Conflict and Change (1825 – 1855)

Conflict and Change (1825 – 1855) Grade 7: Unit 3

Roots of Conflict

Intro • Constitutional Act of 1791 • Governments of Upper and Lower Canada • Each had an elected Legislated Assembly • Each had an appointed executive • Executive worked closely with governor • Executive and governor controlled the government • Problems (1820-1830s) • Executive member working toward own interest—decisions benefit friends and family, ignoring wishes of the elected Assembly members • Many want to reform the government—call for responsible government • Decision maker for the government would be responsible to elected officials • The Assembly would control the government • This was a new idea that scared some—led to an armed rebellion

Issues in Upper and Lower Canada • Conflict over who should make decisions: an elite few or the majority? • US – becomes a republic. Highest official is elected (no monarch). Rejection of British values, too extreme for some loyalists. • BNA had a limited form of democracy. Legislative Assembly, but Crown still head of government. Executive Council and the Legislative Council together with the governor was called the “Executive”—could stop laws passed by the Legislative Assembly. • Executive needed Assembly to approve taxes for projects and executive often refused to pass laws passed by the Assembly—frequent conflicts arose • Executive – dominated by a small class of wealthy, influential families

Government Structure of Operations (1830s) King or Queen (Hereditary) Qualification – members of elite class (appointed by Sovereign) Appointed Depended on the Legislated Assembly to approve money for projects These councils were known as the “The Family Compact” Qualification – Male property owner Could refuse to approve taxes to support executive projects

The Canadian System Today Symbolic Role – not much real power All members are elected

Class Societies • Part 1 In the early to mid 1800s there is a strong class society. (i.e. “The Family Compact” • Do you think it would be easy to join the upper class at this time? Why/why not? • Despite the existence of a social class, do you think everyone was free? Explain. • Was there equality in freedom—did everyone have the same amount of freedom? Part 2 • Do we have a class system today? Explain. • If so, is there upward mobility in our class system? • Is everyone free today? • Are we all equally free? If not what determines our level of freedom? • If we are not all equally free—how can we change this?

Tensions Grow in Upper Canada • Conservatives/Tories – member of the family compact—did not like the reformers demands • P. 196 – 197 – provides a list of events that created the impetus for change • William Lyon Mackenzie - 1828 elected to the Legislative Assembly—called for reform • Sir Francis Bond Head - appointed lieutenant governor of Upper Canada in 1835—was against reform • READ P. 196-197 – Name three events which you believe were the biggest reasons for the rebellions. Explain why.

Activity: Mackenzie vs. Head • Take 5 minutes to read p. 198-201 • Move to the corner with one of the following viewpoints: • I support William Lyon Mckenzie (Near sink) • I support Sir Francis Bond (Near back computer) • Both leaders are poor (Near teacher’s desk) • In your groups select a leader, recorder and speaker. You have 10 minutes to list reasons for your point of view. Share your ideas in a class discussion.

Changes in Lower Canada • Louis-Joseph Papineau led the party, PartiPatriote, and the reformers • Wanted responsible government • Nationalists – wanted French-speaking people to control their own future • Did not want to be governed by an English-speaking minority • French were the majority in Lower Canada and therefore had more seats in the Assembly—responsible government would have given them control of the executive as well. • 1837 – unrest in Lower Canada • Bond Head sends troops in across BNA to stop a rebellion • As a result of the troops leaving Upper Canada—a rebellion breaks out in Upper Canada shortly after

Key Events: Rebellions of 1837 • P. 208-211: list of events in chronological order (1837 – 1838)

First Nations in the Rebellions • After War of 1812 – territory declining • First Nations did not want to leave land their people used for generations • Sir Francis Bond Head established reserves to solve the problem • Reserves – land set aside for the exclusive use of First Nations • Many in isolated areas to “protect” First Nations from the colonial population • Head was not popular among First Nations peoples—did not trust him • First Nations considered that if Head was defeated they may find more support • In the end most First Nations remained neutral

Change • After the rebellions the British government wanted to fix some of the problems that led to the rebellions • Lord Durham asked to make recommendations—the Durham Report • Lower Canada • Problem: French Canadians “old and stationary society in a new and progressive world…They are a people with no history, and no literature.” • Solution: Unite Upper and Lower Canada and encourage British immigration to outnumber French • Upper Canada: • Problem: Family Compact is “a petty, corrupt, insolent (rude) Tory clique.” • Solution: Give more power to the elected representatives of the people. Select the lieutenant governor’s councils from the people of the elected Assembly

The Act of Union • Came into effect in 1841 • Joined upper and Lower Canada into one colony—Province of Canada • Canada West (formerly Upper Canada) and Canada East (formerly Lower Canada) • Capital of the new colony in Kingston, Canada West • Upper Canada and Lower Canada have the same number of seats in the new Assembly (even though 650 000 in Lower Canada and 450 000 in Upper Canada) • Made English the only language allowed in the new parliament • Suspended some French institutions related to education and civil law.

