OFFICIAL POWER IN QUEBEC

1. OFFICIAL POWER IN QUEBEC • The French Regime: • Chartered companies 1608-1663 • Absolutism (via King Louis XIV) from 1663-1760. • New France was administered by an intendant (settlement and economic development) and governor (royal representative – ran the colony). • The governor and intendant reported yearly to the king, while also receiving wages and directives every summer – specifically regarding war, diplomacy, commerce, justice. • Interestingly, despite a 6 month communication gap, there was little deviation from the King’s orders.

2. OFFICIAL POWER IN QUEBEC • Powers of the Intendant/Governor: • Neither had to consult in matters pertaining to legislative (laws), executive (financial/running the colony) and judicial (how laws are implemented) matters. • e.g., intendant could manipulate prices. • Order militiamen (15-60 year-old men) to build road, bridges for no pay. • Speaking out against either would result in legal proceedings. Public demonstrations were also suppressed.

3. OFFICIAL POWER IN QUEBEC • How to control a population • In three ways: • The army – large number of troops and forts in major cities. Acted as protection, but also police. • Exemplary Punishments – public physical punishment. Hanging, dismemberment, public shaming. • Public Demonstrations of Power – imposing buildings & royal statues, lavish celebrations, important events were marked by canon fire.

4. OFFICIAL POWER IN QUEBEC • Aboriginal Partnerships • Alliances with Aboriginal groups went a long way in ensuring military and diplomatic objectives were met. • French Allies would trade fur and fight for France. • Domiciliés also played a key role. • Aboriginal groups exercised their own power, and therefore compromises were needed. • The partners combined forces to perform raids on British settlements to prevent their growth, though the Aboriginal groups often maintained different interests in doing so than the French. • Aboriginal persons were not subjected to French law.

5. OFFICIAL POWER IN QUEBEC • In Your Own Words: • How did the state exercise its power in the colony?

6. OFFICIAL POWER IN QUEBEC • The State & The Catholic Church: • Mutually supported one another in order to strengthen the other and ensure social order was maintained. • Church power reflected through its influence in almost every facet of life – education, health, social interaction • Certain privileges reinforced the Church’s power. • Exclusive religion permitted. • Gave grants and seigneuries. • State intervention so that religious duties were performed. • While supporting the church, Gallicanism was constant.

7. OFFICIAL POWER IN QUEBEC Colonial Authorities The French State Catholic Church Aboriginal People Trading Companies (before 1663)

8. OFFICIAL POWER IN QUEBEC • Stages of British Rule:

9. OFFICIAL POWER IN QUEBEC • British Rule 1763-1791: • Objectives of state: economic, re-conquest, Aboriginal rebellion, unrest in 13 colonies, manage an unequal state. • Political Institutions: Canadien lack of power (R.P. or Q.A.), power ran essentially the same – top down authoritarian, undemocratic regime controlled by motherland. • New Freedoms: No access to rule, but had some rights under English law: Newspapers, petitions, right to form associations, right to be represented by a lawyer. Freedoms could be removed in ‘emergency cases’, habeas corpus was delayed, and those who published often used pseudonyms.

10. OFFICIAL POWER IN QUEBEC • British Rule 1763-1791: • Means of control: military presence (forts, garrison), public corporal punishment. • State Allies: counted on Alliances with Aboriginal peoples (no longer have French ally), the Canadien nobility (concessions promised in order to gain support) and the Catholic church (allowed a Bishop, church preached loyalty to England in return).

11. OFFICIAL POWER IN QUEBEC • Classwork, T-Chart: • Compare the relationships that formed between the state and the colony’s social groups under British rule with those that prevailed under the French regime. (Aboriginal groups, the Church, nobility)

12. Official Power in Quebec • 1760s • 1760: British Rule. • 1763: The Seven Years' War ends with the signing of the Treaty of Paris. • 1763: Indian Chief Pontiac (anti-British) leads a series of raids against British trade posts. • 1763: Province of Quebec….Governor James Murray • 1764: Request by British to remove French civil law. • 1764: "Canadien” request orders of the King be available in the French language, and that they be allowed to participate in the government.

13. Official Power in Quebec • 1770s • 1773: British and French speaking merchants of the Colonial Province of Quebec submit petitions to the Parliament of Great Britain requesting a legislative assembly. • 1774: The British Parliament enacts the Quebec Act. • 1776: United States Declaration of Independence adopted on July 4.

