Confederation and the Idea of Canada
What is Confederation?
Why is Confederation significant?
Why is Canada confederate?
———
Age of Nationalism (1775-1914)
*insert map*
———
British North America
19th century challenges?
Regionalism
Population boom
Natural birth + immigration
Geography
Climate
US competition
*insert map*
———
What is Confederation?
● Political process that formed a union (or alliance) of states with a
central political authority for the mutual benefit and everyone
involved
● Economic process: provinces work collectively, with the benefit of
shares economy and transportation systems
● Defense becomes a national responsibility
● Intention is permanent, process is ongoing
"Confederation is about protecting what we have, what we are, building
a border to protect from the american invasion"
———
Confederation in Canada
July 1, 1867
A union of British colonies:
New Brunswick, Nova Scotia, Province of Canada (Ontario and Quebec)
● Remaining British colonies: British Columbia, Newfoundland and
PEI
● Remaining British territories: North-Western Territories, Rupert's
Land
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*Last province to join is NFLD*
*Last territory to join in Nunaut*
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Proposals for expanding the union
Turks and Caicos (1917)
Bermuda (1949)
Iceland (2010s)
*insert images*
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Confederation: an economic machine
"Dominion of Canada"
● Genesis: "dominion over the fish of the sea, and over fowl of the
air, and over the cattle, and over all the Earth."
● Private property, resource use, profit
● Land needed to be acquired; borders expanded
● New Brunswick "keystone" province
● George Brown (Clear Grit) supported Confederation on the
promise of purchasing Rupert's Land
"George brown though Canada will fail and the US will take over"
———
How to identify if it's a primary source
(1) Not published in an academic journal
(2) Date of publication
(3) Location (sometimes)
(4) Author
(5) First person "I"
———
Reflection: what surprised you the most about Confederation and why?
What surprised me most about Confederation was
how much disagreement there was between the provinces. I had always
thought it was a smooth process, but in reality, many regions—like
Prince Edward Island and Newfoundland—were hesitant or refused at
first.
It surprised me because I assumed all parts of Canada were eager to
unite, but they had different priorities and concerns. This showed me that
nation-building was not just about unity, but also about compromise and
negotiation.
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Module 1: Creating Canada
Module 1 study guide (complete)
Study Guide Module 1: Creating Canada
Before July 1, 1867, Canada wasn’t a country yet. It was made up of
colonies and territories controlled by Great Britain, and this group
was called British North America.
Module 1 will look at:
1. Why and how these colonies decided to join together
(Confederation) to become the country of Canada.
2. Who gained something good from this union, and who didn’t
benefit (some groups were left out or hurt).
3. What Canadian culture and values were like in the late 1800s
(after Canada became a country).
Learning Outcomes
1. Identify the causes and consequences of Confederation.
● Safety: The colonies were scared that the USA might
attack. If they joined together, they could protect each other.
● Money: Some colonies were losing money. Joining could
help them trade and build a railway.
● Government problems: Some colonies couldn’t agree on
things. If they united, they could make better decisions.
● Britain’s idea: Britain didn’t want to pay for the colonies
anymore. They told the colonies to join and take care of
themselves.
What happened after Confederation? (Consequences)
● Canada was born in 1867. It started with 4 provinces.
● Indigenous peoples were left out and lost land and rights.
● Later, more provinces and territories joined to make all of
Canada.
2. Explain the social, political and cultural landscape of 19th century
Canada.
● Social (everyday life):
People mostly lived on farms.
Only men with money or land could vote.
Women and Indigenous people had few rights.
● Political (government):
Canada had a new government with a prime minister and
provinces.
It was still connected to Britain, but could make its own laws.
● Cultural (languages and traditions):
Canada had English-speaking and French-speaking people.
They often didn’t agree.
Indigenous cultures were ignored and disrespected by the
government.
3. Explain the ways that historians study history.
● They look at old things like letters, maps, and photos
(called primary sources).