Response in Canada East • French outraged • Durham insulted their culture • British government attacked their political power • Activity: • How could the Act of Union report be changed to appease (satisfy) Canada East? • Work with a partner to create your own report on chart paper. (i.e. “The Maya/Agatha Report”) • Consider: • How could you change the government structure to satisfy the citizens in the rebellions? • What would you do about the French? • What would you do for the First Nations if they joined the rebellions?

United Reformers • Louis LaFontaine – a reformer in Canada East • Was elected to the Assembly of the united Province of Canada in 1841 • Joined forces with the reform leader in Canada West—formed a political party that joined reformers from both East and West—Reform Party • Reform Party – their goal was responsible government in Canada

Social Change

Intro • 1830s to 1850s – Social Change • Immigrants from Europe looking for new opportunities in North America • Many came with few or no resources and struggled to make a living • Conditions in urban areas became difficult as populations grew faster than services • Decades of disease – deadly illnesses such a cholera swept through the colonies • Immigrants arrived with diseases and were often blamed for the spread • Racism/Conflict – not all immigrants from Europe • Slavery was no longer legal in the British Empire in the 1830s but Black people did not have an equal place in British North American society

Immigration and Urban Growth • 1830s to 1850s • Irish immigrated due to famines in Ireland—caused by disease and • 1845-1851 – over 300 000 Irish come to Canada • Many immigrants settling the Canada West – many attracted by the idea of owning farms • Immigrants purchased land at a low cost—almost impossible to purchase land in their home countries • Urban growth • Setting up a farm in the wilderness took years—many decided to start their lives in the towns and cities • Toronto had a population of 15 000 in 1841, 30 000 in 1851

Social Class and Settler Life • Social class affected almost every aspect of a person’s life • Europe: • Often rooted in land ownership (upper class had huge estates, lower class owned land but less land) • Since younger sons (upper and middle class) did not inherit land they would make careers in areas such as military, clergy or government • Most women had to marry to make their way in the world—a few had employment • Lower classes – did not own land • Worked on people’s land and paid rent • In Europe lower classes could not purchase land since it was owned or passed down through families • North America – plenty of land • European strict class attitudes began to change • New start for people in the lower classes • New immigrants were still conscious of class status—took time to adjust

Activity: Social Classes • In your opinion, do social classes and attitudes about social class still exist today? • Explain why you think they do/don’t?

Cholera Epidemic • First came on a ship from Ireland that docked in Quebec in 1832 • A month later 4500 in Lower Canada died • Cholera – caused by infection in the intestine. A person may get it by drinking water or eating good that is contaminated with cholera bacterium. It spreads rapidly where there is poor sewage for human and animal feces or if the bacteria enters the water system • Conditions on ships to BNA were ideal for the spread of disease • 1832 officials tried to quarantine infected people and set up a location, Grosse Ile where ships would check-in for approval from health officials – could not keep up, some ships did not get approval • Fear of immigrants became widespread • French became angry at the British immigrants (contributing factor to the War of 1812)

Upper Canada and the End of Slavery • Slavery – ownership of one person by another. Main reason is economic—slaves are not paid for their work, so are the most inexpensive labour possible • Before 1800s it was practiced around the world including in BNA • Upper Canada limited the growth of slaves in 1763—no new slaves could be brought to the colony (people who had slaves at the time were allowed to keep them) • Children of slaves were to be freed at the age of 25 • The law was a way of phasing out slavery • It was a way of pleasing those who wanted to keep slaver and those who wanted it abolished • This policy led to conflict with the US—slaves fled to BNA for safety often followed by their American owners, if found they were sometimes kidnapped and returned to slavery in the US

Fugitive Slave Act • Passed by British parliament in 1833 • Abolished slavery in all parts of the British Empire • Took effect in 1834 • US divided on whether end slavery or not • Northern states abolished it—black people there were considered free • 1850 US passed the Fugitive Slave Act • Citizens of the US were required to help return escaped slaves to their owners—refusal would result in a $1000 fine (ave wage was $300 per year) or sent to jail • No jury trials to hear the complaints of escaped slaves, including those who lived in a free part of the US • This meant Black people living in the free part of the US could be returned to slavery in the South • After 1850, many former slaves left the northern US to live in BNA • Slaves escaping the South went directly to BNA—many took the Underground Railroad, a network of safe houses that helped slaves escape • In 1860 eleven southern states declared independence from the US and the American Civil War began • Slavery in the US ended after the war in 1865

Free, but Not Equal • 1790s – Black population in Upper Canada was several hundred people • 1850s it had reached 30 000 to 35 000 people • Black people in Upper Canada had freedoms not available to most black people in the US • Move freely throughout the colony • Own property • Vote – if they were property owners • Still black people experienced prejudice and discrimination (definition on p. 242) • Black people were refused lots along Yonge Street • Black children had to attend a separate school if a community had one—not free to choose any school they liked • 1850s and 1860s – leads posed different ways of dealing with discrimination and prejudice – one example was segregation – setting up separate communities) • Example: Buxton (p. 244-255) – many initially opposed it, but by the 1860s it was home to over 2000 people—the community flourished • Despite the success of Buxton, some Black leaders disagreed with the idea of separate settlements—they believed the best way to prevent prejudice and discrimination was through integration

Activity: Segregation as a Solution • Segregation proved to be a successful strategy to protect Black people from prejudice and discrimination as seen in the case of Buxton. Do you think segregation would work in the long term? • Is the strategy of segregation just/right? Explain.

