POST-CONFEDERATION CANADA The Road to World War I Part II
CONFEDERATION (1867) to WWI (1914) Time of great social change New territory acquired by gov’t meant more interaction with different peoples, therefore many laws and societal surprises Generally, rights for marginalized peoples on the slow upswing
French-English tensions continue A GROWING DIVIDE
ABORIGINAL RIGHTS Differing legislation for Métis and other First Nations Lives were basically taken over and dictated by government Eventually gained some rights and were given land, education; still certainly unsatisfactory to be dominated by new white population
Based on Riel’s list of rights Land and resources controlled by Ottawa Gov’t would give Métis title to the land they were already living on (96 hectares to each family) English and French language rights protected, but not the right to education in either language MANITOBA ACT
Expanded on prior Aboriginal-related legislation (ie the concept of “status” which determined entitlement to live on reserves) Protected status Indians until they were settled and assimilated, having acquired European methods of agriculture Strongly promoted assimilation policy (ie suppressing Sun Dance and Potlatch) Gov’t required to provide Aboriginals with education; set up residential schools as method of assimilation INDIAN ACT
Several First Nations meet with governments in Victoria, Ottawa, and London, England in effort to advance their land claims Several groups form Allied Tribes of BC to pursue Aboriginal rights Makes a statement and highlights their frustration BC FIRST NATIONS TAKE LAND CLAIMS TO THE KING
Only ethnic group forced to pay entry into Canada ($50/person) Seen as “obnoxious,” “dangerous,” and “unfit for citizenship” Agitated BC gov’t raised tax to $100 in 1900, then $500 in 1903 CHINESE HEAD TAX Living quarters in Victoria
Angry group of white Canadians attacked Chinese and Japanese immigrants’ homes and stores White Canadians upset at Asian immigrants for working for low wages and putting forth little effort to assimilate VANCOUVER RACE RIOT
Prohibited immigration of persons who did not travel directly from their country of origin to Canada without stopping Applied mostly to ships from India, as they often had to make stops in Hawaii or Japan CONTINUOUS PASSAGE ACT
KOMAGATA MARU Ship from India forced to dock for 2 months Denied passengers entry into BC as per Continuous Passage Act Eventually, only 24/378 passengers admitted; ship and remaining passengers forced to turn around and return to India
Dr Emily Howard Stowe (first Canadian female doctor) spearheaded Ontario’s suffrage campaign, beginning in 1876 Ontario gov’t repeatedly blocked changes, believing they had public support Support for suffrage continued to grow from many new organizations WOMEN’S SUFFRAGE
Canadian Young Women’s Christian Association formed in 1870 Woman’s Christian Temperance Union formed in 1874 National Council of Women of Canada formed in 1893 “Equal pay for equal work” adopted by NCWC in 1907 WOMEN’S SUFFRAGE
WOMEN’S RIGHTS 75.6% of girls attended school in 1881 as opposed to 23.1% pre-Confederation Late 19 th century saw Canada’s first woman with a university degree, first practising female doctor, and first female lawyer saw 50% increase in female labour force Making progress! But still can’t vote
First French-Canadian PM Strove to bring French and British Canada together SIR WILFRID LAURIER –
Sent some volunteers to fight in Boer War Naval Service Bill of 1910, created Royal Canadian Navy Controversial reciprocity (free trade) with the US
English-speaking PM from Nova Scotia Conservative Wartime PM SIR ROBERT BORDEN – With Britain’s wartime PM Winston Churchill to his left
Still British colony Contains 9 provinces: British Columbia, Alberta, Saskatchewan, Manitoba, Ontario, Quebec, Prince Edward Island, New Brunswick, and Nova Scotia; 2 territories: Yukon, Northwest Territories CANADA IN 1914
Looking Back Earlier today we talked about social issues in Canada that are important now. Now you have learned about the social issues then: French/English tension, Aboriginal issues, racism, institutionalized racism (Chinese head tax, etc.), and women’s rights. STEP ONE: Think (by yourself, for now) about which of these issues you think was most important.
Step Two Pair up! Talk to your partner about what issue you think is most important. It’s okay to argue. Then, you will share with the class what you decided.
Step Three I hope you listened to everyone’s arguments, as now I’d like you to prepare an argument for EVERY issue. That’s one each for: French/English tension, Aboriginal issues, racism, institutionalized racism (Chinese head tax, etc.), and women’s rights. Now, you don’t have to write more than ONE sentence for each. This is called a THESIS.
Thesis the·sis [thee-sis] noun, plural theses [-seez] 1. a proposition stated or put forward for consideration, especially one to be discussed and proved or to be maintained against objections: He vigorously defended his thesis on the causes of war. 2. a subject for a composition or essay. 3. a dissertation on a particular subject in which one has done original research, as one presented by a candidate for a diploma or degree.
My Rubric An introduction with a thesis that fully answers the given question and has sufficient background information to both introduce the topic and detail the content of the essay. Q: Should more attention be paid to the beverage choices available to students?
Examples Okay thesis: More attention should be paid to the food and beverage choices available to elementary school children. Better thesis: Because half of all American elementary school children consume nine times the recommended daily allowance of sugar, schools should be required to replace the beverages in soda machines with healthy alternatives.
Now, write me 5! One each arguing that each of these is most important: French/English tension, Aboriginal issues, racism, institutionalized racism (Chinese head tax, etc.), and women’s rights. When finished, have a partner or me check it over.