A Social Studies Sourcebook I

I A SOCIAL STUDIES SOURCEBOOK I .

Lead Author and Adviser I Glen Thielmann I Authors Robert Lewis I John Paul Martin I Joe Pereira Vince Truant I. I .... Contributing Authors Shannon K. Leggett I

' Jennifer Annai's Pighin I Janet Ruest Paula Waatainen I

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I I Acknowledgements

Lead Author and Adviser Classroom Educators and Glen Thielmann Expert Reviewers Jen Bayley Authors Cowichan Valley School District Robert Lewis Dean Cunningham John Paul Martin School District 36, Surrey, BC Joe Pereira Vince Truant Shannon K. Leggett Brockton School, North Vancouver Contributing Authors Professor David T. McNab Shannon K. Leggett Indigenous Thought and Canadian Studies Jennifer Anna'is Pighin York University Janet Ruest Paula Waatainen Jennifer Anna'is Pighin School District 57, Prince George, BC

William J. Poser, PhD Prince George, BC

Janet Ruest Cowichan Valley School District

Paula Waatainen Vancouver Island University

Alex Williams MFA Candidate, York University Director, The Pass System documentary film

Adam Woelders Langley School District

The authors would like to dedicate this resource to the many Social Studies students they have taught over the years-you inspire the work that we do. Special thanks to the Pacific Slope Educational Consortium for recommendations and prototypes toward the development of this resource. The Consortium has been a fountain of critical thinking, storytelling, and mutual support for many of the authors of this resource and other Social Studies teachers in British Columbia.

©P Contents

Acknowledgements iii Using Historical Thinking viii Welcome to Sourcebook vi Using the Social Studies Inquiry Process x Using the Sourcebook vii Using Geographic Thinking xii Doing Sourcework-An Example xiv

Chapter 1: Revolution and Change

The Industrial Revolution 4 ' The French Revolution 8 The Metis at Red River 14 Technology in the Great War 20

Women in the Fur Trade 26 The Legacy of the Seven Years War 30 Maritime Trade at Nootka Sound 33 Consequences of the Indian Act 39

Loyalist Settlement in Canada 46 The Immigrant Experience in the 1800s 50 The Last Best West 55 The Spanish Flu 58

iv Thinking It Through: A Social Studies Sourcebook ©P The American Revolution 64 Klondike Gold Rush 68 Confederation 72 Canadian Pacific Railway 76

The Canadian National Vimy Memorial 84 Fraser Canyon War 90 Conflict and Change in China 96 American Civil War 102

Anti-Asian Sentiment 108 Komagata Maru Incident 112 Women's Suffrage Movement 118 Vancouver Island Coal Mine Strikes 124

□ Arcli,-",;k-1 O C:o,dill,11,t rc'):lu 11 Chapter 7: Land and People CJ 1<, 1c,;...-l'blnsR~lor, □ U,~wli.,n)t>i,~dtl,;i

Index 154 Photo and Text Credits 160

©P ©P Contents V WELCOME TO THE SOURCEBOOK

The historical and geographic evidence used here We are all paddling this canoe together, each comes from diverse perspectives, past and present. holding different knowledge, experiences, and We trust that this collection will help students strengths; as we share stories and experiences with attain a more profound understanding as they each other, we reflect and learn . This Sourcebook construct their knowledge and develop their capacity should help students advance their knowledge and to think critically. Students can then, hopefully, participate in further discussion of the topics. It apply this learning to examine and solve challenging is also important to engage with local knowledge issues they encounter in their community and holders, museums, and historical sites. society. -JENNIFER ANNAIS PIGHIN, 1 -SHANNON LEGGETT LHEIDLI T 'ENNEH/WITSUWIT EN

