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Geography Unit 1 Main Sections
-‐ Food Chains/Webs & Ecosystems -‐ Regions -‐ Movement
People celebrating the fall of the Berlin Wall that was put up between East & West Germany after WWII
Producers and consumers – how affecting one part of the food chain will have affects on consumers else in the food web When the food web comes unbalanced a type of consumer will not get its food. In some part of web there is an over population with animals or there in that specific area the weather is not good for the plants to grow therefore the food amount is decreased. If a animals eats toxic food, and more animals eat that animals. The number of toxins increases. This is called bio-accumulation. This affects the ecosystem because the entire ecosystem is filled dying animals. There plants will produce more because no one is eating them and they will die because no has eaten them. It has been a waste. Most toxic comes from hunters and humans, therefore we disrupt there ecosystem. Important Terms : Population explosion, carrying capacity, bioaccumulation Types of regions – physical regions like mountain or the Niagara Escarpment and those defined by human uses like countries A Region = Any area with a defined set of common characteristics (criteria) Geographers use regions to organize the world into areas of study. Regions can be very large like the political region of Canada or very small like your closet or a wetland. Regions can be physical ex: mountain, desert, rock type, climate, vegetation or soil Regions can be defined by human uses ex: political boundaries, population density, cultural or time zones 3 main types of regions Wilderness = an area with tiny amount human population .vast regions ,natural vegetation ,natural landscapes Rural = countryside,townside,farming and open land Urban = many homes ,urban sprawls , more roads, more pollution . More people in urban than rural Multi-Factor Regions An ecozone is a region that combines physical and human regions Ex: the Riviera on the north coast of the Mediterranean Sea :is a regions where people go to play on the eat at good restaurant and have a good time on vacation EX: the prairie ecozone in southern Alberta /Saskatchewan combines the physical feature of :low flat land, deep fertile soils with climate features of warm summers and adequate precipitation to grow grasses like wheat Ecozones are a good way to divide up a large country like Canada so it’s easier to study interactions. Canada has 15 terrestrial & 5 aquatic ecozones. The Niagara Escarpment: a unique landform region p. 37 The escarpment is a unique landform region that stretches 725 km between Georgian Bay and Lake Ontario, it is one of Canada’s 12 UNESCO World Biosphere Reserves “an area in the world which is deemed to demonstrate a "balanced relationship between humans and the biosphere." It is a raised tableland covered with forest, wetlands and meadows. The Niagara River falls off of the escarpment at Niagara Falls where it is cutting back the escarpment through erosion in a process called Sapping. Regional Boundaries Sometimes regions are divided by natural boundaries like a river (The Ottawa River divides Ontario and Quebec )
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The air above a country and the water for 3-200 nautical miles around it are also considered part of the country (3 miles for territorial waters and up to 300 miles for fishing rights ) Ontario has some physical boundaries like the St. Lawrence River and some artificial ones like the imaginary line separating for Manitoba.
How weather and man-made disasters can change regions ex: nuclear disasters on land and dead zones in the oceans Ex: large parts of Queensland (NE Australia), California (USA) & New Brunswick (Canada) are currently flooded and have been declared disaster zones Weather events like El Niño or La Nina can cause massive but fairly predictable weather changes in many regions around the world (unfortunately you can’t predict which years they will occur in). El Niño is characterized by unusually warm temps. in the equatorial Pacific Ocean like we saw last year La Niña is characterized by unusually cool temps. in the equatorial Pacific.
Movement of the earth, of animals (migration), of people (push factors, pull factors and barriers) Water is always moving in liquid form in rivers and oceans and in solid form as glaciers. Moving water is one of the strongest agents of erosion. Water can saturate soils and cause mudslides on very steep slopes. Moving air affects climate, moves small particles like sand, moves the water in oceans and can erode landforms In the olden times only the rich were able to travel for fun and go around to far places where as if you were poor you only travelled around couple of km away from your house unless if it’s a huge emergency. Over the last 250 years huge numbers of people have started to migrate to cities = URBANIZATION Push Factors: are bad things that make people want to leave like a poor quality of life, war, a lack of job or disasters ex: after Chernobyl nuclear disaster many people wanted to leave the Ukraine. Pull Factors: are good things that make you want to move to a new place ex: jobs, education, freedom etc. Barriers: are forces prevent movement ex: the country you want to move to will not let you in lack of money, not wanting to leave family behind. Animals move for two main reasons: suitable habitat and giving birth. Some animals go to a specific place to give birth for a comfortable weather.
The benefits and drawbacks of different forms of transportation ex: plane vs bicycle Forms of Transportation Bicycle Benefits = no fuel ,cheap, exercise ,no pollution , be used in many paths Drawbacks = short range only , not fast as cars , How this mode of transportation has changed the world = decided to create motorcycles Car Benefits = fasts, protective , more than 1 person, more stuff obtain ,racing , Drawbacks = pollution ,money, insurance , materials, accidents ,road kill, How this mode of transportation has changed the world = Inspired other forms of transportation. Allowed people to work farther from home and for cities to spread out = urban sprawl
18 Wheel Truck Benefits = Take heavy loads very fast, goods more cheaply, door to door, Drawbacks = more traffic, pollution, blindspots Trains Benefits = can transport huge loads, build new areas,takes people to regional areas, cheaper than airplane fees. types of trains, like hotel trains and scenery trains Drawbacks = more pollution ,slowed than an airplane , isn’t used in towns, used for longer land travel, need tracks How this mode of transportation has changed the world = gave motivation to create airplanes, move stuff long distances, ties the countries. Ships Benefits = can transport big loads, people on water ,longer distances ,cheap Drawbacks = only on water,pollution ,only work on water How this mode of transportation has changed the world = created international trade Airplanes Benefits = carry mail ,cargo and people around the world ,quicker Drawbacks = takes huge amount of land to store and transport planes, expensive, pollution, make pollution in a sensitive areas, crases How this mode of transportation has changed the world =allows people to move around quickly and safely inspired helicopters epidemics and pandemics Pipelines Benefits = can hold natural gas very fast,damage environment Drawbacks = installation,creation ,leak How this mode of transportation has changed the world =allowed us to get clean water and the disposal we produce won’t stay there for much of a time
How transportation has changed the world ex. Travel for fun, trade between far off places, cars allowing urban sprawl to develop
Patterns of movement (area, points/nodes, lines and volume of traffic)
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Patterns of movement: linear, radial and grid Linear: People originally built homes and villages along rivers so that they had access to water & transportation. This created linear settlements & movement patterns as can be seen here in China & Canada. Radial: One major city is in the center and spread out from that point Grid: the city is lay out on a grid format
Geography 2
What is the difference between Climate and weather? Climate = the overall patterns of yearly temperature and precipitation (long term) Weather = the day to day temperature and precipitation (short term) Seasons are created by: The tilt of earth as it orbits the sun. Sometimes your home is closer to the sun (summer), sometimes your home is further from the sun (winter), sometimes it is in between (spring and fall). The seasons in the northern and southern hemispheres are opposite. Australia celebrates Christmas during their summer.
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Climate graphs are used to analyze and compare climates in different places. Date is shown by month along the bottom. Temperatures are always graphed with a red line and precipitation is always shown using blue bars. Sites in the Northern Hemisphere with summer in JJA will look like “sad faces” . Sites in the Southern Hemisphere with summer in NDJ will look like “happy faces” . The “smiley factor” becomes more pronounced the closer you get to the poles. Sites close to the equator where it in summer-like all year are straight “non-committed faces” . Summer = the hottest month no matter which months Winter = the coldest months Rainy season = the months that receive the most rain not all places have a rainy Temperature range = ex: -10 in winter & +10 in summer = a range of 200
Precipita
*on in m
m
Tempe
rature in 0 C
Toronto, ON La*tude: 43.38N Longitude: 079.24W Al*tude: 77m
Total Precip. (mm) Mean Temp C
Climate Graph for Toronto Ontario Climate data for Toronto, ON - Latitude: 43.38N Longitude: 079.24W Altitude: 77m
Temperate Climate , modified by proximity (being close to) Lake Ontario.
J F M A M J J A S O N D Total Precip.