● They read what other historians wrote (called secondary
sources).
● They ask questions like: What happened? Why did it
happen? Who was affected?
● They try to understand different people’s stories, not just
one side.
● They look at how one thing in history leads to another.
Key terms
Practice Questions
1. What is Confederation?
Confederation is the process where the colonies (like Ontario,
Quebec, Nova Scotia, etc.) of British North America joined
together to form the country of Canada on July 1, 1867.
This event is called Confederation = when canada became a
country
2. How did Canada Confederate?
Canada confederated through agreements and conferences
between leaders of different colonies.
The key events were:
● Charlottetown Conference (1864)
● Quebec Conference (1864)
● London Conference (1866)
These led to the British North America Act (1867), passed by the
British Parliament, which created the Dominion of Canada with
Ontario, Quebec, New Brunswick, and Nova Scotia as the first
provinces.
3. Why did Canada Confederate?
Several reasons:
● Defense:
They were afraid the United States might attack after the
American Civil War.
By joining together, the colonies could share soldiers and
protect themselves better.
● Economy and trade:
Some colonies were losing money and needed help.
By becoming one country, they could trade with each other
more easily and build a railway to move goods and people.
● Political problems:
Some colonies (like Canada East and Canada West) were
always arguing and couldn’t agree on laws.
By becoming one country, they could make better
decisions together.
● British encouragement:
Britain didn’t want to pay to run the colonies anymore.
They encouraged them to take care of themselves by
becoming one united country.
4. Who benefited and lost from Confederation?
When Canada became a country in 1867, it helped some people
and hurt others.
Who benefited?
● Businessmen and politicians in big provinces like Ontario
and Quebec
They gained more power and money from new trade and
better government.
● The British government
They didn’t have to spend as much money on the colonies
anymore. Canada would take care of itself.
● Railway companies and industries
Confederation helped build a big railway across the country,
which helped companies grow and sell more things.
Who lost (who were left out or hurt):
● Indigenous peoples (First Nations, Métis, Inuit)
They were not asked to join Confederation and lost land,
rights, and control over their own lives.
● Small provinces or regions
Some felt that big provinces like Ontario and Quebec had too
much control. The small provinces didn't have their voices
were not heard as much.
● French Canadians
Some were afraid that their language and culture would be
lost in a bigger English-speaking country.
Shaw (2021) Primary vs Secondary Sources -
week 1 required reading (complete)
Primary source
A primary source is original material from the past — something
created at the time of the event or by someone who experienced
it.
Examples:
● A letter or diary from the 1800s
● A government document from Confederation
● A photo, map, newspaper from that time
● An object like an old tool or coin
Secondary source
A secondary source is created later by someone (like a
historian) who studied the past. It explains or analyzes primary
sources.
Examples:
● A history textbook
● A documentary about Confederation
● A research article about the Roman Empire
So in short:
● Primary = original evidence
● Secondary = someone’s explanation of that evidence
————
This text explains how historians study the past, especially in the
context of Canada’s history. Here's a simple summary of the main
points:
What is this about?
It's about how historians learn about the past, what sources they
use, and how they analyze information to understand how people lived
long ago.
Key ideas in simple words:
1. Historians study the past
○ They ask questions like “What happened?” or “Why did this
happen?”
○ But the past is gone, so they must look at evidence left
behind.
2. They use “primary sources”
These are things made in the past, like:
○ Government papers, letters, diaries
○ Newspapers, cookbooks, novels
○ Paintings, photos, buildings
○ Old objects (coins, clothes)
○ Oral stories (especially important for Indigenous history)
3. Historians must question the sources
They ask:
○ Who made this?
○ When and why?
○ What is this telling us?
○ What is it not telling us?
4. They compare sources
○ Historians put sources together to find patterns or truths.
○ They don’t want to make guesses. They want evidence.
5. They create “secondary sources”
After their research, they write books, articles, or reports. These
are called secondary sources and help others learn from their
work.