This Source book represents a passion for Social My hope is that students and teachers will use this Studies and a curiosity for world issues and Sourcebook to think about, and not simply read events ignited by colleagues who encourage the about, history. The sources will develop deeper exploration of the stories between the lines. It is my understandings and more meaningful dialogue hope that the sources, questions, and activities in about history. Enjoy! this Sourcebook will stimulate discussion among -JANET RUEST teachers and students, and spark a curiosity that extends well beyond the classroom. Stretch your thinking, be willing to learn from -ROBERT LEWIS others, keep asking questions, and get better at finding and interpreting evidence. Why? So that you This effort was born from a group of teaching can tell more interesting, accurate, and significant friends who liked to discuss current trends in stories about the world(s) in which you live. education-through both our own practices and -GLEN THIELMANN those of colleagues near and far. We love discussing and debating the work we do with source material I became involved in this project because I felt in our lessons. May you find the same fulfillment in it was important to have a resource that would using this approach as we have. stimulate conversation and bring relevance to our -JOHN PAUL MARTIN curriculum. My goal was to utilize sources that would engage students in discussion and provide When I ask my students where we get our history a skill set that would help answer the dreaded from , it seems to be a mysRry. I believe that this question, "Why do we have to learn this?" Sourcebook will help enlighten our students to -VINCE TRUANT the reality that the study of history does have a process and is not just words in a textbook . Being What a treat for a history nerd to have been able to think through the various issues and topics asked to dig into the archives to find sources that highlighted in this book will demonstrate that illuminate important themes in our history and history is no one's personal property. support historical and geographic thinking so well. I -JOE PEREIRA even stumbled across my great-uncle Jacob Alten's 1909 coal mining accident. -PAULA WAATAINEN

vi Thinking It Through: A Social Studies Sourcebook Using the Sourcebook

Part of a LESSON, Bridge between group discussion, TEACHER different or independent TOOLS LEARNING study RESOURCES

Appreciate the Find new sources, VIEWPOINTS ask your own of others QUESTIONS

How do we know What's there? what we think we STUDENT Why is it there? know about INQUIRY Why does it the past? matter?

What can I Is the evidence determine about I have the context of incomplete? this source?

How are we How are we Why should connected to connected we care? land, to place? to the past?

Using the Sourcebook vii Using Historical Thinking

These thinking concepts will help you examine different perspectives, weigh evidence, explain causes and consequences, and make critical judgments. They will help you put on a historian's cap so that you can do the thinking. You can use the concepts to respond to the sources and questions in the Sourcebook, or you can work from the other direction and use the Sourcebook to help you understand the concepts.

Significance You can: Make decisions about the importance of a person or event from the past, while understanding different perspectives on what is important. Sample questions: • What importance should all Canadians place on the legacy of Indigenous residential schools? • What has been the impact of residential schools on the families and communities of Indigenous peoples?

Evidence You can: Evaluate different sources or information and make decisions based on sound evidence. Sample questions: • What evidence do we have that chemical weapons were used in WWI? • What evidence would tell us how medical facilities, doctors, and nurses coped with the impacts of gas att:acks during WWI?

Continuity and Change You can: Understand that some things change over time while some things remain the same. Sample questions: • How have the rights of women, including voting rights, changed over time in Canada? • How are women's protest marches of today similar to those of the early 1900s?

viii Thinking It Through: A Social Studies Sourcebook Cause and Consequence You can: Examine what creates change and evaluate the impacts of change. Sample questions: • What led to the execution of Louis XVI? • What impact did the French Revolution have on other European powers?

Perspective You can: Understand that we do not all view the world in the same way, and that our experiences of the same events can differ. Sample questions: • Compare and contrast the responses of the federal and provincial governments to immigration from India in the .,,~'. I past and today. . ·:- :. '.r \ ,·. .~, . • How do Inda-Canadian recollections of the Komagata Maru \ ;.. ·.,. -,. ' ' '"' ' incident compare with reports published in Canadian ! ( ( : \ • ' • •: •, ' t " h ' newspapers? .. " ......

