Where is it made?

Create a list of five items or pieces of clothing that you currently own. You may wish to include household electronics, furniture, clothing, or personal devices.

For each item, describe how and where it was made. As you explore your selected item, consider the following question for your research.

• where the item was manufactured
• how it was produced
• whether factories, machines, or assembly lines were used in the process

Complete the fillable and printable My Clothing List in your notebook or using the following document. You can also use another method of your choice.

After completing your list, you may notice that many of the items you researched were manufactured in factories using assembly lines and industrial machines designed to produce goods quickly and efficiently. During the late 1800s and early 1900s, manufacturing methods changed significantly as industrialization expanded. Many manufacturing processes today are still similar to those developed during this time period. These changes transformed communities, economies, and the daily lives of many people.

Second Industrial Revolution

Let’s explore the following image:

The revolution

The Second Industrial Revolution began in the late 1800s and early 1900s.

What changed from the First Industrial Revolution to the Second Industrial Revolution was greater use of machinery, a moving assembly line, larger factories, and more time expected of the workers.

Industries such as rail, steel, automobile, and goods produced in factories would change the economy. The railroad was also vital, transporting goods and workers from one part of the country to another.

Press the following tabs to learn the changing conditions of the Second Industrial Revolution.

Learning check!

For each statement, choose if it is a cause or a consequence of industrialism in Canada.

Place the cards into categories that best match. Use the arrow buttons to navigate between cards.

Now, pick one of the statements that was a consequence. List the impact that the consequence had on Canada and/or the workers.

Record your ideas in a notebook or in a method of your choice.

Industrialization and First Nations and Métis communities

During the Industrial Revolution, railways were built across what would become Canada. This made travelling much faster and easier. Industries like mining, farming, and forestry also grew because there was a higher demand for natural resources.

As a result, more settlers moved west. This increased the demand for land and put more pressure on First Nations and Métis communities.

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As the 1800s progressed, First Nations and Métis communities faced major changes, including the collapse of the bison population due to overhunting by settlers and a rapid expansion of settlement, which disrupted traditional economies and ways of life. Despite these challenges, some leaders took steps to protect their communities and plan by negotiating agreements and organizing politically to respond to these changes, while others were forced to negotiate as they were purposely starved and cut off from their traditional food sources.

After Confederation, the Canadian Government initiated the Numbered Treaties with First Nations communities. First Nations did not see these agreements as giving up their land, but as Nation-to-Nation agreements to secure their long-term survival and prosperity.

Leaders such as Chief Poundmaker and Chief Mistawasis negotiated for specific terms, like agricultural tools and livestock, access to healthcare and education and protection of traditional hunting, fishing and trapping rights to help their communities adapt to changing economic conditions, continue cultural traditions and practice while ensuring access to essential resources.

While some communities began to adapt to farming, these efforts were often limited by government control and broken treaty promises. At the same time, leaders like Big Bear recognized that reserve lands were small and isolated. In the 1880s, he attempted to unite Cree and Assiniboine Nations into a larger political alliance to strengthen their influence and pressure the government to honour treaty promises and renegotiate unfair conditions.

Industrial expansion and Métis Resistance

During the Industrial Revolution, the Canadian government focused on expanding westward to support economic growth and settlement. This included building railways and opening land for farming and resource development.

These changes directly affected the Métis, who faced direct threats to their land, culture, and way of life when the government purchased Rupert’s Land and began surveying it for settlers.

In response, the Métis, led by Luis Riel, stopped federal surveyors, took control of Upper Fort Garry, and formed a Provisional Government. They created a list of demands, including protections for the French language, Catholic education and Métis land rights. These negotiations led to the creation of Manitoba in 1870.

About 15 years later, in 1885, conflict arose again. The federal government had failed to address Métis concerns about promised land rights in Saskatchewan. In response, the Métis, led by Louis Riel and Gabriel Dumont, took up arms to defend their territory to assert their rights and push the government to recognize their land claims.

Labour movement

The labour movement in Canada helped these workers. They fought for better working conditions, shorter hours, equal pay, worker’s rights, the right to organize, and the right for workers to defend their interest.

The Nine Hour Movement

In 1872, a Toronto Trade Union demanded a nine-hour workday from the city’s print publishers.

The typical working day in the early Industrial period for this group lasted a minimum of ten or more hours a day, every day. The employers refused to change their workday and the printers walked off the job on March 25, 1872.

They were soon joined by a crowd of 10,000 supporters at a rally at Queen’s Park on April 15th. However, in those days, union activity was considered a criminal act and the owner of the Toronto Globe, George Brown, had the strike committee arrested.

This strike became known as the Nine Hour Movement. Eventually, the introduction of the Trade Union Act occurred on April 18, 1872. This act legalized and protected unions.

These worker movements would continue to occur through the late 1800s. It helped to convince workers that joining unions would help them fight for better conditions and working life.

Labour movement inquiry

In this task, you will investigate a topic that explores the labour conditions and industrialism during this time.

You will focus on the following topic:

Follow the steps of the inquiry process (formulate questions, gather, organize, analyse information, evaluate, draw conclusions, communicate results) to guide your investigation. Use a variety of reputable resources to research about your selected topic.

Press the Inquiry to access the steps of the inquiry process.

Inquiry

Finally, present your research using a method of your choice. You may create a poster, video, slide presentation or podcast explaining the Ontario Factory Act of 1884 and its impact on labour and working conditions in Canada at the time.

As you complete this activity, use the following checklist to evaluate your presentation.

Use the following checklist to review your presentation.

Impacts

Reflect on the following questions about the impact of the Industrial Revolution:

Social impact

• What was the impact of the Second Industrial Revolution for the workers and the communities?

Economic impact

• What was the impact in terms of the goods that were produced?
• What was the impact in terms of how many people were working?
• What would that mean for money being made?

Political impact

• What was the impact in terms of changes in the way things were done in this country regarding working conditions?
• How was leadership impacted?
• Were laws changed?

Complete the Industrial Revolution – Impacts Chart in your notebook, in the following fillable and printable documents, or in a method of your choice. You can also use another method of your choice.

Answer the following questions about the impact of the Industrial Revolution.

Making connections

Recall your clothing list that you created in the Minds On section.

• How does learning about the Second Industrial Revolution change how you think about what you wear or the items you use daily?
• What three questions about these items might you ask to learn more about their creation?

Record your ideas in a notebook or in a method of your choice.

Press Example to access a sample question.

Example

Reflection

As you read the following descriptions, select the one that best describes your current understanding of the learning in this activity. Press the corresponding button once you have made your choice.

Now, expand on your ideas by recording your thoughts using a voice recorder, speech-to-text, or writing tool.

When you review your notes on this learning activity later, reflect on whether you would select a different description based on your further review of the material in this learning activity.