(mm) 46 46 57 64 66 69 77 84 74 63 70 66
Mean Temp C -6 -5 0 6 12 17 21 20 15 9 3 -3
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Windward side gets
Leeward side in rain shadow
There are 6 factors that most affect climate. They are easily remembered using the acronym “LOWER Near Water” Latitude:
• The equator is closest to the sun so it gets the concentrated energy- hot • The rays of the sun are spread out as they get closer to the poles so they are
weaker-colder Ocean Currents:
• Are large ribbons of moving waters, they are caused by prevailing winds • Ocean currents are warm if they come from the equator, cold if they come from the
poles • They can bring warm water into a colder area or cool water into a hot area • They moderate the temperatures of the land nearby ex: the warm Gulf Stream
current makes the Maritimes warmer Winds & Air Masses:
• Unequal heating of the Earth (see latitude) causes areas of warm air (low pressure) and areas of cold air (high pressure), the air moves from areas of high pressure to areas of low pressure to try and equalize the pressures = wind
• Winds pick up moisture as they blow over water and can carry it far inland • Prevailing winds are predictable and change with the seasons
Elevation:
• Air at higher altitudes is less dense then at sea level,holds less heat • Altitude (elevation) refers to the vertical height of land (how high are you ) • The higher you go the colder it gets
Relief (Mountain Barriers):
• Mountains force winds blowing in their direction to go up
• Air cools as it rises & the water vapour in it condenses into rain
• The side the wind hits (windward side) gets all the rain = orographic precipitation or relief precipitation
• The far side of the mountain (lee side) gets little rain = rain shadow, these areas are usually grasslands or deserts
Near Water (is the place near a big surface of water?)
• Water takes longer to heat up and cool down then air or land does • Water releases heat and warms up surrounding cold areas • Water absorbs heat and cools surrounding warm areas • This effect moderates the surrounding temperature • Ex: Lake Ontario warms Toronto in the winter and cools it in the summer
How do climate factors affect Places? Ex: Vancouver BC 49 15N 123 08W Use the atlas to help you find how the climate factors affect Vancouver.
L – Colder since Vancouver is further more away from the Equator and since we are in the Northern Hemisphere we also get less sunshine O – since there is colder ocean currents by Vancouver at all year long it will bring cool/cold air W – winds blowing over the Pacific pick up a lot of moisture that is carried to the land E – right at sea level so no cooling from being high up. R – colder due to the Rocky Mountains therefore the wind
will only blow to one side of the mountains - Vancouver isn’t completely cold because it is at sea level, and not t high above sea level. Since they are on the other side of the mountains they get lots of rain. N– Cool water near pacific Ocean
`Causes and Consequences of Climate Change Sources of Greenhouse (planet warming) Gasses (p. 156)
Carbon dioxide Burning anything that was alive Methane From cows- FARTS .Raising livestock. Nitrous oxide - Burning of fuels
- Burning organic material
Ozone - Air pollution reacting to sunlight - O3
Global impacts of climate change: p. 157
• Make your own point form notes here More heat more weather events –tornadoes and hurricane More glaciers are shrinking –polar ice caps Oceans levels are rising Coral reefs threated by global warming People might have to migrate places Local shipping will be harder Wetlands will dry up
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Diseases will spread like malaria Water distribution changes Coastal flooding –Netherlands, Florida, Bangladesh Sea level rise – could shut down ocean currents
Please answer the following question in a paragraph here in your notes.
Question: If much of the world becomes unliveable should Canada help by letting more people move here to live? I don’t think so because Canada’s capacity can be big but we cannot provide free
items for everyone in Canada. It’s also hard to provide everyone shelter and jobs. It will bring economy down. The country will be highly populated with lots of pollution
The Kyoto Protocol = the biggest environmental action plan. It was developed by representatives from 160 countries gathered in Kyoto, Japan in December of 1997. It is an agreement to reduce greenhouse gas emissions to 5.2% below their levels in 1990 by 2012. Many countries that signed it will not make this goal. How to reach the goal of GHG (green house gas) reduction? The Kyoto protocol encourages governments to reduce emissions by: 1. Improving energy efficiency 2. Reforming the energy industry 3. Protecting forests and other carbon sinks (anything that absorbs more carbon than it releases), such as soils, chorals, sea shells 4. Promoting renewable forms of energy 5. Phasing out inappropriate fiscal measures and market imperfections (fix the economy so environmentally friendly practices are more affordable) 6. Limiting methane emissions from waste management and energy systems
Keeping C02 out of the atmosphere: Carbon Sinks
Sink #1: Oceans Oceans take up carbon dioxide by absorbing and dissolving it into the water. Much of this ends up in the deep ocean. Almost as much carbon dioxide is released again from the ocean surface into the atmosphere through bursting bubbles and other processes. Phytoplankton and algae floating in the world’s oceans also use carbon dioxide to make their food (through photosynthesis). Sink #2: Soil Dirt is full of micro organisms and bacteria. These microscopic things nibble on plants and trees as the vegetation dies and break the plants and trees down into carbon and nutrients. This carbon is stored in the ground everywhere in the world, even in permafrost areas. But when we disturb the soil, we speed up the release of the stored carbon. Logging and farming are two large-‐scale ways we disturb the soil. Melting permafrost will also release carbon dioxide. `Sink #3: Forests and Vegetation Plants and trees breathe in and absorb carbon dioxide as they turn the sun’s energy into food through photosynthesis. When trees and plants die or burn in fires, they release this absorbed carbon to the soil and to the atmosphere. Plants also breathe out some carbon dioxide when they are living. On the whole, however, plants and trees absorb more carbon dioxide than they release to the atmosphere when they are growing. This means they temporarily help to take some of the extra carbon out of the atmosphere. However, as the world warms up, more forest fires are predicted and this could release large amounts of carbon into the atmosphere. From http://www.climatechangenorth.ca/section-‐BG/BG_HS_03_O_E.html
Vegetation & Soils pp. 159-‐163
Climate Controls on Vegetation Light
Moisture
Heat
• Natural vegetation = the plants that would
grow there naturally. These plants are adapted to the environment. People have destroyed species in some places and introduced them in others, there are few places left with totally natural vegetation.
• Tree line = the “line” beyond which it is too cold for trees to grow, shrubs and smaller plants can still grow past the tree line
What creates soils?
• Plants help create the soil they live in • Soil is made from the
a) weathered rock below (parent material)
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b) moisture c) air d) humus (decaying organic matter)
• Nutrients come from the rock and are taken up in the roots of plants, when plants decay this goes back into the soil.
• The richest soil is the dark topsoil at the top that contains the most organic matter • See pic on p.162
Rivers What is a River? A river is water flowing in a channel (path) over the land. Some rivers have part of their course flowing underground through easily eroded limestone formations. Water will always flow from high to low. Water can also flow underground through permeable (stuff can go through it) layers of pebbles and sand etc. and over layers of impermeable (stuff can’t go through it) rock, this is known as groundwater. The highest point of the saturated zone is known as the water table. Groundwater can come to the surface as a spring and form the source of a river. If there is an area eroded lower then the water table it will fill with water and become a stream or a lake.
River Drainage Patterns:
B -‐ Erosion of a riverbank is called undercutting. This happens on the outside of curves where fast moving water has the most energy. Eventually the top parts of the soil fall dawn as their supporting materials ate washed away by the water. The faster the water the more it can undercut.
A -‐ Adding materials to a riverbank is called deposition. On the inside of curves slower moving water will not have enough energy to carry it’s load and will have to leave it behind.
Meandering vs Braided Rivers Where rivers flow with a fairly constant volume through wide valleys made of fine sediments like soils they will form meanders and oxbow lakes. Where the valleys are made of larger sediments like stones and the river volume goes up and down the rivers will probably form braids.
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Meanders & oxbow lake animation: http://www.cleo.net.uk/consultants_resources/_files/meander4.swf Landforms created by water: V Shaped valleys are created when:
1. Vertical erosion starts as water wears away cracks in some of the softer rock 2. The sides of the crack are exposed to the weather and the crack gets deeper
and wider as materials crumble off of the sides 3. The river carries the eroded materials away downhill in its’ load and deposits
them elsewhere 4. The valley continues to get deeper and wider over time as erosion continues
U Shaped valleys are created when: • Glaciers form in V shaped valleys and gouge away the rock as they “flow”
downhill • Glaciers widen the valley, especially the floor, making it wide and flat • After the glaciers melt the rivers start to flow again but now seem too small for
the valley they are in, like a child wearing Dad’s shoes
Parts of a river Drainage
• Water will always flow downhill, areas of high land like a mountain chain or the Oak Ridges Moraine will divide up land into drainage basins
• Drainage basin = an area of land from which water flows in one direction and collects in a specific body of water ex: all the water from the Hudson Bay Drainage basin flows into Hudson Bay
• We can also talk about the drainage basin of a river, the area of land drained by a specific river and its’ tributaries
• See pics on pp.168-‐169
Sources – Headwaters
Delta
Confluencee
Meander
Lake
Lake
Oxbow lake
Tributary
Main channel
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Plate Tectonics & Land Building Processes Convection currents in the mantel move the crust of the Earth. The plates move along plate boundaries in 3 main ways: Divergent boundaries <-‐> New crust is generated as the plates pull away from each other. This creates mountain chains as magma escapes through the cracks-‐ pulling the grilled cheese apart Ex: The Mid-‐Atlantic Ridge Convergent boundaries >-‐< Crust is destroyed as one plate dives under another. Crust can be scrunched together along these boundaries and fold up into mountains, these areas can be prone to earthquakes. Melted crust often gets pushed up through created by the folding/scrunching and forms volcanoes. – Squishing the grilled cheese. Ex: Mountains & volcanoes all along the west coast of N & S America, Mt. Fuji in Japan & the whole Ring of Fire area Transform boundaries // Here crust is neither produced nor destroyed. Plates slide horizontally past each other casuing cracks and earthquakes but no magma escapes. –sliding the sandwich halves past each other Ex: the San Andreas fault in California. Convergent and divergent boundaries on land and under water create new landforms. Hot spots like under Hawaii can create island arcs. Tectonics.ppt Geo___Science_Rock_Cycle.pdf
Tsunamis The word "tsunami" comes from the Japanese words tsu (harbor) and nami (waves). A tsunami is a wave or series of waves in the ocean and have been known to reach heights of up to 34 ft (10.5 m). These "walls of water" travel as fast. And are capable of inflicting massive damage along coastal lands. Tsunamis are usually caused by earthquakes but can also be caused by underwater volcanoes or landslides.
