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7 Humanities Exam Prep 2011 1 Geography Unit 1 Main Sections Food Chains/Webs & Ecosystems Regions Movement

Humanties Exam Prep

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7  Humanities    Exam  Prep  2011  

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     Geography  Unit  1    Main  Sections      

-­‐ Food  Chains/Webs  &  Ecosystems  -­‐ Regions  -­‐ Movement      

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People  celebrating  the  fall  of  the  Berlin  Wall    that  was  put  up  between  East  &  West  Germany  after  WWII  

Producers and consumers – how affecting one part of the food chain will have affects on consumers else in the food web When the food web comes unbalanced a type of consumer will not get its food. In some part of web there is an over population with animals or there in that specific area the weather is not good for the plants to grow therefore the food amount is decreased. If a animals eats toxic food, and more animals eat that animals. The number of toxins increases. This is called bio-accumulation. This affects the ecosystem because the entire ecosystem is filled dying animals. There plants will produce more because no one is eating them and they will die because no has eaten them. It has been a waste. Most toxic comes from hunters and humans, therefore we disrupt there ecosystem. Important Terms : Population explosion, carrying capacity, bioaccumulation Types of regions – physical regions like mountain or the Niagara Escarpment and those defined by human uses like countries A Region = Any area with a defined set of common characteristics (criteria) Geographers use regions to organize the world into areas of study. Regions can be very large like the political region of Canada or very small like your closet or a wetland. Regions can be physical ex: mountain, desert, rock type, climate, vegetation or soil Regions can be defined by human uses ex: political boundaries, population density, cultural or time zones 3 main types of regions Wilderness = an area with tiny amount human population .vast regions ,natural vegetation ,natural landscapes Rural = countryside,townside,farming and open land Urban = many homes ,urban sprawls , more roads, more pollution . More people in urban than rural Multi-Factor Regions An ecozone is a region that combines physical and human regions Ex: the Riviera on the north coast of the Mediterranean Sea :is a regions where people go to play on the eat at good restaurant and have a good time on vacation EX: the prairie ecozone in southern Alberta /Saskatchewan combines the physical feature of :low flat land, deep fertile soils with climate features of warm summers and adequate precipitation to grow grasses like wheat Ecozones are a good way to divide up a large country like Canada so it’s easier to study interactions. Canada has 15 terrestrial & 5 aquatic ecozones. The Niagara Escarpment: a unique landform region p. 37 The escarpment is a unique landform region that stretches 725 km between Georgian Bay and Lake Ontario, it is one of Canada’s 12 UNESCO World Biosphere Reserves “an area in the world which is deemed to demonstrate a "balanced relationship between humans and the biosphere." It is a raised tableland covered with forest, wetlands and meadows. The Niagara River falls off of the escarpment at Niagara Falls where it is cutting back the escarpment through erosion in a process called Sapping. Regional Boundaries Sometimes regions are divided by natural boundaries like a river (The Ottawa River divides Ontario and Quebec )

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 The air above a country and the water for 3-200 nautical miles around it are also considered part of the country (3 miles for territorial waters and up to 300 miles for fishing rights ) Ontario has some physical boundaries like the St. Lawrence River and some artificial ones like the imaginary line separating for Manitoba.  

How weather and man-made disasters can change regions ex: nuclear disasters on land and dead zones in the oceans Ex: large parts of Queensland (NE Australia), California (USA) & New Brunswick (Canada) are currently flooded and have been declared disaster zones Weather events like El Niño or La Nina can cause massive but fairly predictable weather changes in many regions around the world (unfortunately you can’t predict which years they will occur in). El Niño is characterized by unusually warm temps. in the equatorial Pacific Ocean like we saw last year La Niña is characterized by unusually cool temps. in the equatorial Pacific.

Movement of the earth, of animals (migration), of people (push factors, pull factors and barriers) Water is always moving in liquid form in rivers and oceans and in solid form as glaciers. Moving water is one of the strongest agents of erosion. Water can saturate soils and cause mudslides on very steep slopes. Moving air affects climate, moves small particles like sand, moves the water in oceans and can erode landforms In the olden times only the rich were able to travel for fun and go around to far places where as if you were poor you only travelled around couple of km away from your house unless if it’s a huge emergency. Over the last 250 years huge numbers of people have started to migrate to cities = URBANIZATION Push Factors: are bad things that make people want to leave like a poor quality of life, war, a lack of job or disasters ex: after Chernobyl nuclear disaster many people wanted to leave the Ukraine. Pull Factors: are good things that make you want to move to a new place ex: jobs, education, freedom etc. Barriers: are forces prevent movement ex: the country you want to move to will not let you in lack of money, not wanting to leave family behind. Animals move for two main reasons: suitable habitat and giving birth. Some animals go to a specific place to give birth for a comfortable weather.

The benefits and drawbacks of different forms of transportation ex: plane vs bicycle Forms of Transportation Bicycle Benefits = no fuel ,cheap, exercise ,no pollution , be used in many paths Drawbacks = short range only , not fast as cars , How this mode of transportation has changed the world = decided to create motorcycles Car Benefits = fasts, protective , more than 1 person, more stuff obtain ,racing , Drawbacks = pollution ,money, insurance , materials, accidents ,road kill, How this mode of transportation has changed the world = Inspired other forms of transportation. Allowed people to work farther from home and for cities to spread out = urban sprawl

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18 Wheel Truck Benefits = Take heavy loads very fast, goods more cheaply, door to door, Drawbacks = more traffic, pollution, blindspots Trains Benefits = can transport huge loads, build new areas,takes people to regional areas, cheaper than airplane fees. types of trains, like hotel trains and scenery trains Drawbacks = more pollution ,slowed than an airplane , isn’t used in towns, used for longer land travel, need tracks How this mode of transportation has changed the world = gave motivation to create airplanes, move stuff long distances, ties the countries. Ships Benefits = can transport big loads, people on water ,longer distances ,cheap Drawbacks = only on water,pollution ,only work on water How this mode of transportation has changed the world = created international trade Airplanes Benefits = carry mail ,cargo and people around the world ,quicker Drawbacks = takes huge amount of land to store and transport planes, expensive, pollution, make pollution in a sensitive areas, crases How this mode of transportation has changed the world =allows people to move around quickly and safely inspired helicopters epidemics and pandemics Pipelines Benefits = can hold natural gas very fast,damage environment Drawbacks = installation,creation ,leak How this mode of transportation has changed the world =allowed us to get clean water and the disposal we produce won’t stay there for much of a time  

How transportation has changed the world ex. Travel for fun, trade between far off places, cars allowing urban sprawl to develop  

Patterns of movement (area, points/nodes, lines and volume of traffic)                        

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Patterns of movement: linear, radial and grid  Linear: People originally built homes and villages along rivers so that they had access to water & transportation. This created linear settlements & movement patterns as can be seen here in China & Canada. Radial: One major city is in the center and spread out from that point Grid: the city is lay out on a grid format

 

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Geography  2      

 What is the difference between Climate and weather? Climate = the overall patterns of yearly temperature and precipitation (long term) Weather = the day to day temperature and precipitation (short term) Seasons are created by: The tilt of earth as it orbits the sun. Sometimes your home is closer to the sun (summer), sometimes your home is further from the sun (winter), sometimes it is in between (spring and fall). The seasons in the northern and southern hemispheres are opposite. Australia celebrates Christmas during their summer.

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 Climate graphs are used to analyze and compare climates in different places. Date is shown by month along the bottom. Temperatures are always graphed with a red line and precipitation is always shown using blue bars. Sites in the Northern Hemisphere with summer in JJA will look like “sad faces” . Sites in the Southern Hemisphere with summer in NDJ will look like “happy faces” . The “smiley factor” becomes more pronounced the closer you get to the poles. Sites close to the equator where it in summer-like all year are straight “non-committed faces” . Summer = the hottest month no matter which months Winter = the coldest months Rainy season = the months that receive the most rain not all places have a rainy Temperature range = ex: -10 in winter & +10 in summer = a range of 200

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Precipita

*on  in  m

m  

Tempe

rature  in  0 C

 

Toronto,  ON      La*tude:  43.38N    Longitude:  079.24W    Al*tude:  77m  

Total  Precip.  (mm)   Mean  Temp  C  

Climate Graph for Toronto Ontario Climate data for Toronto, ON - Latitude: 43.38N Longitude: 079.24W Altitude: 77m

Temperate Climate , modified by proximity (being close to) Lake Ontario.

J F M A M J J A S O N D Total Precip.

(mm) 46 46 57 64 66 69 77 84 74 63 70 66

Mean Temp C -6 -5 0 6 12 17 21 20 15 9 3 -3

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Windward  side  gets  

Leeward  side  in  rain  shadow  

There are 6 factors that most affect climate. They are easily remembered using the acronym “LOWER Near Water” Latitude:

• The equator is closest to the sun so it gets the concentrated energy- hot • The rays of the sun are spread out as they get closer to the poles so they are

weaker-colder Ocean Currents:

• Are large ribbons of moving waters, they are caused by prevailing winds • Ocean currents are warm if they come from the equator, cold if they come from the

poles • They can bring warm water into a colder area or cool water into a hot area • They moderate the temperatures of the land nearby ex: the warm Gulf Stream

current makes the Maritimes warmer Winds & Air Masses:

• Unequal heating of the Earth (see latitude) causes areas of warm air (low pressure) and areas of cold air (high pressure), the air moves from areas of high pressure to areas of low pressure to try and equalize the pressures = wind

• Winds pick up moisture as they blow over water and can carry it far inland • Prevailing winds are predictable and change with the seasons

Elevation:

• Air at higher altitudes is less dense then at sea level,holds less heat • Altitude (elevation) refers to the vertical height of land (how high are you ) • The higher you go the colder it gets

Relief (Mountain Barriers):

• Mountains force winds blowing in their direction to go up

• Air cools as it rises & the water vapour in it condenses into rain

• The side the wind hits (windward side) gets all the rain = orographic precipitation or relief precipitation

• The far side of the mountain (lee side) gets little rain = rain shadow, these areas are usually grasslands or deserts

Near Water (is the place near a big surface of water?)

• Water takes longer to heat up and cool down then air or land does • Water releases heat and warms up surrounding cold areas • Water absorbs heat and cools surrounding warm areas • This effect moderates the surrounding temperature • Ex: Lake Ontario warms Toronto in the winter and cools it in the summer

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How do climate factors affect Places? Ex: Vancouver BC 49 15N 123 08W Use the atlas to help you find how the climate factors affect Vancouver.

L – Colder since Vancouver is further more away from the Equator and since we are in the Northern Hemisphere we also get less sunshine O – since there is colder ocean currents by Vancouver at all year long it will bring cool/cold air W – winds blowing over the Pacific pick up a lot of moisture that is carried to the land E – right at sea level so no cooling from being high up. R – colder due to the Rocky Mountains therefore the wind

will only blow to one side of the mountains - Vancouver isn’t completely cold because it is at sea level, and not t high above sea level. Since they are on the other side of the mountains they get lots of rain. N– Cool water near pacific Ocean

`Causes and Consequences of Climate Change Sources of Greenhouse (planet warming) Gasses (p. 156)

Carbon dioxide Burning anything that was alive Methane From cows- FARTS .Raising livestock. Nitrous oxide - Burning of fuels

- Burning organic material

Ozone - Air pollution reacting to sunlight - O3

Global impacts of climate change: p. 157

• Make your own point form notes here More heat more weather events –tornadoes and hurricane More glaciers are shrinking –polar ice caps Oceans levels are rising Coral reefs threated by global warming People might have to migrate places Local shipping will be harder Wetlands will dry up

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  Diseases will spread like malaria Water distribution changes Coastal flooding –Netherlands, Florida, Bangladesh Sea level rise – could shut down ocean currents

Please answer the following question in a paragraph here in your notes.

