Canada 1890–1914: A Changing Society · Term 1

Clifford Sifton and Western Immigration

Analyzing the aggressive recruitment of immigrants to settle the Western prairies.

About This Topic

Urbanization and the Working Class explores the dramatic shift of the Canadian population from rural farms to rapidly growing industrial cities between 1890 and 1914. Students examine how the rise of factories created a new class of urban workers who faced low wages, dangerous conditions, and overcrowded housing. This topic is essential for understanding the roots of the Canadian labour movement and the 'Social Gospel' movement that sought to address urban poverty.

Students will investigate the living conditions in urban slums like 'The Ward' in Toronto and the role of child labour in the industrial economy. They will also analyze why workers began to organize into unions to fight for better pay and shorter hours. This topic comes alive when students can use primary source photos and documents to reconstruct the daily life of a factory worker through gallery walks and collaborative problem-solving activities.

Active Learning Ideas

Gallery Walk: Life in 'The Ward'

Display historical photos of Toronto's 'The Ward' or Montreal's working-class districts. Students use a 'See-Think-Wonder' chart to analyze the housing, sanitation, and density of these urban environments.

⏱ 40 min·Small Groups

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Inquiry Circle: The Factory Inspector's Report

In pairs, students read excerpts from real 19th-century factory inspection reports. They must identify the most common safety hazards and propose three specific laws that would have improved the workers' lives.

⏱ 45 min·Pairs

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Simulation Game: The Union Meeting

Students act as factory workers deciding whether to go on strike. They must weigh the risks (losing their jobs, being blacklisted) against the potential rewards (higher pay, safer conditions) and vote on their course of action.

⏱ 60 min·Whole Class

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Watch Out for These Misconceptions

Common Misconception

Child labour was always illegal in Canada.

What to Teach Instead

In the late 19th century, child labour was common and often necessary for a family's survival. Using a 'daily schedule' comparison between a modern student and a 1900s factory child helps students understand the lack of legal protections at the time.

Common Misconception

The 'Social Gospel' was just a religious movement.

What to Teach Instead

While it had religious roots, it was a powerful social and political force that led to the creation of settlement houses, public health initiatives, and labour laws. A 'concept map' can help students link the Social Gospel to modern social programs.

Frequently Asked Questions

Why did cities grow so fast in Canada after 1890?

The growth was driven by industrialization and immigration. New factories in cities like Montreal, Toronto, and Hamilton created thousands of jobs, attracting both people from rural Canada and new immigrants who were looking for work and community.

What were the working conditions like in early factories?

Conditions were often terrible. Workers faced 10-to-12-hour days, six days a week, in poorly lit and ventilated buildings. There were few safety guards on machines, no workers' compensation for injuries, and wages were often barely enough to cover rent and food.

What was the 'Social Gospel'?

The Social Gospel was a movement among Protestant Christians who believed that their faith required them to work for social justice and improve the lives of the poor. They pushed for reforms like child labour laws, better housing, and public health services.

How can active learning help students understand urbanization and labour?

Active learning, such as the 'Union Meeting' simulation, allows students to feel the high stakes of the early labour movement. By debating the risks and rewards of a strike, they understand why workers were willing to risk everything for collective bargaining, making the history of unions much more personal and impactful.

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