6. This book pairs both
The text explains that this collection (the book you’re reading
from) gives you both:
○ Primary sources (old letters, photos, official documents,
etc.)
○ Secondary sources (historians explaining those things)
7. So you can learn how historians do their work and understand
Canadian history better.
Brooks (2022) Victorian Culture - week 3
required reading (complete)
During the 1800s, Europe went through big changes in politics and the
economy. At the same time, culture and learning also changed a lot. The
culture during the second half of the 1800s is called "Victorianism".
This culture was shaped by the middle and upper classes (the
bourgeoisie) and was named after Queen Victoria of Britain. She ruled
from 1837 to 1901, a time when Britain was very powerful and had a big
empire. During her rule, many people followed strict rules about
behavior, manners, and morals — this became known as Victorian
culture.
Victorianism was a time of strict rules and appearances. People wore
very formal clothes — men wore top hats, and women wore long
dresses that covered their whole bodies. Society had strong rules
about how men and women should behave, and people were very
uncomfortable talking about sex or the body.
The rich and powerful wanted to feel safe and separate from the poor.
You could tell someone’s class (rich, middle, or poor) just by how they
dressed or acted — even hats showed how much money someone had.
During this time, the wealthy middle class and old nobles believed that
European culture was the best in the world. They thought that their
success in science, money, and politics proved they were better. By
the end of the 1800s, they even started saying this “superiority” was
because of their race, which helped justify racism and empire-building.
The famous psychologist Sigmund Freud said that Victorianism was
about hiding natural feelings, like desire or anger. Rich people in that
time always felt like they had to control themselves. They were afraid of
doing something wrong, like being involved in a sex scandal, losing
money, or acting badly in public — and all of this made them feel
shame.
Victorian ideas were connected to Christian values, but now, those
ideas were also used in every part of life, especially money. People
believed that being rich meant you were also a good person — not just
lucky or hard-working. They thought moral character (being good or
bad) was a real thing science could find, like how science found germs.
Victorian culture believed people were either good or evil, and your
wealth was a sign of your goodness.
1. The upper class thought the poor were lazy:
The wealthy Victorians (called the bourgeoisie) believed that being poor
was your own fault. They didn’t consider that workers were often
exhausted from long hours or treated unfairly. When workers asked for
shorter hours, the rich saw that as laziness—not a need for rest,
fairness, or better working conditions.
2. "Everyone gets what they deserve":
The rich believed in a strict moral system. If you were successful, they
thought it was because you were a good, disciplined, and moral person.
If you were poor, they assumed you were weak or immoral. They didn’t
think much about other reasons, like being born into poverty, unfair
wages, or lack of opportunity.
3. Science would "prove" the social order:
Victorians respected science a lot. So, many rich people believed
science would eventually show that rich people were naturally
better—smarter, stronger, or more civilized—and that the poor were just
"lesser" by nature. This idea helped justify their power and wealth.
● Example: A Victorian scientist might measure the skulls of
different people and claim that rich, white Europeans had bigger
skulls—so they must be more intelligent. These fake "scientific
studies" were used by the upper class to say, "See? Science
proves we are naturally smarter and deserve to be in charge."
4. Fear of revolution and decline:
The rich were afraid that poor people might take over society in two
ways:
– The rich people (especially the Victorian upper class) were afraid that
poor people might rise up and try to take over the government or change
the system completely
– Or by "breeding" too much, meaning they worried the working class
would have more children and eventually outnumber and overpower
them.
Because of these fears, some wealthy Victorians believed that Western
civilization was at its peak and might start to fall apart if the "wrong
people" gained power.
In short: The upper class believed they deserved to rule, thought science
and morality backed them up, and were deeply afraid of losing control to
the working class.
Victorian society pretended to be very moral and proper, but in reality,
many people had problems that didn’t match their image. Even though
fears about society falling apart were sometimes exaggerated, problems
like alcoholism and drug use were real.
