Download The reasons why some left the 13 Colonies:

Chapter 6-The Loyalists (1776-1815)
A steady stream of political refugees (person who leaves home or country to seek safety
elsewhere), called Tories went to the British colonies of Quebec, Nova Scotia from the 13
American colonies. These people were called the Loyalists.
The Tories had been physically mistreated (tarring, feathering and beating) by the Patriots. The
Patriots had taken away their homes, destroyed their businesses and even killed some Tories.
Other Tories escaped and travelled north to be in a safer place.
There Were Many Kinds of Loyalists-(Where people where originally from)
Patriots called the Tories, Loyalists because they thought that they were too loyal to Britain.
Some of the Loyalists were English, Irish, Scottish, Dutch, French, Iroquois and African.
The reasons why some left the 13 Colonies:
-they were being tormented to support the American cause.
-they wanted Britain to protect their special customs and traditions.
-they knew that if they stayed in the United States that they would be forced to accept
democratic ideas.
-the British offered Black slaves their freedom if they helped the British cause.
-the Iroquois believed that they had more to fear from American farmers, who wanted to move
onto their lands
-Loyalists(people who where loyal to Britain -England) were offered free land in British North
American
-they wanted to be on the winning side and expected that Britain would win (Britain did not win).
Where the Loyalists Went
By 1785- 100 000 Loyalists(people who where loyal to Britian- England) had left the United
States
Some went to Britain, the West Indies, around 45 000 went North to British North America.
During the American Revolutions, Loyalist brought about 2 000 slaves with them to British North
America.
Over 3 000 Black people gained their freedom by fighting for the British, settled in New
Brunswick and Nova Scotia. During the war of 1812, slaves in the United States were told that
they would get freedom and free land in British North America (New Brunswick, Nova Scotia) if
they fought in the war. When they arrived in British North America, many did not receive land
grants as promised and also had to face discrimination.
The British Colony of Nova Scotia
Loyalist from New York were offered a choice by the
British government, they could be sent back to New
York with three months pay or be transported to Nova
Scotia. Most decided to go to Nova Scotia, were it
would be safer.
Unfortunately, some were very disappointed after
moving to Nova Scotia, the winters were much colder
and there was a lack of food. Many complained about
how poorly the British government had rewarded them.
Areas Where the Loyalists Settled
Halifax- A well established community –however, few Loyalists chose to settle there
Shelburne-Had an excellent harbour and few people- Loyalists believed that it would be nice could
they could run their own lives there. The problem was that he land in the area was unsuitable for
farming, so people left because of the lack of food. They either shipped their home to Halifax or
their home was destroyed for firewood. About 10 000 Loyalists settled there.
The St. John River Valley-(New Brunswick)-Their arrival was not that inviting, some Loyalists had
to cut down trees just to make room to set-up their tents, this made some of them cry. Some
women and children died that winter because they did not have enough materials to build homes
and there also was a lack of food. The land was not divided into lots and this caused problems
later because 1500 frame houses and 400 log huts had been build on an area that the government
later said was for new arrivals. New arrivals were upset because some of their lots were 1/16 the
size of the Loyalists who had arrived earlier. These settlers wanted make their colony separate
from the others. About 15 000 Loyalists settled there.
The British Colony of New Brunswick
In 1784, Nova Scotia New Brunswick was formed. The Loyalists wanted to create a new colony
“New Brunswick” because they felt that they were too far from the government of Halifax. They
didn’t want people so far away making up rules for them. The Loyalists felt that it was difficult
for them to live with people who had not taken part in the revolution. How could the people of
Halifax understand what they went through? The people from Halifax weren’t affected during
the revolution, where as the Loyalists had been forced to leave their homes.
The Loyalists also like the idea of having their own area because the soil was fertile, there was
lost of fish, and forests, and it looked like a place where new settlers could live prosperously.
Fortunately, the British Government agreed that allowing the Loyalists to have their own colony
would be a good idea.
Activity #7 “The Loyalists” Answer Questions using Textbook
*Complete sentences or marks will be deducted! Pages 138-145.
1. Provide two statements for each. (Page 138)
The Loyalists (Tories
The Patriots?
