Chapter 6-The Loyalists (1776-1815) A steady stream of political refugees (person who leaves home or country to seek safety

elsewhere), called Tories went to the British colonies of Quebec, Nova Scotia from the 13

American colonies. These people were called the Loyalists.

The Tories had been physically mistreated (tarring, feathering and beating) by the Patriots. The

Patriots had taken away their homes, destroyed their businesses and even killed some Tories.

Other Tories escaped and travelled north to be in a safer place.

There Were Many Kinds of Loyalists-(Where people where originally from)

Patriots called the Tories, Loyalists because they thought that they were too loyal to Britain.

Some of the Loyalists were English, Irish, Scottish, Dutch, French, Iroquois and African.

The reasons why some left the 13 Colonies: -they were being tormented to support the American cause.

-they wanted Britain to protect their special customs and traditions.

-they knew that if they stayed in the United States that they would be forced to accept

democratic ideas.

-the British offered Black slaves their freedom if they helped the British cause.

-the Iroquois believed that they had more to fear from American farmers, who wanted to move

onto their lands

-Loyalists(people who where loyal to Britain -England) were offered free land in British North

American

-they wanted to be on the winning side and expected that Britain would win (Britain did not win).

Where the Loyalists Went

By 1785- 100 000 Loyalists(people who where loyal to Britian- England) had left the United

States

Some went to Britain, the West Indies, around 45 000 went North to British North America.

During the American Revolutions, Loyalist brought about 2 000 slaves with them to British North

America.

Over 3 000 Black people gained their freedom by fighting for the British, settled in New

Brunswick and Nova Scotia. During the war of 1812, slaves in the United States were told that

they would get freedom and free land in British North America (New Brunswick, Nova Scotia) if

they fought in the war. When they arrived in British North America, many did not receive land

grants as promised and also had to face discrimination.

The British Colony of Nova Scotia

Loyalist from New York were offered a choice by the

British government, they could be sent back to New

York with three months pay or be transported to Nova

Scotia. Most decided to go to Nova Scotia, were it

would be safer.

Unfortunately, some were very disappointed after

moving to Nova Scotia, the winters were much colder

and there was a lack of food. Many complained about

how poorly the British government had rewarded them.

Areas Where the Loyalists Settled

Halifax- A well established community –however, few Loyalists chose to settle there

Shelburne-Had an excellent harbour and few people- Loyalists believed that it would be nice could

they could run their own lives there. The problem was that he land in the area was unsuitable for

farming, so people left because of the lack of food. They either shipped their home to Halifax or

their home was destroyed for firewood. About 10 000 Loyalists settled there.

The St. John River Valley-(New Brunswick)-Their arrival was not that inviting, some Loyalists had

to cut down trees just to make room to set-up their tents, this made some of them cry. Some

women and children died that winter because they did not have enough materials to build homes

and there also was a lack of food. The land was not divided into lots and this caused problems

later because 1500 frame houses and 400 log huts had been build on an area that the government

later said was for new arrivals. New arrivals were upset because some of their lots were 1/16 the

size of the Loyalists who had arrived earlier. These settlers wanted make their colony separate

from the others. About 15 000 Loyalists settled there.

The British Colony of New Brunswick

In 1784, Nova Scotia New Brunswick was formed. The Loyalists wanted to create a new colony

“New Brunswick” because they felt that they were too far from the government of Halifax. They

didn’t want people so far away making up rules for them. The Loyalists felt that it was difficult

for them to live with people who had not taken part in the revolution. How could the people of

Halifax understand what they went through? The people from Halifax weren’t affected during

the revolution, where as the Loyalists had been forced to leave their homes.

The Loyalists also like the idea of having their own area because the soil was fertile, there was

lost of fish, and forests, and it looked like a place where new settlers could live prosperously.

Fortunately, the British Government agreed that allowing the Loyalists to have their own colony

would be a good idea.

Activity #7 “The Loyalists” Answer Questions using Textbook *Complete sentences or marks will be deducted! Pages 138-145.

