Canadian Historical Picture Books As Purveyors of Canadian History and National Identity

CANADIAN HISTORICAL PICTURE BOOKS AS PURVEYORS OF CANADIAN HISTORY AND NATIONAL IDENTITY

By

Marilynne V. Black B. Ed., The University of Victoria, 1974

A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS

in

THE FACULTY OF GRADUATE STUDIES (Children's Literature)

THE UNIVERSITY OF BRITISH COLUMBIA April, 2005 © Marilynne V. Black, 2005 Abstract

The research for this thesis examined 124 Canadian historical picture books, published between 1970 and 2002, in order to examine the degree to which the books reflected Canada. In this way it was possible to determine whether or not Canadian children can develop a sense of history, place, and national identity. Detailed notes, comments, and annotations about each title were made and from these, an extensive database facilitated the identification and classification of these historical picture books in a number of ways. Each title was identified by standard bibliographic information such as author, title, publisher, year, and illustrator. In addition, each title was identified by type: picture book, illustrated story, anthology, or informational narrative, and by genre: historical fiction, social history, heritage books, books with elements of fantasy, biographical, or poetry. Furthermore, such categories as themes and topics, place, significant events, time periods, societal groups, and social issues, helped set the books within historical contexts. A number of Canadian cultural markers such as landscape, plants and animals, weather, Canadian icons, links to founding countries, Canadian government, sports and recreation, multiculturalism, and famous people also placed the books within the context of the Canadian culture. Finally, through the analysis of both text and illustrations the degree of Canadian content was evident. In the face of the growing globalization of the publishing industry, children Canadian need to see themselves and their country reflected in the books they are exposed to in order to develop a sense of history, place and Canadian identity. The historical picture books examined give an adequate portrayal of the depiction of Canadian geography, and in particular the various regions of Canada, that will foster the development of a sense of place. Some of the cultural markers, such as multiculturalism, and several topics, such as family and childhood and immigration, do portray the Canadian culture adequately. However, a less than adequate reflection of Canadian history and identity on the whole would not allow children to develop a strong sense of national identity because of a lack of Canadian cultural markers. iii

* Table of Contents

Abstract ii

Table of Contents .' iii

List of Tables •. vii

Acknowledgements viii

Dedication ix

Chapter One: Introduction 1 The Evolution of Canadian Children's Literature 3 Canadian Publishing Challenges 6 Research Questions 8 Summary 9

Chapter Two: Rational 10 Purpose 12 Personal Background . 12 Summary 14

Chapter Three: Literature Review 15 National Identity and Sense of Place 15 Literature as a Purveyor of History 16 The Importance of Historical Fiction 17 The Importance of-Picture Books 19 Criteria for Selecting Quality Children's Historical Fiction 20 History Teaching in the Schools: Traditional Viewpoints 20 History Teaching in the Schools: Critical Concerns 21 History Teaching in the Schools: Current Influences 23 Importance of Canadian History to Canadian Children 23 Canadian Historical Picture Books in the Classroom 24 Summary 25

Chapter Four: Methodology 26 Analysis of the Data , 27 Sample 28 Procedure 29 Definition of Terms 29 Data Collection and Note Taking 30 Constructing the Database : 32 Database Analysis 33 Description of the Research Questions 34 IV

Limitations and Exclusions 35 Summary 36

Chapter Five: Findings and Discussion 37 Research Question One 37 Findings: Research Question One 38 Discussion: Research Question One 41 Summary: Research Question One 44 Research Question Two 44 Findings: Research Question Two 46 By Place 46 Landscape and Change 50 Weather 51 Plants and Animals 53 Discussion: Research Question Two 55 By Place 55 Landscape and Change 58 Weather 58 Plants and Animals 59 Summary: Research Question Two 60 Research Question Three. 61 Findings: Research Question Three 62 By Time Period 62 By Significant Event and Famous People 65 Significant Events 65 Famous People 66 Themes and Topics 67 Family and Childhood 68 Multiculturalism and Immigration. 71 Celebrations, Traditions, and Heirlooms 75 Pioneers and Farming 76 Bravery and Adversity 77 Social Issues 78 Wars 79 The Role of Women 80 Racism 81 Economic Hardships 81 Cultural Markers 82 Canadian Icons 82 Canadian Government 83 Sports and Recreations 83 Total Cultural Markers 84 Reflection of the Times (Material Culture) 85 Discussion: Research Question Three 86 By Time Period 87 V

By Significant Event and Famous People 88 Significant Events 88 Famous People 89

Themes and Topics 90 Family and Childhood 90 Multiculturalism and Immigration 91 Social Issues 92 Wars 94 Racism 94 Economic Hardships 95 Cultural Markers 95 Canadian Icons 96 Sports and Recreation 96 Total Canadian Markers 97 Reflection of the Times (Material Culture) 98 Summary: Research Question Three 99

Chapter Six: Conclusions and Implications 101 Conclusion 1 102 Conclusion 2 103 Conclusion 3 104 Implications 105

References 108 Canadian Historical Picture Books 115 Canadian Children's Literature References 122 Other Children's Literature References 124

Appendix A: Canadian Historical Picture Annotations 125 Appendix B: Types of Books 164 Appendix C: Genres of Books 169 Appendix D: Landscape and Degree of Depiction 176 Appendix E: Weather and Degree of Depiction 179 Appendix F: Plants and Animals and Degree of Depiction 181 Appendix G: Time and Place 183 Appendix H: Place and Time 188 Appendix I: Significant Events 193 Appendix J: Famous People and Degree of Inclusion 195 Appendix K: Family 196 Appendix L: Childhood 198 Appendix M: Multicultural and Degree of Inclusion 199 Appendix N: Immigration 201 Appendix O: Celebrations, Traditions and Heirlooms 202 Appendix P: Pioneers 203 vi

Appendix Q: Farming 204 Appendix R: Social Issues 205 Appendix S: Cultural Icons and Degree of Inclusion 207 Appendix T: Canadian Government and Degree of Inclusion 208 Appendix U: Sports and Recreation and Degree of Inclusion 209 Appendix V: Total Cultural Markers and Degree of Inclusion 210 Appendix W: Reflection of the Times (Material Culture) and Degree of Inclusion 214 vii