Question: If much of the world becomes unliveable should Canada help by letting more people move here to live? I don’t think so because Canada’s capacity can be big but we cannot provide free

items for everyone in Canada. It’s also hard to provide everyone shelter and jobs. It will bring economy down. The country will be highly populated with lots of pollution

The  Kyoto  Protocol  =  the  biggest  environmental  action  plan.  It  was  developed  by  representatives  from  160  countries  gathered  in  Kyoto,  Japan  in  December  of  1997.  It  is  an  agreement  to  reduce  greenhouse  gas  emissions  to  5.2%  below  their  levels  in  1990  by  2012.  Many  countries  that  signed  it  will  not  make  this  goal.    How  to  reach  the  goal  of  GHG  (green  house  gas)  reduction?  The  Kyoto  protocol  encourages  governments  to  reduce  emissions  by:  1.          Improving  energy  efficiency  2.          Reforming  the  energy  industry  3.          Protecting  forests  and  other  carbon  sinks  (anything  that  absorbs  more  carbon  than  it  releases),  such  as  soils,  chorals,  sea  shells  4.          Promoting  renewable  forms  of  energy  5.          Phasing  out  inappropriate  fiscal  measures  and  market  imperfections  (fix  the  economy  so  environmentally  friendly  practices  are  more  affordable)  6.          Limiting  methane  emissions  from  waste  management  and  energy  systems  

Keeping C02 out of the atmosphere: Carbon Sinks  

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Sink  #1:  Oceans    Oceans  take  up  carbon  dioxide  by  absorbing  and  dissolving  it  into  the  water.  Much  of  this  ends    up  in  the  deep  ocean.  Almost  as  much  carbon  dioxide  is  released  again  from  the  ocean  surface  into  the  atmosphere  through  bursting  bubbles  and  other  processes.  Phytoplankton  and  algae  floating  in  the  world’s  oceans  also  use  carbon  dioxide  to  make  their  food  (through  photosynthesis).        Sink  #2:  Soil    Dirt  is  full  of  micro  organisms  and  bacteria.  These  microscopic  things  nibble  on  plants  and  trees  as  the  vegetation  dies  and  break  the  plants  and  trees  down  into  carbon  and  nutrients.  This  carbon  is  stored  in  the  ground  everywhere  in  the  world,  even  in  permafrost  areas.  But  when  we  disturb  the  soil,  we  speed  up  the  release  of  the  stored  carbon.  Logging  and  farming  are  two  large-­‐scale  ways  we  disturb  the  soil.  Melting  permafrost  will  also  release  carbon  dioxide.    `Sink  #3:  Forests  and  Vegetation    Plants  and  trees  breathe  in  and  absorb  carbon  dioxide  as  they  turn  the  sun’s  energy  into  food  through  photosynthesis.  When  trees  and  plants  die  or  burn  in  fires,  they  release  this  absorbed  carbon  to  the  soil  and  to  the  atmosphere.    Plants  also  breathe  out  some  carbon  dioxide  when  they  are  living.  On  the  whole,  however,  plants  and  trees  absorb  more  carbon  dioxide  than  they  release  to  the  atmosphere  when  they  are  growing.  This  means  they  temporarily  help  to  take  some  of  the  extra  carbon  out  of  the  atmosphere.  However,  as  the  world  warms  up,  more  forest  fires  are  predicted  and  this  could  release  large  amounts  of  carbon  into  the  atmosphere.    From  http://www.climatechangenorth.ca/section-­‐BG/BG_HS_03_O_E.html  

Vegetation & Soils pp.  159-­‐163  

Climate  Controls  on  Vegetation  Light    

 

Moisture    

 

Heat    

 

   • Natural  vegetation  =  the  plants  that  would  

grow  there  naturally.  These  plants  are  adapted  to  the  environment.  People  have  destroyed  species  in  some  places  and  introduced  them  in  others,  there  are  few  places  left  with  totally  natural  vegetation.  

• Tree  line  =  the  “line”  beyond  which  it  is  too  cold  for  trees  to  grow,  shrubs  and  smaller  plants  can  still  grow  past  the  tree  line  

 What  creates  soils?  

• Plants  help  create  the  soil  they  live  in  • Soil  is  made  from  the    

a)  weathered  rock  below  (parent  material)    

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 b)  moisture  c)  air    d)  humus  (decaying  organic  matter)  

• Nutrients  come  from  the  rock  and  are  taken  up  in  the  roots  of  plants,  when  plants  decay  this  goes  back  into  the  soil.  

• The  richest  soil  is  the  dark  topsoil  at  the  top  that  contains  the  most  organic  matter  • See  pic  on  p.162  

       

Rivers      What  is  a  River?  A  river  is  water  flowing  in  a  channel  (path)  over  the  land.  Some  rivers  have  part  of  their  course  flowing  underground  through  easily  eroded  limestone  formations.  Water  will  always  flow  from  high  to  low.  Water  can  also  flow  underground  through  permeable  (stuff  can  go  through  it)  layers  of  pebbles  and  sand  etc.  and  over  layers  of  impermeable  (stuff  can’t  go  through  it)  rock,  this  is  known  as  groundwater.    The  highest  point  of  the  saturated  zone  is  known  as  the  water  table.  Groundwater  can  come  to  the  surface  as  a  spring  and  form  the  source  of  a  river.  If  there  is  an  area  eroded  lower  then  the  water  table  it  will  fill  with  water  and  become  a  stream  or  a  lake.  

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River  Drainage  Patterns:          

B  -­‐  Erosion  of  a  riverbank  is  called  undercutting.    This  happens  on  the  outside  of  curves  where  fast  moving  water  has  the  most  energy.  Eventually  the  top  parts  of  the  soil  fall  dawn  as  their  supporting  materials  ate  washed  away  by  the  water.  The  faster  the  water  the  more  it  can  undercut.  

A  -­‐  Adding  materials  to  a  riverbank  is  called  deposition.  On  the  inside  of  curves  slower  moving  water  will  not  have  enough  energy  to  carry  it’s  load  and  will  have  to  leave  it  behind.  

Meandering  vs  Braided  Rivers  Where  rivers  flow  with  a  fairly  constant  volume  through  wide  valleys  made  of  fine  sediments  like  soils  they  will  form  meanders  and  oxbow  lakes.  Where  the  valleys  are  made  of  larger  sediments  like  stones  and  the  river  volume  goes  up  and  down  the  rivers  will  probably  form  braids.    

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                                           Meanders  &  oxbow  lake  animation:  http://www.cleo.net.uk/consultants_resources/_files/meander4.swf      Landforms  created  by  water:      V  Shaped  valleys  are  created  when:  

1. Vertical  erosion  starts  as  water  wears  away  cracks  in  some  of  the  softer  rock  2. The  sides  of  the  crack  are  exposed  to  the  weather  and  the  crack  gets  deeper  

and  wider  as  materials  crumble  off  of  the  sides  3. The  river  carries  the  eroded  materials  away  downhill  in  its’  load  and  deposits  

them  elsewhere  4. The  valley  continues  to  get  deeper  and  wider  over  time  as  erosion  continues  

U  Shaped  valleys  are  created  when:  • Glaciers  form  in  V  shaped  valleys  and  gouge  away  the  rock  as  they  “flow”  

downhill  • Glaciers  widen  the  valley,  especially  the  floor,  making  it  wide  and  flat  • After  the  glaciers  melt  the  rivers  start  to  flow  again  but  now  seem  too  small  for  

the  valley  they  are  in,  like  a  child  wearing  Dad’s  shoes  

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Parts of a river                                                      Drainage  

• Water  will  always  flow  downhill,  areas  of  high  land  like  a  mountain  chain  or  the  Oak  Ridges  Moraine  will  divide  up  land  into  drainage  basins  

• Drainage  basin  =  an  area  of  land  from  which  water  flows  in  one  direction  and  collects  in  a  specific  body  of  water  ex:  all  the  water  from  the  Hudson  Bay  Drainage  basin  flows  into  Hudson  Bay  

• We  can  also  talk  about  the  drainage  basin  of  a  river,  the  area  of  land  drained  by  a  specific  river  and  its’  tributaries  

• See  pics  on  pp.168-­‐169          

Sources  –    Headwaters  

 Delta  

Confluencee  

Meander  

Lake  

Lake  

Oxbow  lake  

Tributary  

Main  channel  

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 Plate Tectonics & Land Building Processes Convection  currents  in  the  mantel  move  the  crust  of  the  Earth.  The  plates  move  along  plate  boundaries  in  3  main  ways:    Divergent  boundaries    <-­‐>  New  crust  is  generated  as  the  plates  pull  away  from  each  other.  This  creates  mountain  chains  as  magma  escapes  through  the  cracks-­‐  pulling  the  grilled  cheese  apart    Ex:  The  Mid-­‐Atlantic    Ridge  Convergent  boundaries    >-­‐<  Crust  is  destroyed  as  one  plate  dives  under  another.  Crust  can  be  scrunched  together  along  these  boundaries  and  fold  up  into  mountains,  these  areas  can  be  prone  to  earthquakes.  Melted  crust  often  gets  pushed  up  through  created  by  the  folding/scrunching  and  forms  volcanoes.  –  Squishing  the  grilled  cheese.  Ex:  Mountains  &  volcanoes  all  along  the  west  coast  of  N  &  S  America,  Mt.  Fuji  in  Japan  &  the  whole  Ring  of  Fire  area  Transform  boundaries    //  Here  crust  is  neither  produced  nor  destroyed.  Plates  slide  horizontally  past  each  other  casuing  cracks  and  earthquakes  but  no  magma  escapes.  –sliding  the  sandwich  halves  past  each  other    Ex:  the  San  Andreas  fault  in  California.    Convergent  and  divergent  boundaries  on  land  and  under  water  create  new  landforms.  Hot  spots  like  under  Hawaii  can  create  island  arcs.   Tectonics.ppt Geo___Science_Rock_Cycle.pdf

Tsunamis The  word  "tsunami"  comes  from  the  Japanese  words  tsu  (harbor)  and  nami  (waves).  A  tsunami  is  a  wave  or  series  of  waves  in  the  ocean  and  have  been  known  to  reach  heights  of  up  to  34  ft  (10.5  m).  These  "walls  of  water"  travel  as  fast.  And  are  capable  of  inflicting  massive  damage  along  coastal  lands.  Tsunamis  are  usually  caused  by  earthquakes  but  can  also  be  caused  by  underwater  volcanoes  or  landslides.  

In  some  cases  of  subduction,  part  of  the  seafloor  may  "snap  up"  suddenly  due  to  pressure  from  the  sinking  plate.  When  this  piece  of  the  plate  snaps  up  with  tremendous  force,  the  energy  of  

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that  force  is  transferred  to  the  water.  The  energy  pushes  the  water  upward  above  normal  sea  level.  This  is  the  birth  of  a  tsunami.    

       Full  animation  &  more  wave  examples  @  http://science.howstuffworks.com/nature/natural-­‐disasters/tsunami3.htm  

A  tsunami  moves  faster  in  deeper  water  and  slower  in  shallower  water.  A  tsunami  moves  though  deep  water  at  hundreds  of  miles  an  hour,  it  is  barely  noticeable  above  the  waterline.  A  tsunami  is  typically  no  more  than  3  feet  (1  meter)  high  until  it  gets  close  to  shore.  Once  a  tsunami  gets  close  to  shore,  it  takes  its  more  recognizable  and  deadly  form  with  huge  waves.    

The  areas  of  greatest  risk  during  a  tsunami  strike  are  within  1  mile  (1.6  km)  of  the  shoreline,  due  to  the  flooding  and  scattered  debris,  and  less  than  50  feet  (15  m)  above  sea  level,  due  to  the  height  of  the  striking  waves.  (edited  from  http://science.howstuffworks.com/nature/natural-­‐disasters/tsunami.htm)  

National  Geographic  tsunami  &  earthquake  photo  galleries  @  http://environment.nationalgeographic.com/environment/photos/tsunami-­‐general/  

 

Landform / Physiographic Types        p.125  http://www.mnh.si.edu/earth/text/4_0_0.html  for  more  info  &  lots  of  pics.  

 

Shield  /  Craton:    • The  “roots”  of  the  continents  • Foundations  of  continents    • Some  natural  made  and  some  human  made  • The  craton  is  the  whole  thing  but  much  is  burring  

under  younger  sedimentary.    • Metallic  minerals  and  gems  often  found  here    

   

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Plain/  Steppe/  Pampas:    • They  are  lands  where  seas  were  originally  were    • These  plains  are  found  around  the  planet    • Fossil  fuels  found  in  this  of  land  form  • Made  from  Sedimentary  rock  • Usually  have  grassland  as  vegetation    • Good  for  farming    

 

Mountains:  • Plates  bugle  and  bend  which  creates  fold  

mountains    • Rock  layers  are  often  folded  because  they  have  

been  compressed  and  deformed  by  plate  collision  

• Areas  of  very  high  pushed  up  by  the  collision  of  plates  or  built  volcanoes.    