1. Provide two statements for each. (Page 138)

The Loyalists (Tories The Patriots?

2. Explain three of the ten kinds of Loyalists and reasons for their loyalty. (Page 139)

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3. In which three areas did the Loyalists settle in Nova Scotia? Briefly summarize the

Loyalist experience in each of these places. (Page 142)

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4. Why did the Loyalists in the St. John River Valley want the British government to

create a new colony for them? (Page 142)

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5. Why did the British government agree that a new colony should be created in the St.

John River Valley? (Page 143)

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6. Explain the landholding system on St. John Island (later called Prince Edward Island)

at the time of the arrival of the Loyalists. (Page 144)

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Category Level 1 Level 2 Level 3 Level 4

Understanding Demonstrates limited understanding of who took part in the loyalist migration and their areas of settlement

Demonstrates some understanding of who took part in the loyalist migration and their areas of settlement

Demonstrates considerable understanding of who took part in the loyalist migration and their areas of settlement

Demonstrates thorough understanding of who took part in the loyalist migration and their areas of settlement

The British Colony of Quebec

The Loyalists started coming to Quebec in 1776, 7000 had arrived by 1783. The government

didn’t know what to do with them, so 6000 were in crowded refugee camps waiting. The British

Governor was supposed to encourage them to go back home, but Governor Haldimand didn’t think

they would. Their farms, homes and businesses which they had left behind would have been taken

by Patriots. The Loyalists had given up everything and expected the British Government to make

up for their losses.

Governor Haldimand decided to give the Loyalists land on the frontier of the west, far from the

French. He didn’t want them to influence the French-speaking populations. They would also be the

first defence in the case of an American attack. The Loyalists knew that they would need many

things, so they made of a list of all the things they wanted in a petition to Governor Haldimand.

Government Help-Provisions and Tools

The Loyalists in Quebec were not given all the items they had requested in their petition. Each family was given: 1 Tent

Clothes for three years’ wear

Flour

Pork

Beef

Salt

Butter

Every five men Musket

Each man was given:

An axe

A spade

A hoe

Small groups of families

were given:

An ox

A plough

Building tools

Community Members 2 kg of onion seed

5 kg Dutch cabbage

4 kg early Dutch turnip

5 kg large Dutch cabbage

6 kg celery see

8 kg orange carrot

2 kg short top radish

1 kg parsley seed

36 dm3 marrowfat peas

Land Grants

The government decided to divide the land into lots of about 80 hectares and each was given a number. The

numbers were written pieces of paper

and then placed in a hat. Each man picked one of the lot numbers out of the hat. Land near water was the

most favorable, because no roads existed at that time.

What Life Was Like in English

Canada Building a New Life

Most of the Loyalists were forced to

become farmers because there wasn’t any

other work. When they moved they had

to live in tents until they got a hut made

for winter. They spent most of their time

building houses, clearing land, and planting

crops.

Eyewitness Account

The Hungry Year

The winter of 1787-1788 was extremely

cold. The summer that followed, there

was a drought and that caused the crops

to wither and die.

This was the year that the British

government ended it’s assistance to

the Loyalists. A few of the settlers

starved to death. Most survived until

1789, when emergency supplies arrived.

Half the Loyalist population would have

died if the supplies hadn’t arrived.

Native People

During the American Revolution, most of the

Iroquoian people lived in the Thirteen Colonies were loyal to the British and fought on their

side. When the revolution was over, Britain invited the Iroquoian people to move to British

North America. Many of them did.

Activity #8 Life in English Canada-Concept Map Using the computer program, Inspiration, you will create a Concept Map to show

what all areas of life in English Canada were like after the American Revolution.