Ethical Judgment You can: Make informed judgments about the fairness of a decision or whether people made the best choices in the past. Sample questions: • What can modem artistic representations of a past "historical wrong" conceal and reveal about the events? • What steps should modem governments take to address the legacy of Indigenous residential schools?

Using Historical Thinking ix Using the Social Studies Inquiry Process

Inquiry in Social Studies is similar to detective work. Historians search for evidence that gives us insight into the life and times of people who lived in the past. Geographers use a similar process to understand the role of place. "The Past" includes everything that happened, but "history" is an account created by people as they investigate what happened in the past. Historians and other social scientists are very interested in primary source evidence, which is created by people living at the time of the events. Historians, journalists, geographers, and other observers look back into the past and construct their own interpretations of a certain event, person, movement, or phenomenon. They analyze, review, and summarize primary sources. The new accounts they make are called secondary sources. As you encounter new historical or geographical evidence, start by trying to determine whether it is a primary or secondary source.

Examples of Primary Source Evidence Examples of Secondary Source Evidence

• letters • physical artefacts • biographies • textbooks • diaries • oral tradition • documentaries • videos • photographs • newspapers of the time • journal articles • social media

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With the introduction of el~ctronic communications, many people were worried about the loss of primary source evidence. They were afraid that the words, ideas, and images carried by the telegraph, telephone, and Internet would be lost. Now, with the revelations of Edward Snowden, an ex-CIA agent who leaked government information, it appears that many people's communications have been captured or hacked by government agencies and others. Will computer hard drives and computer servers be the archives for historians of the future? Does material ever disappear from the Internet? Through various activities in this Sourcebook, you will have the opportunity to learn about historical inquiry and to search for and review many sources. You will be expected to construct your own interpretations about certain events and people using relevant evidence from the past. When new evidence is found, students of history need to adjust their interpretations and conclusions. There is not one single, absolute interpretation of an event in the past. The diagram of the historical inquiry process on the next page is designed to help you be aware of the process and feel comfortable applying it.

X Thinking It Through: A Social Studies Sourcebook - ©P Social Studies Inquiry Process

What will my final • Where can I look product look like? Are my questions for evidence? Am I prepared to focused? What sources defend my will I use? arguments?

Communicate Gather and Organize

Can I make logical connections in the evidence that I have How should I collected? Ask or Formulate organize my Can I make an Questions evidence? informed judgment based on my evidence?

Evaluate and Draw Interpret and Conclusions Analyze

Is my evidence accurate, consistent, and reliable? Do I need to ask other questions? Do I need to find more evidence from other sources? Am I considering all points of view? How do I need to adjust my original thinking in light of new evidence?

Reflect ••• What did I learn from my inquiry that might help me with the next one? How did my inquiry help me better understand ___? What advice could I offer someone else doing a similar inquiry?

Using the Social Studies Inquiry Process xi ©P Using Geographic Thinking

Similar to the historical thinking concepts, these concepts will help you examine different perspectives, weigh evidence, explain causes and consequences, and make critical judgments. They will help you understand the role and characteristics of place and location in all aspects of human society. You can use the concepts to help respond to the sources and questions in the Sourcebook, or you can work from the other direction and use the Sourcebook to help you understand the concepts.

Significance You can: Make decisions about what aspects of geographic locations and phenomena make them important or noteworthy. Sample questions: • What is this monument? Why is it there? Why should we care? • Why is the land surrounding the Vimy Memorial considered "a part of Canada"?