 

Plateau:  • Flat  land  in  a  mountain  region  • Mostly  in  high  places  with  steep  sides    • Usually  area  of  flat  land  that  has  been  uplifted  as  

2  mountains  ranges  are  colliding.    

 

Valley:  •  Very  big    • Some  are  very  narrow  • The  longer  the  time  the  more  weathering  will  

happen  • Soft  rocks  will  dissolves  easily    • It  depends  how  much  of  a  degree  it  is  • Faults    • Water  carved  valleys  are  V  shaped  like  the    one  

in  the  picture,  Ice  Carved  valleys  are  U  shaped  because  the  Ice  Gouges  out  the  sides  of  the  old  river  valley.    

• Older  valleys  are    wider  and  deeper  because  they  have  been  eroded  more  

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• Valleys  have  steep  or  gently  sloped  sides    

 Landforms  in  Canada  Water – Agent of Erosion: Rivers  

http://www.physicalgeography.net/fundamentals/10z.html    for  river  /fluvial  landforms  p.  166  -­‐  176              

   

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   Geography  3    

Unit  3  –  Natural  Resources    

Types of Natural Resources p.  200  Resources  are  raw  materials  that  help  us  to  meet  our  needs  (shelter,  food,  stuff….)  We  organize  them  into  3  Groups  (p.  201):  

Category   Examples  Renewable  Will  regrow  /  replace  or  replenish  themselves  over  time  if  given  a  chance  to.  

• Trees  in  forests  

• Crops  that  are  produced  by  agriculture  

• Natural  fish  stocks  

Non-­‐renewable  Are  only  created  under  specific  conditions  that  can’t  usually  be  recreated  by  man.  Once  gone  they  are  gone  for  millions  of  years  at  least.  

• Minerals  such  as  gold,  iron,  nickel  

• Fossil  fuels  such  as  coal  and  petroleum  

Flow  Are  part  of  natural  systems  &  processes.  They  will  continue  to  flow  through  ecosystems  unless  humans  go  to  extreme  lengths  to  stop  them.  

• Fresh  water  flowing  through  streams  and  rivers  because  of  precipitation  

• Ocean  currents  

• wind  

 Some  resources  overlap  ex:  fish  are  a  renewable  resource  but  they  live  in  water  which  is  a  flow  resource.  If  the  water  is  polluted  the  fish  will  die  and  stop  being  renewable.  Ex:  the  GP  oil  spill  in  the  Gulf  of  Mexico  or  radiation  spilling  from  the  nuclear  reactors  in  Japan.    

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Agriculture p.  180  

 Agriculture  started  to  develop  around  10  000  years  ago  when  people  started  planting  seeds  to  grow  food  and  domesticating  (taming  &  keeping)  animals  for  food  and  labour.      Having  a  local  &  stable  food  supply  meant  that  less  people  needed  to  be  involved  in  hunting  &  gathering  food  so  they  had  time  to  work  on  other  things  like  inventing  metalwork  and  developing  written  language.    Agriculture = more food available = more people can live in the same area = urbanization = rise of city state = nation building There  are  2  main  types  of  agriculture  practised  today:  1.  Subsistence          2.  Commercial        2a)  Specialized        2b)  Plantation  

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Subsistence  p.  184-­‐186  •              Produce  only  enough  food  to  support  the  farmers  and  their  families  •              Left  overs  are  for  sale  •              Variety  of  crops  •              Mostly  in  developing  countries  •              Soil  conditions  are  poor  •              Occurs  in  harsh  climates  •              Poor  countries  cannot  afford  modern  technology  •              Used  ancient  practices  •              Sometimes  they  don’t  have  enough  to  eat  •              Not  enough  money  to  buy  big  land  •              The  Tsaatan  lived  in  Mongolia  •              Depended  on  reindeer  for  survival  •              The  reindeer  gave  shelter  food  and  clothing  •              Tsaatan  live  in  teepees  made  form  reindeer  skins  •              Mustang  is  not  known  in  modern  Nepal  •              Had  deep  gorges  and  high  cliffs  •              Mostly  desert  like  •              Not  enough  water  •              1000  people  live  in  Mustang  •              Relied  on  goats  and  yaks  •              Produced  few  household  goods  for  farming  families  •              Farmers  exchanged  yak  butter  and  wool  for  household  goods  in  markets  •              Dried  yak  dung  is  fuel/gas  •              There  was  child  labour    Commercial  p.  188  -­‐  191  •              Production  of  crops  or  livestock  for  sale  •              Large  quantities  are  grown  •              Export  and  import  are  examples  of  Commercial  Agriculture.  •              Influenced  by  six  major  factors  •              Rice  mostly  in  china  because  there  climate  is  moist  and  stable  •              Two  thirds  of  Australia  is  able  to  support  live  stock  •              Sheep  farming  is  a  major  industry  •              Export  meat  and  wool  to  other  countries    Commercial  /  Plantation  p.  191  -­‐  192  •              Farms  where  large  areas  with  one  type  of  product  •              Coffee  is  high  demand  •              Bananas  are  grown  in  costal  low  lands  •              Bananas  needs  hot  weather  •              Needs  lots  of  water  and  rich  soil  to  grow    Commercial  /  Specialized  p.  193  -­‐  195  

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Trees  -­‐>  Sawing  turns  trees  into  manageable  logs  for  shipping  then  the  logs  are  made  into  lumber  &  boards.  Iron  Ore  -­‐>  Purifying  the  rock  by  crushing  it  and  then  melting  it  with  different  chemicals  separates  the  metal  from  the  rock.  Separated  metals  need  more  processing  to  turn  them  into  steel.  Fish  -­‐>  Cleaning  is  required  to  remove  the  parts  that  are  not  wanted.  This  is  often  done  onboard  factory  ships  or  could  be  done  at  the  supermarket  or  at  home.  Oil  -­‐>  Refining  is  needed  to  remove  impurities  from  the  raw  oil.  It  then  gets  more  processing  to  turn  it  into  gasoline,  plastic,  nylon,  mineral  oil  etc.  

•              A  term  used  to  refer  to  crops  that  are  produced  in  certain  places  •              Is  able  to  grow  successfully  because  that  country  has  a  unique  condition  •              Different  types  of  growing  seasons  in  Canada  •              Cranberries  are  ¾  of  canada’s  export  •              Cranberries  use  swamp  to  grow  •              Blueberries  are  75%  grow  in  Nova  Scotia.  There  is  a  profit  for  Nova  Scotians.  •              Survive  in  harsh  conditions,  including  poor  soil  and  cold  winters.      To  supply  our  demands  we  must  process  (change)  natural  resources  into  the  things  we  need.  Over  time  technology  has  allowed  us  to  go  from  using  strictly  natural  materials  like  leather  to  creating  highly  processed  man-­‐made  materials  like  lycra  &  Nylon.    

   

 

   

See  the  pictures  for  what  is  needed  to  process  cotton  into  jeans  on  p.  203  

Processing  requires  a  lot  of  energy,  recycling  materials  not  only  saves  resources  but  energy  too.  Recycling  metals  like  Steel,  aluminium,  copper,  zinc  &  lead  uses  about  60  –  95  %  less  energy  then  processing  them  from  

scratch!      

               

Renewable Resources

As  the  world  population  grows  there  is  growing  need  to  consume  more  natural  resources  like  food,  water,  building  supplies  &  energy.  Unfortunately  the  distribution  of  these  resources  is  not  even  throughout  the  world.  As  you  can  see  in  the  pic  of  the  world  at  night,  some  regions  definitely  use  more  power  than  others.  Global  Resource  Consumption:    Resource   Richest  20%  of  pop.   Poorest  20%  of  pop.    Energy       58%       4%  Fish  &  meat     45%       5%  Vehicles     78%       1%  Paper       84%       1.1%    

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Animals  as  resources:  p.  241  • human  hunted  animals  for  food  

• called  domestication  

• started  12,000  years  ago  

• animals  for  use  for  more  than  1  purpose  

• dogs  used  for  protection  

• sheep  for  wool  

• used  skins  of  domestic  animals  for  clothing  and  shelter  

• cows  provided  milk  

Go  to  http://discovermagazine.com/2001/aug/featcow  and  scroll  down  to  the  “Where’s  the  Beef”  that  starts  about  2/3  down.  It  gives  you  where  all  the  parts  of  the  cow  that  didn’t  get  eaten  go…you  won’t  believe  this!  

Plants  as  resources:  p.  244  Crops  that  provide  starches:  Rice  –  ½  the  world’s  population  relies  on  rice,  grows  in  tropical  climates  with  high  precipitation  Wheat  –  many  kinds,  important  crop  in  the  Americas  &  Europe,  grows  in  continental  climates  with  average  to  low  amounts  of  rainfall    Maize/Corn  -­‐  many  kinds,  important  crop  in  the  Americas  &  Europe,  grows  in  continental  climates  with  average  to  low  amounts  of  rainfall    Plants  also  provide  non-­‐food  products  like:  

• For  fabric  

• For  ceremonies  

• For  healing  

• For  pleasure    

• For  building  

• For  fuels  

The  Yanomami  People  of  the  Amazon  Rainforest  p.  212  –  215  How  do  they  grow  food  in  the  forest?  

•  Planting  system  known  as  shifting  custivation  

•  Each  family  had  a  garden  patch  to  grow  bananas,  yams,  manioc  and  sugar  cane  

• Also  grow  non-­‐renewable  food  crops  such  as  cane  for  arrow  shafts,  reeds  whose  sharp  leaves  are  used  for  cutting  and  tobacco  

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 • If  weeds  start  to  invade  the  gardens  the  people  will  just  move  away  to  another  

place  

What  else  do  they  eat?  • Gardens  do  not  provide  the  yanomami  with  all  their  food  

• They  eat  wild  life  like  mammals,  reptiles,  birds,  and  insects    

• These  animals  give  protein  

• Mostly  hunted  tapir  and  peccary  

• Termites,  caterpillars  and  locusts  are  also  a  high  protein  food    

What  threats  do  they  face  from  outsiders?  •    Outsiders  wanted  minerals  in  the  area  where  the  Yanomami  people  lived  

• Outsiders  gave  them  tuberculosis    

• Mortality  rate  increased  

• Outsiders  started  killing  the  Yanomami  people  in  order  to  get  their  land  

• In  the  1970,  20%  of  the  Yanomami  people  were  killed  

     

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Forestry  p.  245  Forests  can  be  divided  into  temperate  (grey  &  green  below)  found  between  the  poles  and  about  300  N  &  300S  or  tropical  (yellow  below)  found  between  the  latitudes  of  300  N  

&  300S.      Temperate  Forests  have  2  kinds  of  trees,  deciduous  &  coniferous  

• Deciduous  trees  (hardwoods)  grow  further  south  in  the  temperate  area  like  around  Toronto,  Paris  or  London.  They  have  broad  leaves  and  loose  their  leaves  in  the  winter.  Ex:    

• Coniferous  trees  (softwoods)  grow  in  the  northern  areas  like  Helsinki  and  Anchorage.  They  have  needle-­‐like  leaves  that  they  keep  over  the  winter.  Their  seeds  form  in  cones.  Ex:  

• Temperate  forests  have  been  cut  down  to  clear  land  for  agriculture  in  the  past  and  are  currently  used  for  lumber  &  the  pulp  and  paper  industry.    They  are  often  replanted  with  one  type  of  tree  after  harvesting  so  the  area  can  be  harvested  again  in  the  future.  

