Self-Rule for Canada, Australia, and New Zealandpohlmanpavilion3.weebly.com/uploads/2/1/2/6/21268594/chapter_13_sec_3... · peaceful transition to self-rule. Quick Activity Display

332

New Global Patterns

Vocabulary Builder

3

3

SECTION

Standards-Based Instruction

Standards-at-a-Glance

• History-Social Science

In this section, students will learn how several British colonies worked with their colonizing power to gain self-rule.

• Analysis SkillsCS3

Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods.

• English-Language Arts

Writing 1.0

Prepare to Read

Build Background Knowledge

Remind students that unlike the colo-nized people of Southeast Asia and the Pacific, many of the North American colo-nists shared beliefs and spoke the same language with their colonial rulers. Have students predict how these similarities might affect their political relationship.

Set a Purpose

■

WITNESS HISTORYWITNESS HISTORY

Read the selection aloud or play the audio.

AUDIO

Witness History Audio CD,

O Canada!

Ask

How does George Brown view colonial rule by Britain?

(He is very positive, expressing hope that all Brit-ish colonies in North America will be united under British rule.)

■

Focus

Point out the Section Focus Question and write it on the board. Tell students to refer to this question as they read.

(Answer appears with Section 3 Assessment answers.)

■

Preview

Have students preview the Section Standards and the list of Terms, People, and Places.

■

Have students read this section using the Paragraph Shrinking strategy (TE, p. T20). As students read, have them fill in the chart showing causes and effects of events in Canada, Australia, and New Zealand.

Reading and Note Taking Study Guide,

p. 86

Use the information below and the following resources to teach the high-use word from this section.

Teaching Resources, Unit 2,

p. 107;

Teaching Resources, Skills Handbook,

p. 3

High-Use Word Definition and Sample Sentence

compile, p. 333

vt.

to put together from several sourcesThe family used local newspapers and magazines

to compile

a list of activities for the weekend.

L3

L3

33WITNESS HISTORYWITNESS HISTORY AUDIO

Self-Rule for Canada, Australia, and New Zealand

Standards PreviewH-SS 10.4.3 Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.H-SS 10.4.4 Describe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.

Terms, People, and Placesconfederationdominionmétis

Reading Skill: Identify Cause and Effects Asyou read, record the causes and effects of the events you read about in a chart like this one.

Canada, Australia, and New Zealand won independence fasterand easier than other British colonies in Africa or Asia. The lan-guage and cultural roots they shared with Britain helped. Racialattitudes also played a part. Imperialists in nations like Britainfelt that whites, unlike non-whites, were capable of governingthemselves.

Canada Achieves Self-RuleWhen France lost Canada to Britain in 1763, thousands of French-speaking Catholic settlers remained. After the American Revolu-tion, about 30,000 British loyalists fled to Canada. They wereEnglish-speaking Protestants. In addition, in the 1790s, severalgroups of Native American peoples still lived in eastern Canada.Others, in the west and the north, had not yet come into contactwith European settlers.

Unrest in the Two Canadas To ease ethnic tensions, Britainpassed the Constitutional Act of 1791. The act created two prov-inces: English-speaking Upper Canada (now Ontario) and French-speaking Lower Canada (now Quebec). French traditions and theCatholic Church were protected in Lower Canada. English tradi-tions and laws guided Upper Canada.

Settler’s Log House (above) was painted in 1856 by a Dutch immigrant to Canada, Cornelius Krieghoff. The maple leaf (above right) is an emblem of Canada.

O Canada!In the early 1860s, the separate colonies of British North America considered whether they should join together to create one powerful confederation—Canada. George Brown, an influential politician who helped bring about the confederation, shared his dream for Canada:

“ Sir, it may be that some among us will live to see the day when, as the result of [the confederation], a great and powerful people may have grown up in these lands—when the boundless forests all around us shall have given way to smiling fields and thriving towns—and when one united govern-ment, under the British flag, shall extend from shore to shore.”