For example, cocaine was seen as a medicine, and some wealthy
people even dipped strawberries in ether after meals.
Writers noticed this hypocrisy — how the rich acted good on the outside
but weren’t really. Books like Dr. Jekyll and Mr. Hyde and Dracula
showed that underneath the polite surface, dark and dangerous
things were hidden in Victorian society.
Lecture WEEK 1 - Introduction to Canadian
History
Key Terms
Stanley Park
Coast Salish
Unceded Territory
History
5 W’s
Primary source
Secondary source
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Indigenous peoples are the original inhabitants of Canada (Turtle Island)
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Colonial Canada
1. French Canada (1534–1763)
● A long time ago, the land we now call Canada was explored by
France.
● In 1534, a French explorer named Jacques Cartier came here.
● The French started living in parts of Canada and called it
“Canada,” which came from the Indigenous word “Kanata” (it
means village).
● So, from 1534 to 1763, this part of Canada was mostly French.
2. British Canada / British North America (1763–1867)
● In 1763, the British took control of Canada from the French (after
a war).
● From then on, Canada became known as British North America
(BNA).
● It stayed under British rule until 1867.
● In 1867, Canada became its own country. This is called
Confederation.
So in short:
● First: Canada was controlled by France → called French Canada.
● Then: Britain took over → called British North America.
● Finally: Canada became its own country in 1867.
———
Stanley Park – Also known as Whoi Whoi ("Place of masks")
● Whoi Whoi is the Indigenous name for part of Stanley Park,
meaning “Place of Masks.”
Indigenous History:
● Coast Salish people lived in the area for over 3,000 years.
● They used the land for ceremonial gatherings (special spiritual
and community events).
● It was also home to burial grounds, where loved ones were
respectfully laid to rest.
Displacement:
● The last Indigenous families living in Stanley Park were forcibly
removed in 1931.
● They were labeled as “illegal squatters,” even though they had
lived there for generations.
This history shows how deeply connected Indigenous people were to the
land and how that connection was disrupted by colonization.
———
Stanley Park is a big public park in Vancouver.
● It opened in 1888 and was named after a man called Lord
Stanley.
● Before it became a park, Indigenous people lived there for
thousands of years.
● The land belongs to Indigenous people, but the Canadian
government took control of it (even though the Indigenous
people never gave it up).
● Now, the City of Vancouver takes care of the park.
● In 1988, the park was called a National Historic Site because it’s
important to Canadian history.
———
Here’s a simple explanation of Deadman’s Island, which is near Stanley
Park in Vancouver:
● Burial Ground: A long time ago, both Coast Salish Indigenous
people and early settlers buried people there.
● Quarantine Area: In 1893, when there was a smallpox outbreak,
sick people were kept on the island to stop the disease from
spreading.
● Logging: Between 1860 and 1880, the island was used to cut
down trees for wood.
● Naval Station: It later became a base for the Canadian Navy,
and it still is used by the Navy today.
———
No problem! Let me explain it more clearly and step by step:
1. British Royal Engineers
These were British soldiers who helped plan and build towns in
Canada long ago.
2. Laid out the early town of Vancouver
This means they were planning where things like roads, buildings,
and parks would go in the new town called Vancouver.
3. Stanley Park was set aside for military use
They chose the area that is now called Stanley Park to be used by
the army, so they could protect the city and the water nearby.
4. Guarding the narrow passage into Burrard Inlet
Burrard Inlet is the body of water next to Vancouver. The entrance
is small (a narrow passage), so they wanted to protect it in case
enemies came by boat.
5. Thousands of settlers were arriving to BC looking for gold
At that time, many people were coming to British Columbia
because they hoped to find gold and get rich.
6. This land is unceded territory
This means: The Indigenous people never signed a treaty or
agreement to give this land to the British.
So, the land still rightfully belongs to the Indigenous peoples,
even though the British took control of it.