List of Tables

Table 1: Publications by Decade 38 Table 2: Types of Books Surveyed 39 Table 3: Genres of Titles Surveyed 41 Table 4A: Regional Settings 47 Table 4B: Representation of Canadian Cities 48 Table 5: Titles With a Depiction of Weather and Degree of Inclusion 51 Table 6: Depiction of Canadian Plants and Animals 54 Table 7: A Sense of Place: Landscape, Plants and Animals, and Weather.. 55 Table 8: Number of Books Set in Each Century 65 Table 9: Significant Events 66 Table 10: Themes and Topics Found in Historical Picture Books 68 Table 11: Societal Groups Represented 72 Table 12: Social Issues Highlighted in Historical Picture Books 79 Table 13: Inclusion of Canadian Icons 83 Table 14: Total Canadian Cultural Markers 85 Table 15: Reflection of the Times (Material Culture) . 86 Acknowledgements

This thesis is submitted for the degree of Master of Arts in Children's Literature offered by the University of British Columbia's multidisciplinary Master of Arts in Children's Literature Program. This program is offered jointly by the Departments of Creative Writing, English, Language and Literacy Education and the Library, Archival & Information Studies. I would like to express my gratitude to my thesis supervisor Dr. Ronald Jobe and my committee members Dr. Maureen Kendrick and Judith Saltman for their patience and guidance during coursework and the writing of this thesis. Thank you also to Angela Wheelock for her keen eye and perceptive questions while editing this thesis. I would also like to thank staff at the Education Library at U.B.C., in particular Jo- Anne Naslund and Linda Dunbar, and the staffs at the Vancouver Public Library Central Branch and Renfrew Branch Children's Departments as well as the authors, illustrators, and university professors who kindly answered my many queries. Last, but certainly not least, I would like to thank friends and colleagues, too numerous to mention individually, for their support and encouragement. Dedication

To my family Jennifer, Patrick and Jacqueline who were so encouraging and supportive throughout this journey

And to my grandparents Winnifred and Joseph Pelland who instilled in me the love of history through the gift of their stories. 1

CHAPTER ONE

INTRODUCTION

An awareness of history is as important to the transmission of a national identity and a sense of place as it is to our personal body of knowledge. "The way a nation conceives of itself and its place in the world is revealed in the way it conceives of its history, and the way in which this history is communicated to its children" (Galway, 2001). Our understanding of history enables us to think laterally, making connections across time periods and between historical and contemporary events. As we "hitch our own stories to the stories of those who went before us, the past becomes a useful resource in our everyday lives, an endless storehouse of raw materials to be shaped for our present needs" (Wineburg, 1999, p. 490). Events and people, both famous and ordinary, form a country. Consequently, an understanding of history helps children find their place, not only as individuals within their community and country, but in the world as well (Galda & Cullinan, 2002). History, therefore, helps Canadian children to become more aware of what it means to be Canadian and of Canada's place in the global community. History is vitally connected to culture. Since culture is the integration of the unique ideas, customs, attitudes, skills, and art that influence the behavior of a particular group (Richard-Amato & Snow, 1992), as well as its past, the components cannot be separated. Just as the history of a family is, in part, closely tied to its ethnicity, the history of a country can be defined as the amalgamation of the pasts of the diverse cultural groups found within that land. In the case of Canada, two founding cultures—the English and the French—were added to that of indigenous societies. Thus, gaining knowledge about Canada's hybrid culture is a vital component of our education. Through a consideration of multicultural indicators, referred to by Kymlicka (1998) as "polyethnicity" (p. 59), children get a sense of themselves as part of their personal culture, and hence become more appreciative of the culture of others. Consequently, we may well find that stereotyping and prejudice are diminished when children realize that we all share commonalities (Galda & Cullinan, 2002; Jobe, 1993; Ungerleider, 2003). 2

Each nation has a different approach to the integration of their diverse ethnicities. The American approach "which exclusively emphasizes common identities and common values, and refuses to provide public recognition or affirmation of ethnocultural differences" (Kymlicka, p. 21), commonly referred to as a "melting pot", differs markedly from that in our country. Canadians view themselves as a multicultural nation or "mosaic", and indeed, they have strengthened this concept through the implementation of several government initiatives identified by Kymlicka (1998): 1. The Official Languages Act, 1969 2. The Official Multiculturalism Policy, 1971 3. Repatriation of the constitution, 1982 . 4. The Multiculturalism Act, 1988 Many different nationalities have contributed to our collective culture, and "cultural pluralism where the importance of accepting different races, ethnicities, languages and cultures is well recognized" (Bainbridge & Wolodko, 2001, p. 3) affirms that children need to have their own ethnicity reinforced and that of others explored. Furthermore, the process of becoming adapted to a new culture (acculturation) allows children who have immigrated to Canada to reorient themselves to their new home. Knowledge of Canadian history is particularly important for these children to get a good sense of Canada and acquire a new national identity. History and culture are, in part, transmitted through both oral and literary stories. Until recently, children learned about history primarily through textbooks. These, alas, were often uninteresting—a litany of dry facts about influential people and dates of battles and rulers. Often encyclopedic, they gave an overview rather than provided in-depth details (Nelson & Nelson, 1999; Wineburg, 1999). Furthermore, textbooks often gave a one-sided interpretation of history, being written almost always from the perspective of the culture of power or majority. They, thus, did not include the perspectives of minorities, those often without a "voice" (Genishi & Dyson, 1994; Rogers & Soter, 1997). There has, however, been some improvement in recent years in the way that history is taught to children (Brophy & Van Sledright, 1997; Levstik & Barton, 1997). Developments in education have included an increased interest in the value, to both students and teachers, of historical accounts documenting the lives of ordinary people—those affected by policies and 3 battles—which is commonly referred to as social history. In addition, the integration of language arts and social studies, for instance, using historical accounts in the form of novels and picture books, has been adopted extensively (Labbo & Field, 1995; Sipe, 1997). The "Our Canadian Girl" series, novels in diary format, is but one example. This movement, as documented in several studies of elementary teachers using children's literature in their social studies classes, explores the fact that social studies are now being taught with the aid of children's literature (Gramlich & Bainbridge, 2001; Pantaleo, 2000b). Social studies concepts include geography (physical, cultural, environmental), history, sociology, economics, and multicultural aspects of literature (Labbo & Field, 1995). Crucial changes in Canadian publishing have had an impact on the literature Canadian children have had available to them. These changes include the growth of a strong national publishing establishment and the impact of the American market, in conjunction with the above-mentioned changes in educational practices.