Focus Question How were the British colonies of Canada, Australia, and New Zealand settled, and how did they win self-rule?

indigenouspenal colonyMaori

Cause Event Effect

LoyalistAmericans fleeto Canada.

Up to 30,000loyalists settlein Canada.

Ethnic tensions arisebetween English- andFrench-speaking Canadians.

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Chapter 10 Section

3

333

Solutions for All Learners

Teach

Canada Achieves Self-Rule

H-SS 10.4.4

Instruct

■

Introduce: Key Terms

Ask students to locate the key terms

confederation

and

dominion

(in blue) in the text and explain their meanings. Have students describe possible advantages of a con-federation for Canada. Then ask them to explain the difference between dominion and colonial status.

■

Teach

Ask

Why were the British alarmed by the unrest in Upper and Lower Canada?

(They did not want a repeat of the American Revolu-tion, in which they lost their other North American colonies.)

Then list these events on the board: Act of Union, British North America Act, and the opening of Canadian Pacific Railway. Using the Numbered Heads strategy (TE, p. T23), discuss how each event contributed to Canada’s unification and peaceful transition to self-rule.

■

Quick Activity

Display

Color Trans-parency 63: Origins of Immigrants to Canada, 1860–1920.

Use the lesson suggested in the transparency book to guide a discussion on the reasons for Canada’s growth during the mid-1800s.

Color Transparencies,

63

Independent Practice

Have students access

Web Code mzp-2531

to take the

Geography Interac-tive Audio Guided Tour

and then answer the map skills questions in the text.

Monitor Progress

As students fill in their charts, make sure they have correctly identified how these events affected Canada’s relationship with Britain. For a completed version of the chart, see

Note Taking Transparencies,

p. 40

Answers

Map Skills

1.

Review locations with students.

2.

Because it is on the coast, British Columbia could be reached more easily by ship than inland Alberta and Saskatchewan.

3.

Nova Scotia: timber, fish, lobster, coal; Manitoba: timber, gold, silver, copper

L4

Advanced Readers L4

Gifted and Talented

Tell students that Great Britain responded to colonial agitation very differently in Canada than in the United States. By the time that Canadian unrest began in the early 1800s, the British had learned from their experi-ences with their American colonies. Consequently, the result of colonial agitation in Canada was quite differ-ent from what it had been in the United States.

Ask students to create a chart that compares British action in the United States with British action in Canada. Students should create two columns, one for the U.S. and one for Canada and three rows: “British Action,” “Short-term Effects,” and “Long-term Effects.” Students should fill in the chart with information from their read-ing. Then pair students to compare results.

L3

Island 1873

Prince Edward

1871

Ontario 1867

Columbia

Quebec 1867

1905

British

18701905 Saskatchewan ManitobaAlberta

Territory1898

YukonNorthwest Territories 1870

Nova Scotia

1867

BrunswickNew

1867

UNITED STATESAtlant ic

Ocean

Pac if icO c e a n

Hudson

Bay

M

ackenzieR

.

Saskatchewan

Peace R.

River

Yukon River

Fras

erR

.

50°N

60°N

70°N

50°W

60°W130°W

140°W

2000 400 mi

2000 400 km

Conic projectionN

S

EW

GoldSilverCopperIron ore

CoalTimberFishLobster

Canadian Pacific Railway,1885

During the early 1800s, unrest grew in both colonies. The people ofUpper Canada resented the power held by a small group of elites whocontrolled the government. Lower Canada had similar problems. In1837, discontent flared into rebellion in both places. Louis Joseph Pap-ineau, the head of the French Canadian Reform party, led the rebellionin Lower Canada. William Lyon Mackenzie led the revolt in UpperCanada, crying, “Put down the villains who oppress and enslave ourcountry!”

Britain Responds The British had learned from the American Revolu-tion. While they hurried to put down the disorder, they sent an able poli-tician, Lord Durham, to compile a report on the causes of the unrest. In1840, Parliament acted on some of Durham’s recommendations by pass-ing the Act of Union. The act joined the two Canadas into one province. Italso gave them an elected legislature that determined some domestic pol-icies. Britain still controlled foreign policy and trade.