1. Family Life

2. Economic Life

3. Social Life

4. Growth and Development of early institutions

5. Transportation

6. Relations with First Nations people and French Settlers

7. Compare life in English Canada to life in Canada today

Category Level 1 Level 2 Level 3 Level 4

Knowledge Demonstrates limited knowledge of how people living in English Canada who were loyal to Britain met the physical, social and economical challenges after the American Revolution

Demonstrates some knowledge of how people living in English Canada who were loyal to Britain met the physical, social and economical challenges after the American Revolution

Demonstrates considerable knowledge of how people living in English Canada who were loyal to Britain met the physical, social and economical challenges after the American Revolution

Demonstrates thorough knowledge of how people living in English Canada who were loyal to Britain met the physical, social and economical challenges after the American Revolution

Organization/Research Uses planning skills to create an organized concept map using research from the internet with limited effectiveness

Uses planning skills to create an organized concept map using research from the internet with some effectiveness

Uses planning skills to create an organized concept map using research from the internet with effectiveness

Uses planning skills to create an organized concept map using research from the internet with a high degree effectiveness

Application-Life in English Canada compared to Life in Canada today

Makes connections between past and present with limited effectiveness

Makes connections between past and present with some effectiveness

Makes connections between past and present with considerable effectiveness

Makes connections between past and present with a high degree of effectiveness

The Constitutional Act, 1791 Acknowledged the problem of a bicultural Quebec by dividing it into two colonies:

Upper Canada and Lower Canada. This would help to satisfy both British and French

people requests.

Activity #9 Honoring Your Community’s History-Role Play Research the key personalities and contributions of various cultural groups in your

community’s history. Create a skit to demonstrate what you learned.

1. Why and how did your community form?

2. Who made important contributions to the community?

3. What important events have occurred throughout history?

Category Level 1 Level 2 Level 3 Level 4

Knowledge Demonstrates limited knowledge of community’s key personalities and contributions of various cultural groups from history

Demonstrates some knowledge of community’s key personalities and contributions of various cultural groups from history

Demonstrates considerable knowledge of community’s key personalities and contributions of various cultural groups from history

Demonstrates thorough knowledge of community’s key personalities and contributions of various cultural groups from history

Communication/ Organization

Expresses and organizes information with limited effectiveness

Expresses and organizes information with some effectiveness

Expresses and organizes information with considerable effectiveness

Expresses and organizes information with a high degree of effectiveness

Presentation Method (Role Play)

Speakers can be heard clearly a limited amount of the time, students read from notes.

Speakers can be heard clearly some of the time, students read from notes.

Presentation is enjoyable, speakers can be heard most of the time and notes aren’t used frequently.

Presentation is fun and engaging to watch. Easy to hear all the speakers, and mostly memorized.

Activity #10-The Causes of the War of 1812-Puppet Show

After reading from the wikipedia notes and page 166 of text-attached notes researching please fill in this Planning Sheet in preparation for your puppet show (maximum 3 people):

Major causes of War of 1812: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Using the information you have found in your research, create a little puppet show to share the 4 major causes of the war of 1812 in your own words. Category Level 1 Level 2 Level 3 Level 4

Knowledge Demonstrates limited knowledge of the major causes of the War of 1812

Demonstrates some knowledge of the major causes of the War of 1812

Demonstrates considerable knowledge of the major causes of the War of 1812

Demonstrates thorough knowledge of the major causes of the War of 1812

Communication/ Organization

Expresses and organizes information with limited effectiveness

Expresses and organizes information with some effectiveness

Expresses and organizes information with considerable effectiveness

Expresses and organizes information with a high degree of effectiveness

Presentation Method (puppet show)

Speakers can be heard clearly a limited amount of the time, students read from notes. Puppets were not constructed well. Puppeteers acted silly or showed off.

Speakers can be heard clearly some of the time, students read from notes. Puppets were constructed fairly well. Puppeteers tried to stay in character through some of the performance.

Presentation is enjoyable, speakers can be heard most of the time and notes aren’t used frequently. Puppets were original and constructed well. Puppeteers stayed in character through almost all of the performance.

Presentation is fun and engaging to watch. Easy to hear all the speakers, and mostly memorized. Puppets were original, creative, and constructed well. Puppeteers stayed in character throughout the performance.