The Evolution of Canadian Children's Literature

Whereas the publication of children's literature in England can be traced to approximately the 15th century and American publishing to the 17th century, the publication of Canadian children's literature is a fairly recent phenomenon. For example, Egoff and Saltman (1990) state that in the "last ten years.. .there have been more books published than in the 150 years before" (p. 313). Today, despite periodic and continuing setbacks, Canadian children's literature is highly regarded worldwide (Egoff & Saltman, 1990). Most early books for Canadian children, dating from the mid-1800s, came from England, and later, the United States (Egoff & Saltman, 1990; Galda & Cullinan, 2002). English titles, such as those by authors Lewis Carroll, Robert Louis Stevenson, and Howard Pyle, and illustrators Walter Crane and Kate Greenaway, created wonderful literature for children. American authors such as Mark Twain and Louisa May Alcott and illustrators Robert McCloskey and Wanda Gag also contributed to the entertainment, education, and enjoyment of Canadian children. None of the titles they produced, however, were books in which Canadian children could identify Canadian culture or landscapes. Even when a book, such as Paddle-to-the-Sea (Holling, 1941), had a wilderness setting and subject matter that 4

Canadian children could identify with, the book and its author were actually American. Paddle-to-the-Sea does, however, impart some Canadian geographical information as it relates the adventures of a small hand-carved toy canoe as it travels from Lake Superior to the Atlantic Ocean. As with children's literature in general, much of the historical fiction available to Canadian children was the product of English authors, such as Rosemary Sutcliff, and American authors such as Scott O'Dell. That is changing with the publication of such Canadian authors as Paul Yee, Marilynn Reynolds, and Ainslee Manson. One of the first children's books about Canada's landscape and people, A Peep at the Esquimaux, published anonymously in 1825, was not written by a Canadian but by an English woman and was "based on the journal of explorer George Frederick Lyon" (Egoff & Saltman, 1990, p. 4). A year later, Catherine Parr Traill, writing before she immigrated to Canada in 1832, wrote The Young Emigrants; or Pictures of Canada. Each of these books gives an account of Eskimo and pioneer life respectively. In 1832, the first Canadian fiction is accredited to Mrs. H. Bayley who wrote Henry; or the Juvenile Traveller. Catherine Parr Traill's (1852) Canadian Crusoes: A Tale of the Rice Lake Plains is credited as being the first Canadian children's novel. While Bayley's book is based upon her own travels, Traill used Defoe's classic as the inspiration for a Canadian survival story (Egoff & Saltman, 1990). A later novel, With Wolfe in Canada (1896) written by English writer G. A. Henty, referred to as "The Prince of Story-tellers" (The Boy's own Historian, 1997) is but one of 144 titles dealing with history. There has been a body of literature written by Canadians, however, in the form of novels that dealt with early Canada. Galway (2001) for instance, as well as Egoff and Saltman (1990), mention such titles as Picked up Adrift (de Mille, 1872) and Fife and Drum at Louisbourg (Oxley, 1899). Furthermore, the writing and dissemination of Canadian history was deemed important from an early date (Galway, 2001). Galway states that G. A. Henty was "writing at a time when Canadian history was immerging as a key subject in children's literature, illustrating a growing awareness of the fact that, a strong sense of Canadian history could be of great importance for the nation's future" (p. 21). Despite the fact that there was not a great deal of Canadian children's literature published until approximately the 1960s, early 20th century examples of historical fiction include The Only Girl (Weaver, 1925) and Susannah: A Little Girl With the Mounties 5

(Denison, 1936). These two titles were not only historical but also unusual in that the main characters were girls. Since the 1960s, a thriving national children's publishing scene has gradually developed. Jones and Stott (2002), point out the dramatic increase in Canadian children's literature after 1967. This increase, they contended, was a result of a number of major events that occurred at the same time as our centennial celebrations: the publishing of Egoff s seminal work The Republic of Childhood (1967), the inception of the first review journal of Canadian children's literature, In Review, and the founding of Tundra Books. This combination of events brought such artists as Ann Blades and William Kurelek to the public's notice through their picture books. With the increase of Canadian publication of children's literature in general, there has been an increase in the publication of quality individual historical novel titles. These include such novels as Honor Bound (Downie, 1971), Underground to Canada (Smucker, 1977) and Shadow in Hawthorn Bay (Lunn, 1986). This publishing trend continues today with such titles as Kit Pearson's Guests of War trilogy (between 1989 and 1993), Suzanne Martel's The King's Daughter (1992), Connie Brummel Crook's Flight (1991), Laura's Choice (1994), and Meyer's Creek (1995), Cora Taylor's Summer of the Mad Monk (1994), and Janet Lunn's Hollow Tree (1997). Interestingly, 2001 saw the reprinting of Plenty's With Wolfe in Canada which was first published in 1887. Current novels also include C.B. Crook's The Hungry Year (2001) and Jean Little's Orphan at My Door (2001). Picture books for Canadian children developed at a slightly later date than novels. A visiting Englishwoman, Amelia Frances Howard-Gibbon, after whom a major Canadian children's literature award is named, likely produced the first Canadian picture book in 1859. An Illustrated Comic Alphabet is, however, "an anomaly" (Egoff & Saltman, 1990, p. 133), in that it has an English setting and was not actually published until 1966. While there was no reference to Canada in it, another early-illustrated Canadian title, R.K. Gordon's A Canadian Child's Alphabet (1931), refers to Canadian places and landscape (Egoff & Saltman). In addition, Helen Boswell's French Canada: Pictures and Stories, published in 1938, "made effective use of Canadian content" as it portrays "French-Canadian scenes and handicrafts" in its beautiful illustrations (Egoff, p. 273). In the early 1970s, Tundra Books led the way with books based on the paintings of William Kurelek, followed by the work of Ann Blades. In addition, over the years, Tundra 6 has "launched the careers of several Canadian writers and illustrators" (Maruszeczka, 1993, p. 43). Other houses, such as Annick, Groundwood, and Kids Can Press, also produced picture books resulting in a significant increase in quality Canadian children's literature publication. Since then, small vibrant regional publishing houses have appeared, such as Orca Book Publishers and Red Deer Press (Jones & Stott, 2000). Although Elizabeth Cleaver, another talented artist from the Oxford University Press "stable", illustrated How Summer Came to Canada (Toye, 1969) and The Loon's Necklace (Toye, 1977), they are not considered historical but rather North American native legends. Some of the first picture books with historical themes were the 'Northern Lights' series published in 1980. Some of these titles were less than memorable (Egoff & Saltman, 1990), however, they did signal a growing interest in portraying Canadian history through picture books. Nowadays, Canadian history from a Canadian perspective is quite prevalent. Not only are novels with historical themes available but picture books as well. The latter were the focus of a recent study (Jobe, 2002). From a total of 211 titles listed in Our Choice catalogues between 1998 and 2000, Jobe's study focused on 104 realistic fiction picture books. Eighteen of these titles (17.3 %) were classified as belonging to the historical fiction subgroup. In contrast, by using the total number of picture books listed in Our Choice between 1970 and 2002 it is indicated that, although yearly fluctuations have occurred, there have been significant increases in picture books published and a gradual increase in those with historical themes. For instance, between 1981 and 1983 there were 34 picture book titles listed, only one of which (0.3 %) was historical, but, between 1991 and 1993, of the 129 picture books listed 13 (10%) were historical.