14. Official Power in Quebec • 1780s • 1783: Arrival of the first of 8,000 Loyalists. • 1784: A group of 2291 colonial petitioners formally request that the Parliament of Britain create of a House of Assembly for the Province of Quebec for all citizens without regard to nationality or religion. • 1790s • 1791 - The Constitutional Act is enacted by the British Parliament.

15. Official Power in Quebec • 1800s • 1808 - Louis-Joseph elected for the first time on April 27. He joins the Parti Canadien. • 1820s • 1822 – Petition to unify Upper and Lower Canada. • 1823 - Louis-Joseph Papineaupresents a petition against the Union project.

16. Official Power in Quebec • 1830s • 1834 - The Parti patriote is elected in the Legislative Assembly of Quebec. • 1834 - The Legislative Assembly presents the Ninety-Two Resolutions, a document requesting democratic reforms in Lower Canada. • 1840s • 1841 - The Act of Union. • 1848 - Now legal to use the French language in the Parliament and in the Courts.

17. Timeline Assignment • When is it wise to Share Power? • Who gets power? • Who is impacted and how (this is not always the French)? • Discuss elements of change or continuity. • Determine if it is an overall positive or negative change. • Topics: • French Surrender - Royal Proclamation - British Merchant Petitions - Pontiac Rebellions - Church Supports Government - Quebec Act - US Declaration of Independence - Loyalist Arrival - Constitutional Act - Papineau Elected - Demand for a Legislative Assembly – 92 Resolutions – Rebellions - Act of the Union

18. Official Power: Contemporary Period • From 1867 to 1929: • BNA Act described the shared government – provincial/federal, goal of occupying more territory, politics and Aboriginal groups, balance between owners and the rights of workers.

19. Official Power: Contemporary Period • Federal-Provincial Relations: • Each had jurisdiction, though tensions often arose (still do – uploading, downloading), especially when it came to fiscal revenues (taxes/custom duties). • Quebec demanded more autonomy within Canada. • Feds had more power (trade, defence, currency, banks) and could: enact any law not provided in the Constitution, adopt laws in provincial jurisdictions (emergency), disallow any provincial law it deemed not in the national interest. • This changed and provinces were given autonomy in the areas of education, health, roads, natural resources.

20. Official Power: Contemporary Period • French Canadian Nationalism and Provincial Autonomy: • Relations between Quebec/Feds soured due to: • 1871 abolition of separate Catholic schools in New Brunswick. • 1885 hanging of Riel – seen as anti-Catholic & anti-French. • 1890 abolition of separate Franco-Catholic schools in Manitoba. • Many thought French interests outside Quebec were not supported. • 1887-Mercier Quebec Premier-organized a interprovincial conference in Quebec City.

21. Official Power: Contemporary Period • WWI: • War Measures Act (1914) – reduced tax revenue to the provinces (returned to normal after the war). • Military Services Act (1917) – strongly opposed and unevenly enforced, was fully rejected by the French. • War-time Elections Act (1917) – gave the vote to women (some). • Conscription (1917) further threatened French-English relations, who did not agree with Canada participating in British wars. They rejected the idea and rioted in 1918. Of the 40,000 conscripted, half did not report. This led to further demand for French autonomy.

22. WWI How WWI started: http://www.history.com/topics/world-war-i/world-war-i-history/videos/causes-of-world-war-i?m=528e394da93ae&s=undefined&f=1&free=false Trench Warfare: http://www.history.com/topics/world-war-i/world-war-i-history/videos/trench-warfare?m=528e394da93ae&s=undefined&f=1&free=false

23. Official Power: Contemporary Period Trench Warfare.

24. Official Power: Contemporary Period http://www.youtube.com/watch?v=ugeq0PIjuSQ

25. Official Power: Contemporary Period • Research Project Discussion • Classwork: • page 143 #1-4 • Choose your three topics for next class.

26. Today • Vimy Ridge Photos • Project: • Rough draft due May 8th (peer editing in class) • Topic selection • Western expansion. • Residential schools.

27. Official Power: Contemporary Period • Expansion, Marginalization & Assimilation: • National Policy. • What is the problem with western expansion and settling of territory? • The Metis were already living on the land. • Riel & Metis make demands and start a rebellion (similar to that of 1837).