Canada Becomes a Dominion In the mid-1800s, thousands ofEnglish, Scottish, and Irish people immigrated to Canada. As the coun-try grew, two Canadians, John Macdonald and George Étienne Cartier,urged confederation, or unification, of Britain’s North American colo-nies. These colonies included Nova Scotia, New Brunswick, PrinceEdward Island, and British Columbia, as well as the united Upper andLower Canadas. The two leaders felt that confederation wouldstrengthen the new nation against American ambitions and help itseconomic development.

Britain finally agreed, passing the British North America Act of 1867.The act created the Dominion of Canada. A dominion is a self-governingnation. As a dominion, Canada had its own parliament, modeled on that

Vocabulary Buildercompile—(kum PYL) vt. to put together from several sources

Canada, 1867–1914For: Audio guided tourWeb Code: mzp-2531

2. Movement Why did British Colum-bia become a part of Canada before Alberta and Saskatchewan?

3. Make Comparisons Compare Nova Scotia’s natural resources to those of Manitoba.

Map Skills Canada grew throughout the latter half of the 1800s.1. Locate: (a) Quebec (b) Ontario

(c) British Columbia (d) Saskatchewan

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334

New Global Patterns

Connect to Our World

Europeans in Australia

H-SS 10.4.3

Instruct

■

Introduce: Key Terms

Have students find the key term

indigenous

(in blue) in the text and explain its meaning. Ask students to consider the effects of European settlers arriving in the Americas on the indigenous population there. Have them predict what might have occurred when Europeans arrived in Australia. Then have them read to find out whether their predictions were accurate.

■

Teach

Ask

Who were the first Euro-peans to settle in Australia?

(British criminals being sent to the penal colony there)

After free British citizens emigrated to Australia, why was Britain responsive to demands for self-rule in the early 1900s?

(It feared the interference of other Euro-pean powers and wanted to boost devel-opment.)

How did Australia preserve its ties to Britain?

(It recognized the British monarch as its head of state.)

■

Quick Activity

Show students

Australia: The Story of a Penal Colony

from the

Witness History Discovery School

™ video program. Ask students to describe the daily life of British con-victs in Australia.

(They did hard labor such as clearing the land to make the land comfortable for others; they were kept under constant watch and lived in small cells, waiting for their promised day of freedom.)

Independent Practice

Primary Source

To help students bet-ter understand life in the Australian penal colony, have them read the selec-tion

From John Grant’s Journals and Letters

and complete the worksheet.

Teaching Resources, Unit 2,

p. 112

Monitor Progress

To help students review the process by which Australia became an independent country, ask them to read aloud each black heading under Europeans in Aus-tralia and summarize its content.

Answers

Caption

Aborigines were thrust aside or killed as more British settlers came to Australia.

Britain allowed Canada to transition peace-fully to self-rule.

Connections to Today

The question of Québé-cois secession dominated Canadian politics in the late twentieth century. Many of the province’s French-speaking majority felt that the economically stronger English-speaking minority discriminated against them. They also felt out of place in English-dominated Canada. In 1980, the province held its first vote on whether to declare itself a “sovereignty association”

in Canada. The referendum was defeated by 60 per-cent of voters, but the issue did not disappear. Sepa-ratists gained power in the Quebec government, and in 1995 another referendum was held, this time for full secession. Voters chose not to secede, by an extremely tight margin. The movement faded in the late 1990s, but separatists again began to push for independence in the early twenty-first century.

L3

of Britain. By 1900, Canada also had some control over its own foreignpolicy. Still, Canada maintained close ties with Britain.

Canada Grows Like the United States, Canada expanded westward inthe 1800s. In 1885, the Canadian Pacific Railway opened, linking easternand western Canada. Wherever the railroad went, settlers followed. Itmoved people and products, such as timber and manufactured goods,across the country. In the late 1800s and early 1900s, more immigrantsflooded into Canada from Germany, Italy, Poland, Russia, Ukraine,China, and Japan. They enriched Canada’s economy and culture.

