sense of history and culture. than that which is exhibited by the descendants of the French in Lower Canada .. .. They are a people with no history, and no literature ....

E. ... [N]o time should be lost in ... restoring E. The Canadas should be joined together, and be the union of the Canadas under one Legislature; given one legislature. and re-constituting them as one Province.

F. I am [opposed] to every plan that has been F. There should not be an equal number of proposed for giving an equal number of representatives for each of the Canadas. representatives to the two Provi nces ....

G. The responsibility to the United Legislature of G. There should be responsible government in the all officers of the Government ... should be united Canadas. secured by every means known .. . .

H 170 Unit 3: Conflict and Change Work through the following questions to focus on 3. What did the British government have to do to key items in the extract. restore peace to the Canadas? (paragraphs B, E, F, and G) ~ 1. a) According to Durham, what was the nature of the relationship between the English and the 4. How do you think modern French-Canadian French? (paragraph A) ~ historians regard Lord Durham-as a hero or a villain? Why would they think this way? b) What do you know about relations between 0 French and English Canadians today? 0 2. What was Durham's view of the English and the French in the Canadas? (paragraphs C and D) ~

THINKING It Over ~

1. Give examples to show the meaning of these a) Will it join Lower and Upper Canada into terms: equal representation, representation by one province with one legislature? Why do popu lation . you think so?

2. a) Which system-equal representation, or b) Will it favour equa l representation or representation by population-was favoured representation by population? Why? by i) French-speaking politicians, c) Will it grant responsible government? Why? ii) English-speaking politicians? Why? Create an organizer like the one below and b) Which system do you think would be best write in your predictions. For now, leave the for Canada today? Explain your views. final column blank. You 'll find the answers to 3. After studying Durham 's report in the "Working these questions in the next section. with Evidence" feature, predict which of the following options you think the British government will choose.

My Prediction Item (reason from text) What the British Did

Join the Canadas together?

Equal representation or representation by po pulati on?

Grant responsible government?

Chapter 9: Building for the Future H 171 What the British Did The British government responded to Durham's report by passing the Union Act in 1840. It came into effect in 1841. Here are its highlights.

Item What the Union Act Said

Join the Canadas together? Yes. The Canadas were renamed Canada East and Canada West. Their capital would be in Kingston, Canada West. They would have one legislature to make laws for both provinces, which would meet one year in Kingston, and the next year in Montreal.

Equal representation or There would be equal representation. representation by population? Each province would get 65 represen- tatives in the legislature, for a total of 130.

Grant responsible government? Th is was not mentioned in the Act. It was neither granted nor refused.

N ow fill in the third column of the organizer that you made earlier (p. H 171) with information from this organizer. How well did you do? Of the three items, how many did you predict correctly?

Hudson l, LABRADOR / ...... ;,...... - Bay \ '", -" - SEA r " \ • j .r -- / '\ ---- ,----. JJames r -../" ~< ~ BaY I ~~-.,

i <

\

o 250 500 km The two Ca nadas before the . • ! passage of the Union Act in 1840.

H 172 Unit 3: Conflict and Change Durham's Report and the Union Act When you look at what Durham recommended and what the British did, there were important differences.

Durham Wanted to Assimilate the French Durham wanted to assimilate the French in Lower Canada. This assimilate absorb one group of means that he wanted to change them into English people over people into a larger group and make them the same time. He saw that thousands of English-speaking immigrants were arriving in Upper Canada (Canada West) each year. In time, there would be so many English-speaking people that the French would ReADING be completely outnumbered. Under rep by pop, Canada West would soon dominate the legislature. The French of Canada East Checkpoint would be forced to change their ways. Their descendants would Syntheoi6 means bringing become like the English. But the Union Act gave each Canada the information together. Read this same number of representatives. This guaranteed the French of section and think about what you learned about the French Canada East representation in the legislature. in earlier chapters, and what you know about Quebec and Durham Wanted Responsible Government French-Canadians today to Durham believed that responsible government would help the consider how effective moderate reformers. They wanted to change the system but keep assimilation would be. the Canadas loyal to Britain. But the Union Act did not grant responsible government. This helped the radicals, who wanted to WEB LINK. destroy the existing system, because they could argue that the For more information about the Union Act, visit system was not improving. wvvw.pearsoned caton 7hlstory. After 1841, Canada East and Canada West faced many new problems. There was much disagreement between the two provinces over their future. The Union Act remained in effect for only 26 years. In 1867, a new Act replaced it. The British North America Act created the Canadian Confederation. The Act established the rules for the new country-Canada.

THINKING It Over ' :~

1. Did Durham's report and the Union Act say the same or different things? Use evi dence from this section to support your conclusion. 2. From what you have read in this section, do you think the Union Act was a success or a failure? Give reasons for your answer.

Chapter 9: Building for the Future H 173 --... - :' ------'":::-- ~ ~~ = . . - -. -~ .... --...... --. -... --.. ~~ ~--- . ~ . .-- .... ."--. ~...... ---' ...... ---.... ------.:... ----- .. ,'" - ~~= -=---~--- Exploring Points of View _ ~~ :=-::::_---

Durham-Oppressor or Peacemaker?

Historians often see historic events and issues prosper, he believed, they would have to change from contrasting perspectives. Differing opinions of their ways. By becoming English, they could take Lord Durham are one example of this. advantage of these developments. Maurice Seguin, who wrote about Durham in the 1960s, said that Durham and the Union Act were a "disaster" for French Canada. Durham did not like the French Canadians, Seguin said. (Durham's In history, you have to make up your own mind report said uncomplimentary things about the about the people you study. Now it's time for you French.) When there were conflicts between to take a stand on this issue. English and French, Durham and the British government chose the side of the English. It was, l. In your own words, summarize Paul said Seguin, 1760 all over again. The British had Seguin's opinion. defeated the French a second time. 2. In your own words, summarize Claude Claude Belanger is also a French-Canadian Belanger's opinion. historian. He believes that although Lord Durham 3. What do you think? Considering these supported assimilation, he was not trying to opinions and your own reading of some oppress the French. Durham wanted to bring the parts of the Durham Report (page H 170), French and English together. Unity between the was Lord Durham trying to defeat and two groups was important for effective government. oppress the French or to make peace Durham correctly predicted that most of North between the French and English? Why do America would become English-speaking. If the you think so? 0 descendants of the French-Canadians wanted to

H 174 Unit 3: Conflict and Change In 1841, the first legislature of the United Canadas met at Kingston. Refonners from Canada East and Canada West agreed to work together to get responsible government. The struggle had been going in [an ada on for many years. It had gone on in the Canadas and also in Nova Scotia. The timeline that follows outlines the history of this struggle. Nova Scotia and Responsible Government Did you know that Nova Scotia The Montreal Riots was the first British colony to and Responsible Government achieve responsible government? Sometimes change comes about after lots of discussion. At other The fight for responsi ble times, it is forced by action and even violence. In 1849, the government in Nova Scotia government of the Canadas passed the Rebellion Losses Bill. It was led by Joseph Howe would pay damages to people who had lost property during the (1804-1873). In 1828, he bought a Halifax newspaper rebellions of 1837-1838 in Lower Canada (Canada East). called The Novascotian. He Opponents of the bill felt that most of the people who lost property wrote articles demanding were rebels and the government should not pay damages to people reform. who were disloya1. Many people were unhappy about this, but the In 1836, he was elected to representatives they had elected to the legislature had voted for the Nova Scotia legislature. He worked with the Reformers this bill. Did the elected representatives control the government? to press for responsible Did the governor, Lord Elgin, have to sign this bill, or could he do government. what he wanted? What would happen? Eventually, Howe got what Lord Elgin believed that the bill was a bad one. He did not he wanted. In February 1848, think the government should pay damages to former rebels. Nova Scotia was granted responsible government, the However, he recognized first British colony anywhere that this was a local in the world to win this. It issue, not concerning the was Howe's proud boast that government in Britain, so the Reformers had won responsible government it should be resolved by without "a blow struck or a local authorities. He also pane of glass broken." thought that refusing to sign the bill would stir up more unrest, perhaps ReADING even another rebellion. Lord Elgin signed the bill Checkpoint into law on April 25, Think back to Chapter 7 What style of conflict resolution did 1849. Responsible Lord Elgin wa s governor general of th e Howe use? What would you government had come to Province of Canada from 1847- 1854, during the Montreal ri ots. have done? the Canadas.