28. Official Power: Residential Schools • Series of Events: • Land taken – Aboriginals placed on reserves. • With help form the Act to Encourage the Gradual Civilization of Indian Tribes in this Province, and to Amend the Laws Relating to Indians (1857) http://caid.ca/GraCivAct1857.pdf) Aboriginal peoples became British subjects, given minor status. • In an effort to ‘educate’ Aboriginal groups, Residential Schools were set-up. It was believed socio-cultural differences between themselves and the Aboriginal peoples was proof that Canada’s first inhabitants were ignorant and in need of guidance. • http://www.youtube.com/watch?v=s_V4d7sXoqU

29. Official Power: Contemporary Period • Residential Schools • Former students of residential schools have spoken of horrendous abuse at the hands of residential school staff: physical, sexual, emotional, and psychological. • Residential schools provided Aboriginal students with an inferior education, often only up to grade five, that focused on training students for manual labour in agriculture, light industry such as woodworking, and domestic work such as laundry work and sewing.

30. Official Power: Residential Schools • Harper apology/compensation: • June 11, 2008 – statement of apology. • “In moving towards healing, reconciliation and resolution of the sad legacy of Indian Residential Schools, implementation of the Indian Residential Schools Settlement Agreement began on September 19, 2007.” • http://www.residentialschoolsettlement.ca/summary_notice.pdf

31. Official Power: Residential Schools • In your opinion, has enough been done to compensate those who were impacted by residential schools?

32. Causal Question #1 • In your answer you must provide details on each of the elements below and establish connections between them: • demands made by Amerindians • ways the Aboriginals tried to influence the decisions of the colonial administrators • the effects of power relations between the administrators of the colony and the Aboriginals • What: demanded trade and/or military alliances. • How: use of fur trade/trade routes & fighting against the British. • Result: great peace of Montreal, close alliance of Aboriginal groups and the French. End of fighting.

33. Causal Question #2 • In your answer you must provide details on each of the elements below and establish connections between them: • demands made by Patriotes • ways the Patriotes tried to influence the decisions of the colonial administrators • the effects of power relations between the administrators of the colony and the Patriotes • What: maintain culture/language & responsible government. • How: demands to government, peaceful process/92 Resolutions and finally rebellions. • Result: Durham report, creation of Canada East/West , unification gives Patriotes less of a voice.

34. Official Power: Contemporary Period • Unionization: • Economic development left up to entrepreneurs. • Subsidies, laws, tariffs and infrastructure spending was beneficial. • National Policy – 1879. • Workers received poor wages, had long hours, unsafe conditions. • United into unions with minor success until about 1930. • Owners initially would not negotiate, used police against, laid off workers. • Pushed government (who responded out of fear for labour-type political parties). Change was slow.

35. Official Power: Contemporary Period • Feminism’s First Wave: • Women - demanded the right to vote, but also improved conditions. • Attained vote during WWI – during conscription crisis (in Quebec not until 1940). • Women faced opposition from the political/intellectual classes, the clergy and women traditionalists.

36. Official Power: Contemporary Period • The Why (the Stock Market crash was just the beginning): • 1. Over-Production/ over-Expansion...Dust Bowl. • 2. Canada’s Dependence on a few Primary Products. • 3. Canada’s dependence on the U.S. • 4. High Tariffs in foreign markets (on Canadian goods). • 5. Too Much Credit Buying. • 6. Credit Buying of Stocks.

37. Official Power: Contemporary Period Great Depression Results: By 1933, 30% of the labour force was out of work, couldn't afford to pay their mortgages, and one fifth of the population became dependent on government assistance. In the rural areas of the prairies, two thirds of the population were on relief. Reduction of investment: both large companies and individuals were unwilling and unable to invest in new ventures.

38. Official Power: Contemporary Period How to save a country: Direct Relief program. Subsidize new colonization projects (Quebec). More government intervention.

39. The Dust Bowl High prices for wheat and the needs associated with World War I caused farmers to cultivate land formerly used only for grazing. The soil, disturbed by plows and parched by Drought, blew away in immense clouds of dust. In the wake, clouds of grasshoppers came in millions, eating whatever was left: crops, gardens even clothes left on line to dry. The cloud of locust passed with a mechanical hum. • http://www.weru.ksu.edu/new_weru/multimedia/dustbowl/dustbowlpics.html • http://www.youtube.com/watch?v=x2CiDaUYr90

40. Official Power: Contemporary Period • Classwork: • Page 170, document 104 – answer questions associated with the document.

