Unit 2: Distribution of Wealth Chapter 2: Economies in History

Distribution of Wealth Inquiry Focus: What economic changes occurred when Europeans came to North America? Distribution of Wealth means: How an economy works How much money is being shared within a group/community/nation Economic Empowerment means: Having enough money or resources to meet your needs, and having extra on top of that Economic Security

Economies in History Every society in the world has some kind of economic system, the main purpose of this system is: Needs and wants of the people Production of these goods and services The distribution of goods and services The kind of technology the society uses will determine what kind of economic category that society fits in. We will be looking at three kinds: Pre-Industrial Industrial Post-Industrial Industrial economies use technology, such as manufacturing processes. The first industrial economy started in Europe in the late 1800s.

Activity: Economies in History Chart You will need: scissors and a glue stick Cut out the different statements. On the chart provided glue the different descriptions into the correct category. Stuck? Check out page 24 of your textbook to help you out! Keep this in your notes as a study guide! You have 20 minutes to complete this activity. We will go over the answers afterwards.

Economies in History Pre-industrial Industrial Post-Industrial Needs and Wants -Food and Handmade goods -Manufactured goods and natural resources, such as minerals -Information services and manufactured goods Production -Family farms or hunting groups -Simple tools operated by human, wind, water or animal power -Big factories -Mechanical tools such as steam and gas engines -Big and small companies -Computers and the internet Distribution -Sharing, trading, or buying and selling - Mostly buying and selling -Mostly buying and selling

First Nations and Inuit Economies First Nations people have lived in North America for as long as anyone can remember, based on stories handed down from generations, and archeological findings. Each society had its own political, economic and cultural systems, but their needs and wants were very similar. In the past, First Nations and Inuit depended on the land and natural resources for survival. So their economies were based on the resources that existed in their regions; for example, trees do not grow in the far north, so Inuit in those areas made homes in the winter from ice and snow, and in the summer built homes from fur, sod, whale bones and stone. Look at the map on page 26-27 to get an idea of natural resources that dictated economies for First Nations people. Above: Inuit summer home Bottom: Inuit winter home

First Nations and Inuit Economies Production: In the past all goods that First Nations people needed to live were handmade mostly using stone and bone tools. They also became very efficient in their use of natural resources, using all parts of an animal for food, clothing, tools and shelter. In most regions, people travelled during the year to hunt or gather resources as they became available. In the spring, they moved to the coast or rivers to fish. In some communities, the entire tribe travelled together, in others they travelled in family groups. Everyone worked together to produce goods needed; men and women typically did different jobs.

First Nations and Inuit Economies Production: All First Nations and Inuit societies had similar beliefs about using the land, believing people and nature are not separate. They view the land and resources as a source of life that must be used wisely and preserved for future generations. They had ceremonies that were held to honour the land and resources, to show respect for the creator and give thanks for the resources provided. After successful hunts, for example, feasts would be held to honour the sprits of the animals killed during the hunt.

First Nations and Inuit Economies Distribution: In most First Nations communities, everyone helped with production, and everyone shared equally in what was produced to make sure everyone had enough to survive. Since the land and water was so valuable to their livelihood, being able to move around over a large area to hunt, fish or gather was very important. In some nations, they had respected borders, in others multiple Native groups could freely move back and forth over the same area. They also had trade networks where they could trade resources they had with other nations. For example, the Algonquin traded corn that was first grown and traded by the Wendat with the Innu for beaver and moose hides. This gave them greater access to resources that might not be common in their area. Innu Beaver and Moose Corn Algonquin Beaver and Moose Corn Wendat

First Nations and Inuit Economies Protecting and Respecting the Land: First Nations and Inuit did not believe in private ownership of the land. For them, the idea that one person could own the land was like someone owning the air. While some societies still had protected borders or certain lands they harvested or hunted from, they believed they were there to take care of the land on behalf of the whole group.

Newcomers Needs and Wants Beginning in about 1500, Europeans (French and English mostly) began arriving in North America and started colonizing the land. Needs and Wants Reasons that Europeans left home: Wanted to own more land Believed their culture, religion and language were superior and wanted to spread it around the world Economic opportunities Christianity dominated European religion, and settlers used to bargain with First Nations groups that if they converted to Christianity, they would be given European tools.