Canadian Publishing Challenges

Despite an apparent improvement in the number of Canadian picture book titles published overall, and the number of historical picture books in particular, Canadian publishers are currently facing challenging times. Appendix A, with annotations and comments, gives a complete list of the titles examined. On the one hand, there is the desire to reflect Canada in a meaningful way. Patsy Aldana, president and publisher of Groundwood 7

Books, states that their raison d'etre, their "cultural mission" (Aldana, 2001, p. 676), is to bring Canadian books to Canadian readers. Unfortunately, there has been a growing concern that Canadian children's literature is becoming more global and, as a result, less distinctive, due to the removal of Canadian place names and Canadian symbols. This is a result, in part, of the North American Free Trade Agreement and pressure from American sales

representatives (Aldana, 2001; Jobe, 2002).v Recently, particularly in the United States, there has been a move toward massive media consortiums, such as Viacom, Scholastic, and Vivendi Universal, with interests in entertainment rather than the production of purely quality literature. The business of publishing is becoming bigger with an emphasis on the concerns of large corporations (Galda & Cullinan, 2002; Hade, 2002). According to Hade, eight mega-corporations account for the vast majority of the children's literature reviewed in The Horn Book Magazine and the books that received a starred review in School Library Journal in 2000. It is evident that the primary interests of these corporations focus on ... " 'branding', 'licensing', 'vertical integration', 'meaning brokering', and 'synergy', because these are the paths to greater sales and profits" (Hade, p. 2). Mass marketing has thus become the mainstay of booksellers and distributors (Hade, 2002). In the United States, for instance, the chain book stores Barnes and Noble and Borders, and their counterparts in Canada, Chapters and Indigo, epitomize the trend toward "big box" marketing. This trend has dramatically increased pressures on small independent booksellers. Chapters, in particular, caused extreme hardship and forced some publishers into bankruptcy when it ordered great quantities of books, demanded a large discount, did not pay on time, or at all, and returned the bulk of the titles. For small publishing houses, in particular, cash flow problems resulted. In some cases, they were not able to pay for the work done by authors and illustrators and were forced to close; hence, authors and/or illustrators did not receive royalties. Wholesalers of books have also suffered. General Distributing, for instance, had to declare bankruptcy; thus eliminating a major Canadian imprint of children's literature and its owner, Stoddart Kids. In order for Canadian publishers to survive in the face of these trends, they have had to prioritize the selling of Canadian books in the American market. Obviously, this is of benefit to them in that they can access a huge market, but it has led to an adverse outcome. 8

Namely, there has been a perceived move to eliminate most references to Canada in Canadian picture books (Aldana, 2001; Jobe, 2002). Publishers have begun to shape their lists so as to make their titles more acceptable to the American market, resulting in a lack of "overt Canadian content" (Aldana, 2001, p. 677). Even Canadian spelling has long since disappeared. Whitehead (1996 & 1997) states that British children's literature has also suffered from the "Americanization" of their publications. She states, "titles, settings, characters and culturally specific allusions may be changed in addition to spelling, punctuation, vocabulary and idiom characters" (p. 688). As Galda and Cullinan (2002) point out, "book editors dependent upon international co-editions must ensure that no distracting cultural indicators hinder a books' sale in other countries" (p. 21-22). Furthermore, a recent study of Canadian realistic picture books listed in Our Choice, and published between 1998 and 2000, Jobe (2002) found that "only ten out of the 104 realistic picture books (9.6%) provide clear, well-defined images of Canadian culture" (p. 82). Aldana concludes that Canadian historical writers have also succumbed to pressures to alter or eliminate any reference to Canadian history. They are changing their focus away from solely Canadian topics to more general themes that they perceive will sell. They question whether Americans would, for instance, be interested in a book on the Red River settlement, not to mention Laura Secord or Sir John A. Macdonald. The consensus, unfortunately, seems to be that these topics would not be of interest; therefore, they are avoided. To offset this, historical information may be relegated to the back of the book in the form of an author's note or an afterword. For example, in Storm at Batoche (Trottier, 2000) "a mysterious stranger" named Louis saves a young boy lost in a prairie snowstorm. It is in the final pages that James learns that a man, also named Louis and who was " an enemy of the country" (unp.), had been put in jail. It is only in the author's note that Riel is identified and his place in Canadian history explained. This information is made into an addendum rather than included as an integral part of the story, thus largely negating its impact.

Research Questions

The research questions for this study include the following: 1. To what extent have historical picture books, relevant for Canadian children in 9

late primary and intermediate grades, been published between 1970 and 2002? 2. To what extent does the depiction of landscape in Canadian historical picture books contribute to a distinctive Canadian national sense of place? 3. Which historic time periods, significant events, thematic concepts, and cultural markers reflect a sense of Canadian national identity? What textual and pictorial elements in Canadian historical picture books reflect a sense of Canadian national identity?

