canada: a changing society - portage & main press · soon women and children were working in...

Canada: A Changing Society

Unit 3

Jennette MacKenzie, Susan Green, and Mary Quennell

Student Name:

Reading History Series

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Portage & Main Press

Table of Contents

Looking Back .............................................................................................3

Setting the Stage .......................................................................................4Strategies for Learning: Visualize

The Impact of Technology ...........................................................................6Strategies for Learning: Make Connections

Social and Working Conditions ....................................................................8Strategies for Learning: Look for the Main Idea

Changing Roles in Society ........................................................................10Strategies for Learning: Ask Questions

Check Your Understanding ........................................................................14

Study Notes ............................................................................................15

Sifton and Immigration .............................................................................16Strategies for Learning: Make Inferences

Laurier and Compromise ..........................................................................18Strategies for Learning: Analyze


Study Notes ............................................................................................21

Canada and the British Empire .................................................................22Strategies for Learning: Monitor and Check

Canada and World War I ...........................................................................24Strategies for Learning: Make Connections


Study Notes ............................................................................................29

Study Guide .............................................................................................30

Refl ect on My Learning .............................................................................31


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0 1000

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Manitoba

Atlantic Ocean

Arctic Ocean

PacificOcean

BritishColumbia North-West Territories

United States

Greenland

NewBrunswick

NovaScotia

Newfoundland

PEI

Ontario

Que

bec

Looking Back

Population Across Canada

In 1871, Ontario had a population of over 1.6 million people. Quebec had a population of over 1 million people. Much of the population was living in cities. Manitoba had a population of over 25 000 people. British Columbia had a population of over 36 000 people.

Settlement of the West

Farmers had to work the land by hand, using simple tools. Wheat crops were damaged easily by changes in the weather, disease, and insects.

The railroad was changing the lives of settlers. Towns were built around railroad stations. These towns gave farmers a place from where they could ship their crops to Eastern Canada. The towns also provided farmers with a place where they could go to buy supplies and manufactured goods.

Two Cultures, Two Points of View

Reactions to the Red River Rebellion of 1870, as well as the North-West Rebellion of 1885, showed the different points of view of Canada’s two main cultures. The leader of the rebellions, Louis Riel, was seen as a hero by French-Canadians. They felt he acted as he did to protect French culture and French-Catholic tradition in the West. English Canadians, however, felt that Riel was a traitor against the Canadian government.

Reading History 3

Canada in 1873

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4 Canada: A Changing Society

As you read, visualize or make a picture in your mind of what you are reading. Start to make a sketch as you read. Change it or add details as you get more information.

Strategies for Learning

Setting the Stage

Strategies for LearningStrategies for Learning

Remember...Industrialization and urbanization caused many changes in Canadian life.

industrialization increased use of machines and factories to make goods

urbanization growth of cities

primary resource supply of something that can be used as needed

Politics Population Society Economy

• two main cultures: English and French

• 3.7 million people• most Canadian-

born

• mostly rural communities, small towns, some cities

• resource-based industries: farming, fi shing, forestry, mining

• some small family businesses

Life in Canada changed during the late 1800s and the early 1900s. The main causes of this change were industrialization and urbanization.

Before Industrialization

Before industrialization in Canada, people made most things by hand. They used the resources they had around them. For farmers, land and livestock were primary resources. Farming was important, because people lived off the land and grew their own food. Other primary resource industries in Canada were forestry, mining, and fi shing.

After Industrialization

With industrialization, machines and tools in factories produced more goods to buy and sell. People left their farms and moved to cities to fi nd work in factories. New inventions created the need for big, new factories. As more factories were built, more workers were needed. Soon women and children were working in factories. Immigrants often became factory workers, too.

As factories produced more goods, Canada increased its trade with other countries. Canada traded raw materials, as well as some of its manufactured goods.

Canada in 1871


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Reading History 5

Think About Your Reading

1. Write your own defi nition of industrialization.

2. List three things about life in Canada that changed after industrialization.

(a)

(b)

(c)

3. Make a sketch that shows what you visualized when you read about life in Canada after industrialization.

As I read about life in Canada before industrialization, I visualized what it must have been like. I pictured most people living on farms, growing their own food, raising animals for food, and making most of their own clothes. I pictured people going into small towns to buy food and supplies that they could not grow on their farms or make themselves.


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In factories, new technologies resulted in more and faster production and the start-up of new industries. For example, the steam engine was used in many different inventions, including cars, trains, and mining machinery.

Technology and Agriculture

By 1867, power-driven machines had replaced hand tools on most farms. A steam threshing machine could harvest more in one day than most farmers could harvest by hand in one year. Steam-powered tractors could pull a plough that cut three furrows (trenches) at the same time. Horse-drawn ploughs could cut only one furrow at a time. Canada’s wheat yield went from 490 000 tonnes in 1896 to 2 123 000 tonnes by 1911 because of this new technology.

Technology and Transportation

In cities, travel by horse-drawn carriages was being replaced by electric streetcars. Cars were too expensive for most people to buy. Two new transcontinental railways were built to help move people and products across Canada. The Canadian Pacifi c Railway could not handle all the transportation needs of the country.

Technology and Communication

Technology helped people communicate with one another across great distances. Telegraph lines linked the provinces to one another and to the United States. By 1901, there were 63 192 telephones in Canada. The world’s fi rst transatlantic wireless message was sent from Britain to Canada. The invention of the radio allowed people to know what was going on in other parts of the country and the world.