As in the United States, westward expansion destroyed the way of lifeof Native Americans in Canada. Most were forced to sign treaties givingup their lands. Some resisted. In central Canada, Louis Riel led a revoltof the métis, people of mixed Native American and French Canadiandescent, in 1869 and again in 1885. Many métis were French-speakingCatholics who believed that the government was trying to take their landand destroy their language and religion. Government troops put downboth uprisings. Riel was executed in 1885.

By 1914, Canada was a flourishing nation. Still, French-speakingCanadians were determined to preserve their separate heritage, makingit hard for Canadians to create a single national identity. Also the cul-tural and economic influence of the United States threatened to domi-nate Canada. Both issues continue to affect Canada today.

Standards Check How did the British respond to the Canadians’ desire for self-rule? H-SS 10.4.4

Europeans in AustraliaThe Dutch in the 1600s were the first Europeans to reach Australia. In1770, Captain James Cook claimed Australia for Britain. For a time,however, Australia remained too distant to attract European settlers.

The First Settlers Like most regions claimed by imperialist powers,Australia had long been inhabited by other people. The first settlers hadreached Australia perhaps 40,000 years earlier, probably from Southeast

Asia, and spread across the continent. Theseindigenous, or original, people were calledAborigines, a word used by Europeans to denotethe earliest people to live in a place. Today, manyAustralian Aborigines call themselves Kooris. Iso-lated from the larger world, the Aborigines lived insmall hunting and food-gathering bands, much astheir Stone Age ancestors had. Aboriginal groupsspoke as many as 250 distinct languages. Whenwhite settlers arrived in Australia, the indigenouspopulation suffered disastrously.

A Penal Colony During the 1700s, Britain hadsent convicts to its North American colonies, espe-cially to Georgia. The American Revolution closedthat outlet. Prisons in London and other cities werejammed.

To fill the need for prisons, Britain made Austra-lia into a penal colony, or a place where convicted

Life in AustraliaAustralian Aborigines used boomerangs, like this one decorated with traditional motifs, to hunt and in battles. The first British settlers in Australia were convicted criminals. The convicts in the illustration below are being forced to carry heavy loads of shingles as part of their hard labor. Whathappened to Aborigines as British settlement spread?

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Chapter 10 Section

3

335

Solutions for All Learners

New Zealand’s Story

H-SS 10.4.3

Instruct

■

Introduce: Key Terms

Have students locate the key term

Maori

(in blue) in the text and explain its meaning. Have students make predictions about the impact of European colonization on the Maori.

■

Teach

Ask

How were the govern-ment and political institutions established in New Zealand similar to those established in Australia and Canada?

(All created govern-ments with parliaments, prime minis-ters, and elected legislatures and kept ties with Britain.)

Challenge students to explain the reasons they think Can-ada, Australia, and New Zealand won self-rule more quickly and easily than the colonies governed by Europeans in Asia and Africa.

■

Quick Activity

Display

Color Trans-parency 64: Maori Battles in New Zealand.

Use the lesson suggested in the transparency book to guide a dis-cussion of why Maori efforts to resist colonization failed.

Color Transparencies,

64

Independent Practice

Have students access

Web Code mzp-2532

to take the

Geography Interac-tive Audio Guided Tour

and then answer the map skills questions in the text.

Monitor Progress

■

To review this section, ask students to summarize the ways in which life was different for the Maori before and after European settlers moved to New Zealand.

■

Check answers to map skills questions.

Answers

Map Skills

1.

Review locations with students.

2.

the deserts

3.

Sample: mining of metals and sheepherding

The Aborigines were killed or pushed out of areas desired by Europeans.

L1

Special Needs

Use the following resources to help students acquire basic skills.

Adapted Reading and Note Taking Study Guide

■

Adapted Note Taking Study Guide, p. 86

■

Adapted Section Summary, p. 87

L3

L2

Less Proficient Readers L2

English Language Learners

To help students understand what happened to Aborigines in Australia, write the term “indigenous” on the board. Have students look at the map on this page and trace the areas settled by Europeans from 1788 to 1900 in Australia. Remind them that as Euro-peans moved inland, they pushed out the indigenous people, the Aborigines, who were already living there.