In some cases of subduction, part of the seafloor may "snap up" suddenly due to pressure from the sinking plate. When this piece of the plate snaps up with tremendous force, the energy of
that force is transferred to the water. The energy pushes the water upward above normal sea level. This is the birth of a tsunami.
Full animation & more wave examples @ http://science.howstuffworks.com/nature/natural-‐disasters/tsunami3.htm
A tsunami moves faster in deeper water and slower in shallower water. A tsunami moves though deep water at hundreds of miles an hour, it is barely noticeable above the waterline. A tsunami is typically no more than 3 feet (1 meter) high until it gets close to shore. Once a tsunami gets close to shore, it takes its more recognizable and deadly form with huge waves.
The areas of greatest risk during a tsunami strike are within 1 mile (1.6 km) of the shoreline, due to the flooding and scattered debris, and less than 50 feet (15 m) above sea level, due to the height of the striking waves. (edited from http://science.howstuffworks.com/nature/natural-‐disasters/tsunami.htm)
National Geographic tsunami & earthquake photo galleries @ http://environment.nationalgeographic.com/environment/photos/tsunami-‐general/
Landform / Physiographic Types p.125 http://www.mnh.si.edu/earth/text/4_0_0.html for more info & lots of pics.
Shield / Craton: • The “roots” of the continents • Foundations of continents • Some natural made and some human made • The craton is the whole thing but much is burring
under younger sedimentary. • Metallic minerals and gems often found here
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Plain/ Steppe/ Pampas: • They are lands where seas were originally were • These plains are found around the planet • Fossil fuels found in this of land form • Made from Sedimentary rock • Usually have grassland as vegetation • Good for farming
Mountains: • Plates bugle and bend which creates fold
mountains • Rock layers are often folded because they have
been compressed and deformed by plate collision
• Areas of very high pushed up by the collision of plates or built volcanoes.
Plateau: • Flat land in a mountain region • Mostly in high places with steep sides • Usually area of flat land that has been uplifted as
2 mountains ranges are colliding.
Valley: • Very big • Some are very narrow • The longer the time the more weathering will
happen • Soft rocks will dissolves easily • It depends how much of a degree it is • Faults • Water carved valleys are V shaped like the one
in the picture, Ice Carved valleys are U shaped because the Ice Gouges out the sides of the old river valley.
• Older valleys are wider and deeper because they have been eroded more
• Valleys have steep or gently sloped sides
Landforms in Canada Water – Agent of Erosion: Rivers
http://www.physicalgeography.net/fundamentals/10z.html for river /fluvial landforms p. 166 -‐ 176
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Geography 3
Unit 3 – Natural Resources
Types of Natural Resources p. 200 Resources are raw materials that help us to meet our needs (shelter, food, stuff….) We organize them into 3 Groups (p. 201):
Category Examples Renewable Will regrow / replace or replenish themselves over time if given a chance to.
• Trees in forests
• Crops that are produced by agriculture
• Natural fish stocks
Non-‐renewable Are only created under specific conditions that can’t usually be recreated by man. Once gone they are gone for millions of years at least.
• Minerals such as gold, iron, nickel
• Fossil fuels such as coal and petroleum
Flow Are part of natural systems & processes. They will continue to flow through ecosystems unless humans go to extreme lengths to stop them.
• Fresh water flowing through streams and rivers because of precipitation
• Ocean currents
• wind
Some resources overlap ex: fish are a renewable resource but they live in water which is a flow resource. If the water is polluted the fish will die and stop being renewable. Ex: the GP oil spill in the Gulf of Mexico or radiation spilling from the nuclear reactors in Japan.
Agriculture p. 180
Agriculture started to develop around 10 000 years ago when people started planting seeds to grow food and domesticating (taming & keeping) animals for food and labour. Having a local & stable food supply meant that less people needed to be involved in hunting & gathering food so they had time to work on other things like inventing metalwork and developing written language. Agriculture = more food available = more people can live in the same area = urbanization = rise of city state = nation building There are 2 main types of agriculture practised today: 1. Subsistence 2. Commercial 2a) Specialized 2b) Plantation
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Subsistence p. 184-‐186 • Produce only enough food to support the farmers and their families • Left overs are for sale • Variety of crops • Mostly in developing countries • Soil conditions are poor • Occurs in harsh climates • Poor countries cannot afford modern technology • Used ancient practices • Sometimes they don’t have enough to eat • Not enough money to buy big land • The Tsaatan lived in Mongolia • Depended on reindeer for survival • The reindeer gave shelter food and clothing • Tsaatan live in teepees made form reindeer skins • Mustang is not known in modern Nepal • Had deep gorges and high cliffs • Mostly desert like • Not enough water • 1000 people live in Mustang • Relied on goats and yaks • Produced few household goods for farming families • Farmers exchanged yak butter and wool for household goods in markets • Dried yak dung is fuel/gas • There was child labour Commercial p. 188 -‐ 191 • Production of crops or livestock for sale • Large quantities are grown • Export and import are examples of Commercial Agriculture. • Influenced by six major factors • Rice mostly in china because there climate is moist and stable • Two thirds of Australia is able to support live stock • Sheep farming is a major industry • Export meat and wool to other countries Commercial / Plantation p. 191 -‐ 192 • Farms where large areas with one type of product • Coffee is high demand • Bananas are grown in costal low lands • Bananas needs hot weather • Needs lots of water and rich soil to grow Commercial / Specialized p. 193 -‐ 195
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Trees -‐> Sawing turns trees into manageable logs for shipping then the logs are made into lumber & boards. Iron Ore -‐> Purifying the rock by crushing it and then melting it with different chemicals separates the metal from the rock. Separated metals need more processing to turn them into steel. Fish -‐> Cleaning is required to remove the parts that are not wanted. This is often done onboard factory ships or could be done at the supermarket or at home. Oil -‐> Refining is needed to remove impurities from the raw oil. It then gets more processing to turn it into gasoline, plastic, nylon, mineral oil etc.
• A term used to refer to crops that are produced in certain places • Is able to grow successfully because that country has a unique condition • Different types of growing seasons in Canada • Cranberries are ¾ of canada’s export • Cranberries use swamp to grow • Blueberries are 75% grow in Nova Scotia. There is a profit for Nova Scotians. • Survive in harsh conditions, including poor soil and cold winters. To supply our demands we must process (change) natural resources into the things we need. Over time technology has allowed us to go from using strictly natural materials like leather to creating highly processed man-‐made materials like lycra & Nylon.
See the pictures for what is needed to process cotton into jeans on p. 203
Processing requires a lot of energy, recycling materials not only saves resources but energy too. Recycling metals like Steel, aluminium, copper, zinc & lead uses about 60 – 95 % less energy then processing them from
scratch!
Renewable Resources
As the world population grows there is growing need to consume more natural resources like food, water, building supplies & energy. Unfortunately the distribution of these resources is not even throughout the world. As you can see in the pic of the world at night, some regions definitely use more power than others. Global Resource Consumption: Resource Richest 20% of pop. Poorest 20% of pop. Energy 58% 4% Fish & meat 45% 5% Vehicles 78% 1% Paper 84% 1.1%
Animals as resources: p. 241 • human hunted animals for food
• called domestication
• started 12,000 years ago
• animals for use for more than 1 purpose
• dogs used for protection
• sheep for wool
• used skins of domestic animals for clothing and shelter
• cows provided milk
Go to http://discovermagazine.com/2001/aug/featcow and scroll down to the “Where’s the Beef” that starts about 2/3 down. It gives you where all the parts of the cow that didn’t get eaten go…you won’t believe this!
Plants as resources: p. 244 Crops that provide starches: Rice – ½ the world’s population relies on rice, grows in tropical climates with high precipitation Wheat – many kinds, important crop in the Americas & Europe, grows in continental climates with average to low amounts of rainfall Maize/Corn -‐ many kinds, important crop in the Americas & Europe, grows in continental climates with average to low amounts of rainfall Plants also provide non-‐food products like:
• For fabric
• For ceremonies
• For healing
• For pleasure
• For building
• For fuels
The Yanomami People of the Amazon Rainforest p. 212 – 215 How do they grow food in the forest?
