RAILWAYS & IMMIGRATION IN CANADA

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1 Teacher Notes What Is It? Low Context Learning Objects (LCLO) Low Context Learning Object A low context learning object, or LCLO, is a digital resource that is designed to support the teaching and understanding of learning outcome(s) for teachers and students. Note that this resource requires a teacher to provide students with a context in which to use the LCLO. Because the context for an LCLO is provided by a teacher, these objects are extremely flexible and can be used in a variety of classroom environments, teaching and learning structures, and subject areas. The Railways & Immigration in Canada LCLO This LCLO was designed to meet Social Studies outcomes at the Grade 7 level (although it may be used effectively in other grades as well). Its primary components are a map of Canada, a slider that represents a timeline ( ), and a line graph that illustrates immigration rates in Canada. As the slider is moved across the years, the map will show the corresponding changes in political boundaries and illustrate the construction of the national railway within Canada. In addition, the line graph is synchronized to the map and time slider to reflect the immigration rate for the years indicated on the slider. The map of Canada also includes overlays which, when activated, will highlight aboriginal cultural environments, aboriginal treaty boundaries, major population centers, and geographic features (lakes, rivers, mountains, etc.). These features are also correlated to the year indicated on the slider.

2 2 of 8 Links to the Alberta Social Studies Program of Studies General and Specific Outcomes Related to the LCLO GENERAL OUTCOME 7.2 Following Confederation: Canadian Expansion Students will demonstrate an understanding and appreciation of how political, demographic, economic and social changes that have occurred since Confederation have presented challenges and opportunities for individuals and communities. SPECIFIC OUTCOME (Knowledge and Understanding) Evaluate the impact of Confederation and subsequent immigration on Canada from 1867 to World War I by exploring and reflecting upon the following questions and issues: In what ways did the building of the Canadian Pacific Railway affect the growth of Canada? (TCC, PADM, ER, LPP) What factors led to the purchase of Rupert s Land in 1869? (TCC, PADM, LPP) How did the National Policy determine the economic and demographic aspects of Canadian expansion? (TCC, ER, PADM, LPP) How did changing demographics resulting from Clifford Sifton s immigration policies affect the collective identity of Francophones in communities across Western Canada? (I, TCC, PADM) How did Asian immigrants contribute to the development of Canada (i.e., Chinese railway workers)? (TCC, CC, LPP) In what ways did the building of the Canadian Pacific Railway affect the growth of Canada? (TCC, PADM, ER, LPP) What was the role of the North-West Mounted Police in the development of Western Canada? (PADM, TCC) What strategies were used by the government to encourage immigration from Europe? (GC, LPP, TCC) What strategies were used by religious communities and missionaries to encourage migration and immigration to Western Canada from Eastern Canada and the United States? (TCC, LPP, GC) What impact did immigration have on Aboriginal peoples and communities in Canada? (GC, CC, I, TCC) How did communities, services and businesses established by Francophones contribute to the overall development of Western Canada (i.e., health, education, churches, commerce, politics, journalism, agriculture)? (ER, TCC, CC, PADM) How did immigrants from Eastern Europe contribute to the development of Western Canada? (i.e., health, education, churches, commerce, politics, journalism, agriculture)? (CC, ER, TCC, PADM) To what extent was agricultural activity a key factor in the population growth of Western Canada? (TCC, LPP, ER) What factors led to British Columbia joining Confederation? (TCC, LPP, PADM) What factors led to Prince Edward Island joining Confederation? (TCC, LPP, PADM) How were the needs of varied populations considered through the creation of Alberta and Saskatchewan? (LPP, TCC, PADM) What were the underlying reasons for the negotiation of the numbered treaties? (C, I, LPP, TCC)