Newcomers: Needs and Wants Land and Economic Opportunities Private land ownership was very important to Europeans, but for many centuries people had to rent land because most of it was owned by the church and nobility. This made some people (church and nobility) very wealth, and those who rented very poor. So many Europeans travelled to NA hoping to own their own land. They also wanted natural resources, such as timber, furs, seal oil, pelts, and minerals to sell back to Europe.

Newcomers A Closer Look Read over pages 32-33 What is the importance of each of the following to the Newcomers? Fish Furs Timber

Newcomers Fish This was the first main resource to attract the Europeans Codfish was very valuable because of religious beliefs – for example, many Christians did not eat meat on religious holidays and certain days of the week. The English fisher was the most successful; they caught, salted and dried fish to ship back to Europe. This method would make sure the fish would be well preserved for the long journey. Seasonal fisheries were set up with migratory workers In the 1700s, permanent settlements became established in NL

Newcomers Fur There were very high quality furs in North America Beaver pelts were in high demand in Europe for making hats The Europeans became part of the First Nation’s trade systems, with traders exchanging European goods such as blankets and firearms for furs trapped by First Nations hunters. Like the fishers, fur traders originally only came in the summer, but they eventually started building colonies as well. Top Left: The fur trade, a First Nations’ man trades furs with a European. Top Right: Beaver fur hats were quite the fashion statement in Europe. Beaver is one of the few waterproof furs. Bottom: Graph showing the number of beavers hunted for fur.

Newcomers Timber Trees were plentiful in North America, unlike in Europe. They used the lumber for ship building, which was extremely valuable and important for travelling the seas. Waterways were the main type of major transportation at this time. Lumber was also used to build homes, community buildings, furniture, etc.

Newcomers Production Even after factories started appearing in the 1700s, farming was still done with the help of animals, and most things were still made by hand with basic metal tools. This economy was still pre-industrial. Within a village community, specialized jobs started appearing such as blacksmiths, bakers, dressmakers, shoemakers, coopers and weavers. In settlements where people were more spread out, goods were produced individually and they had to become specialized in a lot of areas. Top: Blacksmith Bottom: Cooper

Newcomers Distribution Many people helped their neighbours, but they were more concerned with working to benefit themselves and their families. Goods were typically distributed by exchanging for money or traded for other goods. While markets were common in Europe, they were not as common in North America at this time. Until towns started developing, there were no stores to buy or sell goods, so buying and selling or trading involved personal transactions between individuals who produced the goods, and those who wanted to buy them. Once towns started being developed, stores and markets came into existence as a means to buy and sell goods.

First Nations and Inuit Activity Complete the handout, using your textbook to help you with the answers: First Nations and Inuit Similarities European Settlers Needs and Wants Production Distribution

3. How did the First Nations economically empower themselves? Minor Assignment Answer the following questions using DSSC: 1. The people of England and Canada hoped to Economically empower themselves and children with what program? Do you think these participants should be honoured, in what way? Why? 2. How were the needs and wants of the European Settlers and First Nations similar? 3. How did the First Nations economically empower themselves? Please write this neatly on the DSSC paper provided. This will be submitted for evaluation.

Major Assignment: comic life Create a graphic novel depicting the daily life for either a First Nations and Inuit Community or the New Comers. You will work in a group of 3-4. Your graphic novel should be four pages in length... and include: cover page needs & wants production distribution. We will spend one class taking pictures, so be prepared: one digital camera for the group (cell phone is fine) a cord that you can hook into the computer to upload pictures. Costumes are optional We will be going outside, so wear weather appropriate gear! It is the responsibility of the group to collect pictures and upload them to the program for use. You will be given 3 classes of computer lab time with your group to complete this assignment… In other words: DON’T WASTE TIME!!!

Major Assignment: comic life   Strong Adequate Limited Needs and Wants Accurate and detailed. Accurate but sparse. Inaccurate or incomplete. Production Distribution Pictures Pictures clearly reflect information. Pictures somewhat reflect. Pictures are unclear. Layout Students selected appropriate layouts. Students selected mostly appropriate layouts. Students selected basic layouts with minimal design.