 Tropical  Forests  contain  40-­‐50%  of  the  world’s  plant  &  animal  species.  All  of  the  trees  are  deciduous.  Ex:  P.  248  Tropical  forests  are  being  cut  down  because:  

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 1.    Loggers  want  the  wood  

2.    Farmers  are  clearing  land  to  make  homes  and  livelihoods  for  themselves  and  their  families    

3.    Land  is  being  cleared  or  burned  to  grow  cash  crops  that  can  be  sold  to  earn  an  income,  like  strawberries,  cotton,  sugar  cane  and  pineappels  

3  types  of  logging:  p.  252  Clear  cutting:  these  cuts  down  every  tree  in  a  huge  area    Strip  logging:  takes  down  all  the  trees  in  a  20  metre  wide  path    Selective  logging:  cutting  down  only  old  trees  in  a  forest…younger  ones  are  not  cut    

Processing  trees:  • Trees  are  cut  down,  branches  are  removed  &  

then  cut  into  shorter  logs  in  the  forest,  in  countries  like  Canada  most  of  this  is  done  with  the  help  of  big  machinery  (video  @  http://dsc.discovery.com/videos/extreme-­‐loggers-­‐

ice-­‐logging-­‐monster-­‐machine.html  )  

 • Logs  are  floated  down  rivers  or  loaded  onto  trucks  and  taken  to  sawmills  &  

paper  mills  (in  the  mountains  they  are  flown  out  by  helicopter  video  @    http://planetgreen.discovery.com/videos/verge-­‐heli-­‐loggers-­‐saturdays-­‐at-­‐9.html  )  

• The  best  and  widest  parts  of  the  tree  are  made  into  veneers,  plywood  and  planks,  the  parts  near  the  top  or  of  lower  quality  are  made  into  paper.  “Engineered  wood  products”  like  chipboard  and  MDF  are  made  of  the  leftovers  and  glue.  

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Making  Paper:  p.  257  What  types  of  processes  go  into  making  paper?  

-­‐ The  wood  is  separated  into  fibres  and  mixed  with  chemicals  and  water  to  form  pulp    

-­‐ Pulp  is  pressed  and  dried  to  make  paper  in  machines  that  are  nearly  two  football  fields  in  length  

-­‐ The  paper  machine  operates  over  90  Km  per  hour  

What  other  resources  besides  trees  get  used  in  these  processes?  Grasses,  reeds,  rice  or  bark  

Non-renewable Resources – Minerals p.  218  -­‐  220            

Pictured: copper Pictured: potash (naturally  occurring  potassium  salts)

Pictured: gypsum Pictured: coal

Metallic Iron, gold, silver, nickel, zinc, copper, aluminum

Non-metallic Salt, asbestos, potash

Non-metallic Structural Limestone, sand, gravel, gypsum

Fossil Fuels Petroleum, coal

• Found in igneous rock

• Used for jewellery, to conduct electricity, in construction

• Have a dull appearance

• Break apart easily

• Usually found with sedimentary rocks

• A subgroup of non-metallic minerals

• Used in constructions

• Associated with sedimentary rocks

• Raw materials for a wide variety of products including energy

• Formed from the ancient remains of plants and animals buried underground

 What  are  the  processes  of  making  paper  and  do  you  think  it  is  effective.?  How  do  we  organize  raw  materials  resources  and  give  an  example?

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Iron  ore  crusher,  China  

Nickel  tailings  pond,  Sudbury  

Mining  p.  223  -­‐  229  First  you  have  to  find  the  mineral  then  you  have  to  find  a  way  to  dig  it  up  and  separate  the  mineral  you  want  from  the  rock  it  was  formed  in.    STEP  1  Prospecting  p.  224  

• Study  samples  of  rock  found  at  the  surface  • Learn  ore  deposits  are  usually  found  with  certain  types  of  rocks  • Prospectors  also  use  indirect  methods  • One  technique  is  to  fly  over  an  area  towing  an  instrument  that  

measures  the  magnetic  field  of  the  rocks  below    STEP  2  Developing  the  mine  

• First  the  company  needs  to  get  the  rights  to  dig  in  the  area,  this  could  be  by  buying  it  or  renting  it  from  the  owners  

• In  many  countries  like  Canada  &  Brazil  the  minerals  are  on  land  owned  by  the  native  peoples  

• An  environmental  assessment  must  be  done  to  find  out  how  much  impact  a  mine  would  have  on  the  local  ecosystem,  the  goal  is  to  find  a  way  to  make  the  mine  more  environmentally  friendly  

• The  company  must  decide  which  type  of  mine  to  build  open  pit  (a  big  hole)  or  an  underground  mine  (a  series  of  vertical  &  horizontal  tunnels)  see  pics  p.  226  

 STEP  3  Refining  the  ore  

• The  useful  minerals  must  be  separated  from  the  ore  =  beneficiation  

• Beneficiation  is  done  close  to  the  mine  because  the  rock  very  heavy,  it  involves  melting  or  chemical  separation  using  arsenic,  cyanide  or  naptha  (all  reallllllly  poisonous)    

 STEP  4  Dealing  with  waste  products  p.  228  http://www.greenpeace.org/canada/en/campaigns/tarsands/threats/water-­‐pollution/  

• The  waste  rock/chemical  mix  is  called  tailings  (like  the  red  aluminum  tailings  that  broke  out  of  the  pond  in  Ajka,  Hungary)  

• Companies  have  to  face  with  waste  products  called  tailings  • One  problem  with  tailing  piles  is  that  they  often  contain  

dangerous  chemicals  and  minerals  that  can  be  washed  out  of  them  

• This  disrupts  the  ecosystem  • Chemicals  are  not  good  for  bodies  of  water  

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   STEP  5  Reclamation  of  old  mine  sites  p.  229  

• Mining  scars  earth’s  surface  • Impossible  to  turn  a  mining  area  to  a  natural  area  where  animals  can  live  • Many  countries  requires  mining  companies  to  make  the  area  safe  the  

productive  once  mining  has  stopped    

History  2  

Unit  2  –  British  North  America  

The Beginnings of British North America p.  100  –  101    

•  The  Seven  Years  War  officially  ended  with  the  Treaty  of  Paris  in  1763  –  •  France  gave  up  all  land  in  NA  except  for  the  Louisiana  Territory  and  the  

Atlantic      Islands  of  St-­‐Pierre  &  Miquelon  off  NFL.  

• The  British  hoped  that  the  French  culture  and  language  would  disappear  from  Québec.  To  promote  this  policy  the  British  passed  the  royal  proclamation  in  1963  

• France  gives  up  everything  in  NA  to  Britain  and  Spain  except  for  the  islands  of  St.  Pierre  and  Miquelon  on  the  Gulf  of  the  St.  Laurence-­‐these  they  keep  along  with  the  right  to  fish  in  the  area    

The Royal Proclamation of 1763 p.  100,  113    

• The  colony  of  NF  was  renamed  “Quebec”  and  reduced  to  ¼  the  size.  • The  rest  of  the  land  was  given  to  the  1st  Nations  Peoples.  • •A  British  Governor  &  council  would  rule  the  colony  using  British  law  &  court  

system.  (Replacing  French)  • Protestantism  became  the  official  religion;  Catholics  could  not  hold  senior  

government  jobs  or  sit  on  the  council.    • Goal=to  make  NF  into  a  typical  English  Colony  &  force  the  French  to  

assimilate  • Keep  promise  to  Native  peoples  who  stopped  siding  with  the  French  and  give  

them  the  lands  in  the  north  

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The  Royal  Proclama*on  of  1763 Assimilate  the  French!

New  France  shrunk  to  ¼  size  and  renamed  “Quebec”  

1774  Quebec  Act: The  territory  of  Québec  expanded  so  that  it  was  the  same  size  as  it  

had  been  when  it  was  the  colony  of  NF

1774  Quebec  Act: French  fur  traders  protected  from  compewwon  from  the  13  colonies  Canadians  only  taxed  as  they  were  

under  the  French  

Northern  ¾  of  old  New  France  was  given  to  the  1st  Nawons  Peoples  

1774  Quebec  Act: Nawve  people  lost  the  extra  land  they  had  been  given  but  remaining  

lands  were  protected

Briwsh  Rule  and  switch  to  Briwsh  law  

1774  Quebec  Act: French  law  for  civil  cases,  Briwsh  

law  for  criminal  cases  

1774  Quebec  Act: Taxed  as  had  been  under  the  

French  rule.  

Protestanwsm  became  official  religion,  Catholics  could  not  hold  

top  government  jobs  

1774  Quebec  Act: Catholics  free  to  follow  their  religion  and  hold  public  office  

• Canadiennes  become  angry  and  resist,  few  British  colonists  want  to  settle  in  the  harsher  conditions  in  the  north  

•    

The Quebec Act 1774 p.  100  –  101  

•        

 

The  American  Revolution  1775-­‐  1783    p.  102  –  105  

• After  the  7  Years  War  the  British  were  in  debt  and  increased  taxes  in  the  13    Colonies  to  raise  money  

• The  13  Colonies  were  not  allowed  to  expand  west  of  the  Appalachian  Mts.  Into    Ohio  Valley  (reserved  for  Native  Peoples)    

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• Colonists  were  forced  to  house  (quarter)  Brit.  Troops  in  their  houses  • The  colonies  were  becoming  independent  • The  Americans  decided  to  revolt  and  Went  to  Quebec  to  see  if  the  Canadians  

wanted  to  help  • It  wasn’t  that  easy,  they  had  a  legit  act  and  weren’t  willing  to  give  up  the  fur  

trade  • The  Americans  then  attacked  Quebec  however  it  was  a  stormy  night  so  they  

got  confused  and  faced  horrible  conditions  • Although  attacking  Canada  failed  the  AMERICAN  WAR  OF  INDEPENDENCE  

didn’t.  They  signed  a  treaty  and  a  new  nation  was  known  USA.        

The Arrival of the United Empire Loyalists p.  105  -­‐  112  

•  1/3  of  Americans  did  not  want  to  rebel  • During  the  Revolution  supporters  of  Britain  were  beaten,  threatened  and  

generally  harassed.    • Many  left  during  the  war,  a  flood  left  afterwards  in  1783  • They  were  a  diverse  group  with  backgrounds  from  all  over  Europe  • Many  left  the  13  Colonies  to  start  a  new  life  in  the  British  West  Indies,  

Bermuda,  Jamaica,  “Canada”  or  simply  went  back  to  Britain    • Some  were  native  people  who  had  lost  their  lands  • Some  were  slaves  who  were  promised  their  freedom  if  they  fought  for  the  

British      

Are  all  contained  in  the  PowerPoint  linked  to  below:  BNA.ppt    

The “Shape” of British North America  Nova  Scotia  gets  Divided  • Loyalists  arriving  in  Nova  Scotia  wanted  an  elected  assembly  as  they  had  in  the  Thirteen  Colonies  but  the  Quebec  Act  of  1774  did  not  allow  one.  

• They  demanded  their  own  colony  and  in  1784  the  mainland  of  Nova  Scotia  was  separated  and  became  the  colony  of  New  Brunswick.  Cape  Breton  Island  also  became  a  separate  colony.    

• Ile  Saint-­‐Jean  became  the  colony  of  Prince  Edward  Island.    Quebec  

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Loyalists  

• Most  Loyalists  arrived  by  land  east  of  Montreal  or  made  it  to  the  British  forts  of  Niagara  and  Detroit.  

• Quebec’s  Governor  Sir  Frederic  Haldimand  had  difficulty  integrating  them  because:  

o They  were  English  Speaking  Protestants.  o The  best  land  was  already  taken.  o The  Seigneurial  system  and  French  civil  law  was  totally  new  to  them.  

 • Under  the  laws  of  the  1763  Proclamation  what  is  now  Ontario  was  supposed  to  be  set  aside  for  the  native  peoples  (the  government  was  allowed  to  buy  it  by  making  a  treaty).      

• Governor  Haldimand  purchased  land  along  the  north  shore  of  the  St.  Lawrence,  Lake  Ontario  and  Lake  Erie  from  the  Anishinabe  (Ojibwa)  and  other  native  groups.  He  paid  in  guns  and  the  usual  trade  goods  and  settled  the  Loyalists  in  this  western  “Upper  Country”    

• Lots  were  assigned  by  drawing  location  tickets  from  a  hat  =  “lottery”  or  ”drawing  lots”.  These  lots  gave  the  location  of  the  land  –  this  was  made  easier  since  they  had  the  time  to  survey  the  area  before  the  settlers  arrived.        

• Each  “head  of  family”  was  entitled  to  40  hectares  +  20  for  each  additional  family  member.  Junior  army  officers  received  200  hectares,  senior  officers  received  400  hectares.  (1  hectare  =  2.5  acres)    

• Loyalist  families  were  given  basic  supplies  like  clothing,  a  tent,  some  farm  animals,  seed  and  a  gun  for  hunting.  Government  rations  stopped  in  1788,  it  was  also  a  year  of  drought  and  many  Loyalists  starved  that  winter.  1788  –  1789  is  known  as  “The  Hungry  Year”.  Loyalists  had  to  clear  the  land  of  forest  before  they  could  start  farming    

 • Wanted  to  use  the  British  system  and  have  an  elected  assembly  just  like  in  New  Brunswick.  In  1791  the  colony  of  Quebec  was  divided  at  the  Ottawa  River.  