• Planting system known as shifting custivation
• Each family had a garden patch to grow bananas, yams, manioc and sugar cane
• Also grow non-‐renewable food crops such as cane for arrow shafts, reeds whose sharp leaves are used for cutting and tobacco
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• If weeds start to invade the gardens the people will just move away to another
place
What else do they eat? • Gardens do not provide the yanomami with all their food
• They eat wild life like mammals, reptiles, birds, and insects
• These animals give protein
• Mostly hunted tapir and peccary
• Termites, caterpillars and locusts are also a high protein food
What threats do they face from outsiders? • Outsiders wanted minerals in the area where the Yanomami people lived
• Outsiders gave them tuberculosis
• Mortality rate increased
• Outsiders started killing the Yanomami people in order to get their land
• In the 1970, 20% of the Yanomami people were killed
Forestry p. 245 Forests can be divided into temperate (grey & green below) found between the poles and about 300 N & 300S or tropical (yellow below) found between the latitudes of 300 N
& 300S. Temperate Forests have 2 kinds of trees, deciduous & coniferous
• Deciduous trees (hardwoods) grow further south in the temperate area like around Toronto, Paris or London. They have broad leaves and loose their leaves in the winter. Ex:
• Coniferous trees (softwoods) grow in the northern areas like Helsinki and Anchorage. They have needle-‐like leaves that they keep over the winter. Their seeds form in cones. Ex:
• Temperate forests have been cut down to clear land for agriculture in the past and are currently used for lumber & the pulp and paper industry. They are often replanted with one type of tree after harvesting so the area can be harvested again in the future.
Tropical Forests contain 40-‐50% of the world’s plant & animal species. All of the trees are deciduous. Ex: P. 248 Tropical forests are being cut down because:
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1. Loggers want the wood
2. Farmers are clearing land to make homes and livelihoods for themselves and their families
3. Land is being cleared or burned to grow cash crops that can be sold to earn an income, like strawberries, cotton, sugar cane and pineappels
3 types of logging: p. 252 Clear cutting: these cuts down every tree in a huge area Strip logging: takes down all the trees in a 20 metre wide path Selective logging: cutting down only old trees in a forest…younger ones are not cut
Processing trees: • Trees are cut down, branches are removed &
then cut into shorter logs in the forest, in countries like Canada most of this is done with the help of big machinery (video @ http://dsc.discovery.com/videos/extreme-‐loggers-‐
ice-‐logging-‐monster-‐machine.html )
• Logs are floated down rivers or loaded onto trucks and taken to sawmills &
paper mills (in the mountains they are flown out by helicopter video @ http://planetgreen.discovery.com/videos/verge-‐heli-‐loggers-‐saturdays-‐at-‐9.html )
• The best and widest parts of the tree are made into veneers, plywood and planks, the parts near the top or of lower quality are made into paper. “Engineered wood products” like chipboard and MDF are made of the leftovers and glue.
Making Paper: p. 257 What types of processes go into making paper?
-‐ The wood is separated into fibres and mixed with chemicals and water to form pulp
-‐ Pulp is pressed and dried to make paper in machines that are nearly two football fields in length
-‐ The paper machine operates over 90 Km per hour
What other resources besides trees get used in these processes? Grasses, reeds, rice or bark
Non-renewable Resources – Minerals p. 218 -‐ 220
Pictured: copper Pictured: potash (naturally occurring potassium salts)
Pictured: gypsum Pictured: coal
Metallic Iron, gold, silver, nickel, zinc, copper, aluminum
Non-metallic Salt, asbestos, potash
Non-metallic Structural Limestone, sand, gravel, gypsum
Fossil Fuels Petroleum, coal
• Found in igneous rock
• Used for jewellery, to conduct electricity, in construction
• Have a dull appearance
• Break apart easily
• Usually found with sedimentary rocks
• A subgroup of non-metallic minerals
• Used in constructions
• Associated with sedimentary rocks
• Raw materials for a wide variety of products including energy
• Formed from the ancient remains of plants and animals buried underground
What are the processes of making paper and do you think it is effective.? How do we organize raw materials resources and give an example?
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Iron ore crusher, China
Nickel tailings pond, Sudbury
Mining p. 223 -‐ 229 First you have to find the mineral then you have to find a way to dig it up and separate the mineral you want from the rock it was formed in. STEP 1 Prospecting p. 224
• Study samples of rock found at the surface • Learn ore deposits are usually found with certain types of rocks • Prospectors also use indirect methods • One technique is to fly over an area towing an instrument that
measures the magnetic field of the rocks below STEP 2 Developing the mine
• First the company needs to get the rights to dig in the area, this could be by buying it or renting it from the owners
• In many countries like Canada & Brazil the minerals are on land owned by the native peoples
• An environmental assessment must be done to find out how much impact a mine would have on the local ecosystem, the goal is to find a way to make the mine more environmentally friendly
• The company must decide which type of mine to build open pit (a big hole) or an underground mine (a series of vertical & horizontal tunnels) see pics p. 226
STEP 3 Refining the ore
• The useful minerals must be separated from the ore = beneficiation
• Beneficiation is done close to the mine because the rock very heavy, it involves melting or chemical separation using arsenic, cyanide or naptha (all reallllllly poisonous)
STEP 4 Dealing with waste products p. 228 http://www.greenpeace.org/canada/en/campaigns/tarsands/threats/water-‐pollution/
• The waste rock/chemical mix is called tailings (like the red aluminum tailings that broke out of the pond in Ajka, Hungary)
• Companies have to face with waste products called tailings • One problem with tailing piles is that they often contain
dangerous chemicals and minerals that can be washed out of them
• This disrupts the ecosystem • Chemicals are not good for bodies of water
STEP 5 Reclamation of old mine sites p. 229
• Mining scars earth’s surface • Impossible to turn a mining area to a natural area where animals can live • Many countries requires mining companies to make the area safe the
productive once mining has stopped
History 2
Unit 2 – British North America
The Beginnings of British North America p. 100 – 101
• The Seven Years War officially ended with the Treaty of Paris in 1763 – • France gave up all land in NA except for the Louisiana Territory and the
Atlantic Islands of St-‐Pierre & Miquelon off NFL.
• The British hoped that the French culture and language would disappear from Québec. To promote this policy the British passed the royal proclamation in 1963
• France gives up everything in NA to Britain and Spain except for the islands of St. Pierre and Miquelon on the Gulf of the St. Laurence-‐these they keep along with the right to fish in the area
The Royal Proclamation of 1763 p. 100, 113
• The colony of NF was renamed “Quebec” and reduced to ¼ the size. • The rest of the land was given to the 1st Nations Peoples. • •A British Governor & council would rule the colony using British law & court
system. (Replacing French) • Protestantism became the official religion; Catholics could not hold senior
government jobs or sit on the council. • Goal=to make NF into a typical English Colony & force the French to
assimilate • Keep promise to Native peoples who stopped siding with the French and give
them the lands in the north
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The Royal Proclama*on of 1763 Assimilate the French!
New France shrunk to ¼ size and renamed “Quebec”
1774 Quebec Act: The territory of Québec expanded so that it was the same size as it
had been when it was the colony of NF
1774 Quebec Act: French fur traders protected from compewwon from the 13 colonies Canadians only taxed as they were
under the French
Northern ¾ of old New France was given to the 1st Nawons Peoples
1774 Quebec Act: Nawve people lost the extra land they had been given but remaining
lands were protected
Briwsh Rule and switch to Briwsh law
1774 Quebec Act: French law for civil cases, Briwsh
law for criminal cases
1774 Quebec Act: Taxed as had been under the
French rule.
Protestanwsm became official religion, Catholics could not hold
top government jobs
1774 Quebec Act: Catholics free to follow their religion and hold public office
• Canadiennes become angry and resist, few British colonists want to settle in the harsher conditions in the north
•
The Quebec Act 1774 p. 100 – 101
•
The American Revolution 1775-‐ 1783 p. 102 – 105
• After the 7 Years War the British were in debt and increased taxes in the 13 Colonies to raise money
• The 13 Colonies were not allowed to expand west of the Appalachian Mts. Into Ohio Valley (reserved for Native Peoples)
• Colonists were forced to house (quarter) Brit. Troops in their houses • The colonies were becoming independent • The Americans decided to revolt and Went to Quebec to see if the Canadians
wanted to help • It wasn’t that easy, they had a legit act and weren’t willing to give up the fur
trade • The Americans then attacked Quebec however it was a stormy night so they
got confused and faced horrible conditions • Although attacking Canada failed the AMERICAN WAR OF INDEPENDENCE
didn’t. They signed a treaty and a new nation was known USA.