Tundr. , □ eo,ea l and 1 afgaf0fest Evidence ff!'.·,; •\\ ~ ~r:~a;~st . □ De<:l d u ou s fores t O Westco.:istforMt You can: D Wlderangeofvegetatlon types in the mountainousarea Develop interpretations based on different kinds of social, 'r geographic, and scientific data. Sample questions: • How do we know that vegetation and animal habitats have been affected in areas of resource extraction? • What evidence can you see of climate change in your community? _•,,_ 0 500 1000 ~ km

Continuity and Change You can: □ An.:1ii:,c,;i,,,. Q C:.,rd,lk'filt~ion 0 !n l<'fk>fl1Jirbrc-i;l,,r, Identify how patterns and trends related to 0 C~•~1di.1n Shi,•kl rr.gl<111 l □ ~I. h Wtl.,Ct:ll~1n 1<'8ion and compared to similar locations. Sample questions: ,.'x '' \~ ' • How do physiographic regions relate to the - J boundaries of traditional Indigenous territories ,J, U l.4 NJK ',_ r X ('IN compared with modern political borders? I ,, , I ,., ?SO soo ~ ... • How have cultural and economic adaptations r to Canadian regions evolved over time?

xii Thinking It Through: A Social Studies Sourcebook ©P Cause and Consequence You can: Understand how humans and the environment interact and how they influence each other. Sample questions: • What is the association between open-pit mining and greenhouse gas emissions? • How do mining companies address the consequences of open-pit mining?

How long have I known you, Oh Canada? ... I have known you when your forests were mine; when they gave me my meat and my clothing. Perspective " I have known you in your streams and rivers where your fish flashed You can: and danced in the sun, where the waters said 'come, come and eat of my abundance.' I have known you in the freedom of the winds. And my spirit, Understand that each of us has our own like the winds, once roamed your good lands. sense of place that results from our experience of the human and physical But in the long hundred years since the white man came, I have seen my characteristics of our environment. freedom disappear like the salmon going mysteriously out to sea. The Sample questions: white man's strange customs, which I could not understand, pressed • Is there a common perspective among down upon me until I could no longer breathe. When I fought to protect Indigenous peoples concerning the my land and my home, I was called a savage. When I neither understood relationship humans have with the nor welcomed his way of life, I was called lazy. When I tried to rule my environment? people, I was stripped of my authority ... • How have the contributions of Indigenous Oh God in heaven! Give me back the courage of the olden chiefs. Let leaders such as Chief Dan George influenced society's perception of me wrestle with my surroundings. Let me again, as in the days of old, environmental issues? dominate my environment. Let me humbly accept this new culture and through it rise up and go on. ~ -Chief Dan George, July 1, 1967

Ethical Judgment You can: Make informed judgments about the responsibility of practices and results of a particular action related to human or physical environments. Sample questions: • Explain why not all climate scientists agree on the causes of the global rise in temperature despite the weight of evidence. • How are examples of scientific evidence used differently to convince the public to take action on environmental issues?

J:inl@jfj Letter from the Front Letter sent by Trooper John Newton with the Canadia n Army Co rps in France, to his brother, Cam , in British Columbia, December 7, 1915. The spelling in the letter is unaltered.

France Dec. 7th 1915.

Dear Cam. Thanks for your letter of Nov 15th which reached me yesterday. Yes, we are getting now what we have been waiting for almost a year, we have been into it on three different occasions. Trench fighting is no picnic at this time of the year, one is plastered with mud from head to foot all the time. The mud is more than knee deep in lots of places. We just get the dugouts & parapets nicely fixed up when Fritz gets wild & knocks them all down again. I would certainly like to have a look at the German trenches, our artillery put over about ten times as many shells as they they do, & I think their trenches must be in a devil of a mess. Quite a few of our fellows have been knocked out already We don't see much of the Germans but the trenches are so close together we can hear them talking quite plainly, some places they are only 40 yds. Rats are just about as plentiful as mosquitos in Saskatchewan, they crawl into bed with one in the dugouts & sit up on the parapet right beside you & just wink when a rifle is fired. We are oblidged to store out rations in tin boxes, the first time I went in 3/4 of a loaf of bread mysteriously disappeared. We are in action about half the time, the balance of the time we stay in a cow barn a few miles from firing line. The most ticklish part of this job is the listening post on nobodies land between trenches, one has to remain perfectly silent & give the signal if necessary of any movement Fritz may be making & all of a sudden one finds himselfstaring right into the eyes of a big squareheaded German crawling through the grass on the same duty. The listening post carries a rifle & ammunition but has orders not to fire unless absolutely necessary, so we don't stop to argue the point. By the way there is generally an extra ration of rum on this post, which hc}ps considerably. One is just given enough to cultivate the fighting mood, but some fellows say it makes them feel like going over to Fritz & shaking hands. I think Lance is at Marsielles now, he was about thirty miles from here until just lately. He is in a far better branch of the service than this, we are supposed to be a mounted regiment but are doing just the same work as infantry. We have broken in two lots of horse & had them taken away from us again. There is only one squadron of mounted Canadians who have been allowed to keep their mounts out here. My address is Trooper ].L. Newton #109529. B. Squadron. 4th C.M.R. 2nd Brigade C.M.R. Canadian Army Corps. B.E.F. France. Let me have a another line from you, I will guarantee you an early reply. I expect it will be about Christmas time when you receive this, so I will close by wishing you a happy Xmas & a prosperous New Year. From Your Affect. Bro Jack.

