Life in the 1800
Geography
Social Structure
Historical Perspective
Random
100

What two things spread quickly in the 1800s?

Fire and Disease

100
Do we live in Upper Canada or Lower Canada?

Upper Canada

100

In the 1800s, what were the three different levels of social structure?

Upper, middle, and lower class

100

Why is it important to understand multiple perspectives in hsitory?

If we only look at the "winners" in history, we do not understand the whole picture. Each culture has its own established culture to share.
100

What time period are we studying in history right now?

1800s

200

What was the role of children in the 1800s?

To help with chores. For example, churning butter, fetching water, etc.
200

Did most of the Loyalists settle in Upper or Lower Canada?

Upper Canada.
200

What was the role of the church in the 1800s?

To provide social services (nuns) and to provide religious guidance (priests). 

200
Define the word assimilation

Assimilation: a culture loss when there is an imbalance: one culture gives up aspects of its own culture to embrace another group’s culture.

200

What does domestic help mean?

It means performing chores or working within the household environment. 

300

Why were fires and disease hard to stop in the 1800s?

Fires- They were hard to stop because houses were made of wood. They did not have the technology to put them out (fire hoses).

Disease- Medical care was not as developed and lots of people lived in small houses. 

300

When Loyalist came to Canada, what group of people experiences displacement?

First Nations people living in Upper and Lower Canada
300

What groups made up most of the population in the 1800s?

  • Most townspeople in the early 1800s in Canada belong to the middle and lower class and mostly made up of Canadiens.



300

Define the word class structure and state how class structure has to do with historical perspective 

Class Structure: a system for ordering society based on social or economic status.

300

Who are Loyalists?

British Settlers
400

What did Canada look like when the Loyalists arrived? 

Canada did not have buildings and established roads. This meant the Loyalist first order of business was to establish these basic needs and locate food.

400

How did people from Britain travel to Canada? Why is this important to understand?

Boats through the St.Lawerence River and wagons on trails.

400

What jobs did the middle and lower class people perform?

  • Some of the working positions of the middle class are;


    • Shoekeeper

    • Bakers

    • Blacksmiths

    • Dressmakers

    • Grocers

400
How can contact between two groups remain a positive experience for both groups?

Contact between two groups can result in cultural change. Sometimes cultural change is a positive experience, whereby both groups benefit from the best that each culture has to offer.

400

What two groups of people were predominantly enslaved in Canada in the 1800s?

Between 1671 and 1833, about 4,200 people were enslaved in Canada. Two-thirds of the people were First Nations, and one-third were Black.

500

When Loyalist arrived, what was the most common job?

Some Loyalist took jobs in town, however, most Loyalist settled in the backwoods and cleared land to start farms.

500

Why were British settlers moving to Canada? Why is this important to understand?

Britain was getting busy and crowded. People were not able to get great jobs in Britain. Canada understood the power or influence of Britain, and British settlers were being encouraged with free land to move to Canada to help develop the land and create more trade opportunities. 

500

In 1807, when the Canadian Government started to find public schools, how many schools did they open? How many boys were able to attend?

8 public schools, 100 at each school.

500

What happens if there is an imbalance of one culture during contact between two groups?

Loss of culture. Potentially assimilation. 

500

How were slavery advertisements used in the 1800s?

Advertisements were placed in local newspapers to buy and sell enslaved people, or to offer rewards to people who return the enslaved people who had run away from their “master.”

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