History & Geography · Grade 7 · Confederation: Building a Nation · Term 2

Maritime Resistance to Confederation

Examine why leaders like Joseph Howe in Nova Scotia and many in Prince Edward Island opposed the union.

• Ontario Curriculum Expectations
• ON: Canada, 1850–1867: Distance, Diversity, and Demographics - Grade 7

About This Topic

Maritime Resistance to Confederation explores opposition in Nova Scotia and Prince Edward Island to joining the Dominion of Canada in 1867. Students examine economic concerns like threats to fisheries, shipbuilding, and trade with Britain and the U.S., alongside political fears of reduced local control, higher taxes, and underrepresentation in Ottawa. Joseph Howe led Nova Scotia's resistance, demanding better terms, while PEI leaders opposed due to land tenure issues, railway debt, and geographic isolation.

This topic fits Ontario Grade 7 History standards on Canada, 1850-1867, within the Confederation: Building a Nation unit. It addresses key questions on regional differences, anti-Confederation arguments, and diversity in colonial responses. Students develop skills in analyzing primary sources like speeches, comparing perspectives, and evaluating historical motivations, which support broader understanding of democratic processes and federalism.

Active learning suits this topic well. Role-plays of debates bring leaders' voices alive, while group research on provinces clarifies nuances. These methods make distant events relatable, encourage evidence-based arguments, and build empathy for varied viewpoints, deepening retention and critical thinking.

Key Questions

1. Analyze the specific economic and political concerns of the Maritime colonies regarding Confederation.
2. Differentiate the reasons for opposition in Nova Scotia from those in Prince Edward Island.
3. Evaluate the arguments made by anti-Confederation leaders like Joseph Howe.

Learning Objectives

• Analyze the primary economic arguments used by Joseph Howe and other Nova Scotian leaders to oppose Confederation.
• Compare the specific reasons for opposition to Confederation in Prince Edward Island, focusing on land tenure and railway debt, with those in Nova Scotia.
• Evaluate the political concerns of Maritime colonies regarding representation and local autonomy within a proposed Canadian federation.
• Explain the significance of trade agreements with Great Britain and the United States as a factor in Maritime resistance to Confederation.

Before You Start

British North America in the Mid-19th Century

Why: Students need a basic understanding of the political and economic landscape of the colonies before Confederation to grasp the context of resistance.

Early Colonial Economies

Why: Understanding the importance of shipbuilding, fishing, and trade to the Maritime economies is essential for analyzing opposition to Confederation's economic implications.

Key Vocabulary

Confederation	The process and event of uniting the British North American colonies of Canada, Nova Scotia, and New Brunswick into a single Dominion called Canada.
Dominion	A self-governing territory within the British Empire. In this context, it refers to the new country of Canada formed in 1867.
Land Tenure	The way in which land is held or occupied. In Prince Edward Island, this referred to the system of absentee landlords and tenant farmers.
Tariff	A tax imposed on imported goods, which could affect trade relationships and local economies.
Representation	The action of speaking or acting on behalf of someone or the state of being so represented. In politics, it concerns how citizens are represented in government.

Watch Out for These Misconceptions

Common Misconception

All Maritime colonies supported Confederation equally.

What to Teach Instead

Opposition varied: Nova Scotia sought better terms, PEI resisted strongly over land and debt. Jigsaw activities help students map regional differences through peer teaching, correcting oversimplifications with evidence.

Common Misconception

Opposition was only economic, not political.

What to Teach Instead

Political fears like lost autonomy mattered too. Role-play debates let students argue both sides, revealing interconnected concerns and building nuanced understanding via structured discussion.

Common Misconception

Joseph Howe opposed Confederation forever.

What to Teach Instead

Howe shifted after gaining concessions. Timeline activities trace his evolution, using primary sources to challenge static views and highlight negotiation's role.

Active Learning Ideas

Role-Play Debate: Howe vs. Tupper

Divide class into Nova Scotia pro- and anti-Confederation teams. Provide excerpts from Joseph Howe's speeches and Charles Tupper's responses. Teams prepare 3-minute opening statements, rebuttals, and closing arguments, then vote on persuasiveness.

45 min·Small Groups

Jigsaw: Provincial Concerns

Form expert groups on Nova Scotia economic issues, Nova Scotia political issues, PEI land problems, and PEI isolation fears. Experts teach home groups using posters or skits. Home groups summarize differences in a class chart.

50 min·Small Groups

Propaganda Poster Challenge

Students create posters as anti-Confederation campaign materials for either province. Include slogans, images, and evidence from sources. Gallery walk follows for peer feedback on effectiveness and historical accuracy.

40 min·Pairs

Primary Source Analysis Stations

Set up stations with Howe's letters, PEI petitions, and newspaper clippings. Pairs rotate, noting key arguments and biases. Regroup to compare findings and create a shared digital timeline.

35 min·Pairs

Real-World Connections

• Trade negotiators today still debate tariffs and trade agreements, similar to how leaders in the 1860s considered how joining Canada would impact their trade with Britain and the United States.
• Local government officials in modern Canadian provinces and territories advocate for their regions' specific needs in national discussions, mirroring the concerns about local control and representation raised by anti-Confederation leaders.

Assessment Ideas

Discussion Prompt

Pose the question: 'Imagine you are a merchant in Halifax in 1866. What are your biggest fears about joining Canada, and what evidence would you use to support your concerns?' Facilitate a class discussion, encouraging students to cite specific economic and political points discussed in class.

Quick Check

Provide students with a short excerpt from a speech by Joseph Howe. Ask them to identify two specific arguments Howe makes against Confederation and explain in their own words why he felt that way.

Exit Ticket

On an index card, have students write one key difference between the reasons Nova Scotia and Prince Edward Island opposed Confederation. They should also write one sentence explaining why this difference is important for understanding Maritime resistance.

Frequently Asked Questions

Why did Nova Scotia oppose Confederation?

Nova Scotia leaders like Joseph Howe feared economic harm to fisheries and shipbuilding from lost British preferences, plus political issues like taxation without fair representation. Students analyze speeches to see Howe's push for 'better terms,' which succeeded in 1869 elections, showing compromise in history.

What were Prince Edward Island's main concerns with Confederation?

PEI worried about proprietary land systems, unaffordable railways, and isolation from central Canada. Opposition led to their 1873 entry after federal buyouts. Comparing provinces via group charts helps students grasp geographic and demographic influences on decisions.

How can active learning help teach Maritime Resistance to Confederation?

Role-plays and debates immerse students in leaders' arguments, making abstract concerns tangible. Jigsaws on provinces build expertise and collaboration, while poster challenges foster creativity and persuasion skills. These approaches boost engagement, retention, and empathy for diverse viewpoints, aligning with inquiry-based history teaching.

How does studying anti-Confederation arguments fit Grade 7 Ontario curriculum?

It meets standards on Canada 1850-1867 by exploring diversity and demographics in nation-building. Students evaluate sources, differentiate regional reasons, and connect to modern federalism debates, developing historical thinking and citizenship skills through evidence analysis.