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Canada has three main founding peoples—the groups that shaped the
early history of the country:
1. Indigenous Peoples
– They were here first, for thousands of years before Europeans
arrived.
– Include First Nations, Inuit, and Métis.
– They had rich cultures, languages, and systems of government.
– They are not immigrants—this is their homeland.
2. French
– Came to Canada in the 1500s and started to settle, especially in
Quebec.
– Brought French language, religion (Catholic), and culture.
– Fought wars with the British over control of Canada.
3. British
– Took control from the French in 1763 after winning wars.
– Brought English language, British laws, and traditions.
– Ruled most of Canada until it became independent.
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1. Nationhood & Identity
● Canada became a country in 1867 (Confederation). Since then, it’s
been working on building a Canadian identity—a shared sense of
what it means to be Canadian.
2. Regional/National Identities
● Different parts of Canada (like Quebec, the Prairies, or the
Maritimes) have their own cultures and interests. Sometimes
these are different from national goals, causing conflict or
debate.
3. Colonization
● After 1867, Canada expanded west and north, often by taking
land from Indigenous peoples. This included the residential
school system, broken treaties, and displacement.
4. Immigration & Industrialization
● In the late 1800s and early 1900s, Canada brought in immigrants
to grow the population and work in farms, factories, and
railways. This helped Canada grow, but also led to racism and
exclusion laws.
5. Indigenous-State Relations
● Canada’s relationship with Indigenous peoples has often been
harmful. Indigenous communities have fought for land rights,
recognition, and justice for things like residential schools and
missing Indigenous women.
6. Social Change
● Movements for women’s rights, labor rights, civil rights, and
LGBTQ+ rights changed Canadian society. Canada became more
inclusive, but the struggle for equality continues.
7. Quebec Sovereignty
● Quebec has a unique identity, mostly French-speaking and
culturally distinct. It held referendums in 1980 and 1995 asking if
it should leave Canada and become its own country. It stayed, but
the debate continues.
8. Canada–Global Relations
● Canada plays a role on the world stage—helping in wars,
peacekeeping, trade, and climate change. Its relationship with the
US, the UK, and the world shapes its economy and politics.
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History as ‘Story’
Historians tell the past like a story to make it meaningful and
understandable.
The 5 W's + H are questions historians (and journalists, researchers,
and students) use to better understand events. Here's what they mean:
1. Who – Who was involved?
(People, groups, leaders, etc.)
2. What – What happened?
(The main event or action.)
3. When – When did it happen?
(The time, date, or historical period.)
4. Where – Where did it happen?
(The location or place.)
5. Why – Why did it happen?
(The reasons or causes.)
6. How – How did it happen?
(The process or steps that led to the event.)
History as ‘Argument’
History is not just a list of facts or dates. Historians look at evidence
(like letters, newspapers, photos) and build arguments—meaning, they
explain why something happened and why it matters.
They decide:
● What’s important (significant)?
● What does the past tell us about today?
● How do different sources agree or disagree?
———
Evidence
To study history, historians use evidence that is:
Verifiable – It can be checked or confirmed.
Reliable – It comes from a trustworthy source.
Types of Evidence:
1. Written – letters, newspapers, government documents, books
2. Visual – photos, paintings, posters, political cartoons
3. Oral – interviews, speeches, traditional stories
Argument
Historians don’t just list facts — they make arguments about what the
facts mean.
● They ask: What is the significance? What caused this? What
changed?
● They use evidence to support their interpretation.
● A good historical argument is based on clear, reliable sources.
Example:
If a historian says "Confederation helped centralize Canadian power in
Ontario," they must back it up with evidence like speeches, laws, or
political cartoons from that time.
———
Common Historical Arguments
1. Significance
What events were important? Why? And important to whom?
Example: Was Confederation equally important to all regions in
Canada?
2. Change & Continuity
What has changed over time, and what has stayed the same?
Example: How did Indigenous-state relations shift after 1867?