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The  “Upper  Country”  west  of  the  river  became  Upper  Canada  and  the  east  became  Lower  Canada.  

 The  Constitutional  Act  of  1791  -­‐  Quebec  gets  Divided  • Divided  Quebec  in  two  and  created  the  colonies  of  Upper  Canada  and  Lower  Canada.  

• Each  colony  was  given  the  power  to:  o Have  its  own  Governor  (appointed  by  Britain)  and  a  council  

(appointed  by  the  Governor)  o Elect  an  assembly  (of  wealthy  Caucasian  men)  o Pass  laws  o Raise  taxes  

 

Impact of the Loyalists on the Native Peoples  • The  native  idea  of  land  “ownership”  is  very  different  from  the  European  one.  From  their  point  of  view  land  can  not  be  bought  &  sold,  they  saw  themselves  as  the  guardians  of  the  land.  This  misunderstanding  over  what  “selling”  the  land  actually  involves  has  led  to  many  conflicts.  (see  p.  112  in  text)    

• It  is  very  possible  that  they  believed  they  were  only  giving  permission  to  use  the  land,  not  “own”  it  in  the  European  sense  when  they  sold  the  land  to  the  British.    

• They  may  have  felt  pressured  to  sell  their  land  to  the  British  to  avoid  more  fighting.  

• Settlers  often  moved  into  native  lands  anyway  and  started  building  farms  with  or  without  the  permission  of  local  tribes.  Eventually  the  tribes  had  to  make  treaties  “selling”  the  land  because  technically  they  had  already  lost  it.  

• This  pattern  is  repeated  as  European  settlers  move  west  into  the  rest  of  Canada.    • Four  of  the  six  nations  of  the  Haudenosaunee  (Iroquois)  Confederacy  were  British  allies  during  the  American  Revolution.    

• Thayendanegea  (Joseph  Brant)  was  a  Mohawk  leader  from  the  Ohio  country.  He  led  his  people  in  supporting  the  British  during  the  war  in  exchange  for  a  promise  of  land.  (His  sister,  called  Molly  by  the  English,  was  also  a  well  known  Mohawk  leader.  She  married  a  British  government  official.)  

 • After  the  Revolution  the  Haudenosaunee  Confederacy  Council  chose  the  land  along  the  Grand  River  and  around  the  Bay  of  Quinte.  Thayendanegea  led  a  group  of  about  2000  people  into  the  area  where  they  built  new  villages.  The  Village  of  “Brant’s  Ford”  is  now  Brantford.  

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 The  land  they  were  originally  granted  appears  in  grey  on  the  map,  the  current  reserve  is  in  red.    

 • The  Anishinabe  (Ojibwa)  and  other  native  groups  who  were  already  in  Upper  Canada  caught  measles  &  small-­‐pox  from  the  Loyalists,  many  died.  

• More  and  more  land  was  needed  for  the  settlers.  • The  settlers  hunted  the  same  animals  and  greatly  reduced  the  amount  of  game  available.  

• Crimes  settlers  committed  against  native  people  were  rarely  punished  by  the  authorities.  

 Summary:    Upper  [art  of  Canada  was  named  lower  Canada  and  the  lower  part,  upper  Canada,  that  is  because  of  the  direction  the  St.  Lawrence  flows,  from  the  lakes  towards  the  ocean.  The  natives  and  British  had  different  ideas  about  their  land,  sometimes  they  were  pressured  to  sell  it,  so  eventually  they  signed  a  treaty.  Some  natives  supported  the  British  during  the  American  revolution.  The  Mohawk  leader  Joseph  Brant,  made  a  deal  with  the  British  that  even  if  they  lose,  the  natives  can  get  a  lot  in  Canada  where  it  is  safe.  The  other  natives  already  situated  in  upper  Canada  caught  European  diseases  .        Starting a New Life in Upper Canada    Clearing  the  Land  (p.  117)  

• Land  had  to  be  cleared  of  forests,  trees  cut  w  axes  &  some  wood  used  to  make  temporary  homes  

• Ashes  used  to  make  soap  http://newlifeonahomestead.com/2010/02/how-­‐they-­‐made-­‐all-­‐purpose-­‐soap-­‐in-­‐the-­‐old-­‐days/  

• The  very  first  crops  were  grown  between  the  rotting  stumps  of  felled  trees,  fieldstone  cleared  from  the  land  used  as  building  material  

• Grew  wheat  &  corn,  barley,  oats,  veggies,  wild  berries  • Usually  had  pigs  &  a  cow  

 Building  a  Home  (p.  118)    

• First  homes  were  temporary  with  dirt  floors  &  no  windows,  made  of  logs  • A  blanket  etc  was  used  as  a  door  • Once  a  better  home  could  be  built  (usually  2  stories)  the  1st  shanty  became  a  

shed  Making  a  Living  (p.  119)  

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5  member  Executive  Council  Appointed  by  Governor  

 7  member  Legislative  Council  

Appointed  by  Governor  

16  member  Legislative  Assembly    

Elected  by  eligible  voters  

Governor  appointed  by  the  British  Parliament  

British  Parliament  

• 1st  cash  crop  =  Potash  made  by  rendering  (boiling)  lye  from  wood  ashes  1/3  hectare  of  trees  =  1  barrel.  A  “cash  crop”  is  something  you  grow  for  the  purpose  of  selling  it.  

• Extra  food  like  vegetables,  butter,  cheese  could  be  traded  in  town  for  tea,  sugar  &  salt  

• By  1800  farmers  from  Upper  Canada  were  shipping  salt  beef/pork  &  flour  to  Montreal  &  Britain  

Roles  on  the  Farm  (p.  120)  • At  least  2  people  were  needed  to  run  a  “backwoods  farm”,  men  &  women  

were  equal  partners  • Everything  had  to  be  done  by  hand  &  often  required  a  lot  of  physical  

strength,  women  &  children  worked  in  the  fields  &  in  the  house  Summary:  Loyalists  draw  for  their  lots.  They  burn  down  all  the  trees  and  tree  stumps  in  the  area  and  get    oxes  to  pull  them  out.  Also,  they  use  the  ashes  to  make  soap.    Then  they  build  temporary  houses  and  plant  crops  enough  to  fulfill  their  needs.  After  being  settled  in,  they  make  cash  crops  (1st  one  was  potash),    and  build    better  2nd  homes.  A  few  people  were  needed  to  work  the  farm  and  women  and  children  worked  in  the  house        

Organizing a New Colony (Upper Canada) p.  120    John  Graves  Simcoe  was  appointed  as  Upper  Canada’s  First  Governor  in  1771.  He  was  a  British  soldier  who  had  fought  in  NA  during  the  American  Revolution.  He  was  known  for  his  active  involvement  in  running  the  colony.  His  first  priority  was  to  organize  the  new  colony.  http://www.archives.gov.on.ca/english/on-­‐line-­‐exhibits/simcoe/index.aspx      Choosing  a  Capital  York  (now  Toronto)  was  chosen  in  1793  because:  

• Governor  Simcoe  thought  it  would  be  easy  to  defend  

• Was  at  the  head  of  the  trail  used  by  the  Wendat  &  Anishinabe,  already  a  busy  meeting  place  

 Organizing  the  Government:  

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 To  help  him  run  the  colony  Governor  Simcoe  created  two  councils  as  well  as  the  Legislative  Assembly:    Executive  Council:    

• 5  members  =  Governors  advisors  (appointed  by  Governor)  Legislative  Council:    

• 7  members  =  wealthy  colonists,  could  make  laws  for  colony  (appointed  by  Governor)  

Legislative  Assembly:    • 16  members  =  elected  from  white  land-­‐owning  men  (elected)  • Representative  gov.  because  they  were  elected  by  the  people  to  represent  the  

people  • In  reality  they  were  often  overruled  by  the  2  councils  

 Organizing  the  Land  p.  123  The  rest  of  the  colony  had  to  be  surveyed  and  organized  into  townships  with  farms  and  roads,  the  Constitutional  Act  dictated  that  certain  lands  be  but  aside  for  specific  purposes:    1/7  of  the  land  for  Clergy  Reserves:    

• land  set  aside  for  the  use  of  the  Anglican  Church  (non  for  the  Catholic  Church)  1/7  of  the  land  for  Crown  Reserves:    

• land  set  aside  for  the  use  of  the  government  Road  building:  

• Roads  were  needed  to  move  troops  and  settlers  around  the  colony  • The  first  big  roads  were  from  Hamilton  to  York  (Dundas)  Montreal  to  Kingston,  

Kingston  to  York  (Kingston  Rd.)  &  York  to  Lake  Simcoe  (Yonge  St.)    

Increasing  Settlement  –  the  “Late  Loyalists”:  Governor  Simcoe  wanted  the  colony  to  grow,  in  part  for  their  own  protection  from  the  Americans  who  might  see  them  as  weak  and  try  to  attack.  He  was  very  successful  in  increasing  the  population.    The  new  settlers  he  targeted  were:    

• Loyalists  still  living  in  the  United  States  He  offered  them:      

• 80  hectares  of  land  for  free  To  take  advantage  of  the  offer  they  had  to  (2  things):    

• Swear  allegiance  to  the  King  of  England  • Promise  to  clear  the  land  for  farming  and  build  a  road    

How  did  the  original  Loyalists  feel  about  these  “Late  Loyalists”?    

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• They  did  not  trust  them  and  feared  they  would  turn  Upper  Canada  into  another  state.  Were  they  really  Loyalists  or  just  looking  for  Free  land?  

Summary:  John  Graves  Simcoe  was  appointed  as  Upper  Canada’s  First  Governor.  He  chose  Toronto  s  the  capital  b/c  it  was  easy  to  defend  and  was  already  a  busy  native  meeting  place.  While  organising  a  colony,  he  created  two  councils  as  well  as  the  Legislative  Assembly.  He  organised  the  land  into  townships  with  farms  and  roads  and  separated  1/7  each  for  the  government  and  the  church.  Finally,  he  wanted  to  increase  the  population  in  case  the  Americans  decide  to  attack  thinking  they’re  weak.    He  got  the  remaining  loyalists  living  in  the  states  come  and  establish  there.  He  offered  them  land  if  they  offered  the  king  trust  and  promised  to  clear  land.  The  old  loyalists,  however,  didn’t  trust  them.    

Upper Canada Antislavery Act 1793: p.  126  Peter  Martin,  a  representative  of  the  Black  community  of  Upper  Canada  approached  Governor  Simcoe  about  ending  slavery.  Simcoe  was  already  opposed  to  slavery  and  agreed  to  present  the  idea  to  the  Legislative  Council.    Some  of  the  reasons  councillors  gave  for  keeping  slavery  were:    

• Slaves  needed  to  work  the  land  on  farms  • Slave  labour  needed  to  expand  the  economy  of  Upper  Canada  

 Compromise  reached  (3  things):    

• No  new  slaves  could  be  brought  to  Upper  Canada  • Children  born  into  slavery  to  be  freed  at  age  of  25  • All  slaves  over  25  would  stay  slaves  

 Did  slavery  in  Upper  Canada  really  end  with  the  Antislavery  Act  in  1793?  

• No  there  was  still  slavery  in  Upper  Canada,  the  Emancipation  Act  abolished  (got  rid  of)  slavery  in  all  British  holdings  in  1833    

• Upper  Canada’s  move  to  limit  slavery  was  the  first  in  the  British  Empire  Lower  Canada  would  make  a  similar  move  in  1803.    Summary:  Peter  Martin,  a  representative  of  the  Black  community  told  Simcoe  about  the  idea  of  ending  slavery  and  Simcoe  agreed  at  1793.  Reasons  people  kept  slavery  were  because  they  needed  to  people  to  work  on  farms  and  expand  the  economy.  The  negotiation  to  end  it  was,  no  new  slaves  would  be  brought  into  upper  Canada,  children  born  into  it  would  be  freed  at  25,  those  over  it  would  still  be  slaves.  However,  there  was  still  slavery  it  only  ended  after  the  Emancipation  Act  which  was  the  first  move  to  limit  slavery  in  the  British  Empire  in  18ww      

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The War of 1812 (fighting stops 1815) p.  129  

• Fought  between  Britain  and  the  United  States  of  America  over  the  British  colonies  of  Upper  &  Lower  Canada.    