Reasons for the war of 1812 from Wikipedia

Main article: Origins of the War of 1812

The United States declared war on Britain for a number of reasons.

Trade tensions

In 1807, Britain introduced a series of trade restrictions to impede on-going American

trade with France, with which Britain was at war. The U.S. contested these restrictions as

illegal under international law.[3]

The British did not wish to allow the Americans to trade with France, regardless of their

theoretical right as neutrals to do so. As author Reginald Horsman explains, "a large

section of influential British opinion, both in the government and in the country, thought

that America presented a threat to British maritime supremacy."[4]

The American merchant marine had come close to doubling between 1802 and 1810,

making it by far the largest neutral fleet. Britain was the largest trading partner, receiving

80% of all U.S. cotton and 50% of all other U.S. exports. The British public and press

were resentful of the growing mercantile and commercial competition.[5]

The United

States' view was that Britain was in violation of a neutral nation's right to trade with

others it saw fit.

Impressment

During the Napoleonic Wars, the Royal Navy expanded to 175 ships of the line and 600

ships overall, requiring 140,000 sailors.[6]

While the Royal Navy could man its ships with

volunteers in peacetime, in war, it competed with merchant shipping and privateers for a

small pool of experienced sailors and turned to impressment when it was unable to man

ships with volunteers alone. It was estimated that there were 11,000 naturalized sailors on

U.S. ships in 1805 and U.S. Secretary of the Treasury Albert Gallatin stated that 9,000

were born in Britain.[7]

The Royal Navy went after them by intercepting and searching

U.S. merchant ships for deserters. Such actions, especially the Chesapeake–Leopard

Affair, incensed the Americans. Americans saw impressment as a particular outrage,

because it represented an infringement of the national sovereignty and a denial of

America’s ability to naturalise foreigners.[8]

The United States believed that British deserters had a right to become United States

citizens. Britain did not recognise naturalised United States citizenship, so in addition to

recovering deserters, it considered United States citizens born British liable for

impressment. Exacerbating the situation was the widespread use of forged identity papers

by sailors. This made it all the more difficult for the Royal Navy to distinguish

Americans from non-Americans and led it to impress some Americans who had never

been British. (Some gained freedom on appeal.)[9]

American anger at impressment grew

when British frigates stationed themselves just outside U.S. harbors in U.S. territorial

waters and searched ships for contraband and impressed men in view of U.S. shores.[10]

"Free trade and sailors' rights" was a rallying cry for the United States throughout the

conflict.

Indigenous raids

The Northwest Territory, comprising the modern states of Ohio, Indiana, Illinois,

Michigan, and Wisconsin, had been an area of contention between the Indian Nations and

the United States since the passage of the Northwest Ordinance in 1787.[11]

The British

Empire had ceded the area to the United States in the Treaty of Paris in 1783. The Indian

Nations followed Tenskwatawa (the Shawnee Prophet and the brother of Tecumseh, who

had a vision of purifying his society by expelling the "children of the Evil Spirit" (the

American settlers).[12]

Tenskwatawa and Tecumseh formed a confederation of numerous

tribes to block American expansion. The British saw the Indian nations as valuable allies

and a buffer to its Canadian colonies and provided arms. Attacks on American settlers in

the Northwest further aggravated tensions between Britain and the United States.[13]

The

Confederation's raids hindered American expansion into potentially valuable farmlands in

the Northwest Territory.[14]

The British had the long-standing goal of creating a large "neutral" Indian state that

would cover much of Ohio, Indiana and Michigan. They made the demand as late as the

fall of 1814 at the peace conference, but lost control of western Ontario at key battles on

Lake Erie, thus giving the Americans control of the proposed neutral zone.[15][16]

United States expansionism

American expansion into the Northwest Territory was being obstructed by indigenous

leaders like Tecumseh, who were supplied and encouraged by the British. Americans on

the western frontier demanded that interference be stopped.[17]