The Arrival of the United Empire Loyalists p. 105 -‐ 112
• 1/3 of Americans did not want to rebel • During the Revolution supporters of Britain were beaten, threatened and
generally harassed. • Many left during the war, a flood left afterwards in 1783 • They were a diverse group with backgrounds from all over Europe • Many left the 13 Colonies to start a new life in the British West Indies,
Bermuda, Jamaica, “Canada” or simply went back to Britain • Some were native people who had lost their lands • Some were slaves who were promised their freedom if they fought for the
British
Are all contained in the PowerPoint linked to below: BNA.ppt
The “Shape” of British North America Nova Scotia gets Divided • Loyalists arriving in Nova Scotia wanted an elected assembly as they had in the Thirteen Colonies but the Quebec Act of 1774 did not allow one.
• They demanded their own colony and in 1784 the mainland of Nova Scotia was separated and became the colony of New Brunswick. Cape Breton Island also became a separate colony.
• Ile Saint-‐Jean became the colony of Prince Edward Island. Quebec
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Loyalists
• Most Loyalists arrived by land east of Montreal or made it to the British forts of Niagara and Detroit.
• Quebec’s Governor Sir Frederic Haldimand had difficulty integrating them because:
o They were English Speaking Protestants. o The best land was already taken. o The Seigneurial system and French civil law was totally new to them.
• Under the laws of the 1763 Proclamation what is now Ontario was supposed to be set aside for the native peoples (the government was allowed to buy it by making a treaty).
• Governor Haldimand purchased land along the north shore of the St. Lawrence, Lake Ontario and Lake Erie from the Anishinabe (Ojibwa) and other native groups. He paid in guns and the usual trade goods and settled the Loyalists in this western “Upper Country”
• Lots were assigned by drawing location tickets from a hat = “lottery” or ”drawing lots”. These lots gave the location of the land – this was made easier since they had the time to survey the area before the settlers arrived.
• Each “head of family” was entitled to 40 hectares + 20 for each additional family member. Junior army officers received 200 hectares, senior officers received 400 hectares. (1 hectare = 2.5 acres)
• Loyalist families were given basic supplies like clothing, a tent, some farm animals, seed and a gun for hunting. Government rations stopped in 1788, it was also a year of drought and many Loyalists starved that winter. 1788 – 1789 is known as “The Hungry Year”. Loyalists had to clear the land of forest before they could start farming
• Wanted to use the British system and have an elected assembly just like in New Brunswick. In 1791 the colony of Quebec was divided at the Ottawa River.
The “Upper Country” west of the river became Upper Canada and the east became Lower Canada.
The Constitutional Act of 1791 -‐ Quebec gets Divided • Divided Quebec in two and created the colonies of Upper Canada and Lower Canada.
• Each colony was given the power to: o Have its own Governor (appointed by Britain) and a council
(appointed by the Governor) o Elect an assembly (of wealthy Caucasian men) o Pass laws o Raise taxes
Impact of the Loyalists on the Native Peoples • The native idea of land “ownership” is very different from the European one. From their point of view land can not be bought & sold, they saw themselves as the guardians of the land. This misunderstanding over what “selling” the land actually involves has led to many conflicts. (see p. 112 in text)
• It is very possible that they believed they were only giving permission to use the land, not “own” it in the European sense when they sold the land to the British.
• They may have felt pressured to sell their land to the British to avoid more fighting.
• Settlers often moved into native lands anyway and started building farms with or without the permission of local tribes. Eventually the tribes had to make treaties “selling” the land because technically they had already lost it.
• This pattern is repeated as European settlers move west into the rest of Canada. • Four of the six nations of the Haudenosaunee (Iroquois) Confederacy were British allies during the American Revolution.
• Thayendanegea (Joseph Brant) was a Mohawk leader from the Ohio country. He led his people in supporting the British during the war in exchange for a promise of land. (His sister, called Molly by the English, was also a well known Mohawk leader. She married a British government official.)
• After the Revolution the Haudenosaunee Confederacy Council chose the land along the Grand River and around the Bay of Quinte. Thayendanegea led a group of about 2000 people into the area where they built new villages. The Village of “Brant’s Ford” is now Brantford.
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The land they were originally granted appears in grey on the map, the current reserve is in red.
• The Anishinabe (Ojibwa) and other native groups who were already in Upper Canada caught measles & small-‐pox from the Loyalists, many died.
• More and more land was needed for the settlers. • The settlers hunted the same animals and greatly reduced the amount of game available.
• Crimes settlers committed against native people were rarely punished by the authorities.
Summary: Upper [art of Canada was named lower Canada and the lower part, upper Canada, that is because of the direction the St. Lawrence flows, from the lakes towards the ocean. The natives and British had different ideas about their land, sometimes they were pressured to sell it, so eventually they signed a treaty. Some natives supported the British during the American revolution. The Mohawk leader Joseph Brant, made a deal with the British that even if they lose, the natives can get a lot in Canada where it is safe. The other natives already situated in upper Canada caught European diseases . Starting a New Life in Upper Canada Clearing the Land (p. 117)
• Land had to be cleared of forests, trees cut w axes & some wood used to make temporary homes
• Ashes used to make soap http://newlifeonahomestead.com/2010/02/how-‐they-‐made-‐all-‐purpose-‐soap-‐in-‐the-‐old-‐days/
• The very first crops were grown between the rotting stumps of felled trees, fieldstone cleared from the land used as building material
• Grew wheat & corn, barley, oats, veggies, wild berries • Usually had pigs & a cow
Building a Home (p. 118)
• First homes were temporary with dirt floors & no windows, made of logs • A blanket etc was used as a door • Once a better home could be built (usually 2 stories) the 1st shanty became a
shed Making a Living (p. 119)
5 member Executive Council Appointed by Governor
7 member Legislative Council
Appointed by Governor
16 member Legislative Assembly
Elected by eligible voters
Governor appointed by the British Parliament
British Parliament
• 1st cash crop = Potash made by rendering (boiling) lye from wood ashes 1/3 hectare of trees = 1 barrel. A “cash crop” is something you grow for the purpose of selling it.
• Extra food like vegetables, butter, cheese could be traded in town for tea, sugar & salt
• By 1800 farmers from Upper Canada were shipping salt beef/pork & flour to Montreal & Britain
Roles on the Farm (p. 120) • At least 2 people were needed to run a “backwoods farm”, men & women
were equal partners • Everything had to be done by hand & often required a lot of physical
strength, women & children worked in the fields & in the house Summary: Loyalists draw for their lots. They burn down all the trees and tree stumps in the area and get oxes to pull them out. Also, they use the ashes to make soap. Then they build temporary houses and plant crops enough to fulfill their needs. After being settled in, they make cash crops (1st one was potash), and build better 2nd homes. A few people were needed to work the farm and women and children worked in the house
Organizing a New Colony (Upper Canada) p. 120 John Graves Simcoe was appointed as Upper Canada’s First Governor in 1771. He was a British soldier who had fought in NA during the American Revolution. He was known for his active involvement in running the colony. His first priority was to organize the new colony. http://www.archives.gov.on.ca/english/on-‐line-‐exhibits/simcoe/index.aspx Choosing a Capital York (now Toronto) was chosen in 1793 because:
• Governor Simcoe thought it would be easy to defend
• Was at the head of the trail used by the Wendat & Anishinabe, already a busy meeting place
Organizing the Government:
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To help him run the colony Governor Simcoe created two councils as well as the Legislative Assembly: Executive Council:
• 5 members = Governors advisors (appointed by Governor) Legislative Council:
• 7 members = wealthy colonists, could make laws for colony (appointed by Governor)
Legislative Assembly: • 16 members = elected from white land-‐owning men (elected) • Representative gov. because they were elected by the people to represent the
people • In reality they were often overruled by the 2 councils
Organizing the Land p. 123 The rest of the colony had to be surveyed and organized into townships with farms and roads, the Constitutional Act dictated that certain lands be but aside for specific purposes: 1/7 of the land for Clergy Reserves:
• land set aside for the use of the Anglican Church (non for the Catholic Church) 1/7 of the land for Crown Reserves:
• land set aside for the use of the government Road building:
• Roads were needed to move troops and settlers around the colony • The first big roads were from Hamilton to York (Dundas) Montreal to Kingston,
Kingston to York (Kingston Rd.) & York to Lake Simcoe (Yonge St.)
Increasing Settlement – the “Late Loyalists”: Governor Simcoe wanted the colony to grow, in part for their own protection from the Americans who might see them as weak and try to attack. He was very successful in increasing the population. The new settlers he targeted were:
• Loyalists still living in the United States He offered them:
• 80 hectares of land for free To take advantage of the offer they had to (2 things):
• Swear allegiance to the King of England • Promise to clear the land for farming and build a road
How did the original Loyalists feel about these “Late Loyalists”?
• They did not trust them and feared they would turn Upper Canada into another state. Were they really Loyalists or just looking for Free land?