Summary

When we look at Canadian children's literature today, we see, according to Bainbridge & Wolodko (2002), "a rich body of Canadian children's literature that is reflective of the country's literary and social-cultural values, beliefs, themes and images, including those of geography, history, language and identity" (p. 21). On the other hand, the problems and challenges faced by the Canadian publishing industry remain created by the influence of American mass marketing and the globalization of publishing. The transmission of Canadian history and identity is an essential part of the Canadian children's literature and until Canadian publishers, writers, illustrators, educators, librarians, and the general public, recognize that, Canadian children will not be exposed to the literature they desperately need. Examining whether or not sufficient references to Canada are being included in Canadian children's literature is an important step towards a better understanding of the relationship between that literature and the acquisition of a Canadian identity. Canadian children must be able to identify with their country through literature, and Canadian historical fiction picture books are ideal vehicles for conveying this sense of identity. 10

CHAPTER TWO

RATIONALE

Children need to see themselves reflected in the books they read. Through reading, they make connections and relate to characters and events. In this way, a strong sense of self as individuals, as members of a family, as members of an ethnic group, and as citizens of a country, develops. Only then can we relate to others and realize that we are more alike than different (Galda & Cullinan, 2002; Jobe, 1993). Furthermore, children need to have a sense of national identity. Jones and Stott (2000) state "children's literature is an important cultural enterprise that both reflects and shapes national identity (p. vii)". Needless to say, this cannot be achieved exclusively through watching Hockey Night in Canada! Canadian children need to see the Canadian landscape, become aware of Canada's cultural diversity, recognize its institutions, and appreciate its contributions to the world. Unfortunately, much of what Canadian children consume, in the manner of clothing, toys, and entertainment, has a pervasive American influence. How can Canadian children come to understand and appreciate the uniqueness of Canada and of being Canadian unless they are exposed to Canadian-ness? One solution is that they acquire a sense of place—an identification with the landscape. In a recent article, MacGregor (2003) states "when a survey conducted by The Globe and Mail's New Canada series asked what best symbolized Canada, 89 percent of the replies from across all generations said the vastness of the land" (p. A7). Pantaleo (2001) furthers the argument about the importance of identity when she notes that "In general the research literature seems to refer to three interdependent and synergistic dimensions of Canadian identity: national, regional, and multicultural" (p. 8). Knowledge, then, about the Canadian landscape is one area that can help children identify with their community, region, and country (Diaz, 2001). The names of cities, regions, and provinces are important; children must see references, for instance, to Vancouver, the Maritimes, as well as Manitoba and Prince Edward Island. They must also see Canadian rivers, lakes, and oceans mentioned or depicted in illustrations as well as natural landmarks such as Niagara Falls, the Rocky Mountains, or Peggy's Cove. In addition, 11 such man-made landmarks as Ottawa's Parliament Buildings, Toronto's CN Tower and Castle Loma, and Vancouver's Lions Gate Bridge are equally as important as icons in Canadian literature, as it is important for American children to be cognizant of the White House, and French children to acknowledge the Eiffel Tower. In order to develop a sense of place, Canadian children need to experience Canada's vast and diverse geography, as well as the inter-relationship of landscape and weather, even if it is only vicariously through literature. Children need to be aware that "a country's terrain and climate are perhaps the primary factors in determining how people live [their culture] - everything from the food they grow and eat to the houses they build, the clothes they wear, and so on" (Park, 2001, unp.). Moreover, cultural artifacts often reflect the climate and landscape of a particular region as well as the animals and plants available to the people there. For example, the clothing and housing of each Canadian aboriginal group is distinct and dependent on local materials. As a result, these cultural artifacts become a symbol of recognition, or a cultural marker, particular to that group. Another way to identify with one's country is the formation of a sense of nationality. This can be accomplished, in part, through an appreciation of the contributions of famous and ordinary people, and the impact of the various components of Canada's multicultural population. Knowledge of significant events and important time periods is also crucial. In addition, knowledge of Canadian institutions, businesses, and governments also has an impact on one's sense of Canada. Furthermore, it is the modem cultural markers, those icons and symbols representing a country that Canadian children are familiar with and that help them identify with their nation1. Even though inundated with American culture (Ungerleider, 2003), there are many Canadian icons. Symbols such as the maple leaf are easily recognizable across the country, as are much of the Canada's flora and fauna. It can be assumed that Canadian children may be able to identify the national flag as well as their own provincial flag. In addition, many children will instantly recognize the blue and white Toronto Maple Leafs sweater and the red serge uniform of the Royal Canadian Mounted Police. Institutions such as the Hudson's Bay Company and Canadian Tire are easily recognizable and may be considered cultural markers.

Jobe, in his book Cultural Connections (1993), clearly sets out the visible and implied cultural markers applicable to this study. 12

Individuals may also serve as cultural markers. Canadian children, for instance, may not know the names of some of the Prime Ministers, but many, depending on their age and interest, will know of Maurice "Rocket" Richard and Wayne Gretzky or they may be aware of some of Canada's Olympic champions and music stars. Despite the overriding influence of American culture in Canada, and the fact that we are so similar in many ways, there remains a need to increase Canadian children's awareness of Canadian uniqueness. What better way to inculcate Canadian children with a sense of being Canadian and a sense of Canadian history than through Canadian children's literature? Picture books are ideal vehicles for this endeavor as both visuals and text can convey important information about Canada.

Purpose

This study will identify and examine Canadian historical picture books published between 1970 and 2002 that are suitable for both primary and intermediate students. The objective of this study is to determine the scope and degree of Canadian content in these books. Such indications as landscape, weather, symbols, and icons, as well as important people and events, will be considered. The degree to which these Canadian identifiers contribute to a sense of place and nationalism will be determined. Furthermore, the classification of each book's specific Canadian content will hopefully make the books more accessible to teachers and teacher librarians, and ultimately benefit Canadian students.