Before 1940, some

historians[18][19]

held that United States expansionism into Canada was also a reason for

the war; however, one subsequent historian wrote,

"Almost all accounts of the 1811–1812 period have stressed the influence of a youthful

band, denominated War Hawks, on Madison's policy. According to the standard picture,

these men were a rather wild and exuberant group enraged by Britain's maritime

practices, certain that the British were encouraging the Indians and convinced that

Canada would be an easy conquest and a choice addition to the national domain. Like all

stereotypes, there is some truth in this tableau; however, inaccuracies predominate. First,

Perkins has shown that those favoring war were older than those opposed. Second, the

lure of the Canadas has been played down by most recent investigators".[20]

Some Canadian historians propounded the notion in the early 20th century,[21]

and it

survives in public opinion in Ontario. According to Stagg (1981) and Stagg (1983),

Madison and his advisers believed that conquest of Canada would be easy and that

economic coercion would force the British to come to terms by cutting off the food

supply for their West Indies colonies. Furthermore, possession of Canada would be a

valuable bargaining chip. Frontiersmen demanded the seizure of Canada not because they

wanted the land, but because the British were thought to be arming the Indians and

thereby blocking US settlement of the West.[22][23]

As Horsman concluded, "The idea of

conquering Canada had been present since at least 1807 as a means of forcing England to

change her policy at sea. The conquest of Canada was primarily a means of waging war,

not a reason for starting it".[24]

Hickey flatly stated, "The desire to annex Canada did not

bring on the war".[25]

Brown (1964) concluded, "The purpose of the Canadian expedition

was to serve negotiation, not to annex Canada".[26]

Burt, a leading Canadian scholar,

agreed completely, noting that Foster—the British minister to Washington—also rejected

the argument that annexation of Canada was a war goal.[27]

The majority of the inhabitants of Upper Canada (Ontario) were either Revolutionary-era

exiles from the United States (United Empire Loyalists) or postwar American

immigrants. The Loyalists were hostile to union with the U.S., while the other settlers

seem to have been uninterested. The Canadian colonies were thinly populated and only

lightly defended by the British Army. Americans then believed that many in Upper

Canada would rise up and greet a United States invading army as liberators, which did

not happen. One reason American forces retreated after one successful battle inside

Canada was that they could not obtain supplies from the locals.[28]

But the Americans

thought that the possibility of local assistance suggested an easy conquest, as former

President Thomas Jefferson seemed to believe in 1812: "The acquisition of Canada this

year, as far as the neighborhood of Quebec, will be a mere matter of marching, and will

give us the experience for the attack on Halifax, the next and final expulsion of England

from the American continent."

Some British officials – and some dissident Americans – charged that the goal of the war

was to annex part of Canada, but they did not specify which part. The states nearest

Canada strongly opposed the war.[29]

http://en.wikipedia.org/wiki/War_of_1812

Activity #11 War of 1812-Impact on the Development of Canada Using the Internet and your notes, research and explain show how the war

led to 4 of the events below.

1. Defence Related Construction -Fort Henry

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2. Defence Related Construction -The Rideau Canal

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3. Movement of the Capital Bytown (Ottawa)

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4. Building Roads- Kingston Road and Yonge Street

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5. The shipping industry in the Maritimes

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6. Emergence of National Pride

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Activity #12 Who won the war of 1812? Debate

What is your opinion on who won the war of 1812? Explain. We will debate in class

after everyone has had time to reflect on this question.

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Category Level 1 Level 2 Level 3 Level 4 Knowledge Demonstrates

limited knowledge of key personalities and major causes of the War of 1812

Demonstrates some knowledge of key personalities and major causes of the War of 1812

Demonstrates considerable knowledge of key personalities and major causes of the War of 1812

Demonstrates thorough knowledge of key personalities and major causes of the War of 1812

Application-Evaluation of Historical Data

Evaluates historical data related to the war of 1812 with limited effectiveness

Evaluates historical data related to the war of 1812 with some effectiveness

Evaluates historical data related to the war of 1812 with considerable effectiveness

Evaluates historical data related to the war of 1812 with a high degree of effectiveness

Culminating Activity #13 Biographical Sketches-Hockey cards

You will research Historical People from the period 1759-

1812, and display the information in a hockey card format.