xiv Thinking It Through: A Social Studies Sourcebook ©P Scan the source before you look at the questions-a quick read will let you know what kinds of evidence you are dealing with. Notice that Source A is a letter home from a Canadian soldier in the front lines of WWI. Then, try the "Thinking It Through" questions that follow the sources.

@ Use Source A to answer questions 1 to 6.

1. Make a list of "special terms" used in the letter in Source A that represent WWI to you . Explain how and why these terms are important to your understanding of the war. Which of these terms stand out to you as particularly representative of the war?

2. How does the author feel about the enemy? Supply some evidence from the letter to back up your response.

3. Why do you think the soldiers at listening posts were given instructions not to fire unless absolutely necessary?

4. Letters from the Front were censored-screened by officials to ensure that Canadians at home didn't learn war secrets or read condemning statements about the Canadian army or its allies, nor reports about Allied soldiers dying or in serious distress. In what way does the author write the letter so that it passes the censors? Supply some evidence from the letter to back up your response.

5. The author came from a farming community in Saskatchewan and kept horses. Given the new technology being used during the war, why were horses necessary? How do you think someone who kept horses would react to the use of horses during the war?

6. What does this primary source offer that a secondary source might not? What are the limitations of this primary source?

Look through the Expressing Understanding section below. These questions and activities are meant to extend your learning and push your creative thinking as well as critical thinking.

7. Thousands of letters from soldiers at the front have been preserved. On their own, they are limited in their significance, but as a collection they form an impressive body of evidence about conditions and perceptions during the war. At what point would a letter become noteworthy enough in its own right as an important historical document? What criteria should be used to determine whether a source is historically significant?

8. Find out more about the role horses played in WWI. Make some comparisons to other uses of animals in warfare in the past. What factors do you think played the greatest part in changing this practice in the twentieth century?

· 9. Build a simple trench diagram that includes elements mentioned in Source A.

10. Create a storyboard to narrate the letter using a sequence of drawings.

Applying Historical and Geographic Thinking

At any point as you work with sources, you can apply the Cause and Consequence: What caused the need for the historical or geographic thinking concepts. For example: trenches in the first place? Where and when were trenches first used? What were some consequences of WWI trench warfare Significance: Do individual letters from soldiers have any in Western Europe? lasting impact on history, or do they simply refer to events and subjects that are significant? What was the legacy of trench Perspective: Who is "Fritz," why is "he" called that? What can warfare on the landscapes of Western Europe? you learn about "his" perspective on trench warfare in WWI? How did the German trenches differ from Allied trenches? Evidence: How do historians use sources like this? Is this source reliable as an explanation of trench warfare in WWI? Ethical Judgment: Can we objectively examine the use of What efforts have been made to document the location of horses in WWI without introducing our present-day values and Canadian-built trenches? ideas about the treatment of animals? Continuity and Change: What aspects of weaponry and combat from the source can still be seen in modern warfare?