First Nations in Canada West • Wondered how to protect their culture, rights and freedoms • Join non-aboriginal society? • Live on reserves? • 1840s – First Nations made up 10% of Canada West’s population • Treaties that secured their land were being ignored • Some settlers began to move into their land began clearing it for farms • Canada West’s administrators began to give out licenses for land the colony did not even legally own • The First Nations turned to the government for help, but the government tells the First Nations that they cannot protect them from settlers • First Nations feel pressure to sign the Robinson treaties • They give up land for the rights to continue to hunt and fish throughout the territories and to receive money • Events from 1845-1854 in chronological order (p. 248)

Activity: First Nations POV • If you were a member of the First Nations and your territories were being invaded by settlers, given away by administrators and the government refused to help, what course of action would you take? Explain

Economic and Political Change to 1856

Responsible Government • Responsible Government: a government that is accountable to the people who vote in elections • Nova Scotia was the first province to get responsible government • Nova Scotia – thriving colony • Busy international harbour • Fishing, lumber, steam shipping • But government was controlled by the elite • Joseph Howe – “Father of Responsible Government” in Nova Scotia • Bought a newspaper and publishes transcripts of Assembly debates • Uses newspaper to attack the Family Compact • Leads the Reform Party to win a majority of seats in the Assembly and is the first responsible government in British North America—he is the premier of Nova Scotia

Responsible Government Activity • Responsible government is based on the idea that the government should represent the people and be accountable to the people. In this type of system “majority rules”, meaning that politicians are elected if they can win a majority of the vote and, therefore, try to appease the majority. • Are there any flaws in this type of system? • Explain and provide examples to illustrate your argument.

Colonial Life 1800-1850 • Following the Rebellions of 1837 there was political stability • British North America became attractive to immigrants • In 1790 approximately 10 000 settlers lived in what was to become Upper Canada • By 1851 the population of Canada West was 952 000 • In just 60 years the population had increased by 95% • WHAT PROBLEMS COULD THIS HUGE GROWTH IN POPULATION CAUSE?

Transportation Issues • The rapid growth caused problems for the transportation of people and goods • Early settlers used First Nations’ methods: canoes in summer, moving along frozen rivers in the winter • People had to live near rivers and lakeshores • As population grew people needed faster and more convenient methods

Roads • 1763 - a person could travel by road from Quebec to Montreal • 267 km and took almost 5 days • Most roads were short paths used by local traffic • Vehicles were often homemade with wheels made from wood • Riding these types of vehicles on muddy paths was very uncomfortable • 1793 – people called pathmasters were put in charge of road construction • As roads improved the stagecoach became more common • Tolls appeared to pay for road improvements • DO YOU THINK CANADIANS SHOULD PAY TOLLS FOR DRIVING A CAR ON THE ROADS? EXPLAIN.

Canals • Canal - An artificial waterway constructed to allow the passage of boats or ships inland or to convey water for irrigation. • Steamships often brought newcomers up the St. Lawrence River • Some water routes were problematic because of such things as rapids • 1820s to 1830s – canal building boomed • Canals made routes faster and more efficient • 1848 – the St. Lawrence River was deepened (this completed the major canal phase in Canada’s transportation development)

Railroads • 1840s – railways began to take over from canals (trains were faster than steamboats and more flexible) • Train tracks could be built anywhere, not just along waterways • As population grew and settled farther from rivers and lakeshores, people needed more transportation options • First steam-powered railway was built in England in 1830 • For many people the railway became a symbol for progress • IF YOU HAD TO IDENTIFY A PIECE OF TECHNOLOGY TODAY THAT WOULD SYMBOLIZE HUMAN PROGRESS, WHAT WOULD IT BE? EXPLAIN.

York/Toronto • 1800 – you would see lots of trees and wilderness in southern Ontario • 1850 – Some outline of modern Ontario • Settlement from Windsor to Quebec border and from the north shores of Lake Erie and Lake Ontario to Georgian Bay and Lake Simcoe • Read “A Tale of a City” on p. 274-277 • P. 274 – Before Reading Questions and During Reading Questions • P. 276 – During Reading Question

Conflict and Change (1825 – 1855)