You need to make a minimum of 6 Hockey cards -a picture of the person on the back

-the name of the person at the top

-the role they played

-the strengths/achievements/contributions of the person

-their relevance to Canada today

-other interesting facts

Historical People:

Louis-Joseph Marquis de Montcalm

General James Wolfe

Governor James Murray

Sir Guy Carleton (Lord Dorchester)

George Washington

Sir. John Graves Simcoe

Lady Elizabeth Simcoe

Joseph Brant (Thayendanegea)

Laura Secord

Isaac Brock

Tecumseh

Thomas Peters

Category Level 1 Level 2 Level 3 Level 4

Knowledge Demonstrates limited knowledge of the historical person from the period 1759-1812

Demonstrates some knowledge of the historical person from the period 1759-1812

Demonstrates considerable knowledge of the historical person from the period 1759-1812

Demonstrates thorough knowledge of the historical person from the period 1759-1812

Communication/ Organization

Expresses and organizes information with limited effectiveness

Expresses and organizes information with some effectiveness

Expresses and organizes information with considerable effectiveness

Expresses and organizes information with a high degree of effectiveness

Application-Explain the relevance of the person to Canada today

Makes connections between past and present with limited effectiveness

Makes connections between past and present with some effectiveness

Makes connections between past and present with considerable effectiveness

Makes connections between past and present with a high degree of effectiveness

Hockey Card Format (all questions answered)

Hockey card contains limited information, it lacks neatness and detail.(4)

Hockey card contains some of the information, it lacks neatness and detail. (5)

Hockey card contains all the information. (6)

Hockey card contains all the information, it is neat and detailed. (7-8)

History Review -Chapter 6

1. What is a refugee?

Ans: _________________________________________________

2. What is a Loyalist?

Ans: ______________________________________

3. What were the Loyalists backgrounds?

Ans: ______________________________________

4. Why did the Loyalists leave the American colonies?

Ans:___________________________________________________________

_________________

5. What is a Tory?

Ans:___________________________________________________________

_________________

6. Why did some people leave the 13 Colonies?

Ans: ______________________________________

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7. How many Loyalists left the USA by 1785?

Ans: ________________

8. How many Black people gained their freedom?

Ans: __________________

9. Why were the Black people given freedom?

Ans:___________________________________________________________

_________________

10. Did the Black people get free land?

Ans:___________________________________________________________

_________________

11. What were Loyalist from New York offered?

Ans:___________________________________________________________

_______________________________________________________

12. Where the Loyalists happier living in Nova Scotia?

Ans:___________________________________________________________

_________________

13. Why was Shelburne not a great place to settle?

Ans: ______________________________________

14. What was it like in the St. John River Valley?

Ans:___________________________________________________________

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15. Why was New Brunswick formed?

Ans:___________________________________________________________

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16. What was good about the New area of New Brunswick?

Ans:___________________________________________________________

17. What went wrong in the colony of Quebec?

Ans: ______________________________________

18. Why did British Governor Haldimand think that it would be unfair to send the

Loyalists out of Quebec?

Ans:___________________________________________________________

______________________________________________________________

______________________________________________________________

19. Where did Governor Haldimand give the Loyalists’ some land?

Ans:___________________________________________________________

20. Who made a petition?

Ans: ________________________

21. What were the Loyalist living in Quebec given?

Ans: ______________________________________

22. How were land grants given out?

Ans: ______________________________________

23. What did most Loyalists end up doing for work?

Ans: ______________________________________

24. What was the hungry year?

Ans:___________________________________________________________

_______________________________________________________

25. What is a petition?

Ans: ______________________________________