Chapter 9: Building for the Future H 175 The Struggle for Responsible Government, 1828-1849

1828 • Led by William Lyon Mackenize, Reformers in Upper Canada begin a campaign to persuade the British to grant responsible government.

1837 • Joseph Howe, a Nova Scotia reformer, demands an elected executive council and responsible government.

1838 • Robert Baldwin and William Baldwin press Lord Durham to recommend responsible government in his report.

1839 • Durham recommends responsible government for the Canadas. • Joseph Howe issues four letters to the British government diemanding responsible government for Nova Scotia.

1840 • The Union Act does not mention responsible government in its terms.

1841 • Robert Baldwin resigns from the government of the United Canadas (Canada East and Canada West) because the governor (Lord Sydenham) will not approve Robert~ Baldwin responsible government. 1842-1843 • Robert Baldwin (Canada West) and Louis-Hippolyte LaFontaine (Canada East) agree to work together in the legislature for responsible government.

1844-1847 • Howe publishes a series of articles in The Novascotian, demanding responsible government.

1848 • The British government grants responsible government to Nova Scotia.

1849 • The British government grants responsible government to the United Canadas.

H 176 Unit 3: Conflict and Change This image, painted shortly after the event, shows the destruction of Montreal's legislature by rioters on April 25, 1849. As a result, the seat of government of the Canadas alternated between Toronto and Quebec City until it was permanently loca ted in Ottawa.

Opponents of the bill reacted strongly. They pelted Lord Elgin WEB LINK· with eggs and tomatoes as he rode in his carriage through the For more information about Joseph Howe, visit streets of Montreal. That night, they broke into the legislature \'VWw.pearsoned .ca/on7history . buildings and set fire to them. Thousands rioted in Montreal for two days. Nevertheless, the Reformers had won the struggle for responsible government. Now the people could turn their attention to the future. V\That did it hold for the various colonies of British North America?

THINKING It Over ~

1. In your own words , explain what responsible government means. 2. Look at the timeline "The Strugg1le for Responsible Government, 1828-1849." Pick four events from the timeline that you think were particularly limportant in winning responsible government. Explain the reasons for your selections.

Chapter 9: Building for the Future H 177 Think of life in Canada today. How do you think it compares with life here in the 1850s? In this section, you are going to see a lot 'of graphs, charts, and figures. You'll use them to answer a series of questions about life at that time.

Question 1: How Large Was the Population? The population was much smaller than today and much more rural. Only 8.9 percent of the total population lived in the five largest communities.

Population of Canada East and Canada West, 1851

Populations of the Five Largest Communities in the Canadas, 1851

~ . I , , I ---- I \~I I

U.S .A.

100 200 km

Question 2: Was the Population as Diverse as It Is Today? As you can see in the following graphs, the population was much less diverse in the 1850s than it is today. In Ontario and Quebec today, visible minorities make up about 14 percent of the combined population of the two provinces.

H 178 Unit 3: Conflict and Change Percentage of Visible Minorities in the Canadas, 1851, and in Ontario and Quebec, 2007

1851 2007

Visi ble Minorities 14 140 0.8% 85.7% Caucasian 1 753360 99. 2%

Question 3: Was Immigration an Important Factor? Large numbers of peop1e immigrated to Canada between 1851 and 1861, but the emigration rate was a1so very high. Peop1e who had no prior experience in farming came to Canada and tried unsuccessfu11y to make a 1iving from the 1and, attracted by promises of free or cheap 1and. Some stayed on1y a short time because farming in Canada West was too hard. They saw that there were jobs avai1ab1e in the deve10ping cities of the United States, and they gave up and moved there.

Immigration to and Emigration from the Canadas, 1851-1861

Chapter 9: BUilding for the Future H 179 Question 4: What I{ind of Work Did People Do?

Major Occupations of Male Workers in the Canadas, 1851

Occupation Number Percent (%)

Farmer 164448 39.1

Labourer 150688 35.9

Most of the workers in the Other occupations 100069 23.8 Canadas of the 1850s lived and worked in rural areas. This draw­ Privately wealthy l.2 ing by C.w. Jefferys is called 4986 Pulling Stumps and Clearing Land Total 420 171 100.0

You can see that the majority of males worked as farmers or labourers. There was little demand for skilled work. Most people had little education. They did not need it for the jobs available.

Question 5: How Much Did People Earn?

Average Daily Wages for Selected Occupations, Canada East, October 1851

Wages were low. Note also that wages for female workers were considerably less than those for males. Women were barred from Checkpoint all professions, except teaching. Even there, they were paid about What int'ormation can you LIse half what a man earned doing the same job. from other tables to see it' wages were really low7

Occupation Daily Wage

Bricklayers (male) $l.25

Carpenters (male) $1.50

Dressmakers (female) $0.31

Farm labourers (male) $0.83

Dairy workers (female) $0.13

Sawmill workers (male) $0.75 A dressmaker at work in her shop at Upper Canada Village, which re-creates life in the 1860s. Dressmakers were able to contribute Tailors (male) $0.95 to the family finances by operating a business in their homes.

H 180 Unit 3: Conflict and Change Question 6: How Much Did Goods Cost? Average Retail Prices, Canada East, October 1851

Item Price

Blankets (each) $1.25

Brea d (kilogram) $0.10

Butter (kilogram) $0.32

Cotton shirts (men's) $0.56

Eggs (dozen) $0.16

Ground coffee (kilogram) $0.46

Work boots (women's) $1.88

In the 1800s, ma ny people in urban areas shopped in Prices were low. But you still couldn't buy much outdoor markets like this one, where they found fresh foods and many other ho usehold supplies. if you were working for less than a dollar a day .

.... : THIS COULD HAVE BEEN ME ~ tleanora Hallen

..,...... Eleanora died when she was 23 years old. Her journals are v now an important part of Canadian heritage. r _ ~

Cha pter 9: Buildin g for the Futu re H 181 I o Rewind / Fa§t Forward e Toronto 1850 and Today

Population In 1851, Toronto was the largest community in Canada West. It is the largest city in Canada today. The figures below refer to the city of Toronto; the Toronto metropol itan area is much larger.