Summary: John Graves Simcoe was appointed as Upper Canada’s First Governor. He chose Toronto s the capital b/c it was easy to defend and was already a busy native meeting place. While organising a colony, he created two councils as well as the Legislative Assembly. He organised the land into townships with farms and roads and separated 1/7 each for the government and the church. Finally, he wanted to increase the population in case the Americans decide to attack thinking they’re weak. He got the remaining loyalists living in the states come and establish there. He offered them land if they offered the king trust and promised to clear land. The old loyalists, however, didn’t trust them.
Upper Canada Antislavery Act 1793: p. 126 Peter Martin, a representative of the Black community of Upper Canada approached Governor Simcoe about ending slavery. Simcoe was already opposed to slavery and agreed to present the idea to the Legislative Council. Some of the reasons councillors gave for keeping slavery were:
• Slaves needed to work the land on farms • Slave labour needed to expand the economy of Upper Canada
Compromise reached (3 things):
• No new slaves could be brought to Upper Canada • Children born into slavery to be freed at age of 25 • All slaves over 25 would stay slaves
Did slavery in Upper Canada really end with the Antislavery Act in 1793?
• No there was still slavery in Upper Canada, the Emancipation Act abolished (got rid of) slavery in all British holdings in 1833
• Upper Canada’s move to limit slavery was the first in the British Empire Lower Canada would make a similar move in 1803. Summary: Peter Martin, a representative of the Black community told Simcoe about the idea of ending slavery and Simcoe agreed at 1793. Reasons people kept slavery were because they needed to people to work on farms and expand the economy. The negotiation to end it was, no new slaves would be brought into upper Canada, children born into it would be freed at 25, those over it would still be slaves. However, there was still slavery it only ended after the Emancipation Act which was the first move to limit slavery in the British Empire in 18ww
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The War of 1812 (fighting stops 1815) p. 129
• Fought between Britain and the United States of America over the British colonies of Upper & Lower Canada.
• The United States declared war on Britain in the spring of 1812, the war ended with the Treaty of Ghent (a city in Belgium) in 1814. (The treaty was signed on Christmas Eve 1814 but the news didn’t reach NA until March 1815, 3 months later.)
• The war was a stalemate and almost all captured territories were returned.
Causes of the war: British/French Trade Barriers:
• Britain & France were at war & threatened to seize the cargo of any ship trading w their enemy so the Americans could not trade w either for fear the other would seize their ship
• Britain had a larger navy & did seize many American ships & cargoes
Searching of American ships: • The life of a British sailor was rough & their pay low so many tried to desert
the navy (run away) • The British stopped American ships claiming to be looking for deserters &
often took away actual Americans to make them fight for Britain British alliance with First Nations:
• Americans believed that the British were supporting the Native Peoples of the Ohio Valley & farther west in attacking American settlements
War Hawks:
Proclamation from American General Hull to the citizens of western Upper
Canada, 1812.
• The Americans who supported war, believed Britain was supporting First Nations warriors trying to keep them out of the Ohio River Valley
• Tecumseh, a Shawnee war leader, lead an army of 2000 against the Americans in the Ohio Valley and also fought in Upper Canada on the British side with General Isaac Brock p. 123-‐133
• Believed in MANIFEST DESTINY = it was their destiny to rule all of N America The Americans were confident of winning because:
• They thought Britain was too busy fighting Napoleon in Europe. • 60% of Upper Canada’s population was from the US, they hoped they would
not fight against other Americans. • The Americans thought the Canadiens would be glad to be rid of the British
(like the time they attacked Montreal during the American Revolution thinking the Habitants would side with them.)
• The Americans outnumbered the “Canadians” 10 to 1 (but the “Canadians”, British soldiers & Native allies are better trained.)
Different Perceptions: The war was seen by Americans a campaign of liberation but Canadians saw it as an invasion. Below is the message sent by General Hull to the people of Upper Canada.
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What is Hull’s objective in sending this document?
He’s trying to convince the Canadians not to side with the British in the war. He’s trying to say that if they win they will allow the Canadians to be free so therefore, they should side with them and attack the British b/c the British are just using them apparently or, that they should stay home and do nothing. What incentives did he offer if the Americans were given no resistance?
He said they would be promised protection, property and rights. They can remain at
their homes, pursue their peaceful and customary avocations/ usual hobbies.
What did he promise if support was given to the British?
If they side with the British they will be treated as enemies and the horrors and catastrophes of war will stalk them technically, they will die The French Canadiens in Lower Canada surprised the Americans and supported the British because…..p. 134 The Catholic Church: anti-‐American, the British had been generous rulers, allowing the Canadians to keep their language and religion. In return, they owed loyalty to the British The Seigneurs: Feared they would lose their places of influence in society if the Americans won war. Also, their land, money and power. however The Merchants: Viewed the Americans as their rivals in business and trade. They were progressing in trading with the British and didn’t want to change that. The Habitants: Worried an American victory would bring newcomers into the colony, they would compete for land and would challenge their language and customs. There would be more English speaking protestants and they want to keep the remaining of French Quebec French not English. There were no battles fought in the Atlantic Colonies and their economy actually prospered because:
• The timber trade experienced a boom with new sawmills opening • Wooden ships were being built as fast as possible • Timber from tall Canadian trees sent to Britain to use as ship masts • Halifax merchants sold food & other supplies to the British navy • Many Canadian ship owners took advantage of the permission Britain had
given to capture American ships and spent time as privateers (legal pirates)
Impact of the War of 1812: p. 139 On Territory:
• 49th Parallel chosen as dividing line between the USA & British holdings from Lake of the Woods to Rockies (this is still the boarder today)
On First Nations: • British & Canadians had relied on native allies like Tecumseh • More native people died than British & Americans combined but little reward
given, promises of land not kept • Neither side needed them as allies any more so important bargaining chip
lost = marginalized On Upper Canada and immigration:
• Resentment towards Americans, US immigrants not welcomed in Upper Canada
• Upper Canada turns to Britain rather than US for immigrants • War profits boosted economy
Plans for the defence of Canada (p. 141 Rideau Canal, map p. 153) • Britain realizes that that they can’t afford to have the St. Lawrence blocked so
they build the Rideau Canal as a “back door” to the Ottawa area A new identity – a distinct society: p. 142 How did the war change the way Upper and Lower Canadians felt about themselves? The war brought the people of British NA closer together. The French and English fought shoulder to shoulder to save their country, and the colonists were proud of their success. They were proud to be Canadian and belong to a society distinct from USA. They were beginning to develop a new identity . They became more united and they feel less like the Americans. After the war, they felt like their own people. Some Key figures of the War of 1812: Major-‐British General Issac Brock – Military commander in Upper Canada.
• Veteran of the European wars
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Children suffering during the Great Famine © Department of Rare Books and Special Collections McLennan Library, McGill University / Illustrated London News, 1847
• Worked closely with Tecumseh and the Shawnee • Successfully commanded the troops of Upper Canada
Tecumseh – a Shawnee leader originally from the Ohio Valley west of the Appalachian Mountains.
• Joined the British in 1812 and gathered an army of over 2000 First Nations Peoples to fight for Upper Canada.
• Worked closely with General Brock Laura Ingersoll (Secord) – Loyalist immigrant from Massachusetts
• Married James Secord in Upper Canada • Cared for American soldiers in her home so that her injured husband they
had captured would not be sent to the US and overheard their plan to attack a place called Beaver Dams.
• Walked 30 km from Queenston to Beaver Dams to warn the British officer, James FitzGibbon, that the Americans were planning to attack his outpost.
• American attack was beaten
The Great Migration – the 2nd Big Wave of Immigrants: p. 144 Between 1815 & 1855 millions of British immigrants arrived in North America, many came to Canada, many more went to the United States. Many immigrants escaping famine and epidemics of cholera & typhus in Europe were weakened and became ill on the long voyage to North America. The ships arriving here soon became known as “coffin ships” because so many passengers were dead or dying. (see pic. p. 145) The colonial governments set up a quarantine station on Grosse Île in 1832. It was close to the Port of Québec but far enough away from the healthy population to prevent transmitting disease. Unfortunately the doctors could do little to help.
Push Factors (Why they left Britain): Peace:
• End of the Napoleonic Wars in Europe = safer to travel • Many soldiers & sailors now unemployed so the gov. offered
them land in the colonies so they could have work.
Overpopulation: • Not enough jobs to employ all the people in Britain • New technology/ machines were displacing many mill and
factory workers • Many people were living in poverty
Land Clearances:
• Most farmers didn’t own their land, they rented from large landowners • There was suddenly a crave for wool so landowners wanted
to raise sheep • Many rural areas in Scotland were emptied of farmers and their
families who came to Canada
Irish Potato Famine:
• The potato crop failed for several years in a row which were the main food source
• Therefore there was famine and starvation all over Ireland
Who were the immigrants? The poor: The British government was worried over the growing numbers of homeless and jobless people in Britain. They paid for the voyage across the Atlantic if poor folk were willing to settle in Canada. The program was successful but became too expensive so it was ended in 1825. Many of the poorest people spent the last of their money to buy passage to North America.