• The  United  States  declared  war  on  Britain  in  the  spring  of  1812,  the  war  ended  with  the  Treaty  of  Ghent  (a  city  in  Belgium)  in  1814.  (The  treaty  was  signed  on  Christmas  Eve  1814  but  the  news  didn’t  reach  NA  until  March  1815,  3  months  later.)  

• The  war  was  a  stalemate  and  almost  all  captured  territories  were  returned.  

 Causes  of  the  war:  British/French  Trade  Barriers:  

• Britain  &  France  were  at  war  &  threatened  to  seize  the  cargo  of  any  ship  trading  w  their  enemy  so  the  Americans  could  not  trade  w  either  for  fear  the  other  would  seize  their  ship  

• Britain  had  a    larger  navy  &  did  seize  many  American  ships  &  cargoes        

Searching  of  American  ships:  • The  life  of  a  British  sailor  was  rough  &  their  pay  low  so  many  tried  to  desert  

the  navy  (run  away)  • The  British  stopped  American  ships  claiming  to  be  looking  for  deserters  &  

often  took  away  actual  Americans  to  make  them  fight  for  Britain    British  alliance  with  First  Nations:  

• Americans  believed  that  the  British  were  supporting  the  Native  Peoples  of  the  Ohio  Valley  &  farther  west  in  attacking  American  settlements  

 War  Hawks:  

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Proclamation  from  American  General  Hull  to  the  citizens  of  western  Upper  

Canada,  1812.  

• The  Americans  who  supported  war,  believed  Britain  was  supporting  First  Nations  warriors  trying  to  keep  them  out  of  the  Ohio  River  Valley  

• Tecumseh,  a  Shawnee  war  leader,  lead  an  army  of  2000  against  the  Americans  in  the  Ohio  Valley  and  also  fought  in  Upper  Canada  on  the  British  side  with  General  Isaac  Brock  p.  123-­‐133  

• Believed  in  MANIFEST  DESTINY  =  it  was  their  destiny  to  rule  all  of  N  America    The  Americans  were  confident  of  winning  because:  

• They  thought  Britain  was  too  busy  fighting  Napoleon  in  Europe.  • 60%  of  Upper  Canada’s  population  was  from  the  US,  they  hoped  they  would  

not  fight  against  other  Americans.  • The  Americans  thought  the  Canadiens  would  be  glad  to  be  rid  of  the  British  

(like  the  time  they  attacked  Montreal  during  the  American  Revolution  thinking  the  Habitants  would  side  with  them.)  

• The  Americans  outnumbered  the  “Canadians”  10  to  1  (but  the  “Canadians”,  British  soldiers  &  Native  allies  are  better  trained.)  

 Different  Perceptions:  The  war  was  seen  by  Americans  a  campaign  of  liberation  but  Canadians  saw  it  as  an  invasion.  Below  is  the  message  sent  by  General  Hull  to  the  people  of  Upper  Canada.                                                  

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         What  is  Hull’s  objective  in  sending  this  document?  

He’s  trying  to  convince  the  Canadians  not  to  side  with  the  British  in  the  war.  He’s  trying  to  say  that  if  they  win  they  will  allow  the  Canadians  to  be  free  so  therefore,  they  should  side  with  them  and  attack  the  British  b/c  the  British  are  just  using  them  apparently  or,  that  they  should  stay  home  and  do  nothing.      What  incentives  did  he  offer  if  the  Americans  were  given  no  resistance?  

He  said  they  would  be  promised  protection,  property  and  rights.  They  can  remain  at  

their  homes,  pursue  their  peaceful  and  customary  avocations/  usual  hobbies.  

 

 What  did  he  promise  if  support  was  given  to  the  British?  

If  they  side  with  the  British  they  will  be  treated  as  enemies  and  the  horrors  and  catastrophes  of  war  will  stalk  them  technically,  they  will  die  The  French  Canadiens  in  Lower  Canada  surprised  the  Americans  and  supported  the  British  because…..p.  134    The  Catholic  Church:  anti-­‐American,  the  British  had  been  generous  rulers,  allowing  the  Canadians  to  keep  their  language  and  religion.  In  return,  they  owed  loyalty  to  the  British  The  Seigneurs:    Feared  they  would  lose  their  places  of  influence  in  society  if  the  Americans  won  war.    Also,  their  land,  money  and  power.  however  The  Merchants:  Viewed  the  Americans  as  their  rivals  in  business  and  trade.  They  were  progressing  in  trading  with  the  British  and  didn’t  want  to  change  that.    The  Habitants:  Worried  an  American  victory  would  bring  newcomers  into  the  colony,  they  would  compete  for  land  and  would  challenge  their  language  and  customs.  There  would  be  more  English  speaking  protestants  and  they  want  to  keep  the  remaining  of  French  Quebec  French  not  English.      There  were  no  battles  fought  in  the  Atlantic  Colonies  and  their  economy  actually  prospered  because:  

• The  timber  trade  experienced  a  boom  with  new  sawmills  opening  • Wooden  ships  were  being  built  as  fast  as  possible    • Timber  from  tall  Canadian  trees  sent  to  Britain  to  use  as  ship  masts  • Halifax  merchants  sold  food  &  other  supplies  to  the  British  navy  • Many  Canadian  ship  owners  took  advantage  of  the  permission  Britain  had  

given  to  capture  American  ships  and  spent  time  as  privateers  (legal  pirates)      

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Impact  of  the  War  of  1812:  p.  139    On  Territory:  

• 49th  Parallel  chosen  as  dividing  line  between  the  USA  &  British  holdings  from  Lake  of  the  Woods  to  Rockies  (this  is  still  the  boarder  today)    

On  First  Nations:  • British    &  Canadians  had  relied  on  native  allies  like  Tecumseh  • More  native  people  died  than  British  &  Americans  combined  but  little  reward  

given,  promises  of  land  not  kept  • Neither  side  needed  them  as  allies  any  more  so  important  bargaining  chip  

lost  =  marginalized  On  Upper  Canada  and  immigration:  

• Resentment  towards  Americans,  US  immigrants  not  welcomed  in  Upper  Canada  

• Upper  Canada  turns  to  Britain  rather  than  US  for  immigrants  • War  profits  boosted  economy  

Plans  for  the  defence  of  Canada  (p.  141  Rideau  Canal,  map  p.  153)  • Britain  realizes  that  that  they  can’t  afford  to  have  the  St.  Lawrence  blocked  so  

they  build    the  Rideau  Canal  as  a  “back  door”  to  the  Ottawa  area      A  new  identity  –  a  distinct  society:  p.  142    How  did  the  war  change  the  way  Upper  and  Lower  Canadians  felt  about  themselves?        The  war  brought  the  people  of  British  NA  closer  together.  The  French  and  English  fought  shoulder  to  shoulder  to  save  their  country,  and  the  colonists  were  proud  of  their  success.  They  were  proud  to  be  Canadian  and  belong  to  a  society  distinct  from  USA.  They  were  beginning  to  develop  a  new  identity  .  They  became  more  united  and  they  feel  less  like  the  Americans.  After  the  war,  they  felt  like  their  own  people.        Some  Key  figures  of  the  War  of  1812:  Major-­‐British  General  Issac  Brock  –  Military  commander  in  Upper  Canada.  

• Veteran  of  the  European  wars  

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Children suffering during the Great Famine © Department of Rare Books and Special Collections McLennan Library, McGill University / Illustrated London News, 1847  

• Worked  closely  with  Tecumseh  and  the  Shawnee    • Successfully  commanded  the  troops  of  Upper  Canada  

 Tecumseh  –  a  Shawnee  leader  originally  from  the  Ohio  Valley  west  of  the  Appalachian  Mountains.  

• Joined  the  British  in  1812  and  gathered  an  army  of  over  2000  First  Nations  Peoples  to  fight  for  Upper  Canada.  

• Worked  closely  with  General  Brock    Laura  Ingersoll  (Secord)  –  Loyalist  immigrant  from  Massachusetts  

• Married  James  Secord  in  Upper  Canada  • Cared  for  American  soldiers  in  her  home  so  that  her  injured  husband  they  

had  captured  would  not  be  sent  to  the  US  and  overheard  their  plan  to  attack  a  place  called  Beaver  Dams.  

• Walked  30  km  from  Queenston  to  Beaver  Dams  to  warn  the  British  officer,  James  FitzGibbon,  that  the  Americans  were  planning  to  attack  his  outpost.    

• American  attack  was  beaten      

The Great Migration – the 2nd Big Wave of Immigrants: p.  144    Between  1815  &  1855  millions  of  British  immigrants  arrived  in  North  America,  many  came  to  Canada,  many  more  went  to  the  United  States. Many  immigrants  escaping  famine  and  epidemics  of  cholera  &  typhus  in  Europe  were  weakened  and  became  ill  on  the  long  voyage  to  North  America.  The  ships  arriving  here  soon  became  known  as  “coffin  ships”  because  so  many  passengers  were  dead  or  dying.  (see  pic.  p.  145)    The  colonial  governments  set  up  a  quarantine  station  on  Grosse  Île  in  1832.    It  was  close  to  the  Port  of  Québec  but  far  enough  away  from  the  healthy  population  to  prevent  transmitting  disease.    Unfortunately  the  doctors  could  do  little  to  help.    

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Push  Factors  (Why  they  left  Britain):  Peace:  

• End  of  the  Napoleonic  Wars  in  Europe  =  safer  to  travel  • Many  soldiers  &  sailors  now  unemployed  so  the  gov.  offered  

them  land  in  the  colonies  so  they  could  have  work.      

Overpopulation:  • Not  enough  jobs  to  employ  all  the  people  in  Britain  • New  technology/  machines  were  displacing  many  mill  and  

factory  workers  • Many  people  were  living  in  poverty  

       

 Land  Clearances:  

• Most  farmers  didn’t  own  their  land,  they  rented  from  large  landowners  • There  was  suddenly  a  crave  for  wool  so  landowners  wanted  

to  raise  sheep  • Many  rural  areas    in  Scotland    were  emptied  of  farmers  and  their  

families  who  came  to  Canada        

 Irish  Potato  Famine:  

•  The  potato  crop  failed  for  several  years  in  a  row  which  were  the  main  food  source  

• Therefore  there  was  famine  and  starvation  all  over  Ireland    

     Who  were  the  immigrants?  The  poor:  The  British  government  was  worried  over  the  growing  numbers  of  homeless  and  jobless  people  in  Britain.  They  paid  for  the  voyage  across  the  Atlantic  if  poor  folk  were  willing  to  settle  in  Canada.  The  program  was  successful  but  became  too  expensive  so  it  was  ended  in  1825.  Many  of  the  poorest  people  spent  the  last  of  their  money  to  buy  passage  to  North  America.    

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 The  wealthy:  Some  immigrants  were  well  educated  and  quite  wealthy.  They  came  to  take  up  jobs  in  the  colonial  governments  or  to  set  up  trades.  Lawyers,  teachers  &  doctors  saw  Canada  as  a  land  of  adventure  and  new  opportunities.      

The Underground Railroad p.  147  

• Slavery  was  illegal  in  the  British  Empire  (including  Canada)  after  1833,  it  will  not  end  in  the  USA  until  after  the  Civil  War  &  the  Emancipation  Proclamation  in  1865  

• The  Underground  Railroad  was  a  series  of  “safe  houses”  and  the  network  of  people  who  would  transport  runaway  slaves  in  secret  from  the  US  to  Canada  

• The  people  in  the  US  who  wanted  to  abolish  slavery  were  known  as  “Abolitionists”,  people  who  actually  helped  with  the  railroad  were  called  “Conductors”  

• The  Underground  railroad  relied  on  secrecy  to  protect  them  from  the  bounty  hunters  sent  by  slave  owners  to  capture  escaped  slaves  

• Estimated  that  15  000  –  20  000  slaves  escaped  into  Canada,  about  half  of  them  returned  to  their  families  after  slavery  ended  in  the  US  after  1865  

 Harriet  Tubman:  Conductor  on  the  Underground  Railroad,  based  in  St.  Catherines  Ontario    

• She  was  an  escaped  slave,  who  risked  her  life  and  returned  to  the  US  many  times  to  free  others  

• Never  lost  a  single  “passenger”                        

Moving the First Nations of Upper Canada onto reserves & residential schools p.  150  -­‐  152    

• By  the  1820  settlers  outnumbered  First  Nations  peoples  10  to  1  in  what  is  now  Southern  Ontario  

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• The  government  continued  to  “purchase”  land  from  the  First  Nations  with  $,  clothing,  guns,  fishing  &  hunting  rights  etc.  