Hobart

Sydney

Christchurch

Auckland

Wellington

Newcastle

Port Macquarie

BrisbaneMoreton Bay

Port Arthur

Albany

Darwin

Perth

Adelaide

Melbourne

30°S

45°S

15° S

150°E 165°E 180°

135° E120°E

Darling Nullarbor Plain

Great

Div

idin

gRa

nge

Cen

tral L

owla

nds

Great D

ividingRange

Range

Great VictoriaDesert

WesternPlateau

Great SandyDesert

SimpsonDesert

CapeYorkPen.

Tasmania

AUSTRALIA

NEWZEALAND

C o r a lS e a

T i m o rS e a

ArafuraSea

Great AustralianBight

Bass Strait

Great B

arrier Reef

Pa c i f i c O c e a n

Ta s m a nS e a

I n d i a nO c e a n

Area settled by Europeans,1788–1830Area settled by Europeans,1831–1875Area settled by Europeans,1876–1900Seasonal rivers

Penal settlementsGoldSilverCopperOther metalsSheepTimber

2500 500 mi

2500 500 km

Miller Projection

N

S

EW

criminals are sent to be punished. The first British ships, carrying about700 convicts, arrived in Botany Bay, Australia, in 1788. The people whosurvived the grueling eight-month voyage faced more hardships onshore. Many were city dwellers with no farming skills. Under the brutaldiscipline of soldiers, work gangs cleared land for settlement.

The Colonies Grow In the early 1800s, Britain encouraged free citi-zens to emigrate to Australia by offering them land and tools. A prosper-ous wool industry grew up as settlers found that the land and climatesuited sheepherding. In 1851, a gold rush in eastern Australia brought apopulation boom. Many gold hunters stayed on to become ranchers andfarmers. They pushed into the rugged interior known as the Outback,carving out huge sheep ranches and wheat farms. As the newcomers set-tled in, they thrust aside or killed the Aborigines.

Achieving Self-Government Like Canada, Australia was made up ofseparate colonies scattered around the continent. Britain worried aboutinterference from other European powers. To counter this threat and toboost development, it responded to Australian demands for self-rule. In1901, Britain helped the colonies unite into the independent Common-wealth of Australia. The new country kept its ties to Britain by recogniz-ing the British monarch as its head of state.

The Australian constitution drew on both British and Americanmodels. Unlike Britain and the United States, Australia quickly grantedwomen the right to vote. In 1856, it also became the first nation to intro-duce the secret ballot.

Standards Check What effect did colonization have on Australia’s indigenous population? H-SS 10.4.3

Australia and New Zealand, 1900 For: Audio guided tourWeb Code: mzp-2532

Map Skills British settlement in Australia started with penal settlements on both coasts and slowly spread into the interior of the continent.1. Locate (a) Simpson Desert (b) Great Sandy

Desert (c) Sydney penal colony (d) Perth.2. Regions What physical features probably

slowed British settlement of Australia’s interior?3. Draw Inferences What types of economic

activity do you think took place in the area of Australia that was settled by Europeans between 1831 and 1875?

WITNESS HISTORY VIDEOWITNESS HISTORY VIDEO

Watch Australia: The Story of a Penal Colonyon the Witness History Discovery School™

video program to learn more about life in an Australian penal colony.

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336

New Global Patterns

Assess and Reteach

Assess Progress

■

Have students complete the Section Assessment.

■

Administer the Section Quiz.

Teaching Resources, Unit 2,

p. 105

■

To further assess student under-standing, use

Progress Monitoring Transparencies,

40

Reteach

If students need more instruction, have them read the section summary.

Reading and Note Taking Study Guide,

p. 87

Adapted Reading and Note Taking Study Guide,

p. 87

Spanish Reading and Note Taking Study Guide,

p. 87

Extend

Ask students to conduct further research into the ways New Zealand, Australia, and Canada each developed its own national identity.