2. Explain three of the ten kinds of Loyalists and reasons for their loyalty. (Page 139)
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3. In which three areas did the Loyalists settle in Nova Scotia? Briefly summarize the
Loyalist experience in each of these places. (Page 142)
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4. Why did the Loyalists in the St. John River Valley want the British government to
create a new colony for them? (Page 142)
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5. Why did the British government agree that a new colony should be created in the St.
John River Valley? (Page 143)
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6. Explain the landholding system on St. John Island (later called Prince Edward Island)
at the time of the arrival of the Loyalists. (Page 144)
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Category
Understanding
Level 1
Demonstrates
limited
understanding of
who took part in
the loyalist
migration and
their areas of
settlement
Level 2
Demonstrates
some
understanding of
who took part in
the loyalist
migration and
their areas of
settlement
Level 3
Demonstrates
considerable
understanding of
who took part in
the loyalist
migration and
their areas of
settlement
Level 4
Demonstrates
thorough
understanding of
who took part in the
loyalist migration
and their areas of
settlement
The British Colony of Quebec
The Loyalists started coming to Quebec in 1776, 7000 had arrived by 1783. The government
didn’t know what to do with them, so 6000 were in crowded refugee camps waiting. The British
Governor was supposed to encourage them to go back home, but Governor Haldimand didn’t think
they would. Their farms, homes and businesses which they had left behind would have been taken
by Patriots. The Loyalists had given up everything and expected the British Government to make
up for their losses.
Governor Haldimand decided to give the Loyalists land on the frontier of the west, far from the
French. He didn’t want them to influence the French-speaking populations. They would also be the
first defence in the case of an American attack. The Loyalists knew that they would need many
things, so they made of a list of all the things they wanted in a petition to Governor Haldimand.
Government Help-Provisions and Tools
The Loyalists in Quebec were not given all the items they had requested in their petition.
Each family was given:
Every five men
Each man was given:
Small groups of families
were given:
Community Members
1 Tent
Clothes for three years’ wear
Flour
Pork
Beef
Salt
Butter
Musket
An axe
A spade
A hoe
An ox
A plough
Building tools
2 kg of onion seed
5 kg Dutch cabbage
4 kg early Dutch turnip
5 kg large Dutch cabbage
6 kg celery see
8 kg orange carrot
2 kg short top radish
1 kg parsley seed
36 dm3 marrowfat peas
Land Grants
The government decided to divide the land into lots of about 80 hectares and each was given a number. The
numbers were written pieces of paper
and then placed in a hat. Each man picked one of the lot numbers out of the hat. Land near water was the
most favorable, because no roads existed at that time.
What Life Was Like in English
Canada
Building a New Life
Most of the Loyalists were forced to
become farmers because there wasn’t any
other work. When they moved they had
to live in tents until they got a hut made
for winter. They spent most of their time
building houses, clearing land, and planting
crops.
Eyewitness Account
The Hungry Year
The winter of 1787-1788 was extremely
cold. The summer that followed, there
was a drought and that caused the crops
to wither and die.
This was the year that the British
government ended it’s assistance to
the Loyalists. A few of the settlers
starved to death. Most survived until
1789, when emergency supplies arrived.
Half the Loyalist population would have
died if the supplies hadn’t arrived.
Native People
During the American Revolution, most of the
Iroquoian people lived in the Thirteen Colonies were loyal to the British and fought on their
side. When the revolution was over, Britain invited the Iroquoian people to move to British
North America. Many of them did.
Activity #8 Life in English Canada-Concept Map
Using the computer program, Inspiration, you will create a Concept Map to show
what all areas of life in English Canada were like after the American Revolution.