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The wealthy: Some immigrants were well educated and quite wealthy. They came to take up jobs in the colonial governments or to set up trades. Lawyers, teachers & doctors saw Canada as a land of adventure and new opportunities.
The Underground Railroad p. 147
• Slavery was illegal in the British Empire (including Canada) after 1833, it will not end in the USA until after the Civil War & the Emancipation Proclamation in 1865
• The Underground Railroad was a series of “safe houses” and the network of people who would transport runaway slaves in secret from the US to Canada
• The people in the US who wanted to abolish slavery were known as “Abolitionists”, people who actually helped with the railroad were called “Conductors”
• The Underground railroad relied on secrecy to protect them from the bounty hunters sent by slave owners to capture escaped slaves
• Estimated that 15 000 – 20 000 slaves escaped into Canada, about half of them returned to their families after slavery ended in the US after 1865
Harriet Tubman: Conductor on the Underground Railroad, based in St. Catherines Ontario
• She was an escaped slave, who risked her life and returned to the US many times to free others
• Never lost a single “passenger”
Moving the First Nations of Upper Canada onto reserves & residential schools p. 150 -‐ 152
• By the 1820 settlers outnumbered First Nations peoples 10 to 1 in what is now Southern Ontario
• The government continued to “purchase” land from the First Nations with $, clothing, guns, fishing & hunting rights etc.
• Reserve = the smaller piece of land the First Nations were moved to (usually poor farmland)
The government wanted the Native peoples to start farming in the European way, they thought the way the Native peoples farmed was uncivilized because:
• They used different tools and different patterns of farming, that to the Europeans this was uncivilised,
In 1836 Sir Francis Bond Head, Governor of Upper Canada, tried to move all of the First Nations in Upper Canada to Manitoulin Island because:
• When they are isolated they can live in peace and develop their own communities.
The reaction of the Native Peoples was:
• They wrote a letter to him saying “You come and take our land to make your white children rich, move us from place to place like we are your dogs then throw us to rot away into like barbarians while you relax in our land”
Ex: the Anishinabe near Sault Ste. Marie (p. 152)
• They wanted some share from what the government got from their mines • They signed a treaty. The Anishinabe gave up some land while getting some
money. Native Residential Schools (p. 169 -‐ 170)
• Taught skills that would help them adapt to newly emerging European societies • Students had to leave their homes to learn there • It helped them to become part of the “mainstream” society “assimilation”. They
were forbidden to speak their own language or practice religious beliefs and were cut off from contact with their families
• Improper education, forced children to go theres
New Directions for the Economy p. 153 -‐ 156
With the addition of so many immigrants the economy changed and the timber trade and wheat farming became very important. The problem was that now they needed an efficient way to transport these goods. Governor Simcoe’s road building plan was continued and canals were built to bypass rapids and other obstacles in the rivers. (see map p. 153)
Canals were needed because:
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•
The 5 canals built were:
1. St. Lawrence Canals > Montreal to Lake Ontario > to avoid rapids on St. Lawrence
2. Rideau Canal > Bytown(Ottawa) to Kingston > as a “back door” 3. Welland Canal > Lake Erie to Lake Ontario> to avoid Niagara Falls 4. Trent Severn Waterway > Lake Huron to Ontario> shortcut to L. Ontario & St.
Lawrence 5. Sault Ste. Marie Waterway > Lake Huron to Lake Superior> to avoid rapids
The Timber Trade: http://www.nfb.ca/film/log_drivers_waltz/ (follow the link to the Log Driver’s Waltz, this is from a slightly later period but the way they used the water to transport the logs was about the same – also very cute)
Why was Britain buying so much wood from Canada in the early 1800s?
• Easier to travel in water than on road • Rapids and waterfalls prevented the passage of boats • Cargo had to be unloaded and carried around trouble spots • Large vessels could not pass through shallow waters • Rivers did not always follow the fastest route between two spots
How did they get the trees from the forests to the ships in the St. Lawrence?
• Logs were cut in forests during the winter and hauled to the banks of a nearby river
• When spring came, they were tied together in large rafts, which were sent floating down the waterways to Quebec where they would be loaded on ships
What products did sawmills produce?
• Planks, long pieces of flat wood used to build houses or barns
The Wheat Economy: Wheat became the most important crop. What did the colonists do with the wheat?
• Wheat was very important • Some was exported, the rest was ground into flour at water powered mills
Towns in Upper Canada:
• Up to 15% of the population lived in Kingston & York (renamed Toronto in 1834). • Kingston at confluence of Lake Ontario, St. Lawrence & Rideau Canal = well
placed to act as a busy meeting place for water traffic.
Many Mennonites still keep a traditional lifestyle and choose not to use modern tech.
School house : [teachers and children posing outside by fence], January 25, 1906 Marsden Kemp fonds Glass plate
negative Reference Code: C 130-‐6-‐0-‐8-‐1 Archives of Ontario,
I0013556
• York (Toronto) on Lake Ontario at hub of Dundas & Yonge Streets = well placed to act as a trading hub for farmers living in the newly settled lands around lake Ontario. Center of government until 1841 when it was moved to Kingston.
Religion in Upper Canada p. 165 – 167 There were many different denominations (types) of Christians & even a few Jews living as settlers in Upper Canada. Many of the First Nations peoples had become Christian but many still practised their traditional religions. The Church of England (Anglican Church):
• Was the only government funded church and held 1/7 of the land as clergy reserves
• John Strachan was the Anglican Bishop of Toronto (1838) & a member of the Legislative & Executive Councils, he was very influential
The Methodists:
• Most successful at reaching people in rural areas (the countryside) • Held religious meetings wherever people could gather • Gathered to sing, read the bible, listen to moving sermons and enjoy the
fellowship of their neighbours • Most were Americans by birth
The Quakers & Mennonites:
• Migrated north from the US during the American Revolution • John Graves Simcoe encouraged them to come to U Canada
promising that their pacifism would be respected
Education p. 168 -‐ 169 More Upper Canada Schoolhouses: Formal education beyond knowing how to read & write was thought to be unnecessary for all but the wealthy and children of average colonists rarely went
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to “school”. Girls were thought to need even less education then the boys and would have classes on sewing etc. as well as math. There were private schools for the wealthy but Native children’s only formal education was with travelling missionaries.
Children in rural areas usually didn’t go to school because:
• Since the schools were all located in towns, it was difficult for children in rural areas to go there b/c of the distance
• They could only go if they had money for a room and board in town What was school like in the early 1800s?
• Simple buildings with one classroom, heated by a stove in winter • Boys and girls sat apart from each other on rough wooden benches • Students of all ages attended-‐ teacher had to prepare different lessons for
each age group • Subjects: reading, writing, basic arithmetic, and geography.
In 1841 Egerton Ryerson became Superintendent of Education in Ontario. What were the 3 big changes he made? 1) teachers must be trained 2) The province decides what will be taught, not churches 3) Textbooks written by Canadians should be used instead of books imported from the Britain and USA
History 3
Unit 3 – Conflict & Change Resolutions, Rebellions & Responsible Government
The Political Situation in Upper Canada – 1830s
• The citizens/ colonists elected the Legislative Assembly to run the colony, the Legislative Assembly could write proto-‐laws called “bills”, these are like baby laws
• To become a real law the bill had to be passed by the Governor and both councils
• This system ensured support for the British Government and that the rich of the colony would stay in charge, The people on the two councils & their close supporters were called the “Family Compact” because many of them were actually related or were friends
• Members of the Family Compact were called Conservatives or Tories • The people who did not want things to work this way were called
Reformers, they wanted to make changes so ordinary people & the Legislative Assembly would have more power.