1851 2006 30763 2 503 281

Origins of the Toronto Popu lation In the 1850s, immigrants were arriving in Toronto in large numbers. Most of the inhabitants were of Irish or British origin . Toronto today IS a ri ch mix of people from many Toronto is still a magnet for immigration . More backgrounds. than 49 percent of the population was born outside Canada . The population is extremely 2006 diverse, with almost 43 percent belonging to visible minorities. Visible Minority Group Number

18505 Chinese 259710

Origin Number Percent (%) South Asian 253 920

Ireland 11 305 36.7 Black 204075

Canada (descended 9956 32.3 Filipino 86460 from British) Latin American 54350 England 4958 16.1 Southeast Asian 33870 Scotland 2 169 7 .1 Arab 22355 United States 1 405 4 .6 West Asian 37205 Canada (descended 467 l.5 from French) Korean 29755

Germany/Netherlands 113 0.4 Japanese 11 595

Other cou ntries 390 l.3 Others 60830

Total 30763 100.0 Total 1 052 125

H 182 Unit 3: Conflict and Change Question 7: What Characteristics Made Good Immigrants to the Canadas in 1850? The Canadas were not for everyone. If you worked hard, you would survive. Farmers had to build a shelter for their families to live in. They had to clear their land of trees and rocks. They had to build fences to keep animals on the farm. There was no power machinery, so all the work had to be done by hand or with the assistance of horses. Townspeople had to find a place to live and jobs to survive. Accommodation was generally poor and jobs back­ breaking. If you were not prepared to work hard, the Canadas were no place for you. Catharine Parr Traill immigrated to Canada with her Scottish husband in 1832. She wrote about pioneer life. She quoted what she had heard a sea captain say about the difficulties of settling in Canada:

It is a fine country for the poor labourel~ who, after a few years of hard toil, can sit down in his own log-house and look abroad on his own land. ... But it is a hard country

for the poor gentleman whose habits have rendered him Catharine Parr Trail! was the unfit for manual labour .... He has a hard struggle to live . sister of Susanna Moodie (page H 158). They both wrote about . . and he is obliged to endure many privations [lack of pioneer life in the 1800s. needed items} .... In short, the country is a good country for those to whom it is adapted; but if people will not conform to the doctrine of necessity of and expediency [doing WEB LINK· For more information on whatever needs to be done}, they have no business in it. It is Catharine Parr Traill, visit plain Canada is not adapted to every class of people. www.pearsoned.ca/on7hlstory .

1. You and a partner will become experts on 2. Check your work with another student who did either population (pages H 178-H 179) or, the the same topic. Then, meet with your partner to economy (pages H 180-H 181). explain your findings and take brief notes.

a) Record three important observations and 3. Choose one worker and a product from the one overall conclusion for each number number tables . How long would it take the table. person working in 1850 to buy the product? Find out the matching wage, cost, and work b) Draw and label a neat graph for either time for today. Question 3 (page H 179) or Question 4 (Page H 180). (Refer to pages S 8 an S 9 of the Skills Tool Kit.)

Chapter 9: Building for the Future H 183 In history, there is a constant struggle between people who support continuity and those who support change. People who continuity things continuing as believe in continuity want the future to be the same as the they have been present. People who support change want the future to be change making things different different from the present. than they are The Causes of Change

-~ ~ - . Have you ever experienced a big change? In our personal lives, ReADING. ~ - - . major changes can be caused by a number of things, including a Checkpoint move to a new location, a change in family structure, and Skim this section for main ideas. increases or reductions in family income. But what things can Then add details to your notes as cause change in history? you read the section thoroughly. Improving Technology In the 1820s, human and animal effort were the chief sources of power. There were waterwheels to run mills, but only where rivers flowed fast enough. Transportation choices were limited: people could travel by canoe or sailboat, by horse or coach, or on foot. As a result, people did not generally travel far from home.

CANADA WEST

UNITED STATES OF AMERICA

- Grand Trunk Railway - Great Western Railway a 50 100 km - Other railways ! J I

Th e movement of goods and people changed drastically once the railwa ys of the mid- 1800s were constructed. What effect do you think this technology might have had on the cities shown in this map'

H 184 Unit 3: Conflict and Change But the steam engine changed everything. The first railway in the Canadas opened in 1836. Railway construction increased in the 1840s and 1850s. By 1856, the Grand Trunk Railway connected Sarnia with Montreal and most major towns in between. The Great Western Railway connected Windsor with Hamilton and Niagara Falls. Long-distance travel for freight or passengers became possible for the first time. Steam-powered boats carried freight on major rivers and lakes. Before the developme ltof railways, the Canadas consisted of a number of isolated settlements. Each town produced goods to be sold locally. There was little long-distance trade or travel. Afterward, the economy became more interconnected. It was possible to manufacture products in Toronto and ship them throughout the region. In fact, the development of the railways gave Toronto its dominant position in the Lake Ontario-Lake Erie region. This new technology completely changed the region's economy.

Digging a Grand Trunk Railway train out of the snow in 1869.

Steamships like this one carried goods and passengers in comfort to ports all around the lower Great Lakes region .

Chapter 9: Building for the Future H 185 New Resources There is often a rush to develop new natural resources. A good example of this is the forests of Upper Canada. In the 1820s, much of the region was covered in dense forests. Settlements were close to the Great Lakes. At that time, there was a great demand for lumber in the United States and in Europe. The demand for forestry worl

CANADA EA ST

CANADA WEST

Limit of settlement • 1800 1831 1841 UNITED STATES 1851 OF AMERICA

100 200 km

Areas settled in Canada West from 1800 to 1850.

Churches and Education As the colonies grew and developed through technology and expansion of settlement, the influence of the two primary churches also grew. In Canada East, the Roman Catholic Church remained a strong force in the French-Canadian community. Though it did not have the political power it once had in New France, its existence was assured by treaty and proclamation. Schools in the French community were still an extension of the Church. It continued to be desirable for a son to enter the priesthood.

H 186 Unit 3 : Confl ict and Change By the middle of the 1800s, investigations show that many of the Canadians in Canada East were without education and unable to read or write. In an effort to remedy that for the French Canadians, the Catholic Church designated a school for every 100 families-at least one per parish. The Church continued to control the schools. Since there were English people in Canada East as well, Protestant schools were also permitted for their children. Taxes were raised to build and maintain schools and provide for teachers. Teachers were trained in colleges called "normal schools." Three normal schools were established in 1857, two Catholic and one Protestant. Church and school remained closely tied together. In Canada West, the Church at first also held sway in education. In this case, however, it was the Anglican Church, or the Church of England. With the English community being the majority in the Canadas, the Anglicans maintained power through the Family Compact, whose chief member was Bishop John Strachan of the Church of England. (Although the Family Compact had lost some influence, it was still active.) Colleges and universities were sponsored by the various Protestant churches: Anglican, Methodist, and Presbyterian. It was in public education where the greatest changes occurred in the 1800s. In the early 1800s, if schools existed at all, they were small crude buildings with few resources, poorly trained teachers, and little money. Teachers lived by boarding, weeks at a time, with the Doctor Egerton Ryerso n. families of the school's students. By the middle of the century, changes occurred. Methodist Reverend Doctor Egerton Ryerson was an educational activist. He got his experience in education by being one of the earliest minister/ teachers to the Mississauga First Nation of the Credit River. He started a revolution in education that challenged the old ways. He advocated a public education, separate from the Church. Also, he Today you ca n visit communities that re-crea te life in the 1800s, including going established the first teacher's to school in a small schoolhouse like this one. college designed to prepare

Chapter 9: Building for the Future H 187 Doctor Ryerson believed that education should be freely available to every child . Here girls pra ctise their rea ding in the Upper Canada Village sc hoolhouse.

teachers properly for their work. Finally, he convinced the legislature to create an education tax that would permanently fund schools and pay teachers. The results of these efforts produced a literate society, able to take advantage of the technological advances of the time and connect with the world.

1. Ask an older person in your family what technological changes she or he has seen over time. Identify three changes and explain how they affected the life of the person you asked.

2. Which factor-new technology or new resources-was more important in the development of the Cal1adas? Explain your opinion i,n an organized paragraph.

