Second Phase of Canadian Industrialization

• These study notes cover the second phase of industrialization, syndicalism, women's rights, the Great Depression, the Second World War, and Quebec during this time.

Second Phase of Industrialization (pages 228-235)

• Industries are located near hydroelectric resources, leading to regional development.
• Hydroelectricity facilitates the development of these industries.
• The Mauricie and Saguenay regions are examples of areas that benefit from hydroelectric power.
• Hydroelectric power allows the development of industries.
• These products are used for industrial production like chemical products, pulp and paper, and petroleum
• A new source of energy, hydroelectricity, leads to new products and regional advancement.
• Capital is primarily from American sources.
• Metallurgy and chemical products are key industries.
• Increased population and demand drive development.
• Agriculture becomes more commercial.
• New manufacturing sectors emerge.
• Production of small electrical appliances for domestic use grows like toasters, lamps, and stoves.
• Monopolies can charge desired prices.
• Developments lead to pulp and paper production with paper journal being a need
• The pulp and paper industry positions itself as the biggest world producer and has the Mauricie and Saguenay regions benefit.
• New territories develop, with the Eastern Townships and Abitibi regions specializing.
• Iron, zinc, lead, and asbestos are among the minerals extracted.
• Workers specialize.

Syndicalism and Labor Movements (pages 254-259)

• Industrialization creates a new social class: the working class.
• A rise in the number of workers creates an increase in worker movements and demands
• Early 20th-century work conditions provides few worker protections.
• Workers seek wage increases, reduced hours, and improved safety.
• Manifestations and protests demand more negotiating power for workers.
• Strikes involve workers stopping work to force negotiations with employers, although workers are not paid during the strikes.
• Manifestations and strikes are examples of ways to apply pressure.
• Canadian workers associate with the Canadian Labor Association and the American Labor Federation
• The results of worker-employer confrontations are not often ideal due to a lack of negotiation power.
• The clergy denounces American syndicates for being anti-clerical and anti-Catholic.
• The Church founds its own syndicates to counter American syndicates.
• This occurred in 1901-1921 and CTCC was founded in 1921
• Catholic syndicates are supervised by a clergy member and more conciliatory and less aggressive toward employers
• СТСС refers to the "Confederation of Catholic Workers of Canada," which is a group of syndicates.
• The government begins to adopt laws protecting workers.
• Examples include the 1910 ban on child labor for those under 16 and a 55-hour maximum work week for women.

Cooperatives

• New means of production lead to demands and modernization.
• Banks do not lend money to farmers.
• Cooperatives involve the pooling of resources.
• The sharing of benefits like profits and production is encouraged.
• The clergy favors cooperatives.
• The first credit union was established in 1900.
• Encouraging savings and making loans available for small owners were goals
• Formation of cooperatives enabled agricultural production.
• The Union of Catholic Farmers defends the interests of agricultural producers with the government

Women's Rights Movements

• Women had no political rights and could not sign contracts or use their salaries.
• Some actions were for the purpose of helping people in need by privileged and more educated bourgeoisies.
• The National St-Jean-Baptiste Federation is an example.
• Domestic work, teaching, nursing, and secretarial positions were options for some woman to be employed
• Education includes domestic science schools for household arts, classical college for privileged, and a university
• Women were thought and often viewed as meant to live separate and domestic roles
• Women's work included domestic duties, teaching, nursing, and secretarial tasks.
• It was rare for women to become teachers, nurses, or secretaries
• The roles of women in the work place included the service sectors
• Some women chose to become nuns.
• Women were aiming for equality in various forms.
• A woman’s statute would be that of a minor and their status in the workplace would also be affected
• Women wanted access to the right to vote
• Mineurs lacked equality due to their legal status.
• Women were placed in domestic positions.
• Women being able to access the disposal of their wages was something fought for
• Clery and politicians opposed women’s rights and saw them as only fit to be housewives.
• Equal women's market, new industries and positions enabled them to get employed in different ways

The Great Depression (pages 296-299)

• The stock market crash causes the Great Depression.
• Overproduction in America leads to decreased economic flow and stability in trade and other areas
• The Americans were loaning out money to multiple countries around the globe and it caused a crash because there was not enough support to deal with it
• Consequences included measures to avoid recession, reduced imports, and higher customs duties.
• Loans to other countries were interrupted.
• The Canadian economy relies on exports to the U.S. and the European economy was being impacted.
• The stock market crash was caused by overproduction and results in a drop of profits and high debt and liabilities and borrowing
• The population experiences impacts, leading to factory closures, bankruptcies, job losses, and poverty.
• Stockholders panic, resulting in a sell off for very little
• Actions were being bought on credit and people speculated a lot with the goal of increasing production
• The value of shares therefore declined, not actually mirroring the income
• Stock market crash meant a lot of people became poor overnight and had debts

Government and the Crisis (pages 304-309)

