Globalization and Imperialism Study

Questions for Study

• To what extent should contemporary society respond to the legacies of historical globalization?
• What is the relationship between imperialism, ethnocentrism, and eurocentrism?
• What is paternalism?
• Relate "The White Man's Burden" to ethno/eurocentrism, paternalism, and imperialism
• What is the British Raj?
• What types of imperialism do we see in India? Provide one example for each
• Why is India sometimes used as a case study showing a positive side of imperialism?
• Positional Papers:
  • Overall, very well done; restate the quote in your own words, be descriptive.
  • Argument
  • Provide case evidence and explain the evidence.
  • It is not a history paper. Strong papers had about 2 points of evidence that were directly linked to globalization and explained.
  • Use social terminology.
  • Strong papers restated their topic sentence/thesis statement within their paragraph.
  • Highlight your argument, case evidence, and explanation.
• British and French Rule in Canada:
  • Historically, how was Canada divided (between countries/where)? Why did this change? (War/battle/treaty)
  • How did Canada becoming a British colony affect French settlers? Why? (Look for buzz words)
  • What was the goal and outcome of the Proclamation of 1763 and the Quebec Act?
  • Why was the CPR created? Who did this impact (multiple groups!)? Why?
• Changing Relationships Over Time:
  • When Europeans first arrived in Canada, they needed to cooperate with the Indigenous peoples in order to survive and trade.
  • Fur Trade - Needed Indigenous peoples as a guide.
  • How to get food?
  • Medicine - Pine trees to treat scurvy.
  • When it became time for the Europeans to settle, they began to compete with the Indigenous peoples.
  • Limited Resources
  • Who gets to live on the land? Who has access to the food and water?
  • Finally, once the Europeans were settled and powerful, they coerced the First Nations people to sign treaties.
  • Numbered Treaties
  • Indian Act
• Imperialism at Home:
  • France was the first European country to begin permanent colonies in Canada during the age of historical globalization.
  • Due to their focus on the fur trade, relationships with the First Nations in the East were generally cooperative.
  • French settlers began to establish their own identities and became the Acadians and Canadiens of New France.
  • Connect to the present: where do you see the identities of French settlers reflected in Canada today?
  • The British were also very interested in the fur trade in Canada, though they began to colonize Canada after the French and focused on the Hudson’s Bay area.
• The Seven Years War:
  • Competition over the fur trade and claiming land eventually led to war between the French and British in Canada.
  • The war ended with the Treaty of Paris, which made New France into a British colony.
• Proclamation of 1763:
  • Created by the British government in Canada and took away the rights of Canadiens.
  • Voting rights
  • Land rights
  • The hope, was that Canadiens would give up their French identity in order to regain these rights.
• Quebec Act of 1774:
  • When the American colonies started the War of Independence, Britain did not want to risk the Canadiens fighting for the Americans.
  • Guaranteed rights
    • Language
    • Religion
    • Civil law (legal rights)
• Durham Report -1839:
  • "The Canadiens are ignorant and uncultured."
• The Canadian Pacific Railway (CPR):
  • After becoming a country in 1867, Canada sought to expand its borders West.
  • As more immigrants migrated to Canada, this expansion became necessary.
  • This railway also was seen as a contribution to British military and naval strength.
• Indigenous Land:
  • Long before the arrival of Europeans, Turtle Island (North America) was home to millions of First Nations Peoples who lived in thousands of distinct societies.
• Numbered Treaties:
  • Map of the Numbered Treaties which affect Alberta
• Treaty Making:
  • Nation: a large body of people united by common descent, history, culture, or language, inhabiting a particular country or territory.
  • Sovereignty: the authority of a state to govern itself or another state.
  • First Nations: sacred agreements between two nations.
  • British: actually acknowledged the First Nations were nations equal to them.
  • However, this was not how Europeans acted.
  • Translators sometimes struggled to convey meanings not shared between cultures.
• The Indian Act:
  • Defined who was considered "Indian."
  • Set out laws about how Natives and reserves were to be "dealt with."
  • Appointed Indian Agents to take charge of individual reserves and band councils.
  • Traditional governments were replaced by band councils who had little power.
  • An Aboriginal woman who married a non-Aboriginal man was no longer classified as an Aboriginal.
  • Inhabitants of reserves could not own their own houses or land.
  • Denied women status
  • Introduced residential schools
  • Created reserves
  • Renamed individuals with European names
  • Restricted First Nations from leaving reserve without permission from an Indian Agent
  • Prohibited sale of ammunition to First Nations
  • Forbade First Nations from forming political organizations
  • Forbade First Nations from speaking their native language
  • Forbade First Nations from practicing their traditional religion
  • Forbade western First Nations from appearing in any public dance, show, exhibition, stampede or pageant wearing traditional regalia
• Reserves
  • The Indian Act required all First Nation People to live on reserves established by the government.
  • By moving First Nation Peoples away from white society, what was the government of Canada trying to accomplish?
• Additional Questions:
  • What were implications of The Indian Act towards the Indigenous Peoples?
  • What is the Proclamation of 1763?
  • How did the Quebec Act of 1774 come to be?