3. Ethical Decisions
Was something in the past right or wrong, based on values then
and now?
Example: Was it ethical for the government to remove Indigenous
peoples from Stanley Park?
4. Relevance
How does something from the past relate to today?
Example: How does colonialism still affect Indigenous
communities in Canada?
5. Misinterpretations
Sometimes people misunderstood or misrepresented the past.
Example: A textbook that ignores Indigenous perspectives might
give a biased view of Canadian history.
Why this matters:
Knowing what argument a source is making helps you spot bias and
avoid being misled. Historians must always ask:
● “What is this author trying to say?”
● “Do they have evidence?”
● “Are they leaving something out?”
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Common Historical Arguments
1. Significance
Why is this event or person important? Important to whom?
2. Change and Continuity
What has changed over time? What has stayed the same?
3. Ethical Judgments
Was something right or wrong? What can we learn from it?
4. Relevance
How does this relate to today? Why should we care now?
5. Misinterpretations
Are there false or misleading ideas about the past that need to be
corrected?
———
Who are the founding peoples of Canada?
The three founding peoples of Canada are:
● Indigenous peoples
● French settlers
● British settlers
(Note: Only the French and British have been officially recognized
for a long time, but Indigenous peoples are now more widely
acknowledged as foundational.)
How old is Canada?
Canada became a country on July 1, 1867, so as of 2025, Canada is
158 years old.
What is the significance of July 1, 1867?
July 1, 1867 is Confederation Day — the day when Canada became a
self-governing Dominion within the British Empire, uniting the first four
provinces: Ontario, Quebec, New Brunswick, and Nova Scotia. This date
marks the official birth of Canada as a nation.
———
For Next Week…
Read: Belshaw chapter sections 1.1-1.6
Lecture WEEK 1/2 - Confederation and
Founding Peoples
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Confederation is the process through which individual provinces or
states come together to form a unified country under a central
government.
It involves:
● A political union where provinces agree to be governed together
for the mutual benefit of all.
● An economic collaboration, sharing things like trade and
transportation systems.
● A shared defense system, where protecting the country becomes
a national responsibility.
● It's meant to be permanent, though the process of unifying and
working together continues over time.
—
What happened on July 1, 1867?
● Canada became a country. This is called Confederation. On that
day, a few British colonies joined together to form a new country
under one government.
Which colonies joined first?
● Four colonies joined to start Canada:
○ New Brunswick
○ Nova Scotia
○ Province of Canada, which was split into:
■ Ontario
■ Quebec
Were there other colonies?
● Yes, but they didn’t join right away. These were still British
colonies:
○ British Columbia
○ Newfoundland
○ Prince Edward Island (PEI)
They joined Canada later.
What about territories?
● There were also large areas of land that weren’t colonies with
governments. These were:
○ North-Western Territories
○ Rupert’s Land
These areas became part of Canada too, but they were more like open
land with few people and no self-government at the time.
What This Map Shows:
The map is titled "Joining Confederation". It shows when each part of
Canada officially joined the country.
Canada didn’t become one country all at once. Instead, provinces and
territories joined Confederation over time. That’s why you see different
years written on each region.
Who Joined and When?
1. The first provinces to join in 1867 (Confederation begins):
○ Ontario
○ Quebec
○ Nova Scotia
○ New Brunswick
2. Other provinces and territories joined later:
○ 1870: Manitoba and Northwest Territories
○ 1871: British Columbia
○ 1873: Prince Edward Island (PEI)
○ 1898: Yukon
○ 1905: Alberta and Saskatchewan
○ 1949: Newfoundland and Labrador (last province to join)
○ 1999: Nunavut (new territory created from Northwest
Territories)
What’s That Poster About?
In the top right, there’s an old newspaper-style poster labeled “Primary
Source.”
It’s from people in Newfoundland who were against joining
Confederation.
