The Great Migration and the Push for Democracy Chapter 7

Values and Attitudes This chapter describes: The demographic shift created by the Great Migration, in which many British people emigrated to British North America. The influence of that shift on politics in British North America, such as growing dissatisfaction among British people with the Act of Union. The role of English-speaking people and Canadiens in the Rebellions of 1837-38, and in the reform movement that gave the Province of Canada political independence from Britain.

Values and Attitudes This chapter describes impacts of the Great Migration on First Nations. It also describes the role of Canadien identity in the Rebellions of 1837-38, and the Act of Union as an attempt to resolve frictions between Canadien and English-speaking peoples in British North America.

Chapter 7 focus Questions: What challenges of co-existence did the Great Migration create? Why did peoples in British North America want more democratic government? To what extent did demands for more democratic government reflect challenges of coexistence in British North America? How did the response to demands for more democratic government shape Canada?

The Great Migration After the War of 1812, Britain was eager to open up the backwoods to farming. It planned to fill its colonies with people from England, Scotland, Wales, and Ireland. Between 1815 and 1850, more than 800 000 people came. This period in history is called the Great Migration. Why did so many people want to leave Britain to live in the colonies? Let’s read page 201 to find out…. -have students read page 201 then fill in the section on their worksheet that deals with the reasons why so many people left Britain  Then have the students read page 202 regarding the opportunities in the colonies, then work to complete the section of their worksheet dealing with the cartoon on page 202

Cartoon Page 202 Handout

Coming to the Colonies Immigrants traveled from Britain to Canada by ship. It was a long journey that lasted for many weeks. For those with money, there were comfortable cabins. The poor were crowded into the dark and filthy holds below deck, where diseases ran rampant. So many people died on these voyages that they called the boats “coffin ships.” -read page 204 up to “cholera controversy” on page 205

Coming to the Colonies Some of the immigrants stopped in the Maritime colonies. Most, however, continued up the St. Lawrence River to Québec City and Montréal. From there, the newcomers travelled by land to Upper Canada. Read page 204 -read page 204 up to “cholera controversy” on page 205

The Terrible Year About 30 000 immigrants arrived from Britain each year. Two-thirds were from Ireland. Then, in 1847, immigration from Ireland leapt to 100 000. The potato crop had failed - so thousands set out for North America.

The Terrible Year A cholera epidemic broke out aboard the ships – a quarantine station was created at place in Quebec called Grosse-Île (which is along the St. Lawrence). Thousand died as the ships waited on the St. Lawrence River at Grosse-Île. Read “Cholera Controversy” on page 205

A Very British Colony The arrival of so many people from Britain changed the identity of the British colonies. The newcomers opened up vast areas for farming. New industries such as logging and mining began to emerge. People worked as laborers and servants, doctors and teachers, loggers and miners. The newcomers brought another important change… They brought a very British flavor to their new communities.

The Great Migration Demonstrating a demographic shift ¼ class stays in the room and sings Row, Row, Row Your Boat and ¾ leaves and slowly enters singing Jingle Bells.

The Great Migration Did students singing the same song cluster? Why or why not? ¼ class stays in the room and sings Row, Row, Row Your Boat and ¾ leaves and slowly enters singing Jingle Bells.

The Great Migration Did anyone feel like singing louder? Why? ¼ class stays in the room and sings Row, Row, Row Your Boat and ¾ leaves and slowly enters singing Jingle Bells.

The Great Migration What happened as more and more students entered the classroom? ¼ class stays in the room and sings Row, Row, Row Your Boat and ¾ leaves and slowly enters singing Jingle Bells.

Setting Rules Five-minute rule Has to be appropriate i.e. students wearing something green must stand up; students can chat with each other for five minutes; the class has to sing songs together; the students have to play Simon Says

Setting rules What was the difference between the process of setting the first rule and the second rule? (appointed vs. selected) Which procedure gave you more control over the rule you had to follow? Why? Can you predict why this demonstration about setting rules might be relevant to the next section?

The Push for democracy Page 208 chart: How do you read the symbols? Which is most like the five –minute rule where you chose the people who set the rule? Why? The chart on the right of the page describes a version of democracy. Who is left out of this version?

Perspectives on Democracy Thomas Jefferson: The majority must make the rules because… John Stuart Mill: People who disagree with the majority need protection because… Alexis de Tocqueville: It concerns me that voters may not stay informed because…

The Rebellions of 1837 and 1838

The Reformers

Key Events

Britain’s response to the Rebellions The Durham Report The Act of Union Pressures to the First Nations The Rebellion Losses Bill

The Durham Report Purpose: Britain wants to solve the problems in BNA (keep Upper and Lower Canada; peace; keep them under British rule) Lord Durham Recommendations: Unite Lower and Upper Canada into one province under a legislative union to govern them (English majority). Lower and Upper Canada to have more power to govern themselves, and have Britain have less of role in the colony (more democracy for the colony) Assimilation of the Canadiens

The Act of Union (1841) Policy of assimilation Combined Upper Canada and Lower Canada into a single province; the Province of Canada. Created a legislative council that the governor appointed. Created an assembly with an equal number of elected representatives from Canada West and Canada East, although Canada East had a bigger population than Canada West. Made English the official language of government in the new Province of Canada. Under the Act of Union, Upper Canada was renamed Canada West. Lower Canada was made smaller and renamed Canada East.

Pressures on the First Nations Not able to migrate with the seasons as they had traditionally done due to British sellers (Anishinabe) Britain wanted to relocate the Anishinabe to Manitoulin Island – rocky, not good for farming. They (Anishninabe) rejected it. Anishinabe settled in Grand River instead (land offered to them by the Haudenosaunee) Mi’kmaq pressures – lost hunting grounds (beaver, otter, etc.), can’t cut down trees without permission from white Europeans, way of life continues to be threatened.

The LaFontaine-Baldwin Alliance A coalition (an alliance among different groups), developed between Robert Baldwin (Canada West) and Louis-Hippolyte LaFontaine (Cana East) Both are reformers, want a more democratic government but want to keep ties with Britain LaFontaine (supported by Baldwin) gets French language recognized officially Gets some universities set up Amnesty for the rebels of 1837-1838 Through the leadership of LaFontaine and Baldwin, Britain granted the Province of Canada self-government in 1848 (p. 228)

The Rebellion Losses Bill (1849) First test of Canada governing itself (without Britain’s interference) It was intended to compensate people for the damages the experienced in Lower Canada due to the rebellions of 1837-1838. (Upper Canada already had this). Bill is opposed by conservative members, but LaFontaine and Baldwin hold a majority of seats so the bill is passed. Conservatives ask Lord Elgin (governor of Canada) to not sign the bill (even though he personally does not agree with it), but he does proving that Canada has successfully established independence from Britain (democracy). People have the power.