1. Family Life
2. Economic Life
3. Social Life
4. Growth and Development of early institutions
5. Transportation
6. Relations with First Nations people and French Settlers
7. Compare life in English Canada to life in Canada today
Category
Knowledge
Organization/Research
Application-Life in
English Canada
compared to Life in
Canada today
Level 1
Demonstrates
limited
knowledge of
how people living
in English Canada
who were loyal
to Britain met
the physical,
social and
economical
challenges after
the American
Revolution
Uses planning
skills to create an
organized
concept map
using research
from the internet
with limited
effectiveness
Makes
connections
between past
and present with
limited
effectiveness
The Constitutional Act, 1791
Level 2
Demonstrates
some knowledge
of how people
living in English
Canada who
were loyal to
Britain met the
physical, social
and economical
challenges after
the American
Revolution
Uses planning
skills to create
an organized
concept map
using research
from the
internet with
some
effectiveness
Makes
connections
between past
and present with
some
effectiveness
Level 3
Demonstrates
considerable
knowledge of
how people living
in English Canada
who were loyal
to Britain met
the physical,
social and
economical
challenges after
the American
Revolution
Uses planning
skills to create an
organized
concept map
using research
from the internet
with
effectiveness
Level 4
Demonstrates
thorough
knowledge of how
people living in
English Canada who
were loyal to
Britain met the
physical, social and
economical
challenges after the
American
Revolution
Makes
connections
between past
and present with
considerable
effectiveness
Makes connections
between past and
present with a high
degree of
effectiveness
Uses planning skills
to create an
organized concept
map using research
from the internet
with a high degree
effectiveness
Acknowledged the problem of a bicultural Quebec by dividing it into two colonies:
Upper Canada and Lower Canada. This would help to satisfy both British and French
people requests.
Activity #9 Honoring Your Community’s History-Role Play
Research the key personalities and contributions of various cultural groups in your
community’s history. Create a skit to demonstrate what you learned.
1. Why and how did your community form?
2. Who made important contributions to the community?
3. What important events have occurred throughout history?
Category
Knowledge
Level 1
Demonstrates limited
knowledge of
community’s key
personalities and
contributions of
various cultural
groups from history
Level 2
Demonstrates some
knowledge of
community’s key
personalities and
contributions of
various cultural
groups from history
Communication/
Organization
Expresses and
organizes
information with
limited effectiveness
Expresses and
organizes
information with
some effectiveness
Presentation
Method (Role
Play)
Speakers can be
heard clearly a
limited amount of
the time, students
read from notes.
Speakers can be
heard clearly some
of the time, students
read from notes.
Level 3
Demonstrates
considerable
knowledge of
community’s key
personalities and
contributions of
various cultural
groups from history
Expresses and
organizes
information with
considerable
effectiveness
Presentation is
enjoyable, speakers
can be heard most of
the time and notes
aren’t used
frequently.
Level 4
Demonstrates
thorough knowledge of
community’s key
personalities and
contributions of various
cultural groups from
history
Expresses and
organizes information
with a high degree of
effectiveness
Presentation is fun and
engaging to watch.
Easy to hear all the
speakers, and mostly
memorized.
Activity #10-The Causes of the War of 1812-Puppet Show
After reading from the wikipedia notes and page 166 of text-attached notes researching
please fill in this Planning Sheet in preparation for your puppet show (maximum 3
people):
Major causes of War of 1812:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Using the information you have found in your research, create a little puppet show to
share the 4 major causes of the war of 1812 in your own words.
Category
Knowledge
Level 1
Demonstrates limited
knowledge of the
major causes of the
War of 1812
Level 2
Demonstrates some
knowledge of the
major causes of the
War of 1812
Communication/
Organization
Expresses and
organizes
information with
limited effectiveness
Expresses and
organizes
information with
some effectiveness
Presentation
Method (puppet
show)
Speakers can be
heard clearly a
limited amount of
the time, students
read from notes.
Puppets were not
constructed well.
Puppeteers acted
silly or showed off.
Speakers can be
heard clearly some
of the time, students
read from notes.
Puppets were
constructed fairly
well. Puppeteers
tried to stay in
character through
some of the
performance.
Level 3
Demonstrates
considerable
knowledge of the
major causes of the
War of 1812
Expresses and
organizes
information with
considerable
effectiveness
Presentation is
enjoyable, speakers
can be heard most of
the time and notes
aren’t used
frequently. Puppets
were original and
constructed well.
Puppeteers stayed in
character through
almost all of the
performance.