They worried about:
● Paying more taxes
● Losing control over their own resources (like fisheries and land)
● Being forced to join the military
This shows that not everyone supported Confederation—some
people thought it was a bad idea.
—
What is this slide about?
This is a primary source—a private letter written in 1867 by John A.
Macdonald, who would soon become the first Prime Minister of Canada.
He was writing to Sir Henry Sumner Maine, who was living in India at
the time.
What did Macdonald say?
He said:
"Send me an army of Sikhs..."
He was joking (or "tongue in cheek"), but the idea behind it was
serious. He was worried that:
● The United States might invade Canada.
● Canada needed protection.
● Sikh soldiers from India were known for being strong and
respected, so Macdonald joked that they could help defend
Canada by invading San Francisco and taking over California as
protection for Montreal and Canada.
What does this tell us?
● Macdonald was worried about American aggression.
● He respected the reputation of Sikh soldiers.
● Even before Canada officially became a country (Confederation),
leaders were thinking about defense and security.
● It also shows how global politics (India, Britain, the US, and
Canada) were connected at the time.
This slide is explaining how Confederation was not just political, but
also economic—a way to build a stronger economy by using land and
resources for profit.
Let’s break it down part by part:
“Dominion of Canada”
● Canada was called a Dominion, a word inspired by the Bible:
“...dominion over the fish... the fowl... the cattle... and over all the
Earth.”
● This shows how the early leaders saw Canada: as something to
control, expand, and profit from.
Key Economic Ideas Behind Confederation:
● Private property: Land would be owned and used for personal or
national gain.
● Resources = Wealth: Forests, fish, farmland, and minerals would
be used to build the economy.
● Profit was a major goal: Confederation helped create systems
(like trade and transportation) to make money.
Land Expansion Was Key:
● For Canada to grow, they believed it had to expand
borders—especially westward.
● This meant acquiring huge areas like Rupert’s Land, which was
owned by the Hudson’s Bay Company.
New Brunswick – the “Keystone” Province:
● It was central to connecting the Maritime provinces with Central
Canada (Ontario and Quebec).
● That made it essential for a cross-Canada economy and
transportation system.
George Brown’s Role:
● Brown was a politician and editor of the Globe newspaper.
● He supported Confederation because of the promise to buy
Rupert’s Land—which meant more land and resources for
Canada’s economic machine.
Summary:
Confederation was about more than uniting provinces politically—it was
also about building a powerful economic country through land,
resources, and expansion.
Let me know if you’d like a visual summary or practice questions!
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Week 1 class handout - major reasons for
Confederation
Lecture WEEK 3 - Industrialization and
Victorian Society
Canada an overview
The wa
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External Sources -- Module 1
Expanding the Union:Industrialization and
Nationhood (May 26)
Why this photo is so significant Nov 7 1885
Donald smith, lived in montreal
He traveled here just for this ceremony
Connection from pacific ocean to atlantic ocean
→ creating job opportunities
Photo not reliable but communicates values and beliefs, because they
want only white people
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Today
Learning Outcome #1: Key events, actors & themes:
1. Why did BC join Confederation?
2. How did Canada expand the union from 'sea to sea'?
Learning Outcome #4, 5: Writing and source analysis
3. How was the Canadian Pacific Railway built and by who?
Learning Outcome #1: Key events, actors & themes
1. Why did British Columbia join Confederation?
British Columbia joined Confederation in 1871. The main reasons were:
● Debt and economic struggles: BC was financially unstable after
the gold rush ended. Joining Canada promised help.
● Promise of a railway: Canada promised to build a
transcontinental railway (the Canadian Pacific Railway or CPR)
to connect BC to the rest of the country. This was a key incentive.
● Fear of American expansion: The U.S. had bought Alaska
(1867), and some people feared that BC might be taken over or
influenced by the U.S.
● Political pressure: Local leaders wanted to be part of a larger,
more stable country.
2. How did Canada expand the union from "sea to sea"?
Canada expanded westward through several key actions:
● Manitoba joined in 1870, after the Red River Resistance led by
Louis Riel.