Personal Background

My personal interest in Canadian history has developed from a keen awareness of family history. Growing up hearing family stories from maternal grandparents had a profound effect on my understanding of what it means to be Canadian. These stories included those of my grandmother's early childhood in a bucolic setting in eastern Ontario that ended when the family moved to much less settled western Ontario. Rat Portage, now Kenora, a destination her father decided was more in keeping with his adventurous spirit, had to be reached over corduroy roads—in part by wagon. While he hobnobbed with the local 13 aboriginal people and tried his hand at gold mining, his tiny wife and 11 children coped as best they could. Because his father was a timber cruiser, when my maternal grandfather was twelve years old, he, his older sister, and parents moved from Quebec in 1893 to virgin lumber territory in Minnesota at the juncture of the Little Fork and Rainy Rivers. The trip was made by stagecoach and river raft, during which their week's supply of bread was lost when the raft hit a submerged boulder. The first winter was spent in a tent and the only neighbours were local native people. A wood frame house and eight more children, in close order, followed. Eventually my grandparents met and courted across the international border before marrying and moving to New Westminster in 1907, where Grandpa become a fireman at a time when fire wagons were drawn by horses. Since not every Canadian child has family stories that reflect Canadian history in this way, and certainly many families have not been in Canada for five generations, it is often through historical fiction that children gain a sense of Canadian history. In my case, an awareness of the limited supply of material to teach Canadian history in elementary grades resulted from a career as a teacher librarian spanning 25 years. Teachers attempting to teach Canadian history were always anxious to integrate any stories and interesting non-fiction titles into their units; however, as a teacher librarian it was difficult to meet the needs of both teachers and their students for books in this area. Between the early 1970s and the mid 1980s, little was published for Canadian students (Saltman, 1987) except a few picture book titles and the social studies textbooks that were often at an inappropriate reading level for the intended children. Since suitable non-fiction titles of Canadian history were also, limited, the few fictional picture books available with historical themes and settings assisted in building interest in Canadian history topics. Due to the problem of supplying teachers and their students with suitable materials, it became more and more evident that using picture books for a wide range of grade levels and curricular areas could have a positive impact. The text was more manageable, the pictures helped children interpret the text, and learning activities could be quickly introduced. In addition, picture books were found to be particularly useful with English-as-a-second- language (ESL) students (Black, 2001). A continuing interest in Canadian history and the use 14 of picture books has led to an on-going inquiry into how to develop a sense of national pride and an awareness of Canadian history in schools through literature.

Summary

Tracing the evolution of Canadian historical picture books and how they might impart a sense of Canadian history and Canadian-ness, or the acquisition of a national identity through cultural markers, will advance our understanding of their value to Canadian literature. It will also assist in ascertaining the degree to which they help develop a Canadian identity in children. If it is important that historically-themed literature be presented to children, it is then valuable to identify which titles can accomplish this, and consequently, it is imperative that teachers become familiar with the titles available and how much Canadian content they contain. A database designed to list appropriate historical picture books and identify the cultural markers contained within their pages will facilitate this endeavor. 15

CHAPTER THREE

LITERATURE REVIEW

In order for Canadian children to identify with their country and appreciate its uniqueness, it is important that Canada's history, diverse multicultural people, and landscapes are authentically portrayed in the books they read (Diakiw, 1997). Jobe (2002) questions whether or not Canadian children are getting an image of Canada through literature, and, whether they are gaining an understanding of what it is to be Canadian. Is Canadian content, including Canadian place names, landmarks, icons and symbols, being eliminated from Canadian children's literature (Aldana, 2001; Jobe, 2002)? Throughout our country's history, Canadian children have often been more aware of stories from England and the United States than of their own national literature (Diakiw 1997; Saltman, 1987). If Canadian children are not exposed to Canadian content, then they will not have a sense of Canada and of being a Canadian (Jobe 2002; Pantaleo, 2001; Ungerleider, 2003). Ungerleider, in his address at the launch of his book Failing Our Kids: How We are Ruining Our Public Schools (2003), pointed out that Canada lacks evocative symbols. Is he correct? We certainly do not celebrate our heroes or "wave the flag" to the same extent as Americans. How can the acquisition of a sense of history, a sense of citizenship and national identity, and a sense of place be woven together? Canadian historical fiction in schools offers an opportunity for this to happen, and indeed, our historical picture books now contribute to a sense of history and Canadian identity.

National Identity and a Sense of Place

While Pantaleo provides a more general view of literature, saying that it "provides a way to access the complexity of the human condition" (Pantaleo, 2001, p. 2), Diakiw emphasizes the need for Canadian children to be exposed to Canadian stories. "Story is a powerful and traditional way to provide a common bond for members of a society and to familiarize children with a culture" (p. 44). It is the identification with one's culture and sense of place that assist in developing citizenship and a national identity (Bainbridge & 16

Thistleton-Martin, 2000; Diakiw, 1997; Pantaleo, 2001). Ungerleider (2003) furthers this position claiming that, "People develop a sense of who they are and of what they are capable from the institutions, symbols, and myths that reflect their dreams, aspirations, and images" (p. 12). Furthermore, he acknowledges that the understanding of one's own history enhances a sense of belonging. "A nation develops 'memory' from the experiences it communicates from generation to generation ... It shapes our identities" (Ungerleider, 2003, p. 22). It is thus important to ask what elements might be significant to imbue a book with Canadian- ness.

Literature as a Purveyor of History

The idea that "literature is a significant means by which we disclose and construct our understandings of the world" (Leggo, 2001, p. 14) emphasizes the theory that children must understand history as part of the process of creating meaning (Galda & Cullinan, 2002; Huck, Hepler, Hickman & Kiefer, 2001). We all must understand our world in order to be conscientious global and national citizens. Historical fiction "encourages children to think as well as feel" (Huck et al, 2001, p. 464). It is imperative that students learn to be critical thinkers and develop the ability to question why things happened and make connections between countries in the past and in the present. As a result, they will be able to understand how improvements might be made in the future. It is through history, for instance, that students often see issues and events from the perspective of others with different outlooks. These perspectives must include those outside "the culture of power" (Rogers & Soter, 1997). Discussing the reasons for events in history not only helps develop critical thinking but it also helps to develop historical empathy (Davis, Yeager & Foster, 2001). Therefore, historical empathy can be created through linking historical fiction to what children are learning about Canadian culture. Since historical fiction allows readers to exercise critical thinking, a major concept of education today (Farris & Fuhler, 1994; Van Middendorp & Lee, 1994), the reading of pertinent titles is vital. Readers sift through the authors' accounts and make comparisons between them to determine if the information is accurate, if important details have been omitted, whether the authors have presented an unbiased account, and whether they have 17 shown different perspectives (Egoff & Saltman, 1990; Huck, Hepler & Hickman, 1987; Miller, 1998; Norton, 1991).

