What is it and why should I care?
The Foundations of Sovereignty
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)
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. 
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
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
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.

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!
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.
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
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.
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.
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.
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.
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!
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.
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.
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.
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.
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.
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!