Level 4
Demonstrates
thorough knowledge of
the major causes of
the War of 1812
Expresses and
organizes information
with a high degree of
effectiveness
Presentation is fun and
engaging to watch.
Easy to hear all the
speakers, and mostly
memorized. Puppets
were original, creative,
and constructed well.
Puppeteers stayed in
character throughout
the performance.
Reasons for the war of 1812 from Wikipedia
Main article: Origins of the War of 1812
The United States declared war on Britain for a number of reasons.
Trade tensions
In 1807, Britain introduced a series of trade restrictions to impede on-going American
trade with France, with which Britain was at war. The U.S. contested these restrictions as
illegal under international law.[3]
The British did not wish to allow the Americans to trade with France, regardless of their
theoretical right as neutrals to do so. As author Reginald Horsman explains, "a large
section of influential British opinion, both in the government and in the country, thought
that America presented a threat to British maritime supremacy."[4]
The American merchant marine had come close to doubling between 1802 and 1810,
making it by far the largest neutral fleet. Britain was the largest trading partner, receiving
80% of all U.S. cotton and 50% of all other U.S. exports. The British public and press
were resentful of the growing mercantile and commercial competition.[5] The United
States' view was that Britain was in violation of a neutral nation's right to trade with
others it saw fit.
Impressment
During the Napoleonic Wars, the Royal Navy expanded to 175 ships of the line and 600
ships overall, requiring 140,000 sailors.[6] While the Royal Navy could man its ships with
volunteers in peacetime, in war, it competed with merchant shipping and privateers for a
small pool of experienced sailors and turned to impressment when it was unable to man
ships with volunteers alone. It was estimated that there were 11,000 naturalized sailors on
U.S. ships in 1805 and U.S. Secretary of the Treasury Albert Gallatin stated that 9,000
were born in Britain.[7] The Royal Navy went after them by intercepting and searching
U.S. merchant ships for deserters. Such actions, especially the Chesapeake–Leopard
Affair, incensed the Americans. Americans saw impressment as a particular outrage,
because it represented an infringement of the national sovereignty and a denial of
America’s ability to naturalise foreigners.[8]
The United States believed that British deserters had a right to become United States
citizens. Britain did not recognise naturalised United States citizenship, so in addition to
recovering deserters, it considered United States citizens born British liable for
impressment. Exacerbating the situation was the widespread use of forged identity papers
by sailors. This made it all the more difficult for the Royal Navy to distinguish
Americans from non-Americans and led it to impress some Americans who had never
been British. (Some gained freedom on appeal.)[9] American anger at impressment grew
when British frigates stationed themselves just outside U.S. harbors in U.S. territorial
waters and searched ships for contraband and impressed men in view of U.S. shores.[10]
"Free trade and sailors' rights" was a rallying cry for the United States throughout the
conflict.
Indigenous raids
The Northwest Territory, comprising the modern states of Ohio, Indiana, Illinois,
Michigan, and Wisconsin, had been an area of contention between the Indian Nations and
the United States since the passage of the Northwest Ordinance in 1787.[11] The British
Empire had ceded the area to the United States in the Treaty of Paris in 1783. The Indian
Nations followed Tenskwatawa (the Shawnee Prophet and the brother of Tecumseh, who
had a vision of purifying his society by expelling the "children of the Evil Spirit" (the
American settlers).[12] Tenskwatawa and Tecumseh formed a confederation of numerous
tribes to block American expansion. The British saw the Indian nations as valuable allies
and a buffer to its Canadian colonies and provided arms. Attacks on American settlers in
the Northwest further aggravated tensions between Britain and the United States.[13] The
Confederation's raids hindered American expansion into potentially valuable farmlands in
the Northwest Territory.[14]
The British had the long-standing goal of creating a large "neutral" Indian state that
would cover much of Ohio, Indiana and Michigan. They made the demand as late as the
fall of 1814 at the peace conference, but lost control of western Ontario at key battles on
Lake Erie, thus giving the Americans control of the proposed neutral zone.[15][16]
United States expansionism
American expansion into the Northwest Territory was being obstructed by indigenous
leaders like Tecumseh, who were supplied and encouraged by the British. Americans on
the western frontier demanded that interference be stopped.[17] Before 1940, some
historians[18][19]held that United States expansionism into Canada was also a reason for
the war; however, one subsequent historian wrote,
"Almost all accounts of the 1811–1812 period have stressed the influence of a youthful
band, denominated War Hawks, on Madison's policy. According to the standard picture,
these men were a rather wild and exuberant group enraged by Britain's maritime