3. Complete this chart in your notes, and briefly explain the effect of technology on these changes.

Schools in the 1800s Schools Today

Religious connections Teacher training School funding

4. Think of one major change to Canada that you believe will happen in your lifetime. Use art, prose, or poetry to express its possible effects on you and other Canadians.

H 188 Unit 3: Confli ct an d Change You learned about the recommendations Lord Durham made in his ReADING report on the Canadas. You saw how he wanted to assimilate the French by joining the Canadas together, creating an English Tie It Together majority. You considered the question of whether or not Durham Use the information you have was racist. You saw how some-but not all-of Durham's recorded to write a chapter recommendations were adopted in the Union Act (1840). You summary. You can looked at British North America in about 1850, to see what use an organizer like the one shown here to record the everyday conditions were like. Finally, you considered some factors supporting details for each that cause change in history. main point.

Supporting Detail Supporting Detai l

Supporting Detail

PUTTING It All Together

Imagine that you are a recent British immigrant to 3. Create one visual feature to illustrate your either Canada East or Canada West in the 1840s. article. (Visuals include graphs, charts, Your task is to write an article for the newspaper diagrams, maps, and drawings.) of yo ur original town in Brita in. You are going to 4. Organize your article in five paragraphs, as advise people there whether they should or follows: should not emigrate to Canada . Use the following procedure. • Paragraph 1: Introduction 1. Create three questions that you will answer in • Paragraphs 2-4: Main body, each your article. (Make sure they come from paragraph dealing with a single question different parts of the 5W+H questions model.) • Paragraph 5: Conclusion 2. Use these questions as the headings for your Be sure to use correct subject vocabulary. Refer article. In each section, answer one question, to pages S 4, S 5, and S 8-S 9 of the Skills Tool using evidence to support what you have said. Kit for help with various skills required for this assignment.

Chapter 9: Building for the Future H 189 Ho cha ged ? • In this unit, you learned about ways of resolving conflict, and about change and the causes of change. You studied the rebellions of 1837- 1838-the causes, the key personalities, major events, and the aftermath of the rebellions. You learned about Lord Durham and his work, and the struggle for responsible government. You also learned what life was like in the mid 1800s and read about some of the changes that took place at that time. Write a paragraph to answer the question. How have the Canadas changed since the 185051 Historians examine people and ways of life and events. They show how the people and situations were similar, and how they were different. You will compare people and topics related to the Canadas and Nova Scotia during the period 1830 to 1860. liM·" Understand the task.

Based on the three topics below, you will create a newspaper feature Ti p: Make sure that you page, with three articles and an editorial . Your focus will be the understand what a feature period between 1830 and 1860. page looks like. Your teacher will give you examples. • Compare Joseph Howe with either William Lyon Mackenzie or The elements of a newspaper Robert Baldwin. page usually include • the newspaper name • Compare how and why t he populations and the economies of • the publication date the Canadas and Nova Scotia grew between 1830 and 1860. (choose a date In 1860) • Compare the types of jobs that were avai lable in the Canadas • the newspaper section title (such as National, Sports, and in Nova Scotia in the period 1830 to 1860. etc.) • the page number liM·" Research your topics.

Use a variety of sources to find information about your topics. Ti p: Use both pnmary and Locate suitable visuals (maps, graphs, and pictures). secondary sources. See page S 10.

Create a rough copy of your articles.

Each article must compare Nova Scotia with the Canadas. Ti p: Make sure that your articles present facts, not your opinions. Write your editorial.

In a newspaper editoria l, the editor writes his or her opinion about a Ti p: In your editorial give topic in the news. You will write a short editorial (200 words your newspaper readers the maxim um) about whether Nova Scotia or the Canadas made more reasons for your opinion. Your editorial will not contain progress between 1830 and 1860. any visua l (map, graph, or Label your opinion piece "Editorial. " Then give it a headline. The picture) . headline can be in the form of a question or a statement. liM·il Create your finished product. Assemb le all the material you have produced into finished product. alleg iance loyalty dowry a sum of money or personal property that a woman takes into a marriage amnesty pardon, or forgiveness, granted to a group of people for political offences Eastern Townships the area east of Montreal that was settled by the Loya lists ass imilate absorb one group of people into a larger group and make them the same el ite a sma ll , se lect group of powerful people bill proposed law equal representation each region has the same number of elected representatives bishop a high-ranking Church official, usually in charge of a district or diocese Family Compact the elite in Upper Canada

Boston Tea Party, 1773 a protest aga in st the British tax on filles du roi young women, often orphans in the care of the tea in which protesters boarded British sh ips in the harbour Church, sent to ma rry settlers in New France and threw chests of tea into the sea freehold private ownership of land (rather than land leased British North America four of the British colonies in North fr om the Crown) America after the United States became independent germ warfare the deliberate spreading of disease among an Quebec, Nova Scotia, Prince Edward Island, and (after enemy population 1784) New Brunswick grievance a cause for complaint Canadiens Ca nadians of French descent habitants the farmers who worked the land owned by cap itulation surrender, give up seigneurs census an official count of the population, including hierarchical society a society in which there are distinct information such as occupation, gender, age, religion , levels of status or authority and ethnic origin immed iate causes causes that happen just before an event ch ange making things different than they are impressment being captured and forced to serve in the Chateau Cl ique the elite in Lower Canada armed forces civil law the branch of law that deals with landholding and indentured servants persons who were under contract to private matters rather than with criminal ac ts serve their employer for a set time , doing hard labour for clergy people trained to lead religious organizations very little pay commoner someone who is not born into the upper classes intendant a high-ranking government officia l of soc iety jingoism aggressive talk and opinions that favour war confli ct resolution a process designed to defuse all types of lay organizations religi ous organizations run by people who conflict to redu ce harm to people are not clergy continuity things continuing as they have been long-term causes causes that have existed fo r a whi le coureurs des bois a French term meaning "runners of the Lower Canada those parts of New France from the eastern woods," the name given to the Europeans who travelled edge as far west as the Ottawa River inland to trade for furs mediator someone who tries to bring together the people or Crown a symbolic term referring to the monarch of a groups in conflict and to work out a solution country mercantilism an economic system in which a colony democratic government a system of government in which provides the parent country with chea p raw materials and the people choose their representatives by voting in an buys manufactured goods in return election Metis people who had one First Nations parent and one desertion a soldier running away from the armed forces European pa rent diocese a geographical area in which all the churches of a militia mi litary regiments made up of local volunteers who particular denomination are overseen by a bishop trained and served on a part-time basis

H 192 Glossary Napoleonic Wars the struggles that occurred between revolution the overthrow of a government or political Britain and France during Napoleon's rule system, usually with violence oath of allegiance a statement of loyalty seigneur (seigneurie) a man who was granted land (a seigneurie) by the king of France parish the area served by a local church Six Nations Reserve the tract of land along the banks of radical seen to be extreme or revolutionary the Grand River where Mohawk leader Thayendanegea rebellions when citizens fight against the authorities in settled his followers power township system a method of organizing large sections of representation by population ("rep by pop") the number of land into individual lots representatives is determined by the size of the population triangular trade an economic system in which a colony in the region represe nted could trade only with its parent country or with other republic a republic has no monarchy, and the voters elect colonies from the sa me country all their politicians Upper Canada the area from the Ottawa River to Lakes Ontario, Erie , and Huron, and the north shore of Lake resolution an idea that people have voted to accept Superior responsible government a system in which people in viceroy a person who oversees a colony on behalf of a appointed positions must "be responsible to" (have the monarch support of) the elected representatives, and in this way be responsible to the people war armed conflict generally between nations