3 Political Viewpoints: p. 182
British Gov. l
Lieutenant Governor
The Executive Council (appointed by the
Governor, very powerful)
The Legislative Assembly (Elected by the citizens – rich, Christian, white
men)
The Legislative Council (appointed by the
Governor, very powerful)
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RADICAL REFORMER: William Lyon Mackenzie -‐Former Mayor of Toronto, Newspaper editor -‐Target of break in to try to keep him quiet -‐Originally wanted to stay British but give more power to the average people through the Legislative Assembly but became more radical & eventually wanted Upper Canada to break away from Britain & become independent CONSERVATIVE: John Strachan -‐Anglican clergyman, eventually Bishop of Toronto -‐Member of prominent wealthy Toronto Family, member of Family Compact -‐Wanted power to be in the hands of a few educated people -‐Wanted a special place for the church MODERATE REFORMER: Robert Baldwin -‐Lawyer & member of elected Legislative Assembly -‐Wanted to make changes to government but stay loyal to Britain
-‐Thought change would take time to accomplish How elections were held:
• Voters had to climb on a tall platform, called hustings, and announce the name of the person that they were voting for
• Sometimes, “bullies” prevented people from voting for their competitor or roughed up voters who dared to vote the “wrong” way
People were afraid to vote the way they wanted to, until the secret ballot was introduced into elections in 1874. Today, Canadians vote using a secret ballot, and no one knows how someone else votes in an election
Problems with Land, Roads & Government Spending:
• The government spent large amounts of tax money to build canals like the Rideau Canal and the Welland Canal The best farming areas were given to the members of the family compact
• The roads were in poor condition and the farmers needed roads to get to the market, It was easier in winter to use the roads because they were frozen
• People complained about toll roads because you had to pay to go through them
• Clergy reserves were lands set aside for the use of the Anglican Church. Many colonists believed that the it was unfair that the other Protestant churches including the Presbyterians, Methodists Baptists and Lutherans did not received the equal grants
• They were upset because the Clergy reserves were left uncleared and the new settlers had to use the poorer quality land
Loyalty & the New Governor:
• Americans could not run for election because of suspicion after the war • The Conservatives wanted people only loyal to Britain, also, many Americans
belonged to the Methodist Church and Conservatives wanted Anglicans
• In 1836, there was a clash of political parties when Sir Francis Bond Head arrived in Upper Canada as the new Governor. Sir Francis Bond Head was very Conservative and was totally against the ideas of the Reformers
• Some of the Reformers such as William Lyon Mackenzie lost their seats in the Assembly
First Nations & the Government:
• By 1837 most First Nations peoples had been moved to reserves far from urban areas
• The Governor Sir Francis Bond Head tried to ship them all to Manitoulin Island where they would be out of the way
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The Political Situation in Lower Canada (Quebec) – 1830s 3 Political Viewpoints: p. 193
RADICAL REFORMER: Louis-‐Joseph Papineau -‐Lawyer & Politician -‐One of the leaders of the French-‐speaking members of the Legislative Assembly -‐Wanted French Speakers to have more say in the Law-‐making process for the colony -‐Eventually pushed for violence to get changes made CONSERVATIVE: Lord Gosford (Governor of Lower Canada 1835) -‐Was willing to compromise -‐Tried to balance between needs of English-‐speaking merchants who wanted things to stay the same & the French calling for change MODERATE REFORMER: Louis-‐Hippolyte Lafontaine -‐One of the leaders of the French-‐speaking members of the Legislative Assembly -‐Wanted French Speakers to have more say in the Law-‐making process for the colony -‐Did not support violence
French population with English merchants & rulers:
• Most members of the Legislative Assembly were French-‐speaking because the French were still the majority in Quebec
• The Governor was British & chose his Executive & Legislative Council members from the wealthy English-‐speaking bankers & merchants. They were known as the Château Clique
• The English Speakers wanted to build roads & canals to aid their business as had been done in Upper Canada but the French thought it was a waste of money
• The French-‐speakers were more interested in agriculture & preserving their languare & religion
Immigration to Lower Canada: • Huge # of new English-‐speaking immigrants from Britain & US flooding into
area, especially the Eastern Townships • French feeling crowded out
Agricultural Crisis
• There were a few years in a row of bad crops and the old farming areas were full
• Young French-‐speakers were forced to leave the farms to find work in town, in lumber camps or move to the US
92 Resolutions – an attempt to reform the government:
• 1834 the Legislative Assembly wrote up the 92 Resolutions which asked for changes in the government. They asked for an elected and powerful ???????????????, a higher % of government jobs for Habitants & responsible government.
• The Assembly refused to agree to new taxes until their demands were met = no one gets paid for government work & no work done on roads etc.
• The British government allowed the Governor of Lower Canada,Lord Gosford to use $ from the treasury to pay his staff in the meantime.
• The Partiotes asked French speakers not to buy (boycott) English goods until the 92 Resolutions were met
Rebellions in Upper & Lower Canada Upper Canada (Ontario) p. 186 Lower Canada (Quebec) p. 193
Leader: William Lyon Mackenzie In November of 1837 William Lyon Mackenzie published a pamphlet calling on the colonists of Upper Canada to take up arms and rebel against what he saw as corruption and poor leadership from British Governors, he wanted a rebellion like the Americans had had
Leader: Louis-‐Joseph Papineau Papineau was the leader of the French-‐speaking members of the Assembly known as the Patriotes
Causes: • The Governor & the Family Compact
were seen as being more interested in themselves than in the wellbeing of the colony.
• The average people had little say because the Legislative Assembly was essentially powerless. There was corruption & bribery.
Causes: • The British Governor and his appointed councils (the Château Clique) favoured the English-‐speaking merchants & bankers
• The Siegneuries were full & young Habitants were forced to find new farmland or move away. There were also a few years of poor crops.
• 92 Resolutions were refused
Rebellion: • W. L. Mackenzie gathered his troops at Montgomery’s Tavern on Yonge Street north of the town (now where the post office is just north of
Rebellion: • Patriotes lost some support when they hinted at violence, Church was against it
• Troops sent from Upper Canada
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Eglington Ave.)
• They marched south towards the city the next night, defenders shot at them and both sides ran away, few injuries
• Governor Bond Head took troops and pursued them 2 days later, there was a short battle (5 dead & a few wounded)
• There were a few more clashes but Bond Head’s troops put them down quickly
• Mackenzie & the remaining rebels fled to the US and harassed the British with raids until Upper Canada complained to the US & the Americans jailed Mackenzie
• P. 198 – 200
***There is a good list of government vocabulary definitions on p. 204***
Results of the Rebellions • The colonists decided violent conflict was not going to work • The British government finally understood that the problems were serious &
that they needed to change the way Upper & Lower Canada were run • The moderate reformers who had not supported violence gained in political
power Punishment for the Rebellions 1838:
• Upper Canada – 2 rebels hanged & many exiled to other parts of the empire • Lower Canada – 12 rebels hanged & many exiled to Bermuda & Australia
(Most exiles received pardons in the 1840s and came back to Canada) Fixing the problems – The Durham Report:
• Lord Durham was sent from England to look into matters in 1838 • Spent about 5 months talking to Canadians and finding out what they wanted • Most Canadians said that they wanted responsible government with the
Governor acting on the wishes of the political party that held the most elected seats (like in Britain) The Report:
• Join Upper & Lower Canada into one province called “CANADA” • BNA should get responsible government with the Governor acting on
the wishes of the political party that held the most elected seats • The advisors to the Governor should be from the political party that
held the most elected seats • The Anglican church should h`ave no more power than the others
• Colonies should be able to manage their own internal affairs • Eventually Join all of the BNA colonies together
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Uniting Upper & Lower Canada 1841 • Durham was prejudiced against the French & thought they were responsible
for much of the unrest • By uniting the Canadas there would be many more English & hopefully the
French would be assimilated Opposition to the Act of Union:
• Canada West(Upper Canada) and Canada East (Lower Canada) would each get the same # of seats in a united assembly
• Canada West was much smaller in population than Canada East • Canada West was happy because they would get as much say as the larger
Canada East & now the people of Quebec could help them pay off their debts from building all the roads, bridges & canals
• English would become the ONLY official language • Canada East was afraid they would get assimilated & did not want to pay for the
work Canada West had done Partners in Reform:
• Sometimes French and English reformers worked together ex: Robert Baldwin from CW & Louis-‐Hippolyte LaFontaine from CE
• When Baldwin won 2 seats he let LaFontaine run for the second one so he could be in parliament too (as a reformer)
Responsible Government at Last!!! The Rebellion Losses Bill & Responsible Government in Action:
• Lord Elgin (Durham’s son-‐in-‐law) was the first Governor to head a responsible gov. in Canada
• 1848 reformers had more members elected so their heads Baldwin & LaFontaine were asked to choose the Executive & Legislative Council members, Lord Elgin promised to follow their advise as long as reformers had a majority in the Assembly = responsible government.
• Rebellion Losses Bill (1849) attempted to pay back people in Lower Canada who had their property damaged in the rebellions, the Tories (conservatives) said this would reward rebels and voted against it
• Lord Elgin did not want the Rebellion Losses Bill to become law but the Reform party members all voted for it (they had the majority in the Assembly) so he signed it anyway
• Tory supporters threw bricks & eggs at his carriage as Elgin left parliament, Tories later set the parliament buildings on fire
Responsible Government in the Maritime Colonies:
• A Reform party was born in Nova Scotia during the 1830s & led by Joseph Howe • Howe & the reformers were against Nova Scotia’s “Council of 12” advised the
Governor without input from the elected Assembly, they wanted responsible government
• The British government gave Nova Scotia responsible government it 1848, they were actually the first to have it in Canada & without any rebellions!
• By the 1850s PEI & Newfoundland also had responsible government, also without rebellions!
The Legacy of Responsible Government in Canada: • The colonies became more democratic because more power was in the hands
of voters because the Elected Assembly could replace a government that did not follow what the people wanted (not fully democratic because still only fairly wealthy white men could vote)
• Responsible government gave colonists control over most of what happened in their own colony. Britain remained responsible for international relations