3 3 of 8 Other Grade and Outcome Correlations Grade 5: How did the building of Canada s national railway affect the development of Canada? Grade 4: In what ways do the physical geography and natural resources of a region determine the establishment of communities? Grade 10: investigate aspects of cultural contact and interchange of ideas between indigenous and non-indigenous peoples (exchange of goods and technologies, depopulation, influences on government and social institutions) (TCC, CC, GC) Related Benchmark Skills and Processes Grade 7: 7.S.3 interpret historical maps to broaden understanding of historical events. Grade 4: 4.S.3 use historical maps to make meaning of historical events and issues. Grade 10: 10 1.S.2 analyze multiple historical and contemporary perspectives within and across cultures; identify and describe significant historical periods and patterns of change. 1.S.3 Make inferences and draw conclusions from maps and other geographical sources. Opportunity for Infusion of Perspectives Perspective Non-specific Aboriginal Francophone Pluralistic Featured in LCLO Possible Perspective Extension Details The primary focus of this LCLO is map-based and statistical. Many of the map overlays provide information on how the railroad impacted aboriginal treaty areas and cultural environments (aboriginal people sharing similar political, economic, and social patterns of activity). As follow up to this LCLO, there is the opportunity to explore the strategies used by the Federal government to discourage migration by Eastern Canadian Francophones to the West, the European Francophone response to the immigration campaign, and to trace the roots of Francophone settlement in the West. As follow up to this LCLO, there is the opportunity to explore the different groups who responded to the immigration campaign and its impact on the cultural diversity of Canada.

4 4 of 8 How to Use this LCLO Interface / Navigation 1. This is the main window where the various maps and overlays appear. 2. This is the slider that represents a timeline from the year 1867 to It can be activated by dragging the slider tab to the left or right. The main window will change according to the year indicated on the tab. 3. The graph represented in this area shows the total number of immigrants entering Canada between 1867 and The slider tab (2) provides a correlation between the graph and the map display in the main window. 4. Various map overlays can be selected to display in the main window. An overlay can be selected by clicking the radio button in front of the title. In addition, the railway graphic, territorial names, and city names can be turned on or off. 5. A collection of authentic Canadian Pacific Railway poster images has been included in the LCLO. The images will change according to the year indicated on the timeline slider. Clicking on an image will enlarge it for a more detailed view (clicking again on the enlarged image will reduce it to the original size).

5 5 of 8 Background Skills and Information Student Requirements Students need to be familiar with the map of Canada. Teacher Requirements The teacher should be familiar with: political, social, and economic issues after Confederation (1867) the political boundaries of Canada in 1867 Macdonald s National Policy Sifton s Immigration Policy Anecdotal Information Sir John A. Macdonald was the Prime Minister of Canada ( , ) during the building of the transcontinental railway. British Columbia entered Confederation in 1871 with a promise from Ottawa to build a railway link. Prime Minister Macdonald used the national railway as the primary focus of his economic plan (the National Policy) that would revitalize the stagnant economy. Prime Minister Macdonald s plan for westward growth was also fueled by a fear of an American desire to expand into the sparsely-populated Canadian west. In 1873, Prime Minister Macdonald s government faced charges of corruption associated with the railway project. The Pacific Scandal brought about the defeat of the Macdonald government. The new Liberal government under Alexander Mackenzie refused to fund the railway project. It was not until 1878, when the Conservatives under Macdonald were re-elected, that railway building began again in earnest. In February, 1881, the Canadian Pacific Railway Company (CPR) was incorporated. Chinese immigrant workers made up a large percentage of the work force constructing the dangerous section of railway through British Columbia. Many lives were lost along the steep and treacherous walls of the Fraser Valley. Before the railway was fully completed, it was used to carry over 5000 troops to quell the Metis rebellion (led by Louis Riel) at Batoche on May 9-12, On November 7, 1885, the last spike of the transcontinental railway was driven at Craigellachie, British Columbia. The aboriginal population throughout Canada had been devastated in the 200 to 300 years of contact with Europeans prior to the building of the national railway. This was primarily due to diseases against which the indigenous peoples had little resistance (i.e., smallpox, tuberculosis, influenza, scarlet fever, and measles). Armed conflict and starvation were also significant factors. The aboriginal population didn t begin to recover until the mid-1940 s.