Glossary H 193 A Detroit, H74-75, Hl15-116, H124, H1 25 Donnacona, Ch ief, H6, H7, H8 Acadia, H29, H50-53 Immigration, H1 79 , H182, H1 83 Durham , Lord, H 168- 174 , H176 Agriculture , H29, H38, H1 22, H149 Intendants, H28-29 America n Dec laration of Independence , E Iroquois H83-84 BrOle and, H9 American Revolution, Hll0, H146 Education, H33, H186-188 Cartier and, H7 Ca nadiens and, H 122 Elgi n, Lord, H1 75, Hl77 Cham plain and , H8, H19-20 First Nations and, H1 25 Eq ual representation, H 169 dispute settlement among, H142 Loyalists and, H91 Jesuits and , H 11 Mackenzie and, H156, H158 F Iroquois Co nfederacy, H28, H48, H 142 Amer ican Revolutionary War, H84, H 11 9 Family Com pact, H 149, H 155, H 168 Ass imilation, H1 9, H173 Fil/es du roi, H 17, H29 J First Nations people Jesuits, HlO, H11 B alcohol and, H22 Beaver Dams (Thorold) , H 117-118, and Bri tish, H49, H74- 76 K H 126-127 Cartier and, H8 Black Loya lists, H91 , H93-94 King, Boston and Violet, H93- 94 crr.ation stories, H6 1-62 Boerstier, Charles, H 117-118 Kingston , Ontario, H27, H1 00, H129, H175 diseases and , H22, H76 Bond Head , Sir Francis, H153-154, H157 dispu te settlement among, H 142 Brant , Joseph (Thaye nda negea), H98 L I rench and, H48-49, H60 Briti sh North America, H90 La val , Fran r;:ois de, H31-32 fur trade and, H13-14, H28, H47, British North America Act, H 173 H 112-113 Louisbourg, H51-52, H54 Brock, Sir Isaac , HI14-117, H124-125 as Loya lists, H98-99 Louis XIV, King, H 14, H29, H41 , H50 Butler's Rangers, H97, H98, H 100 missionaries and, H21, H60 Lower Ca nada, H90, H 102-103. See also Ca nada East; Quebec By, John, H129- 130 in New France, Hl9--22, H37, H47, H76 economic development in , H 168 in Ontario, H97, H98-99 population, H1 69 c in Quebec, H70, H73, H83, H 102 rebe llion, H148, H154-155, H1 60-161 , trade goods and, H22 Ca nada East , H 173, H 187 H175 treaties wit h, H 11 2 Ca nadas, union of, H 168-170 Loyalists, H85, H90-107 Canada West, H 173, H 187 Fisheries , H41 , H85 Ca nad~n ~ H70, H7 2-73, H102, H1 22 Fitzgibbon , Jame s, Colonel , Hl17-118, H1 27, H1 28 M Canals , H 129- 130, H 150, H 168 Freehold system, H1 01, H102 Ma cken zie, William Lyon, H15S-156, Caribbean. H29, H37 , H51 H157-159 Frontenac, Louise de Buade, Count, H27-28 Ca rleton, Sir Guy, H73, H91 Maps, S6-7 Fu r trade, H41 Cartier, Jacques, H6--8 Ma rie de l'ln ca rn ation , H12 First Nations and, H 13-14, H27- 28, H47 , Champlain, Samuel de, H8, H9, H19-20, H11 2· 113 Mercan ti lism, H39-40 H38, H39, H41 Frontenac and, H27 Metis, H21 Chateau Clique, H149, H1 68 indentured servants in, H36 Michilimackinac Island, H 115, H 124 Churches, education by, H1 86-188 in Roya l Proclamation, H76 Militia, H11 9, H1 22 Ch urch of ngland, H103, H187 and wearing of fur, H48 Missionaries, H21, H60 Civi l law, H60, H76, H82, H101 Monarchy, H1 22, H156 Company of the Hundred Assoc ia tes, H13-14 G Montcalm, Louis-Josep h, Marquis de, H56, Compass rose, S7 H57-58 Governors, of New Fra nce, H27-28 Confederation , H 173 Mon trea l, H7, H30, H84, H17S-177 Graphs, S8- 9 Co nflict, H 136-145, H 168 Murray, Sir James, H73 Constitu tiona l Act, H102-103, H1 50 Great Peace (1701), H48-49 Coureurs des bois, H9 , H13-14, H21 Grievances, H151 N Criminals, H36-37 H Napoleonic Wars, Hll0, H111 o New Brunswick, H29, H85, H90, H93-94 Habitants, H15, H16 New England, H41 , H50. See also Thi rteen Democratic governments, H 148-149 Hochelaga, H7 Colonies Demonstrations, H138, H140- 141 Huron people, H8, H9, H11, H19-20, H28 Newfoundland , H6, H29, H90

H 194 Index Ninety-Two Resolutions, H151, H154 Res ponsible government, H1 5!, H168, Strikes, H138, H141 Nova Scotia, H29, H85, H90, H93-94, H 175, H173, H1 75-177 Subject vocabulary, S5 H176 Revolutions, H139, H146, H156 Roman Ca tholic Church, H 10-12 T o and alcohol, H22 Talon, Jean, H29 Constitutional Ac t and , HW3 Ohio Va lley, H76, H8!, H85, H11 2 Ta xation , H79-80 defeat of Quebec and, H58-59, H72-73 Ottawa, H129, H130 Tec hnology, H184-185 and education, H186-188 Tecumseh, Hll4-116, H124, H1 25-126 p Fi rst Nations and, H21 Thayendanegea (Joseph Brant), H98 Loyalists and, H101 Papineau, Lou is-Jose ph, H151 , H1 54-155 Thirteen Colonies, H70, H78-80, H84 organ ization in New France, H3 1-32 Patriotes, H 160-161 Toronto, H 117, H 182 Quebec Ac t and, H82, H83 Peacekeeping, H 144 Transportation, H128, H1 50, Hl84- 185 Roya l Proclamat ion of 1763, H76-77 , H81 Pearson, Lester B., H 144 Treaty of Ghent, Hll8, H1 21 Russell Resolutions, H151, H154 Pilgrims, H78 Treaty of Pa ris Ryerson, Egerton, H 187-188 Plain s of Abraham, H56-58 first. H59, H60, H85 Points of view, S12 second, H98, H112 Pontiac, Chief, H74-75 s Treaty of Utrecht, H51 Population, H29, H34- 35, H169, H178-179, Sa inte-Marie Among the Hurons, H11 H182 Secord, James, Hl17, H126-127 u Port Royal, H50 Secord , Laura, H 117, H 126-128 Union Act, H172-173, H174, H176 Prince Edward Island , H6, H29, H85, H90 Seigneurial system , H 15-16 Upper Canada, H90, H 102- 103 . See also Protests, H138, H140-141 Constitutional Act and, H76, H 102 Ca nada West decl ine of, H150 Loyal ists and, H104-105 Q Frontenac and, H27 population, H 169 Quebec Loyalists and , H 101 rebellion , H 148, H 154, H156, H 157-159, Loya lists In , H85, H96, H 10 1- 103 Quebec Act and, H82, H83 H168 peoples of, H70 Seven Years ' War, H54- 59, H79-80, H 110 Ursuline nuns, H 12 Quebec Ac t, 1774, H82-83, H102, H150 Shelburne, Earl of, H72 Quebec City, H7, H8, H54- 58, H84 Six Nations, H 100 v Queenston Heights, Hll6-11 7, H124, Six Nations Reserve, H98-99 Vaudreuil, Marquis de, H58, H59 H1 26 Slaves, H37, H9 1, H93- 94 Ville Mari e, H30 Questions, S4 Soldiers, H9, H 119- 121 Sources w R bias in, Sll War of 181 2, H1 05, H1 08-131 , H1 38-139 pri mary V5. secondary, SW Rebelli ons, H138, HI39-140, H146-165, War of the Spa ni sh Succession , H51 Hl68, H175 Stada cona, H7 Wolfe, James, H54- 58, H75, H125 Representation by popu lation, H 169 Steam engine, H 185 Research, S2-3, SW Strac han, John, H 187