• Reserve  =  the  smaller  piece  of  land  the  First  Nations  were  moved  to  (usually  poor  farmland)  

 The  government  wanted  the  Native  peoples  to  start  farming  in  the  European  way,  they  thought  the  way  the  Native  peoples  farmed  was  uncivilized  because:  

• They  used  different  tools  and  different  patterns  of  farming,  that  to  the  Europeans  this  was  uncivilised,        

 In  1836  Sir  Francis  Bond  Head,  Governor  of  Upper  Canada,  tried  to  move  all  of  the  First  Nations  in  Upper  Canada  to  Manitoulin  Island  because:  

• When  they  are  isolated  they  can  live  in  peace  and  develop  their  own  communities.    

 The  reaction  of  the  Native  Peoples  was:  

• They  wrote  a  letter  to  him  saying  “You  come  and  take  our  land  to  make  your  white  children  rich,  move  us  from  place  to  place  like  we  are  your  dogs  then  throw  us  to  rot  away  into  like  barbarians  while  you  relax  in  our  land”  

 Ex:  the  Anishinabe  near  Sault  Ste.  Marie  (p.  152)  

• They  wanted  some  share  from  what  the  government  got  from  their  mines  • They  signed  a  treaty.  The  Anishinabe  gave  up  some  land  while  getting  some  

money.    Native  Residential  Schools  (p.  169  -­‐  170)  

• Taught  skills  that  would  help  them  adapt  to  newly  emerging  European  societies    • Students  had  to  leave  their  homes  to  learn  there  • It  helped  them  to  become  part  of  the  “mainstream”  society  “assimilation”.  They  

were  forbidden  to  speak  their  own  language  or  practice  religious  beliefs  and  were  cut  off  from  contact  with  their  families  

• Improper  education,  forced  children  to  go  theres  

New Directions for the Economy p.  153  -­‐  156  

 With  the  addition  of  so  many  immigrants  the  economy  changed  and  the  timber  trade  and  wheat  farming  became  very  important.  The  problem  was  that  now  they  needed  an  efficient  way  to  transport  these  goods.  Governor  Simcoe’s  road  building  plan  was  continued  and  canals  were  built  to  bypass  rapids  and  other  obstacles  in  the  rivers.  (see  map  p.  153)  

 Canals  were  needed  because:  

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 •        

   The  5  canals  built  were:  

1. St.  Lawrence  Canals  >      Montreal  to  Lake  Ontario  >      to  avoid  rapids  on  St.  Lawrence  

2. Rideau  Canal  >      Bytown(Ottawa)  to  Kingston  >      as  a  “back  door”  3. Welland  Canal  >    Lake  Erie  to  Lake  Ontario>      to  avoid  Niagara  Falls  4. Trent  Severn  Waterway  >    Lake  Huron  to  Ontario>      shortcut  to  L.  Ontario  &  St.  

Lawrence  5. Sault  Ste.  Marie  Waterway  >      Lake  Huron  to  Lake  Superior>      to  avoid  rapids  

 The  Timber  Trade:  http://www.nfb.ca/film/log_drivers_waltz/    (follow  the  link  to  the  Log  Driver’s  Waltz,  this  is  from  a  slightly  later  period  but  the  way  they  used  the  water  to  transport  the  logs  was  about  the  same  –  also  very  cute)  

 Why  was  Britain  buying  so  much  wood  from  Canada  in  the  early  1800s?  

• Easier  to  travel  in  water  than  on  road  • Rapids  and  waterfalls  prevented  the  passage  of  boats  • Cargo  had  to  be  unloaded  and  carried  around  trouble  spots  • Large  vessels  could  not  pass  through  shallow  waters  • Rivers  did  not  always  follow  the  fastest  route  between  two  spots    

 How  did  they  get  the  trees  from  the  forests  to  the  ships  in  the  St.  Lawrence?  

•  Logs  were  cut  in  forests  during  the  winter  and  hauled  to  the  banks  of  a  nearby  river  

• When  spring  came,  they  were  tied  together  in  large  rafts,  which  were  sent  floating  down  the  waterways  to  Quebec  where  they  would  be  loaded  on  ships    

 What  products  did  sawmills  produce?  

•    Planks,  long  pieces  of  flat  wood  used  to  build  houses  or  barns    

 The  Wheat  Economy:  Wheat  became  the  most  important  crop.  What  did  the  colonists  do  with  the  wheat?  

• Wheat  was  very  important  • Some  was  exported,  the  rest  was  ground  into  flour  at  water  powered  mills  

 Towns  in  Upper  Canada:  

• Up  to  15%  of  the  population  lived  in  Kingston  &  York  (renamed  Toronto  in  1834).  • Kingston  at  confluence  of  Lake  Ontario,  St.  Lawrence  &  Rideau  Canal  =  well  

placed  to  act  as  a  busy  meeting  place  for  water  traffic.  

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Many  Mennonites  still  keep  a  traditional  lifestyle  and  choose  not  to  use  modern  tech.  

School  house  :  [teachers  and  children  posing  outside  by  fence],  January  25,  1906  Marsden  Kemp  fonds  Glass  plate  

negative    Reference  Code:  C  130-­‐6-­‐0-­‐8-­‐1  Archives  of  Ontario,  

I0013556  

• York  (Toronto)  on  Lake  Ontario  at  hub  of  Dundas  &  Yonge  Streets  =  well  placed  to  act  as  a  trading  hub  for  farmers  living  in  the  newly  settled  lands  around  lake  Ontario.  Center  of  government  until  1841  when  it  was  moved  to  Kingston.  

 

Religion in Upper Canada  p.  165  –  167    There  were  many  different  denominations  (types)  of  Christians  &  even  a  few  Jews  living  as  settlers  in  Upper  Canada.  Many  of  the  First  Nations  peoples  had  become  Christian  but  many  still  practised  their  traditional  religions.      The  Church  of  England  (Anglican  Church):    

• Was  the  only    government  funded  church  and  held  1/7  of  the  land  as  clergy  reserves  

• John  Strachan  was  the  Anglican  Bishop  of  Toronto  (1838)  &  a  member  of  the  Legislative  &  Executive  Councils,  he  was  very  influential    

 The  Methodists:  

• Most  successful  at  reaching  people  in  rural  areas  (the  countryside)  •    Held  religious  meetings  wherever  people  could  gather  • Gathered  to  sing,  read  the  bible,  listen  to  moving  sermons  and  enjoy  the  

fellowship  of  their  neighbours  • Most  were  Americans  by  birth  

 The  Quakers  &  Mennonites:  

• Migrated  north  from  the  US  during  the  American  Revolution  •      John  Graves  Simcoe  encouraged  them  to  come  to  U  Canada  

promising  that  their  pacifism  would  be  respected    

Education p.  168  -­‐  169    More  Upper  Canada  Schoolhouses:    Formal  education  beyond  knowing  how  to  read  &  write  was  thought  to  be  unnecessary  for  all  but  the  wealthy  and  children  of  average  colonists  rarely  went  

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 to  “school”.  Girls  were  thought  to  need  even  less  education  then  the  boys  and  would  have  classes  on  sewing  etc.  as  well  as  math.  There  were  private  schools  for  the  wealthy  but  Native  children’s  only  formal  education  was  with  travelling  missionaries.      

 Children  in  rural  areas  usually  didn’t  go  to  school  because:  

•      Since  the  schools  were  all  located  in  towns,  it  was  difficult  for  children  in  rural  areas  to  go  there  b/c  of  the  distance  

• They  could  only  go  if  they  had  money  for  a  room  and  board  in  town    What  was  school  like  in  the  early  1800s?  

•    Simple  buildings  with  one  classroom,  heated  by  a  stove  in  winter  • Boys  and  girls  sat  apart  from  each  other  on  rough  wooden  benches  • Students  of  all  ages  attended-­‐  teacher  had  to  prepare  different  lessons  for  

each  age  group  • Subjects:  reading,  writing,  basic  arithmetic,  and  geography.    

 In  1841  Egerton  Ryerson  became  Superintendent  of  Education  in  Ontario.  What  were  the  3  big  changes  he  made?  1)  teachers  must  be  trained  2)  The  province  decides  what  will  be  taught,  not  churches  3)  Textbooks  written  by  Canadians  should  be  used  instead  of  books  imported  from  the  Britain  and  USA      

History  3    

Unit  3  –  Conflict  &  Change  Resolutions,  Rebellions  &  Responsible  Government  

The Political Situation in Upper Canada – 1830s    

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• The  citizens/  colonists  elected  the  Legislative  Assembly  to  run  the  colony,  the  Legislative  Assembly  could  write  proto-­‐laws  called  “bills”,  these  are  like  baby  laws  

• To  become  a  real  law  the  bill  had  to  be  passed  by  the  Governor  and  both  councils  

• This  system  ensured  support  for  the  British  Government  and  that  the  rich  of  the  colony  would  stay  in  charge,  The  people  on  the  two  councils  &  their  close  supporters  were  called  the  “Family  Compact”  because  many  of  them  were  actually  related  or  were  friends  

• Members  of  the  Family  Compact  were  called  Conservatives  or  Tories  • The  people  who  did  not  want  things  to  work  this  way  were  called  

Reformers,  they  wanted  to  make  changes  so  ordinary  people  &  the  Legislative  Assembly  would  have  more  power.  

           3  Political  Viewpoints:  p.  182  

British  Gov.  l  

Lieutenant  Governor  

The  Executive  Council  (appointed  by  the  

Governor,  very  powerful)  

The  Legislative  Assembly  (Elected  by  the  citizens  –  rich,  Christian,  white  

men)  

The  Legislative  Council  (appointed  by  the  

Governor,  very  powerful)    

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 RADICAL  REFORMER:  William  Lyon  Mackenzie  -­‐Former  Mayor  of  Toronto,  Newspaper  editor  -­‐Target  of  break  in  to  try  to  keep  him  quiet    -­‐Originally  wanted  to  stay  British  but  give  more  power  to  the  average  people  through  the  Legislative  Assembly  but  became  more  radical  &  eventually  wanted  Upper  Canada  to  break  away  from  Britain  &  become  independent    CONSERVATIVE:  John  Strachan  -­‐Anglican  clergyman,  eventually  Bishop  of  Toronto  -­‐Member  of  prominent  wealthy  Toronto  Family,  member  of  Family  Compact  -­‐Wanted  power  to  be  in  the  hands  of  a  few  educated  people  -­‐Wanted  a  special  place  for  the  church    MODERATE  REFORMER:  Robert  Baldwin  -­‐Lawyer  &  member  of  elected  Legislative  Assembly  -­‐Wanted  to  make  changes  to  government  but  stay  loyal  to  Britain  

-­‐Thought  change  would  take  time  to  accomplish      How  elections  were  held:  

• Voters  had  to  climb  on  a  tall  platform,  called  hustings,  and  announce  the  name  of  the  person  that  they  were  voting  for

• Sometimes,  “bullies”  prevented  people  from  voting  for  their  competitor  or  roughed  up  voters  who  dared  to  vote  the  “wrong”  way

People  were  afraid  to  vote  the  way  they  wanted  to,  until  the  secret  ballot  was  introduced  into  elections  in  1874.  Today,  Canadians  vote  using  a  secret  ballot,  and  no  one  knows  how  someone  else  votes  in  an  election

 Problems  with  Land,  Roads  &  Government  Spending:  

• The  government  spent  large  amounts  of  tax  money    to  build  canals  like  the  Rideau  Canal  and  the  Welland  Canal  The  best  farming  areas  were  given  to  the  members  of  the  family  compact  

• The  roads  were  in  poor  condition  and  the  farmers  needed  roads  to  get  to  the  market,  It  was  easier  in  winter  to  use  the  roads  because  they  were  frozen    