• The creation of the Bank of Canada helps manage the Canadian currency, financial system, interest rates, and monetary system.
• Bennett suggests measures inspired by Roosevelt's New Deal.
• These measures are a social nature and economic
• A variety of positions were developed to improve the city and surrounding.
• The government provided work to the unemployed.
• They helped and employed people to fix many infrastructures.
• Soup kitchens are set up for the needy
• Cities and charities provide meals to the most needy.
• Direct aid is being deployed.
• Coupons are distributed in exchange for food, clothing, and essential needs.
• Direct aid is given to families in cities.
• Solution six involves a plan for colonization
• There was encouragement for the non employed to seek out new spaces which were fertile
• Colonists were not the greatest as they never really did any real agriculture and their farms failed due to the poor soil.
• Solution seven involves the government stepping-up and helping fund farming.
• Credit was often given to the farmers that were struggling and required assistance.
• The Second World War puts an end to the Crisis from 1929-1939

Questioning the impact of Capitalism and Remise

• The ideology of liberalism and the economic system of capitalism were considered responsible for the Great Depression, thus calling them to question
• A system in which the economy and structure is privatized for benefit of the state
• There were those on the other side of the thought where capitalist structures would be favorable for the citizens
• States needed to step in because they are the only people with the money to do so
• Socialisms ideals came about to help improve the conditions and working environment
• Principles revolve around the production of interest to help labor and production
• Karl Marx was an advocate with friend Angles for the abolition of any private support

Consequences and Remise

• The state would be involved and pay for public services
• Fascism came about in Italy from Benitito
• A dictator rose to power with nationalist ideals and thinking
• His influence and leadership was very well known from all European nations

War in the World

• Several states decided to endorse war for various reasons
• Fascism gained influence and the influence to commit evil acts became real
• Canadians in France and those foreigners sympathized, but many feared
• The crisis renewed nationalism.
• What was needed to be fixed from it
• Some wanted a promotion to increase the importance of the government
• The government wanted to re-strengthen ties with a religious standing and see where to move

School Politics

• Some sought to compose lay members of power within different levels of society.
• It meant people had to be a certain religion by law in order to even get an education
• The way to teach them was to learn about the world and how the modern society was changing
• Some were going to see what was working and what that meant for social programs
• They wanted to find solutions in those areas and where the country needed adjustment
• The great power of Catholicism often saw those of different gender and ethnic backgrounds differently and there were often people to see it from that

Reforming Colonial Society

• In colonized countries there were often other means and positions to fulfill roles
• Often the farmers were not doing so hot and needed assistance
• The power laid heavily over one side and there was little recourse for those being affected.
• John Maynard and his ideals of questioning capitalism lead to social and financial improvement for the common man

The New Parties

• An important change was brewing with the liberals which lead to a mass amount of anger and animosity
• The leaders and parties knew how to run a state well
• There has been a wide range of new groups

Hydroelectric Power

• Many different factors and things needed to nationalize those for it to fall into place and be useful
• Duplis was involved and some were more opposed to intervention that they were opposed to intervention for what was required

Second Crisis and Consription

• As Canada was being handled and changed, world war 2 would hit and there would be different issues and matters concerning this
• Mackinze King promised that a lot of different factors with voting power be held accountable or to power and he did not want a lot of intervention
• People became less involved and in general Canada would step it up in 1944

World War and Germany

• Leaders are changing and are often elected based on the past ways of thinking. They want to be traditional with there society not that of a state

Reforms

• The conquest allowed states to expand to make people there slaves of states and production
• This would cause anger to many as there was often groups that felt superior
• Germany took over different spaces and cities as there power grew
• The powers of world leaders was beginning and wars were about to start

War Measures

• Measure to make it all end had to take place and be made to the best of the nations ability
• The laws put different regulations on production
• War effort was often used to explain the different wars and measures
• Often some people did go back to being an un paid workers to pay of a bill

Development Of Labour

• People would often make positions at the time for women to step up even though the production and society needed their assistance
• The countries agricultural positions would all have requirements to be paid for those positions.

Troop

• In general, people took advantage of the troop and its positions around the state
• And the various people that tried to pull from that place also had requirements and standards they had to uphold to the place they lived

Classroom and Rural

• In 1942 there was a lot of changes and positions that did hold and a lot of that can also effect who does those
• There was a large amount of rural positions in society in general

Agriculture

• As technology was evolving for the better, so were farms improving in technique and style
• Different ways of improvement were developed based around farming and its standards
• Education of those techniques provided a sense of direction in that position
• This also effected people working and providing positions like those in the agricultural. And often led to different changes.

The Public

• What they know and how they express its often connected to people of the same culture and environment, and the church was an impact in those areas
• The way they were or would be treated due to the positions also had certain requirements in the position they were placed in during those situations
• More often then not, you needed higher assistance to make different areas
• Reforming the schools to have an increase in the amount of students able to enroll so mandatory schooling was very common.
• Different reforms were also set into place to assist families and those children enrolled in these program to create a difference