Index H195 Credits (continued from page III lime. Book One, Scarborough, ON Prentice-Hail http://v;w.v archives.gov. on.ca/ENGLISH/exhibltsi The publisher would li ke to thank the following Canada Inc, 1992, pp. 120-121; H26 Reprmted by .l 81 21militia. htm #travelling, October 22,2006; people and Institutions lor permission to use thei r © permISsion of Canadiana.org; H34 Adapted from the H136 Ad aptect from Ind ustry Ca nada, 3.4 ma tena ls. Every reasonabte effort has been made to Stallstlcs Canada W€bsite ; H35 I Adapted from the strate gJs.ic .gc.ca/sc_mangb/stepstogrowth/engdocl publisher would be pleased to know of any error, or StatistJcs Canada websi te httpJlwww40statcan.cai skillslsklll-3-4.ph p. Reprocuced with the permi ssion omISSion s. 101/cstO lldemolOa.htm ; H35 D From the Vi rtua l of the Minister 01 Public Work s and Govern men t Museum of New France, 2001 , www.civilizahon.ca© Serv ices, 2006; H142 By David Rattray. Adapted Canadtan Museum of Civiliza tion; H38 I H.P. Biggar, from Ca ntea ch ; 2006; "Conflict Resolution Photo Credits The Works Df Samuel de Champlain, as Quoted in Workshop;" Ilttp!lwww.canteach.ca/elementaryl bgli IJackground/inset J.H. Reid et al. 1964. A Source-book of Canadian fnahons61.html#lnlro; H151 Adapted lrom Virginia tlc/bllir toplcentrelboltomlleflfright His/ory, Revised edition, Toronto, ON longmans Robeson. 1977 Documents in Canadian History. Canada LJmlted , p. 32; H38 b Pierre de CharleVOIX , Lower Canada in the 1830s, Toronto, ON, Ontano H163 I Li brary and Archives Ca nada, C-010671; Journal of a Voyage to North America, as quoted in Institute lor Studies 10 Education, pp. 92- 94; r McCord Museum of Canad ian History; H165 J.H.S Reid et ai , A Source-/:xx)k of Canadian History, H155 CBC, Canada: A People's HistOry, "The Library and Archives Cana da; H166t1 Tile Granger ReVised editIon, Toronto, Longma ns canada Limlled , Colonia l Regi me and tile Fa mily Compact," http!1 Collection, New YOrk, I The Granger Collection , 1964, pAO; H53 Don Gilimor and Pierre Turgeon. history.c be .ca/h is toryf?M Iv al=EpisContent& New York, m The Granger Collection, New York 2000. Canada: A Peoples History, p. 103, P 105; seriesjd=1&episodejd=7&chapterjd=2&page_id=1 Ir Library and Archi ves Canada, r The Granger H61 Adapted from Collections Canada, Lesson 4: &la ng=E , Novem ber 5, 2006; H 157 Quoted in Paul Collection, New York; H 168 Li brary and Archi ves An Iroquois Creation Story, hltp:/Icollectlons.lc .gc.caI Bennett and Cornelius J. Jaenen, eds. 1986. Canada, Acc . No R9266-3474; H175 Scott currlculu mliroquOis/iesson4.htm, Septem ber t , 2006, [ merging Identities.' Selected Problems and Studi o fonds Box 516, #2009, Elgm Cou nty and Schoolnet, The Mohawk Creation Siory, Interpretations in Canadian History, Scarbcrough Arc hive s; H176 I Libra ry and Archives Canada, http://www schoolnet.calau lac htoneJ7 genl ON Pre ntice-Hall, p. 169; H158 Li brary and Archives C-022002; (2) Library and Arcll ives Canada, creatlon-€.html, September 1, 2006; H74 and H76 Canada website (www.colleclionscanada.ca); Ace. No. R9266-3474 ; (3) Li bra ry and Archives CBC, "Indians reject Brihsh Control: Canada : A H 169 Population 01 Canada East and Canada West, Canad a, C-10671 ; b McC ord Museum of Cana dian People's HistDry, httpJ/hlstory.cbe.calhistory/ adapted fro m th e Statistics Canada Census 1851; Histo ry; H 177 McCord Museum 01 Canadian ?Mlval=EpContent. lllml&seriesjd=l&eplsode_id=4& H 178 Popu lation 01 Five Largest Communities, the History; H 180 I Cw. Jefferys, llbrary and Archives chapteu d=12&pagejd=lang=E October 5, 2006; Canada 's, 1851, adapted from th e Stati stiCS Canada Canada; b Courtesy 01 Upper Canada Village; H91, H92 W'NW.uelac.org; H120 (1) Extract from a Census 1851; H179 I Adap ted from th e Statistics H181 City 01 To ro nto Archives, SC244-901l: letter from Colonel Joel Stone to COlonel Let hbridge, Canada Census 1851; r Re proc uced with the H 182 Photographer Patti Gower; H 183 Libra ry October 25, 1812, Archives of Ontario, Joel Stone permiss ion of the Minister of Public Works and Arc hives Canada , C-067337; H185 I McCord fa mil y fonds, Refe rence Code: F 536, MU 2892; and Government Services Canada, 2C07; Museum of Canadia n History; b McCord Museum H 120 (2) Letter from Ueutenan t Colonel Benoni H 179 b Adapted from the Statist iCS Canada Census of Cana dian History; H 187 I Ca nad ian Herita ge Wiltse to Colonel Joel Stone, April 13, 1813. Joel 1851, reproduced with the permission 01 the Minister Gallery #20128; b Ivy Images; H190 II McCord Stone family fonds. Reference Code: F 536, box MU 01 Pubhc Work s and Government Services Canada, Museum 01 Canadian History; Ir Ubrary and 2892, Archives of Ontario; H120 (3) Ex tract from a 2007; H 180 I Adapted from the Si'atistics Canada Archives Canada, C-000396; b McCord Museum letter from Thomas G. Rldoul to his brother George Census 1851; H 180 b Ad apted from British 01 Canad ian History. Ridout. September 16, 1813 , Thomas RldoLlt family Parliamenta ry Papers, Immigra tion Report of 1851, fonds Reference Coce: F 43, Box M U 2390, http://ist.uwaterloo.ca/-marj/ge nea logyireportsl Archives of Ontario: H 125 Glenn H Wel ker, report 185 1.html; H181 Adapted from British Literary Cred its Indigenous Peoples' Utera/un!; H 127 Ex tract from Pa rlramentary Papers, Im migration Re port of 1851, tlc/b/llr toplcen tre/bottom/l eltlnghl Secord letter Palriolic Palter: Laura Secord , htlp:llist.uw alerloo .c al -iTla rj/genea logy/reportsl httpJ""""vw.canadianaconnection.com/ccaisecord hlm, report185 1. html: H182 Smith, W.H. 1852. Canada. H 14 Museu m 01 Civilization, 11tlp:lNI'WW.clVili zation cal October 22,2006: H 128 Extract from letter from Pest. Present and Future, Vol. II, Toranto, CW, vmnl/popu l/coLJreurslpeltshtm; H17 CMC ; Thomas G. Ridout to his lather November 1, 1813. p. 533 ; H183 Library and ArCh ives Canada website H 19 Voyages 8nd Explorations of Samuel de Thomas Ridout Family fonds, Refere ce Coce (www. collection scanada.ca); Champlain, quoted in Scu lly et ai" Canade Through F 43. box MU 2390, ArchIVES of Ontario,

H 196 Credits CONTENTS

The Inquiry/Research Process ...... S 2

Asking Questions ...... S 4

Developing Subject Vocabulary ...... S 5

Using and Making Maps ...... S 6

Creating Different Types of Graphs ...... S 8

Using Primary and Secondary Sources .. . . . S 10

Detecting Bias in Sources ...... S 11

Examining Different Points of View ...... S 12

Skills Tool Kit S 1 SKILL The Inquiry/Research Process

Throughout your education you'll need to do research about the topics you study. In other words, you'll "inquire" about them . These steps will help you complete a successful inquiry.