The Impact of Contact Contact: European settlers came into contact with First Nations groups who already lived on the land they wanted to settle or use. Early Contact in the Maritimes: The Europeans were not familiar with the new land, but First Nations were, so they needed the Natives help. Economic opportunities arose from this contact – the Europeans were interested in furs and the First Nations were interested in trade good such as metal pots and tools. This started the fur trade. The map above shows the Maritime provinces, although they were not divided as provinces at the time of Contact. Why do you think the Newcomers settled here (and in NL) first?

The Impact of Contact Treaties: an agreement between two or more nations usually made to settle a conflict about war, land borders or economic issues. This outlines the rights and responsibilities of the groups involved, and is meant to be respected. Great Britain held the most power in North America by the early 1700s, and in the Maritimes they felt that making treaties would help them get along with First Nations in the area. They also hoped that it would ensure that First Nations people would take their side in any disagreement with the French. The First Nations thought it would ensure peace and help them to maintain their way of life. Between 1717-1779, the British made a number of treaties with the first Nations called The Treaties of Peace and Friendship, where they agreed to act peacefully towards the British in exchange for the British respecting their rights and land. First Nations did not agree to give up land or natural resources. These treaties are still in effect today. The map above shows the territory that the Treaties of Peace and Friendship covered.

The Impact of Contact The Effects of the Fur Trade First Nation’s economies changed as a result of the fur trade; instead of hunting, fishing and gathering seasonally to have what they needed to support their tribe, they started spending more time hunting fur-bearing animals such as fox and beaver year round. The fur of these animals were valuable to the Europeans. Because they were spending less time gathering what they needed to survive, they became more dependant on European goods such as flour and cloth. It created a cycle: they hunted for furs to get trade goods, they needed trade goods so they could keep hunting for fur. Do you recognize the stripes on this blanket? This “Bay Blanket” can still be purchased today at a major department store, minus the fur lining.

The Effects of the Fur Trade The fur trade could not go on forever in one area: as the animals were depleted, the European fur traders moved west to trade with other tribes, and the First Nations were left trying to meet their most basic needs without European goods. European settlement was making it harder to just go back to hunting and fishing on traditional lands. When animals are mass-hunted for their furs, the population of that animal will rapidly decline. When this happened in North America, the Europeans moved West to have access to more animal populations. This left the First Nations to cope with a declining economy and a changed way of life. Where do you think they travelled to, and how did they get there?

The Effects of European Settlement When the Europeans first started arriving in North America, the First Nations did not have a problem sharing the land. But, the Europeans had other ideas… they believed in private land ownership, while the First Nations did not. Forests were cut down, fences went up, and fewer areas were left for hunting. As roads and towns were built, rivers and other water ways became prime land for the Europeans, because of easy transport, cutting off the First Nations from a main food source. The First Nations did not realize that the treaties did not protect them from private ownership of the land. The Europeans also believed their economic, political, religious, and social ideas were culturally superior to the First Nations’. They felt that the First Nations would either die out, move elsewhere, or assimilate to their way of life, and purposefully did not include them in their new developing economy. See p. 38 of your text for a closer look at the above photo. What does it show you about the changes that happened as a result of Contact?

The Effects of European Settlement Read: A Closer Look on page 39 The Beothuk What was their economy like pre-Contact? Why did Europeans settle in NL? How did the Europeans affect the Beothuks’ way of life? In1612, an English merchant named John Guy had set up a trading post in the southeast part of the island of Newfoundland at Conception Bay, maintaining good trade relations with the Beothuk. One day, a ship arrived in the bay and the Beothuk, thinking it was their friend John Guy, canoed towards the ship. The ship was not Guy's however, and the captain of the ship, not aware of the good relationship between the Guy and the Beothuk, was afraid when he saw so many people canoeing towards him. As a result, he shot at the Beothuk with a cannon. This was the start of bad feelings between the English and the Beothuk.

Study Guide You will have a test scheduled for this chapter, please mark the date in your agenda! First Nations Needs and wants Production distribution. Europeans Importance of specific resources Treaties Effects of Contact The Beothuk Your test will be a combination of multiple choice and constructed response (DSSC) Please take the next two classes to work on the study guides you have been provided with.