The Importance of Historical Fiction

Through historical fiction, as is the case with all good literature, children are able to experience the past, put themselves in the characters' shoes, determine what motivates the characters, understand their inner conflicts, and make judgments about their behaviors and decisions (Galda & Cullinan, 2002; Huck, Hepler & Hickman, 1987). The characters in historical fiction may also act as role models, allowing readers to identify with their emotions, their conflicts and trials, and successes (Beck, Nelson-Faukner & Price, 2000; Egoff & Saltman, 1990; Huck et al, 1987). In addition, perhaps the greatest contribution the historical novelist can make to children's reading is to show them that the event in the past did not happen in isolation but was a continuous series of events that have influenced and given meaning to the present time. (Egoff & Saltman, 1990, p. 105). Although the authors are referring to historical novels, it can be assumed that their statements apply equally well to picture books. Exposure to historical fiction enables readers to identify with history since it develops their ability to "preserve and enhance our links to our ancestral origins" (Ungerleider, p. 25). It is often the "authentic social details that make the stories good history" (Galda & Cullinan, 2002, p. 205) and that facilitate the reader's connection to the past. Indeed, successful historical fiction enables children to place themselves in an alternate setting or time frame. Another facet of historical fiction is that it may contain a multicultural component. It is because of our increasingly diverse population that exposure to all aspects of cultural heritage is necessary (Jobe, 1993; Miller, 1998). When students read "about their own and other cultures" it results in "higher self-esteem, greater academic achievements, and positive influences across subject areas" (Pantaleo, 2000a, p. 1). Such literature might include historical fiction that deals with, for instance, the diverse nature of Canadian immigration to Canada over the years. 18

Furthermore, it is important for children to recognize all sides of a problem or issue, particularly since many of the mistakes of the past were often based on prejudices prevalent at the time. (Davis, Yeager & Foster, 2001). The biases of the past can help us understand the limited views of today. Wilkinson and Kido (1997), for instance, espouse the concept that teachers need to and often do look for ways to help their students develop enlightened views of others, seeking new visions of cultural pluralism that support cross-cultural understanding, preserve ethnic cultures, and facilitate empowerment of minority groups (p. 255). In addition, since readers of historical fiction may also think and make decisions about contentious issues, a better understanding of the viewpoints of others not only helps combat prejudice and stereotyping but fosters critical thinking {Teaching for Understanding, 1999; Farris & Cooper, 1994; Harrison, Smith, & Wright, 1999; Wineburg, 1999). Readers should learn to "question the stereotypes of roles and positions, [to] examine inequities of power, and [to] promote possibilities for enhancing everybody's lived experiences" (Leggo, p. 17). Unfortunately, however, Davis et al., report that most students in their study "only minimally invested themselves in thinking with the facts they had learned about ..." (p. 1). In other words, no critical thinking took place. Reading and discussing historical fiction can help ameliorate this problem, and as a consequence, can help students develop mature historical thought processes. They become empathetic rather than judgmental (Davis, Yeager & Foster, 2001). An awareness of how the events, issues, and actions of people from the past affect the present, and will continue to affect the future, is central to the concept of historical empathy (Trofanenko, 2002; Ungerleider, 2003; Wineburg, 1999). Students become historically empathetic by looking at history in a nonjudgmental way, by understanding the causes and effects that were an outgrowth of the accepted thinking of the time (Bainbridge, Pantaleo & Ellis, 1999). By thinking empathetically and critically, students are encouraged to balance information and imagination (Davis, Yeager & Foster, 2000; Farris & Cooper, 1994). The development of mature historical thought ".. .rests precisely on our ability to navigate the jagged landscape of history, to traverse the terrain that lies between the poles of familiarity with and distance from the past" (Wineburg, p 490). It is the tension exerted by these two poles—that which is familiar and that which is radically different from what is 19 known—that allows students "to reconsider how we see ourselves as human beings" (Wineburg, p. 490) and make real connections between ourselves, other cultures, and history. Leggo (2001) suggests that readers bring to their reading of literature "a set of values, beliefs, and views about the world and human experience and relationships among people. This understanding comprises part of the reader's ideology about society, culture and history" (p. 16). The reader's views and beliefs, however, are not necessarily empathetic, if that reader might be considered to be biased or to be a racist.

The Importance of Picture Books

In the last decade, there has been a major change in picture books. Picture books have become not only fine art objects but they have also started to address controversial issues and to reconsider significant past events. Although they are often intended for younger children, those beyond the primary grades and those who are having reading difficulties, such as ESL students, benefit from their use (Black, 2002; Galda & Cullinan, 2002). While they were "once considered the realm of primary grades, picture books now provide a means of adding a lively dimension to social studies teaching, whatever the age or grade of the student" (Hancock, 1994, p. 100). Picture books are ideal tools simply because "the text is relatively short, the theme is often limited to a single concept, and the illustrations help with the interpretation and assimilation of the text" (Black, p. 16). Many picture book titles being published today are clearly addressed to mature students (Miller, 1998). They "are intellectually and visually sophisticated, therefore, the skills required for fully exploring and appreciating them may demand a range of experience and developmental understandings that are beyond many young children" (Kiefer, 1995, p. 70). Historical picture books often reflect this quality. Their detailed research results in titles that allow students to respond to the content as well as the emotions inherent in the stories while gaining insight into other times and places (Galda & Cullinan, 2002; Huck, Hepler, Hickman & Kiefer, 2001). 20

Criteria for Selecting Quality Children's Historical Fiction

As with all quality children's literature, characters in historical fiction should be strong, believable, and clearly developed. They must show growth and increased maturity through the course of the story so that readers will become aware that change is part of being human. An interesting and plausible plot, a credible and clearly defined setting, an understandable and worthwhile theme children can identify with, as well as language that enhances the plot and brings the characters to life are necessary components. Stereotypes and moralizing should be avoided. The story must be age appropriate and have universal implications. Furthermore, the book should make a contribution to the growing body of children's literature (Farris & Fuhler, 1994; Huck, Hepler, Hickman, & Kiefer, 2001; Norton, 1991). Accuracy and authenticity should be integrated into the rest of the story in such a way that the facts are subordinate to the story itself (Beck, Nelson-Faulker & Pierce, 2000; Huck et al, 2001; Norton, 1991). As pointed out by Huck et al., historical fiction "must reflect the spirit and the values of the times, as well as the events" (p. 467). In addition to the attributes exemplified by historical fiction, picture book illustrations must also conform to standards of quality. Text and illustrations should be well integrated to enhance and extend each other. The design of the book, the illustrator's style, and the medium used should be consistent and complement the story. The illustrations themselves must also be consistent throughout the story and well executed (Beck, Nelson-Faukner & Price; Galda & Cullinan, 2002; Huck et al.; Kiefer, 1995; Norton, 1991).