1. 2. 3. 4. 5. 6. Identify Ask Gather Record Analyze --+ Communicate Issue Questions Information Information Information Findings

'iM-" Identify an issue Narrow down the topic of your inquiry. In the examples below, note how the issue is phrased in column B.

History example

~..... • 'lln;.],rn", 'l."!II~;l,,,... (3! mr:num::r. ~ Itmm The rebellions of 1837-1838 Who were the people who supported the rebellion s? Life in New France When did the future of New France become seriously threatened by the British? The War of 1812 Why did British North America and the United States go to war in 1812?

Geography example

l1Il nOl 1101 r.1I r.::m ~ ~ (Th mr:mnmrulmI9 The environment What factors do geographers exami ne when they describe the environment? Natural disasters Where do earthquakes significantly affect people and the environment? Natu ra I resou rces How does the mining industry help Canada's economy?

'iM,tl Ask questions Note that each example question begins with a different key word. This is called the 5W+H model. Five words begin with Wand one with H. (For help with asking questions, see page S 4 .)

S 2 Skills Tool Kit 'iN·" Gather information Make sure that you have a variety of sources, such as the following: encyclopedias, atlases (maps, graphs, and statistics), books, journals and diaries, newspapers and magazines, Internet sites, personal interviews.

'iN·" Record information Record your information in point form on file cards or in a computer file. (This makes it easier to switch the order of material when you come to write your findings.) Use separate file cards for different subtopics. Be sure to record the source of the information.

'iM·i' Analyze information Examine everything you have found out. Put aside material that does not help to solve the inquiry problem . Select the key pieces of information you need to include in your report.

Communicate your findings Present your findings in an organized manner. Show the conclusions you have reached based on your research. You may do this in a variety of formats, from a written report to a computer slide show.

Investigate the following topics

liItir!m l$!i~!l.il7 General Subject: the French explorations in General Subject: the coal-mining industry in North America Canada

Identified Issue: Why did Jacques Cartier make Identified Issue: How is Canada's coal mined and three voyages of discovery to North America? transported to various destinations?

Skills Tool Kit S 3 SKill Asking Questions

One of the most important things that historians and geographers do is to ask questions about the things they study. This helps them to focus their inquiries.

where ,iA·" Understand the 5W+H question model In a news article, a reporter tries to answer as many key questions as when who possible. For example in a news report about a flood, a writer would probably answer these questions:

1. Who was affected by the flood? 4. Why did it occur?

2. Where did it happen? 5. How much damage did it do? how what 3. When did the flood happen? 6 . What could be done to prevent future floods? why

.1m·" Distinguish between factual questions and opinion questions Some questions are factual questions, with simple, factual answers. Other questions are not so straightforward. They can have more than one answer. They require someone to provide expert judgment, or they bring out different perspectives on a topic. In the example above, questions 1-3 are factual questions. Question 4 could be a simple factual question, or it could require expert opinion to figure out complicated causes. Questions 5 and 6 require expert judgment, and number 6 could also draw out different perspectives.

History or Geography

1. Choose a person or topic that you have 3. Use your questions as a guide to do some recently examined. Write six questions (one research about the person or topic. for each 5W+H key word) for which you would 4. Use a graphic organizer to illustrate your like to know the answers. questions and answers. Present your 2. Make sure that you create both factual and completed work to your classmates. opinion questions.

S 4 Skills Tool Kit SKILL Developing Subject Vocabulary

Geography and history use specialized terms. This I1M·fl Understand key words is known as subject vocabulary. or terms in context Context means the situation in which the term 'i14·" Read the definitions occurs. It is easier to remember key terms if you Special subject vocabulary is boldfaced in this notice what other terms go along with them. text. The definitions are in the margins and in the glossary. If you find an unfamiliar word that is not Write your own definition, boldfaced, use a dictionary to find the definition. and use the term in context Read the definition of every key term or unfamiliar word as you come across it. If you keep your own glossary of terms, you will remember much more. It might look like this.

History example . - civil law the branch of law that deals with The abolition of French civil law property ownership and private matters abolished the seigneurial system .

Geography example . - absolute location a description of a place Absolute location uses latitude and longitude to independent of any other place describe the location of places, rather than their location in relation to each other.

Use the vocabulary steps with the boldfaced key terms in the paragraphs below.

Geography History People build networks of highways to carry One of the difficulties that New France faced was people to and from work. Nature develops river that there was a shortage of single women . The systems to carry water to the ocean. Flow authorities decided to import young female measures the volume of people, products, orphans who were in the care of the Catholic information, and other things that move along a Church . They were called filles du roi. The king system. For example, planners measure traffic flow gave them free transportation to New France, to decide where more lanes are needed. setUement expenses on their arrival, and a sum of money to take into their marriage.

Skills Tool Kit S 5 SKill Using and aking aps

A map is a simplified view of the earth (or part of it) 'from directly overhead. You will find maps very useful in both history and geography because they present much information in a little space. However, you need to be able to read the "language" of maps to understand their meaning.

READ A MAP

1",1 Examine the legend A legend is a type of story, and a map legend is the key to understanding the "story" told by the map. Map legends tell you what each point, line, and area represents.

• Point symbols show specific places, such as capital cities.

• Area symbols use either colour or patterns to represent larger features, such as lakes or densely populated regions.

• Line symbols either connect places or form boundaries between them.

History Example

Geography Example

Capacity in Megawatts ~ '\ ----3000-6000 ) Lilke -- ---1 000-2999 \---1 Huron (ei- --- 100-999 \ ----<100 ~\ i c;- l ' , 1 rio _ . .i Imlt 0 II (,/'\\ \ N I Lake Onta .,.. settlement \ - - "--" ( \ ~ ~.:;o- . 1800 \ \ ~ / . 1831 \ \ 1841 , ," 1851 '--'..~~ - -

100 200km =====''==='' Type 01 Station • Hydro • Thermal (coal, oil. gas) o Nuclear Find the legends, scales, and direction ma rke rs used on these maps. * Wind

S 6 Skills Tool Kit [Z] Check the scale Maps present parts of a much larger earth in fine detail. Use the scale bar to measure distances between places. The example maps show the scale bar in the area surrounding the maps. Some maps show it in the legend.

[Z] Identify direction N Every map must include compass direction. Because the magnetic N needle of a compass points north, most (but not all) maps are designed with that direction at the top of the page . A compass rose (a marker w E showing the main directions) or a north-pointing arrow is often (but not always) shown in an upper corner of the map. ~ 5

MAKE YOUR OWN MAP

Always plan ahead when you create a map.