Answer

Both were settled by the British and harmed indigenous populations. The Maori in New Zealand, who were farmers, were concentrated in a smaller area than the Aborigines in Austra-lia, who were spread out and who hunted and gathered to support themselves.

Section 3 Assessment

1.

Sentences should reflect an understanding of each term, person, or place listed at the beginning of the section.

2.

French and British colonists settled in Canada. Australia was first settled as a penal colony. Missionaries helped settle New Zealand. All forced out indigenous people as a result of settlement. All won self-rule from Britain fairly peacefully.

3.

Upper Canada and Lower Canada were created; the Act of Union (1840) provided an elected legislature for domestic issues; the Dominion of Canada was created by the British North America Act.

4.

Canada was first settled by French and British colonists; Australia by British prisoners.

5.

to defend their land and settlements

6.

Canada—between French and British set-tlers, with Native Americans and métis;

Australia—between Aborigines and British settlers; New Zealand—between British settlers and Maori

For additional assessment, have students access

Standards Monitoring

Online

at

Web Code mza-2531.

L3

L3

L2L1

L2

L4

AssessmentStandard H-SS 10.4.3H-SS 10.4.4E-LA W 2.3

2, 4, 5, 62, 3Quick Write

●

Writing About History

Responses should show an answer well-supported by specific details.

33

New Zealand’s StoryTo the southeast of Australia lies New Zealand. In 1769, Captain Cookclaimed its islands for Britain. Missionaries landed there in 1814 to con-vert the indigenous people, the Maori (MAH oh ree), to Christianity.

The Maori Struggle Unlike Australia, where the Aborigines werespread thinly across a large continent, the Maori were concentrated in asmaller area. They were descended from seafaring people who hadreached New Zealand from Polynesia in the 1200s. The Maori were set-tled farmers. They were also determined to defend their land.

White settlers, who were attracted by New Zealand’s mild climate andgood soil, followed the missionaries. These settlers introduced sheep andcattle and were soon exporting wool, mutton, and beef. In 1840, Britainannexed New Zealand.

As colonists poured in, they took over more and more of the land, lead-ing to fierce wars with the Maori. Many Maori died in the struggle. Stillmore perished from disease, alcoholism, and other misfortunes that fol-lowed European colonization. By the 1870s, resistance crumbled. TheMaori population had fallen drastically, from 250,000 to less than 50,000.Only in recent years has the Maori population started to grow once more.

Settlers Win Self-Government Like settlers in Australia and Can-ada, white New Zealanders sought self-rule. In 1907, they won indepen-dence, with their own parliament, prime minister, and elected legislature.They, too, preserved close ties to the British empire.

Standards Check Compare and contrast the European settlement of Australia and New Zealand. H-SS 10.4.3

Standards Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: mza-2531

Terms, People, and Places

1. For each term, person, or place listed at the beginning of the section, write a sentence explaining its significance.

2. Reading Skill: Identify Causes and Effects Use your completed chart to answer the Focus Question: How were the British colonies of Canada, Austra-lia, and New Zealand settled, and how did they win self-rule?

Comprehension and Critical Thinking

3. Sequence What steps led to Canadian self-rule?

4. Compare Compare the European settlement of Australia with that of Canada.

5. Identify Causes Why did the Maori fight colonists in New Zealand?

6. Synthesize Information What eth-nic tensions did Australia, Canada, and New Zealand face?

● Writing About History

Quick Write: Focus Your Time To stay focused as you respond to a short answer or extended-response question on a test, plan to spend a quarter of the allotted time on prewriting, half on drafting, and the remaining quarter on revising. Write a short answer response to the following prompt using a 20-minute time limit. Time yourself to practice staying within the appropriate time limit during each stage.• Compare how Canada and Australia

gained self-rule.

Maori TraditionsThe portrait below shows a Maori leader in 1882. Many Maori men of high social standing commissioned tattoos on their faces. Maori war canoes, like the one below, often carried distinctive carving.

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