● British Columbia joined in 1871, with the promise of the CPR.
● Prince Edward Island joined in 1873, after Canada agreed to
take on its debts and provide a ferry.
● The Northwest Territories were acquired from the Hudson’s Bay
Company in 1869.
● Treaties with Indigenous peoples (Numbered Treaties) helped
the government open land for settlement and the railway.
● The Canadian Pacific Railway made it physically possible to
connect the country coast to coast, uniting eastern and western
provinces.
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Orange no voting rights
Pink voting rights
Pink territories for immigrants
Orange territories for indigenous people
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The National Policy (1879 - 1951)
● Developed by PM MacDonald
● Federal strategy to Industrialize Canada, based on three ideas:
● Immigration: farmers + factories
● Railway: 55,000km track + telegraph
● High Tariffs: 17.5-30% tax rate on imported goods
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Significant of the Railway to Canada & Confederation
Only focus on railway for MacDonald
The Transcontinental Railway (1880-1885)
● First cross-country transportation
● First cross-country mail system
● Secured Canada-USA border
● Improved trade with the United States
● Physically linked Canada 'sea to sea'
● Symbol of Confederation
The first line was the red one
Transportation for resources, mainly west to east
Our fear of invasion was starting to subside
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Which provinces did Cartier bring into Confederation?
How?
● Geroge Etinne Cartier (1814-1873)
● Quebec statesman and Father of Confederation
● Pro-Confederation with a strong provincial government
● Supported French Canadian rights
● Supported a multicultural vision Canada
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*Video clip*
Quebec – "Rights"
→ Political
→ Cultural
Manitoba – Province + Rights (because people who were living here are
indigenous, they wanted equal rights)
B.C – Wagon Road Railway
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Population demographics BC 1871
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Winning BC
● "Outlet to Pacific" – mining, lumber, fish
● Amor De Cosmos (1825-1887) – Nova Scotia born, B.C. Premier
● "Confederation league" code for "English Canada"
● Geroge Etinne Cartier – Minister of Militia and Defence
● Limited support for confederation, why?
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Unceded Territory
Lands that were never transferred or abandoned through treaty, war or
surrender
The dispossession of the Kitsilano Reverse, 1913
Kitsilano neighbourhood today
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Reconciling Nova Scotia
● Anti-Confederation Leader: Joseph Howe
● Debt: additional $1million paid off
● Provincial grant increased to ($82,698 per year / ten years)
● 2 additional seats in cabinet: Joseph Howe and Hugh MacDonald
(both Anti-Confederation)
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Winning Prince Edward Island
● Canada or USA?
● Promise of railway connection
● Government & personal debt
● Private land ownership for farmers
● First People: Mi'kmaq, Treaty 239
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Terraforming
"the process of transforming a hostile environment into one suitable for
human life." But what kind of "human life"? If it's European human life,
extensive grazing lands will be required for their dairy animals and meat
herds, and even larger territories will be required for grain production
and a variety of edible and non-edible crops that include tobacco and
cotton, among others." (Belshaw 416)
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The Pacific scandal
First major political scandal in Canada after Confederation, involving PM
John A. MacDonald taking election funds in exchange for the contract to
build Canada's Transcontinental Railway
● Canadian Pacific Company vs. Interoceanic Company
● $360,000 bribe for 1872 election
● PM MacDonald Resigns
● CPR Bill (1872) introduced by PM John A Macdonald and George
Etienne Cartier
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'The other last spike"
(November 7, 1885)
Is this photo more trustworthy that the first photo
The first photo want to show elites claim the railroads
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Activity: Source Analysis
Instructions" historians have 4 major claims about the Chinese
immigrant experience in building the CPR.
YOur job is to evaluate & confirm these interpretations using primary and
secondary sources.
Historical claims:
1. Chinese workers were paid less than others railway workers
2. Working conditions were dangerous
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