Canada, 1890-1914: A Changing Society (Grade 8 History) PDF

# Canada, 1890-1914: A Changing Society * ***Grade 8 History*** ## Industrialization **A picture of an old building with a sign that reads "Industrialization"** * Most immigrants settled in cities. * From 1891 to 1911, population increased by 2.4 million. * **Industrialization** is the devel...

# Canada, 1890-1914: A Changing Society * ***Grade 8 History*** ## Industrialization **A picture of an old building with a sign that reads "Industrialization"** * Most immigrants settled in cities. * From 1891 to 1911, population increased by 2.4 million. * **Industrialization** is the development of industries in a country on a wide scale. ## First Industrial Revolution **(The image shows a group of people laying down railway tracks.)** * Occurred from 1780s to 1860s * Characterized by a shift from agriculture and resource extraction to an economy more focused on manufacturing. * New transportation technologies, such as railways and canals. * The use of machines in making textiles, steam engines, and factories rapidly grew the economy. ## Second Industrial Revolution **(The image shows a man standing next to a "Ford 999" race car.)** * Occurred from 1860s to 1950s * Big factories and lots of automation * Companies were figuring out better ways to make things. * Foundation of the car industry: * Large factories were used to make inexpensive, yet durable cars. **(The image shows a horse-drawn streetcar.)** * Most industrial changes happened in Ontario and Québec. * Many people who lived on farms and in villages were no longer able to make ends meet. * Some moved to cities for work. * Working conditions were dangerous. **(The image shows an assembly line.)** * ***Write a paragraph explaining and describing the characteristics of each industrial revolution.*** ## Why Immigrate? **(The image shows an arrow pointing right and labeled "push factors" and an arrow pointing left and labeled "pull factors")** * People immigrated to Canada during this time for many reasons. * These reasons can be categorized as **push factors** or **pull factors**. * **Push factors** encourage people to leave their homeland. * **Pull factors** encourage people to choose Canada over other nations. **(The image shows a table with a list of push and pull factors.)** | Push Factors | Pull Factors | |---|---| | Famine | Free land | | War | Religious freedom | | Disease | Political freedom | | Lack of land | Lifestyle improvements | | Lack of personal freedom| Excellent farming conditions| | Lack of employment | Education opportunities | | Drought | Technology | **(The image shows a group of people on a boat.)** * **Multicultural societies** are characterized by people of different races, ethnicities, and nationalities living together in the same community. * Ethnic communities began to form as immigrants started arriving in Canada from around the world. **(The image shows an advertisement from 1898 encouraging immigration to the Canadian Wheat Belt.)** * Canada was offering free land to immigrants. * Families were able to get 65 hectares of land for free. * Canada was seeing many other cultures arrive in the country. * Many immigrants did not speak fluent French or English. ## The Manitoba Act **(The image shows riverbank trees in Manitoba.)** * The Manitoba Act of 1870 ensured that French and English Canadians would have certain rights. * Both Catholic and Protestant schools would exist. * Promised to protect French and English rights in the courts. * Ensured they would have equal rights in society. **(The image shows a poster advertising immigration to Canada.)** * There was significant immigration to Manitoba in the 1880s. * Immigrants came from many countries, but most spoke English as their first language. * Francophones were outnumbered in most communities in Manitoba. **(The image shows a schoolhouse.)** * French Catholics were opposed to the changes. * They felt that this was an attack against their language and culture. * They felt that the Manitoba Act failed to protect their rights. * Francophone Canadians in other provinces feared that their provinces would take a similar course of action. * Pressure on the government to overrule the decision. **(The image shows a portrait of Wilfrid Laurier) * Wilfrid Laurier became Prime Minister in 1897. * Laurier compromised with Thomas Greenway (Manitoba Premier). * Compromise terms: * 30-minute religious instruction at the end of the school day. * Hiring Catholic and French teachers in public schools if numbers justified **(The image shows a portrait of Thomas Greenway.)** * Neither side was fully satisfied, but it was a middle ground. * There was no protection for French language or culture. * Changes were to be made on a case-by-case basis. * ***What is a "middle ground"? Why is it useful in some situations?***