practices, certain that the British were encouraging the Indians and convinced that
Canada would be an easy conquest and a choice addition to the national domain. Like all
stereotypes, there is some truth in this tableau; however, inaccuracies predominate. First,
Perkins has shown that those favoring war were older than those opposed. Second, the
lure of the Canadas has been played down by most recent investigators".[20]
Some Canadian historians propounded the notion in the early 20th century,[21] and it
survives in public opinion in Ontario. According to Stagg (1981) and Stagg (1983),
Madison and his advisers believed that conquest of Canada would be easy and that
economic coercion would force the British to come to terms by cutting off the food
supply for their West Indies colonies. Furthermore, possession of Canada would be a
valuable bargaining chip. Frontiersmen demanded the seizure of Canada not because they
wanted the land, but because the British were thought to be arming the Indians and
thereby blocking US settlement of the West.[22][23] As Horsman concluded, "The idea of
conquering Canada had been present since at least 1807 as a means of forcing England to
change her policy at sea. The conquest of Canada was primarily a means of waging war,
not a reason for starting it".[24] Hickey flatly stated, "The desire to annex Canada did not
bring on the war".[25] Brown (1964) concluded, "The purpose of the Canadian expedition
was to serve negotiation, not to annex Canada".[26] Burt, a leading Canadian scholar,
agreed completely, noting that Foster—the British minister to Washington—also rejected
the argument that annexation of Canada was a war goal.[27]
The majority of the inhabitants of Upper Canada (Ontario) were either Revolutionary-era
exiles from the United States (United Empire Loyalists) or postwar American
immigrants. The Loyalists were hostile to union with the U.S., while the other settlers
seem to have been uninterested. The Canadian colonies were thinly populated and only
lightly defended by the British Army. Americans then believed that many in Upper
Canada would rise up and greet a United States invading army as liberators, which did
not happen. One reason American forces retreated after one successful battle inside
Canada was that they could not obtain supplies from the locals.[28] But the Americans
thought that the possibility of local assistance suggested an easy conquest, as former
President Thomas Jefferson seemed to believe in 1812: "The acquisition of Canada this
year, as far as the neighborhood of Quebec, will be a mere matter of marching, and will
give us the experience for the attack on Halifax, the next and final expulsion of England
from the American continent."
Some British officials – and some dissident Americans – charged that the goal of the war
was to annex part of Canada, but they did not specify which part. The states nearest
Canada strongly opposed the war.[29]
http://en.wikipedia.org/wiki/War_of_1812
Activity #11 War of 1812-Impact on the Development of Canada
Using the Internet and your notes, research and explain show how the war
led to 4 of the events below.
1. Defence Related Construction -Fort Henry
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2. Defence Related Construction -The Rideau Canal
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_________________________________________________________
3. Movement of the Capital Bytown (Ottawa)
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_________________________________________________________
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_________________________________________________________
4. Building Roads- Kingston Road and Yonge Street
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_________________________________________________________
_________________________________________________________
_________________________________________________________
5. The shipping industry in the Maritimes
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6. Emergence of National Pride
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Activity #12 Who won the war of 1812? Debate
What is your opinion on who won the war of 1812? Explain. We will debate in class
after everyone has had time to reflect on this question.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Category
Level 1
Level 2
Level 3
Level 4
Knowledge
Demonstrates
limited knowledge
of key personalities
and major causes of
the War of 1812
Demonstrates
some knowledge of
key personalities
and major causes
of the War of 1812
Demonstrates
thorough knowledge
of key personalities
and major causes of
the War of 1812
Application-Evaluation
of Historical Data
Evaluates historical
data related to the
war of 1812 with
limited
effectiveness
Evaluates historical
data related to the
war of 1812 with
some effectiveness
Demonstrates
considerable
knowledge of key
personalities and
major causes of the
War of 1812
Evaluates historical
data related to the
war of 1812 with
considerable
effectiveness
Evaluates historical
data related to the war
of 1812 with a high
degree of
effectiveness
Culminating Activity #13 Biographical Sketches-Hockey cards
You will research Historical People from the period 17591812, and display the information in a hockey card format.