6 6 of 8 The traditional territories and cultural environments of First Nations People do not follow the political boundaries that define Canadian territory today. For example, much of the Blackfoot territory extends from western Canada down into the United States. Clifford Sifton was appointed Minister of the Interior in 1896 and promptly developed an aggressive immigration plan that would bring settlers from Europe and the United States to the Canadian West. The implementation of this plan was a key factor in the increased immigration rates in the late 1800 s and early 1900 s. The railway played a key role in moving the new immigrants from Eastern ports to the Western prairies. Clifford Sifton s policies were designed to favour immigration from regions of the British Empire and Eastern Europe. Despite the emigration of nearly one million Francophone Quebeckers to New England from 1840 to 1917, no effort was made by the Federal government to encourage those Canadian citizens to move to Western Canada. The arrival of numerous non-english-speaking immigrants to the West also led to efforts at taking away Francophone education rights entrenched in the BNA Act. This was done under the guise of promoting national unity through the use of English as the only language in the schools and governments of Western Canada. Suggested Classroom Uses/Strategies a) A class activity The teacher can introduce this LCLO to the class as a presentation tool. The data featured in this LCLO can aid the teacher in presenting the plan for a national railroad, the impact of railroad expansion on the expansion of Canada, and the rise in the population of Canada. - With a group of students, the teacher can ask for predictions and/or explain possible reasons for the shifting political boundaries, population numbers, and the expansion of the railroad westward. - Students can be asked to investigate a correlation between the completion of the transcontinental railway and population growth in Canada. b) An individual activity Students can be asked to manipulate the slider and to predict what they think is happening in response to the expansion of the railroad westward. - Examine the CPR posters and to discuss the immigration campaign in general, the primary audiences, and the main selling points of the campaign. - Compare the shifting political boundaries and to discuss how much Canada has changed since Once the student has had the opportunity to explore the LCLO on his/her own, the teacher can further develop an understanding of this period by providing the context surrounding Canada after 1867: Macdonald s National Policy and the development of a national railroad and Sifton s immigration policy.

7 7 of 8 This LCLO can contribute to lessons on a variety of topics: the purchase of Rupert s Land in 1869 Prime Minister Macdonald s National Policy Clifford Sifton s immigration policies the collective identity of Francophones in communities across western Canada the attempts at taking away Francophone linguistic and educational rights throughout Western Canada the contribution of Asian immigrants to the development of Canada the building of the Canadian Pacific Railway the role of the North-West Mounted Police the Riel rebellion the strategies used by the government to encourage immigration from Europe the strategies used by religious communities and missionaries to encourage migration and immigration to Western Canada from Eastern Canada and the United States the impact of immigration on Aboriginal peoples and communities in Canada the communities, services, and businesses established by Francophones the contribution of immigrants from Eastern Europe to the development of western Canada agricultural activity as a key factor in the population growth of western Canada British Columbia joining Confederation Prince Edward Island joining Confederation the creation of Alberta and Saskatchewan the negotiation of the numbered treaties. Common Errors or Misunderstandings Associated With the LCLO The expansion of Canada is often portrayed as a series of problem-free events. Teachers can encourage students to consider the effects of railroad construction and immigration upon all parties living in Canada. As well, students can consider the influence that social and economic developments have had on present-day Canada (i.e., the decline in Aboriginal ways of life and populations; the establishment of Francophone culture and language institutions in response to an increasing non-francophone population). Students often assume that the completion of the railway resulted in increased immigration into the Canadian West. Students looking for this correlation must also consider the immigration policies of Clifford Sifton, which were initiated in years after the completion of the railway.

8 8 of 8 Bibliography The following sources were referenced during the development of the LCLO and teacher notes: Kainai Board of Education, et. al. Aboriginal Studies 10: Aboriginal Perspectives. Duval House Publishing, Edmonton, 2004 Indian and Northern Affairs Canada. Historical Population Levels. September, 2004 Susan Girvan, ed. Canadian Global Almanac John Wiley and Sons Canada, Toronto, 2002 Historica: The Canadian Encyclopedia. Building the Canadian Pacific Railway. 3 July, 2004 Canadian National Railways. The Grand Trunk Railway of Canada. July, 2004 Natural Resources Canada. The Atlas of Canada Historical Indian Treaties. July 2004 Treasury Board of Canada. Treaty Areas Canadian Pacific Railway Archives July 2004 Statistics Canada. Aboriginal Peoples of Canada September, 2004