The Foundations of Sovereignty

1. What is it and why should I care? The Foundations of Sovereignty

2. Outcome for Canadian History 11 (With indicators of Mastery) S2 demonstrate an understanding of how desires for sovereignty create conflict and compromise • analyse the struggle by selected provinces for increased economic sovereignty (e.g., Nova Scotia in 1880s) • analyse the struggle of the Acadian people for cultural sovereignty • analyse the struggles of the Métis of Red River and Saskatchewan for political sovereignty (Louis Riel)

3. What do I need to know to understand sovereignty? • 3 basic types: Economic, Political, Cultural/Social • Backdrop of several conflicts within Canadian history and politics • Some examples of the issue: reciprocity/free trade, Confederation, the Indian Act, Responsible Government • Sovereignty and issues concerning all three types are the focus of the issues between French and English Canada • And... It is a main piece of the outcomes for this course. 

4. Economic Sovereignty • Defined as the ability of a region to make it’s own decisions concerning resources and productivity • How much a region will produce and what sorts of goods and services will be produced and traded are forms of economic decisions that are a part of expressions of sovereignty • Example – Atlantic Canada in the 1880s

5. Atlantic Canada in the 1880’s • With Confederation came a change in the economy of the Atlantic Provinces • Some decisions were left to the provinces while others were shifted to the federal government in Ottawa – one of those being the economic well being of the nation • The economy of Canada was regionalized so that the coasts were expected to shift their economies toward natural resources such as coal mining, fishing, and shipping, central Canada was expected to shift their focus to manufacturing and heavy resource mining such as gold, and western Canada was expected to produce most of the food and agricultural needs of the new nation

6. So...? • What this meant for Atlantic Canada was a movement away from economic independence toward economic dependence. • The shifting of economic policies meant that Atlantic Canada was at the mercy of commodity prices for coal, the ability of other markets to buy fish or their need for timber. • Atlantic Canada also had to face a new reality. Some of the new industries such as coal mining, were dangerous and required careful attention and maintenance. • However, Atlantic Canada also had workers who had families. The workers would always be willing to report to the mines or to the ports if it meant they would get paid, in spite of coal accidents and explosions such as the one at Albion Mines in November 1880.

7. Economic Sovereignty Activity – 15 minutes Fill out the crossword using some key terms about economic sovereignty and the Maritimes in the 1880s These will not be collected but it is important to complete them and keep them in your notes. Sovereignty is going to be on the final exam!

8. Cultural Sovereignty • Defined as the right of a culture to assert certain authority over property, rules of conduct, laws, language regulations, and other matters affecting its members. • Concerns issues such as education, language, cultural practices and traditions… • The Acadian Community of Atlantic Canada also in the 1880’s faced a dilemma concerning how to assert their cultural differences within a united Canada.

9. Acadians in the 1880’s • Acadians were expelled from Nova Scotia and the British colonies in 1755 as a result of British Military decisions • The Acadians were permitted to return to Canada in 1764 to find their houses and property were either destroyed or belonged to other people – they had no ability to fight it as they were considered enemies of the state during a time of battle

10. Acadians in the 1880’s • After returning they establishing communities throughout Prince Edward Island, New Brunswick and Nova Scotia • Acadian populations were marginalized – their communities were isolated and kept socially powerless in all ways that counted. • Acadians dealt with linguistic discrimination as well as social isolation from Atlantic Canadian communities.

11. Acadians in the 1880's • In 1880 Acadians were invited to the “Great Convention” in St. Jean, Quebec. French Canada realized the marginalization of the Acadians was a hurt they should not have to suffer. • Société nationale des Acadiens was created in 1881 to answer the concerns of Acadians in Nova Scotia.

12. Acadians in the 1880’s • The conditions of the Acadian people reflected their marginalization. They lived in poverty and often owed high sums of money to high interest lenders such as merchants. • The Acadian farmers and fishermen would borrow money to buy their supplies and mend their nets. The amount they needed was so high that it often kept them paying the whole year and in poverty. • The Farmers Bank of Rustico was one method of fighting back. Established in 1864 it lent money to Acadian farmers and fishermen at low rates. • Acadians lent to Acadians and thus started to take control of their living conditions for themselves.

13. So...? • The marginalization of Acadians brought the issues of language, economic and cultural discrimination of the French populations to the political forefront. • Overnight the plight of the Acadians was recognized – although there was very little movement to make real difference. • Even as recently as 2003 the Supreme Court of Canada had to step in to decide a case concerning the language and cultural rights of the Acadian people within the education system of the Atlantic Provinces.

14. Cultural Sovereignty Activity – 15 minutes Fill in the blanks on these phrases related to cultural sovereignty and the Acadians in the 1880s These will not be collected but it is important to complete them and keep them in your notes. Sovereignty is going to be on the final exam!

15. Political Sovereignty • Defined as the exclusive right to have control over an area, to operate the government, enact laws, and regulate activities and commerce. • There are several factors which can cause a group of people to define themselves as separate from others. This can include a different ethnic or regional origin. In the case of the Metis of Canada – it is both ethnic and regional. Their identification as a distinct people within Canada and the inability of a federal government to work within this identification caused conflict which is still a source of animosity within some regions of Canada.

16. The Riel Rebellion • Southern Manitoba and Saskchewan are home to a group of people who called themselves Metis. • The Metis are a group of people who have equal French and native backgrounds. In the 1880’s they allied themselves with both colonial and native causes and were open to the idea of confederation with Canada. • This changed drastically when the Canadian government in alligance with the British denied land and cultural rights to the Metis that were given to the native populations.

17. The Riel Rebellion • The Metis attempted to have the Canadian government listen to their complaints – which were ignored. • The Metis people asked Louis Riel to represent their cause and rally the people in the region to their cause. • At first both colonial/white settlers as well as the native populations supported the Metis cause. However once the colonial settlers began to realize an armed conflict was brewing they informed Riel and the Metis that they were no longer willing to offer support.

18. The Riel Rebellion • Along with their native supporters the Metis begin to ransack government stores and supplies. • When the Northwest Mounted Police engage the Metis there begins a series of armed skirmishes that ends eventually with the surrender of Riel and the Metis. • In July of 1886 Louis Riel is charged with treason. He is found guilty and executed by hanging on the 16th of November.

19. So...? • The Riel Rebellion was a direct result of two factors the first was the perceived mistreatment of the Metis and the second was the anger of western Canadians toward the federal government for their movement to a predominately agrarian or farming economy. • Western Canadians felt their ability to make decisions for themselves, about how they should live – was threatened. The only way to save it was to fight for it. To them Riel was not a traitor; he was a hero.

20. Political Sovereignty Activity – 20 minutes Split into groups of three (there may be one or two groups of four) Use the debate sheet I have provided to form four debate teams. Team 1 and 2: Louis Riel was a hero. Team 1 – For (Yes, he was a hero) Team 2 – Against (No, he was a traitor) Team 3 and 4: The Canadian government was justified in their actions (sending in the military) Team 3 – For (They acted accordingly) Team 4 – Against (There was no need to send in the military) Only one debate sheet per team, so make sure you're taking your own notes. Sovereignty will be on the final exam!