• Start with a page of blank paper or a computer drawing program, and decide the best way to orient the page to fit the shape of the map area.

• Draw a frame around the ma p area, leaving a large enough area for the legend .

• Begin your map with the most important lines and shapes, then fill in lesser details.

• Finish your map with a legend, scale, and directiona l marker.

History Geography

Draw a full-page map of Upper Canada (and the Sketch a simple map of Ontario to show the area on its borders), including a legend . Label location of nuclear power plants. Montreal, Kingston, York, Niagara, and Detroit. (You can find these on the map on page H 97.)

Skills Tool Kit s 1 SKILL Creating Different Types of Graphs

Both history and geography use various types of graphs to present statistical information. Constructing and using graphs is important at different stages of the Inquiry Process. They are useful when analyz ing numerical information and as visu al displays when prese nting your findings to an audience. As k the fo llowing questions to choose the right type of graph for part icu lar informat ion and purpo ses.

Do I want to highlight change over time? Ontario Population 1806-2001 A line graph is used when there are number data t hat show one topic (for example, population, production) at different times. This could be Vi' 12 c: months, years, decades, or centuries. .2 9 Every line graph has two axes. The horizontal ax is shows the times, 'E= ...... 6 and t he vert ical axis shows the units of what is being measured . c: 0 You can create a line graph with graph paper or co mputer software. :0: 3 ~ :I Plot a dot for each time period, and connect the dots with a line. a. 0 a..0 1806 1901 2006 Year Do I want to focus on differences between related topics? A bar graph is used when there are number data about a grou p of similar topics or places, or va rious times. The bar grap h might compare the value of several different industries. Or, it co uld show the tota l value of industrial production in several countries. Bar graphs also have two axes. The horizontal one shows the catego ries, and the verti ca l one shows the units. For each category, draw a bar to the height of t he correct unit. You can create a bar graph with graph paper or computer software.

Population of Ontario's Three Largest Cities, 2006 ...... III 6 c: 5 .2 4 E~ 3 ...... 0 c:0 2 oN :0: 1 ~ 0 :Ia. Metro Ottawa Ham ilton 0 Toronto - a.. -

S 8 Skills Tool Kit Do I want to compare different topics to the whole? A pie graph is used when the aim is to show different proportions for Ontario Population, Gender one topic. Each slice of the pie represents how the whole topic (for Breakdown 2006 example, fishing in Canada) can be divided into subtopics (saltwater catch, freshwater catch, and farm-raised fish). Pie graphs are easiest to construct when you start with percentages that add up to 100 percent. It is best to use a computer program to create a pie graph. Put a label and the matching percentage beside each segment. Use a different colour for each segment. The segments of a pie graph should start with the largest at the 12 o'clock position , and progress clockwise to the smallest.

Do I have many times or topics to compare? More complex information can be shown on multiple graphs. Use a Ontario's Three Largest Cities, 2001 and 2006 multiple line graph to show change in two related topics over the same ...... period of time. For example, this could be used to compare rising

Decide which type of graph would be best for each set of information below.

History Geography

Cost of Maintaining New France, Overfishing by European Countries off Newfoundland, 1713-1750 1986-1990

1720 381 499 1986 26 172 1730 494217 1987 23 141 1740 503 766 1988 19 85 1750 2 774 715 1989 15 94 1990 15 98

Skills Tool Kit S 9 SKill Using Primary and Secondary Sources

To find information about historical or geographical events, you need good sources.

lyI'l Distinguish between primary and secondary sources Students of social science use two types of information-primary and secondary sources. Primary sources are those created at the time the events were taking place, such as artifacts, journals, letters, government documents, newspapers, and writings from the period being studied. Secondary sources are ones created later, such as encyclopedias, textbooks, atlases, Internet sites, CD-ROMs, and media produced after the period being studied .

lyI'l Decide whether a source is primary or secondary Try to find out when the source was produced . With books, look at the publ ication information on one of the first few pages. With Internet sites, look for original documents that have been reproduced on the site.

lyI'l Use primary and secondary sources in your research Normally begin with secondary sources. Secondary sources such as encyclopedias can give you a quick overview of your topic. As you find out more, you can then move on to primary sources.

History Geography

Choose one of the following topics: Loyalists in Choose one of the following types of natural Nova Scotia , the Great Peace, Laura Secord , or disaster: volcano, earthquake, tsunami, tornado, the Montreal Riots. Then use the li brary and the hurricane, or blizzard. Then use the library and Internet to find at least one primary source and the Internet to find at least one primary source one secondary source for each topic. and one secondary source for each topic.

S 10 Skills Tool Kit SKILL Detecting Bias in Sources

Not everything you see, hear, or read is true. Use the following checklist to detect "slanted" information.

prepare a news story, or write a book. This 1",1 Recognize the difference selection of facts shows a bias . between fact and opinion A fact is information accepted as being true, such 1",1 Watch for information as your name or today's date. An opinion is one that reveals a bias person's viewpoint about a set of facts. Look for strong opinions and political views that may stem from the writer's or speaker's job or 1",1 Know that most information social position. Watch for words that seem to sources contain bias distort the facts in an effort to persuade others. The word bias means "a preference." People must choose certain facts when they make a speech,

In the following extracts, look for vocabulary and opinions that show bias .

History Geography Lord Stanley, British colonial secretary in London, The Canadian Auto Workers union targeted ... writing to Sir Charles Bagot, governor of the the "insanity" of the environmental movement Canadas: Friday .. ..

... 1 cannot think that [responsible government] The up-coming elections are fueling a lot of ought to be adopted-not adopted that is until all rhetoric as politicians try to "out-green none the other means have been tried [as it will need another, [union president Buzz] Hargrove said. the support ofthe French party]. ... When I say "Politicians are running with it now because the French party, I mean the party conducted by Canadians are saying it's a big issue in the its present Leaders, and headed by men more or upcoming election and it just infuriates me .... We less implicated in the late Rebellion. You may be stand to lose 150000 jobs in our auto industry if ultimately forced to take these men; but do not the insanity of this environmental movement is take them till the World shall see that you are so allowed to continue. n forced; and my hope and belief is that that necessity will never arise. Sou rce "Hargrove attacks green 'insanity'" (Canad ia n Press) The Observer, Sa rnia, ON , Sa turday, April 14, 2007, p. 810. Source: Mckirdy et. aI. , Changing Perspectives In Ca nadian History, Don Mills, ON: Dent, 1967, p. 147.

Skills TOol Kit S 11 SKILL Examining Different Points of View

Both history and geography have many issues that people disagree about. Follow this checklist to find your way through different points of view.

1.1'1 Identify the people or groups involved A point of view is an opinion that a person or group holds about an issue. Find out what people or groups were involved in the event or the issue (the "stakeholders" ) and how it affected each person or group.

1.1'1 Compare conflicting points of view One way to evaluate points of view is to compare them, noting their similarities and differences.

1.1'1 Examine the evidence A credible (believable) viewpoint must be backed up by facts. Ask, What evidence is available to support the point of view?

1.1'1 Find out about the person expressing the opinion Everyone has an opinion, but some people are authorities on a topic. Sometimes a person represents a "special-interest group" (for example, industry, environmentalists, unions) promoting a certain point of view. Read the author information on the book cover or use the I nternet to investigate the person expressing the opinion.

History Geography

Read pages H 13 and H 14. Identify the various Read page G 39. Study the three points listed in groups that might have held different points of support of each point of view. Imagine that you view on the issue of the fur trade. are a local official. If you had only this information, would you allow forest clear-cuts in your area? Which information point(s) most influenced your decision?

S 12 Skills Tool Kit