The Impact of Technology

As you read, make connections. Underline parts of the text where you made a connection to a personal experience, to another text you have read or viewed, or to events in the world today.

Strategies for Learning

Remember...Technology increased inventions and production, and caused the rise of new industries.

Adam Beck founded the Ontario Hydro-Electric Commission in 1906 at Niagara Falls, Ontario.

Alexander Graham Bell invented the telephone in 1876.

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Reading History 7

Technology and Manufacturing

By 1910, many of the goods and clothing that people needed were no longer made by hand. Machines made things such as vacuum cleaners and stoves. The invention of the sewing machine meant that clothes could be made in factories and sold in local stores. People in rural areas could order clothes through mail-order catalogues.

Think About Your Reading

1. What is technology?

2. Use the chart below to summarize the changes that new technology made to life in Canada in the early 20th century.

3. Describe one connection to the text that you made.

When I read about how technology changed the way people farmed, I made a connection to a personal experience. I visited a dairy farm and saw that cows wore a computer chip around their necks. When the cows were fed, a computer read the chip and food was given to each cow based on the needs of that cow. It made me think about how much farming has changed.

Before New Machines After New Machines

Agriculture

Transportation

Communication

Manufacturing

• used hand tools• horse-drawn ploughs

• power-driven machines• steam threshers• tractors


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Check Your Understanding

Pause and think about what you have learned. The following activities will help you review your learning.

Check Your Vocabulary

In your own words, write a defi nition of the following terms:

industrialization (page 4)

urbanization (page 4)

technology (page 6)

prohibition (page 10)

suffrage (page 10)

Check Your Reading Strategies

You have used the strategies visualize, make connections, look for the main idea,

and ask questions to help you understand the text. Which strategy helped you the most? How did it help you?

Check Your Learning

What did you learn that was new or surprising? What did you learn that changed your opinion or your thinking?


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Reading History 15

Study Notes

Use the two columns below to help you remember what you have learned. Take a blank piece of paper, and cover up Column B so you cannot see it. Read each item in Column A, and test yourself by writing down three or four ideas about it.

Column A Column B

Canada Before Industrialization

Technology and Change

Living Conditions

Working Conditions

Women for Change

• People worked in primary-resource industries such as farming, mining, fi shing, and forestry

• Population mostly rural• People made things by hand and grew

their own food

• Many goods were now made by machine• Technology led to new inventions• People moved to cities to work in factories• Technology made production of goods faster• Technology increased the amount that could be

produced • Technology allowed people to communicate with

one another through telegraphs, phones, radio

• Three social classes: upper, middle, working• Workers in cities lived in poor conditions• Employers for farms, mines, and logging camps

provided shacks and bunkhouses for workers to live in

• Long hours; low pay• Conditions unsafe in the workplaces• No benefi ts for workers

• Women did not have the right to vote• Women organized into groups to try to make

social change• Women worked for the right to vote• Women organized into groups to try to change

problems such as child labour, unsafe working conditions, unfair pay

• Women won the right to vote in federal elections


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Study Guide

Use the following graphic organizer to help you remember the important ideas you learned in this unit.

Farming

• steam-powered machines and tractors

• can farm more land and produce more food faster

Manufacturing

• factories made goods that used to be made by hand

• more goods produced

• people left farms to work in factories

Transportation

• horses replaced by electric streetcars, railways, and automobiles

Communication

• telegraph, telephone, and radio connected people

Advances in Technology

Industrialization

Social Classes

• three social classes (upper, middle, and working)

Working Conditions

• working class paid low wages, worked long hours in dangerous conditions

Role of Women/Children

• women wanted the vote (suffrage) so they could make changes (e.g., child labour, health care)

Immigration

• offered free land to immigrants

• did not treat all immigrants equally

French/English Relations

• English Imperialist wanted to stay tied to Britain

• French Nationalists did not want ties to Britain

• Laurier defeated, because he could not meet needs of both groups

Canada and Britain

• Britain set Canadian policy on war and treaties

• Britain wanted Canada to send troops for Boer War

• French and English disagreed on sending troops

World War I

• Allied Powers: Britain, France, Russia

• Central Powers:Germany, Austria-Hungary, Italy

• killing of Archduke Ferdinand started war

• Canada entered war and used War Measures Act

Impact of Technology

A Changing Society


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Reading History 31

Refl ect on My Learning

Three new things I learned:

1.

2.

3.

Two things I already knew:

1.

2.

One thing I still have a question about:

1.


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© 2007 Jennette MacKenzie and Susan Green

Contributors: Margaret MacKenzie, Carolyn March

All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means – graphic, electronic, or mechanical – without the prior written permission of the publisher.

Printed and bound in Canada by Friesens.

Titles in the Reading History series

Unit 1: Confederation

ISBN: 978-1-55379-148-5

Unit 2: The Development of Western Canada

ISBN: 978-1-55379-149-2

Unit 3: Canada: A Changing Society

ISBN: 978-1-55379-150-8 Teacher’s Guide

ISBN: 978-1-55379-151-5

Reading History Set

ISBN: 978-1-55379-147-8

100-318 McDermot AvenueWinnipeg, Manitoba, Canada R3A 0A2

Email: [email protected] Free: 1-800-667-9673Fax: 1-866-734-8477


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