You need to make a minimum of 6 Hockey cards
-a picture of the person on the back
-the name of the person at the top
-the role they played
-the strengths/achievements/contributions of the person
-their relevance to Canada today
-other interesting facts
Historical People:
Louis-Joseph Marquis de Montcalm
General James Wolfe
Governor James Murray
Sir Guy Carleton (Lord Dorchester)
George Washington
Sir. John Graves Simcoe
Lady Elizabeth Simcoe
Joseph Brant (Thayendanegea)
Laura Secord
Isaac Brock
Tecumseh
Thomas Peters
Category
Knowledge
Level 1
Demonstrates limited
knowledge of the
historical person
from the period
1759-1812
Level 2
Demonstrates some
knowledge of the
historical person
from the period
1759-1812
Level 3
Demonstrates
considerable
knowledge of the
historical person
from the period
1759-1812
Expresses and
organizes
information with
considerable
effectiveness
Level 4
Demonstrates
thorough knowledge of
the historical person
from the period 17591812
Communication/
Organization
Expresses and
organizes
information with
limited effectiveness
Expresses and
organizes
information with
some effectiveness
ApplicationExplain the
relevance of
the person to
Canada today
Makes connections
between past and
present with
limited
effectiveness
Makes
connections
between past and
present with some
effectiveness
Makes connections
between past and
present with
considerable
effectiveness
Makes connections
between past and
present with a high
degree of
effectiveness
Hockey Card
Format (all
questions
answered)
Hockey card contains
limited information,
it lacks neatness and
detail.(4)
Hockey card
contains some of the
information, it lacks
neatness and detail.
(5)
Hockey card contains
all the information.
(6)
Hockey card contains
all the information, it is
neat and detailed. (7-8)
Expresses and
organizes information
with a high degree of
effectiveness
History Review -Chapter 6
1. What is a refugee?
Ans: _________________________________________________
2. What is a Loyalist?
Ans: ______________________________________
3. What were the Loyalists backgrounds?
Ans: ______________________________________
4. Why did the Loyalists leave the American colonies?
Ans:___________________________________________________________
_________________
5. What is a Tory?
Ans:___________________________________________________________
_________________
6. Why did some people leave the 13 Colonies?
Ans: ______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
7. How many Loyalists left the USA by 1785?
Ans: ________________
8. How many Black people gained their freedom?
Ans: __________________
9. Why were the Black people given freedom?
Ans:___________________________________________________________
_________________
10. Did the Black people get free land?
Ans:___________________________________________________________
_________________
11. What were Loyalist from New York offered?
Ans:___________________________________________________________
_______________________________________________________
12. Where the Loyalists happier living in Nova Scotia?
Ans:___________________________________________________________
_________________
13. Why was Shelburne not a great place to settle?
Ans: ______________________________________
14. What was it like in the St. John River Valley?
Ans:___________________________________________________________
______________________________________________________________
______________________________________________________________
15. Why was New Brunswick formed?
Ans:___________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________
16. What was good about the New area of New Brunswick?
Ans:___________________________________________________________
17. What went wrong in the colony of Quebec?
Ans: ______________________________________
18. Why did British Governor Haldimand think that it would be unfair to send the
Loyalists out of Quebec?
Ans:___________________________________________________________
______________________________________________________________
______________________________________________________________
19. Where did Governor Haldimand give the Loyalists’ some land?
Ans:___________________________________________________________
20. Who made a petition?
Ans: ________________________
21. What were the Loyalist living in Quebec given?
Ans: ______________________________________
22. How were land grants given out?
Ans: ______________________________________
23. What did most Loyalists end up doing for work?
Ans: ______________________________________
24. What was the hungry year?
Ans:___________________________________________________________
_______________________________________________________
25. What is a petition?
Ans: ______________________________________