• People  complained  about  toll  roads  because  you  had  to  pay  to  go  through  them    

• Clergy  reserves  were  lands  set  aside  for  the  use  of  the  Anglican  Church.  Many  colonists  believed  that  the  it  was  unfair  that  the  other  Protestant  churches  including  the  Presbyterians,  Methodists  Baptists  and  Lutherans  did  not  received  the  equal  grants    

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• They  were  upset  because  the  Clergy  reserves  were  left  uncleared  and  the  new  settlers    had  to  use  the  poorer  quality  land  

 Loyalty  &  the  New  Governor:    

• Americans  could  not  run  for  election  because  of  suspicion  after  the  war  • The  Conservatives  wanted  people  only  loyal  to  Britain,  also,  many  Americans  

belonged  to  the  Methodist  Church  and  Conservatives  wanted  Anglicans    

• In  1836,  there  was  a  clash  of  political  parties  when  Sir  Francis  Bond  Head  arrived  in  Upper  Canada  as  the  new  Governor.  Sir  Francis  Bond  Head  was  very  Conservative  and  was  totally  against  the  ideas  of  the  Reformers    

• Some  of  the  Reformers  such  as  William  Lyon  Mackenzie  lost  their  seats  in  the  Assembly    

 First  Nations  &  the  Government:  

• By  1837  most  First  Nations  peoples  had  been  moved  to  reserves  far  from  urban  areas  

• The  Governor  Sir  Francis  Bond  Head  tried  to  ship  them  all  to  Manitoulin  Island  where  they  would  be  out  of  the  way  

 

             

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The Political Situation in Lower Canada (Quebec) – 1830s 3  Political  Viewpoints:  p.  193  

RADICAL  REFORMER:  Louis-­‐Joseph  Papineau    -­‐Lawyer  &  Politician  -­‐One  of  the  leaders  of  the  French-­‐speaking  members  of  the  Legislative  Assembly  -­‐Wanted  French  Speakers  to  have  more  say  in  the  Law-­‐making  process  for  the  colony  -­‐Eventually  pushed  for  violence  to  get  changes  made    CONSERVATIVE:  Lord  Gosford  (Governor  of  Lower  Canada  1835)  -­‐Was  willing  to  compromise    -­‐Tried  to  balance  between  needs  of  English-­‐speaking  merchants  who  wanted  things  to  stay  the  same  &  the  French  calling  for  change      MODERATE  REFORMER:  Louis-­‐Hippolyte  Lafontaine  -­‐One  of  the  leaders  of  the  French-­‐speaking  members  of  the  Legislative  Assembly  -­‐Wanted  French  Speakers  to  have  more  say  in  the  Law-­‐making  process  for  the  colony  -­‐Did  not  support  violence  

     French  population  with  English  merchants  &  rulers:  

• Most  members  of  the  Legislative  Assembly  were  French-­‐speaking  because  the  French  were  still  the  majority  in  Quebec  

•  The  Governor  was  British  &  chose  his  Executive  &  Legislative  Council  members  from  the  wealthy  English-­‐speaking  bankers  &  merchants.  They  were  known  as  the  Château  Clique  

• The  English  Speakers  wanted  to  build  roads  &  canals  to  aid  their  business  as  had  been  done  in  Upper  Canada  but  the  French  thought  it  was  a  waste  of  money  

• The  French-­‐speakers  were  more  interested  in  agriculture  &  preserving  their  languare  &  religion    

Immigration  to  Lower  Canada:  • Huge  #  of  new  English-­‐speaking  immigrants  from  Britain  &  US  flooding  into  

area,  especially  the  Eastern  Townships  • French  feeling  crowded  out  

 Agricultural  Crisis  

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• There  were  a  few  years  in  a  row  of  bad  crops  and  the  old  farming  areas  were  full  

• Young  French-­‐speakers  were  forced  to  leave  the  farms  to  find  work  in  town,  in  lumber  camps  or  move  to  the  US  

 92  Resolutions  –  an  attempt  to  reform  the  government:  

• 1834  the  Legislative  Assembly  wrote  up  the  92  Resolutions  which  asked  for  changes  in  the  government.  They  asked  for  an  elected  and  powerful  ???????????????,  a  higher  %  of  government  jobs  for  Habitants  &  responsible  government.  

• The  Assembly  refused  to  agree  to  new  taxes  until  their  demands  were  met  =  no  one  gets  paid  for  government  work  &  no  work  done  on  roads  etc.    

• The  British  government  allowed  the  Governor  of  Lower  Canada,Lord  Gosford  to  use  $  from  the  treasury  to  pay  his  staff  in  the  meantime.  

• The  Partiotes  asked  French  speakers  not  to  buy  (boycott)  English  goods  until  the  92  Resolutions  were  met  

 

Rebellions in Upper & Lower Canada Upper  Canada  (Ontario)  p.  186   Lower  Canada  (Quebec)  p.  193  

Leader:  William  Lyon  Mackenzie  In  November  of  1837  William  Lyon  Mackenzie  published  a  pamphlet  calling  on  the  colonists  of  Upper  Canada  to  take  up  arms  and  rebel  against  what  he  saw  as  corruption  and  poor  leadership  from  British  Governors,  he  wanted  a  rebellion  like  the  Americans  had  had      

Leader:  Louis-­‐Joseph  Papineau  Papineau  was  the  leader  of  the  French-­‐speaking  members  of  the  Assembly  known  as  the  Patriotes  

Causes:    • The  Governor  &  the  Family  Compact  

were  seen  as  being  more  interested  in  themselves  than  in  the  wellbeing  of  the  colony.    

• The  average  people  had  little  say  because  the  Legislative  Assembly  was  essentially  powerless.  There  was  corruption  &  bribery.  

Causes:    • The  British  Governor  and  his  appointed  councils  (the  Château  Clique)  favoured  the  English-­‐speaking  merchants  &  bankers  

• The  Siegneuries  were  full  &  young  Habitants  were  forced  to  find  new  farmland  or  move  away.  There  were  also  a  few  years  of  poor  crops.    

• 92  Resolutions  were  refused    

Rebellion:  • W.  L.  Mackenzie  gathered  his  troops  at  Montgomery’s  Tavern  on  Yonge  Street  north  of  the  town  (now  where  the  post  office  is  just  north  of  

Rebellion:  • Patriotes  lost  some  support  when  they  hinted  at  violence,  Church  was  against  it  

• Troops  sent  from  Upper  Canada  

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 Eglington  Ave.)  

• They  marched  south  towards  the  city  the  next  night,  defenders  shot  at  them  and  both  sides  ran  away,  few  injuries  

• Governor  Bond  Head  took  troops  and  pursued  them  2  days  later,  there  was  a  short  battle  (5  dead  &  a  few  wounded)  

• There  were  a  few  more  clashes  but  Bond  Head’s  troops  put  them  down  quickly  

• Mackenzie  &  the  remaining  rebels  fled  to  the  US  and  harassed  the  British  with  raids  until  Upper  Canada  complained  to  the  US  &  the  Americans  jailed  Mackenzie  

• P.  198  –  200    

 ***There  is  a  good  list  of  government  vocabulary  definitions  on  p.  204***  

Results of the Rebellions • The  colonists  decided  violent  conflict  was  not  going  to  work  • The  British  government  finally  understood  that  the  problems  were  serious  &  

that  they  needed  to  change  the  way  Upper  &  Lower  Canada  were  run  • The  moderate  reformers  who  had  not  supported  violence  gained  in  political  

power    Punishment  for  the  Rebellions  1838:    

• Upper  Canada  –  2  rebels  hanged  &  many  exiled  to  other  parts  of  the  empire  • Lower  Canada  –  12  rebels  hanged  &  many  exiled  to  Bermuda  &  Australia  

  (Most  exiles  received  pardons  in  the  1840s  and  came  back  to  Canada)    Fixing  the  problems  –  The  Durham  Report:  

• Lord  Durham  was  sent  from  England  to  look  into  matters  in  1838  • Spent  about  5  months  talking  to  Canadians  and  finding  out  what  they  wanted  • Most  Canadians  said  that  they  wanted  responsible  government  with  the  

Governor  acting  on  the  wishes  of  the  political  party  that  held  the  most  elected  seats  (like  in  Britain)  The  Report:  

• Join  Upper  &  Lower  Canada  into  one  province  called  “CANADA”  • BNA  should  get  responsible  government  with  the  Governor  acting  on  

the  wishes  of  the  political  party  that  held  the  most  elected  seats  • The  advisors  to  the  Governor  should  be  from  the  political  party  that  

held  the  most  elected  seats  • The  Anglican  church  should  h`ave  no  more  power  than  the  others  

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• Colonies  should  be  able  to  manage  their  own  internal  affairs  • Eventually  Join  all  of  the  BNA  colonies  together  

 

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Uniting Upper & Lower Canada 1841 • Durham  was  prejudiced  against  the  French  &  thought  they  were  responsible  

for  much  of  the  unrest  • By  uniting  the  Canadas  there  would  be  many  more  English  &  hopefully  the  

French  would  be  assimilated    Opposition  to  the  Act  of  Union:  

• Canada  West(Upper  Canada)  and  Canada  East  (Lower  Canada)  would  each  get  the  same  #  of  seats  in  a  united  assembly  

• Canada  West  was  much  smaller  in  population  than  Canada  East  • Canada  West  was  happy  because  they  would  get  as  much  say  as  the  larger  

Canada  East  &  now  the  people  of  Quebec  could  help  them  pay  off  their  debts  from  building  all  the  roads,  bridges  &  canals  

• English  would  become  the  ONLY  official  language  • Canada  East  was  afraid  they  would  get  assimilated  &  did  not  want  to  pay  for  the  

work  Canada  West  had  done    Partners  in  Reform:  

• Sometimes  French  and  English  reformers  worked  together  ex:  Robert  Baldwin  from  CW  &  Louis-­‐Hippolyte  LaFontaine  from  CE  

• When  Baldwin  won  2  seats  he  let  LaFontaine  run  for  the  second  one  so  he  could  be  in  parliament  too  (as  a  reformer)  

Responsible Government at Last!!!  The  Rebellion  Losses  Bill  &  Responsible  Government  in  Action:  

• Lord  Elgin  (Durham’s  son-­‐in-­‐law)  was  the  first  Governor  to  head  a  responsible  gov.  in  Canada  

• 1848  reformers  had  more  members  elected  so  their  heads  Baldwin  &  LaFontaine  were  asked  to  choose  the  Executive  &  Legislative  Council  members,  Lord  Elgin  promised  to  follow  their  advise  as  long  as  reformers  had  a  majority  in  the  Assembly  =  responsible  government.  

• Rebellion  Losses  Bill  (1849)  attempted  to  pay  back  people  in  Lower  Canada  who  had  their  property  damaged  in  the  rebellions,  the  Tories  (conservatives)  said  this  would  reward  rebels  and  voted  against  it  

• Lord  Elgin  did  not  want  the  Rebellion  Losses  Bill  to  become  law  but  the  Reform  party  members  all  voted  for  it  (they  had  the  majority  in  the  Assembly)  so  he  signed  it  anyway  

• Tory  supporters  threw  bricks    &  eggs  at  his  carriage  as  Elgin  left  parliament,  Tories  later  set  the  parliament  buildings  on  fire    

Responsible  Government  in  the  Maritime  Colonies:  

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• A  Reform  party  was  born  in  Nova  Scotia  during  the  1830s  &  led  by  Joseph  Howe  • Howe  &  the  reformers  were  against  Nova  Scotia’s  “Council  of  12”  advised  the  

Governor  without  input  from  the  elected  Assembly,  they  wanted  responsible  government  

• The  British  government  gave  Nova  Scotia  responsible  government  it  1848,  they  were  actually  the  first  to  have  it  in  Canada  &  without  any  rebellions!  

• By  the  1850s  PEI  &  Newfoundland  also  had  responsible  government,  also  without  rebellions!  

 

The Legacy of Responsible Government in Canada: • The  colonies  became  more  democratic  because  more  power  was  in  the  hands  

of  voters  because  the  Elected  Assembly  could  replace  a  government  that  did  not  follow  what  the  people  wanted  (not  fully  democratic  because  still  only  fairly  wealthy  white  men  could  vote)  

• Responsible  government  gave  colonists  control  over  most  of  what  happened  in  their  own  colony.  Britain  remained  responsible  for  international  relations