41. Causal Question #3 • Using the documents explain how the power relations between the church and colony affected the colony of New France. • In your answer you must provide details on each of the following elements and establish connections between them. • Indicate demands of the church. • Identify the players who embody power relations between church and state (bishop, king, Monseigneur de Laval, Frontenac) • Indicate effects of the power relations between the church and state. • What: Church wanted more power: education, health, society/dismissing immoral activities. • How: Church battled between king, Frontenac and Laval. • Result: Diminished power of church, and removal of Bishop from the sovereign council

42. Official Power: Contemporary Period • World War II/Consequences: • Canada’s Involvement in World War II • In the summer of 1939, 11.5 million Canadians carefully watched events unfolding in Europe. Germany was demanding territory from Poland. Britain and France were Poland’s allies. Would the expansion plans lead to war? • Memories of World War I, the tragic loss and the heavy burden of debt, had Canadians loathing to contemplate another experience. However, the aggression of Adolf Hitler altered the mood of Canadians to the point where they were prepared to take part in another great war!

43. Official Power: Contemporary Period • World War II/Consequences: • Changes to provincial/federal relations. Federal: more social and economic intervention. Implemented unemployment insurance. • Conscription, although initially not supported by Mackenzie King, was later implemented. Quebec was not impressed. • New agreements were reached between feds/provinces regarding health, education, social assistance. • 40s-50s: feds gave large sums to provinces and established equalization among provinces. Quebec, under Duplessis, refused the federal payments.

44. Official Power: Contemporary Period • Importance of World War II for Canada: • D-Day: Dieppe. • Liberation of Holland. • Red Cross. • Battles in Italy. • Atlantic Navy escorts. • Sep 1939: One week after Britain declares war, Prime Minister Mackenzie King declares war, pledging Canada's "voluntary" support to Britain. • Increase in women’s rights – provided the labour. • Development of economy/cities in Canada. Became more industrialized. • Increase in military. • From farm to factories and fighters. Canada became more of an independent world leader (largest militaries).

45. World War IICanada’s Role

46. The War Begins… • The Second World War began at dawn on September 1, 1939, as the German Armies swept into Poland. • With the full fury of the blitzkrieg - the lightning war - the German armoured (Panzer) divisions destroyed Polish defenses in the west. German troops – Warsaw.

47. Enter Canada… • Britain and France declared war on Germany on September 3rd. • Canada would quickly followed, though voluntarily. On September 7 Parliament met in special session; on September 9 it approved support to Britain and France; and on September 10th 1939, Canada declared war. The House of Commons - September 7, 1939, Canada's Parliament decided to declare war on Germany.

48. Canadian Preparations • When Canada declared war in 1939, there were only about 10 000 soldiers in its armed forces, with only $35 million being spend during depression. In 1939, the Canadian army possessed only 14 tanks; 29 Bren guns, 23 anti-tank rifles and 5 small mortar guns. The Canadian navy had exactly 10 operational vessels, and the Royal Canadian Air Force had only 50 modern aircraft. • Though largely unprepared for war, Canada was quick to respond. At this point, the government hoped that Canada’s role would be limited. Prime Minister Mackenzie King was prepared to send roughly 40 000 troops and anticipated a role as the main supplier of food and war materials for Britain. However, he did not want the war to involve a costly expenditure of Canadian lives, and above all, he wanted to avoid another conscription crisis at all costs.

49. Canada Steps Up • By the end of September, over 58 000 Canadian men and women had enlisted in the armed forces. Many recruits were unemployed men who were grateful for a new pair of boots, a warm uniform and coat, three square meals a day and a soldier’s basic pay of $1.30 per day. They were all volunteers. • On September 16 the first convoy left for England. By January 1940, 23 000 mostly untrained Canadian troops were in Britain. Their rallying cry declared, “We’ve come here to do a job and then go home”. The hope was that the war would be over quickly.

50. At War! • In 1940, within the first four weeks of action, Hitler’s modern army crushed Polish defences. Next Germany overran Denmark, Norway, Belgium, Luxembourg and the Netherlands. Soon, Hitler turned his attention to France.