History Teaching in the Schools: Traditional Viewpoints

Before it is possible to ascertain what Canadian historical picture books are available, and the number of cultural markers that they contain, it is necessary to put these books within the context of education. One must first look at how history has been taught in the past and consider the changes in present teaching practices. In the past, children were taught through rote learning with the teacher the dispenser of all knowledge. Over time, textbooks became the standard tool of the curriculum in many subject areas. Unfortunately, these textbooks were often written in the third person, implying 21 that "a corporate author speaks from a position of transcendence, a position of knowing from on high" (Wineburg, p. 493) much as the teacher of the past acted. In addition, many textbooks were at a reading level inappropriate for the intended students (Farris & Cooper, 1994; Vacca & Vacca, 1999). They tended to lack details, focusing on brief overviews of many time periods, famous people, and events, thus resulting in the superficial treatment of many topics. Because they were extensive rather than intensive (Farris & Fuhler, 1994; Kuhrt & Farris, 1994; Van Middendorp & Lee, 1994; Wineburg, 1999) they lacked the realism and impact found in historical novels. Galda and Cullinan (2003) extend that concept when they point out that historical fiction can help children "connect with their history lessons in a way no textbook can" (p. 204). Many textbooks used today frequently ".. .do not treat subject matter with the breadth and depth necessary to fully develop ideas and concepts. The very nature of textbooks often restricts their use in content area classrooms" (Vacca & Vacca, 1999, p. 86). It seems appropriate, therefore, to ask the question, "If mandated textbooks are not the ideal tool for teaching history, what is?" In addition, it is necessary to question how changes in curriculum are presently being implemented in the classroom.

History Teaching in Schools: Critical Concerns

In 1996, the British Columbia Ministry of Education studied the state of teaching social studies and concluded that "We believe that social studies, for a variety of reasons - including the effects of educational change, public priorities, inadequate resources and a dated curriculum - has become marginalized to such an extent that it is no longer perceived as a core element of the British Columbia curriculum" (Bognar, Cassidy & Clarke, 1997, p. 136). As a result of their findings, a task force on social studies was initiated. The opening paragraphs of their publication, Teaching for Understanding in Social Studies: The Report of the British Columbia Social Studies Task Force (1999), proposed that the disciplines that help people understand who they are, and how they are related to the larger human community, are today less central and less vital than they once were. That must change ... Students are leaving the BC school system with only marginal abilities in such important 22

contemporary citizenship skills as detecting bias, distinguishing between fact and opinion and developing a reasoned argument (p. 3). More recently, a newspaper article pointed out that Canadian schools are not teaching history well. John Ralston Saul is quoted as saying that "over the last 20 years, the teaching of history has been damaged" (Paraskeva, 2003, A13). In this article, Saul criticized public education's curricula for trying to squeeze the immense scope of world history into one year of study. This was evident in British Columbia's grade seven social studies curriculum where, for instance, historical periods from prehistory to such ancient cultures as the Aztecs, classical Greece, and the Roman Empire were studied. Such a broad range of the history of civilization can only be treated superficially. As a result of their investigations, The Task Force on Social Studies made recommendations for improvement and stressed the need for "critical thinking, historical perspective-taking and historical empathy, and the articulation of geographic relationships" (p. 4). The Task Force also urged that students be "educated for citizenship and social responsibility" (p. 6). Furthermore, the document pointed out that discussing "controversial and current issues" (p. 4), such as human rights and the environment, was necessary. Saul also emphasized that it is important "to better understand Canadian history, encouraging prospective teachers to avoid 'the linear view' of events and discuss instead the philosophical qualities of the Canadian experience that have surfaced overtime" (Paraskevas, A13). Therefore, since societies are interdependent and have a multitude of stories and perspectives, then the manner in which history is viewed should be rethought, and, by extension, so must the manner in which history is taught. (Davis, Yeager & Foster, 2001; Levstik & Barton, 1997). These concerns can be partially addressed through the teaching of history with an emphasis on the use of historical fiction which promotes global education, multiculturalism, citizenship, and critical thinking. In this way, Canadian children will be able to "place" themselves within their nation and place Canada within a world context. Indeed, a partial, yet substantial, solution to the problems of teaching history is indicated throughout The Social Studies K to 7 Integrated Resource Package (1998). This document advocates the use of a variety of materials including children's literature, videos, and CD- ROMs. This in turn allows for different learning styles, interests, and abilities. 23

History Teaching in Schools: Current Influences

In order for children to identify with their country and appreciate its uniqueness, it is vital that they see their country's landscape and people, past and present, authentically reflected in the books they read (Bainbridge & Wolodko, 2001; Diakiw, 1997; Pantaleo, 2001). They must also see such Canadian identifiers as Canadian flora and fauna, weather, recreation and sports, and national symbols and icons—many of which have historic roots— reflected as well (Kriesberg, 2000).

The Importance of Canadian History to Canadian Children

If, as Bainbridge & Thistleton-Martin (2001) argue, that "for young readers, national literatures play a crucial role in developing a sense of identity, a sense of belonging, of knowing who they are" (p. 2), and that "literate national cultures are school transmitted cultures" (Gellner, 1983, p. 38) then it is up to schools to assist in the transmission of Canadian culture through the use of children's literature (Bainbridge, & Malicky, 2000; Diakiw, 1997; Jobe, 1993; Nelson & Nelson, 1999; Paraskeva, 2003). That argument can be extended when it is contended that by "relating trade books to topics in the social studies, we strengthen children's understanding with a wealth of material that far exceeds the limited view of any single text[book]" (Galda and Cullinan, 2002, p. 206). Knowledge of history, therefore, can help develop a sense of place, national identity, and belonging (Bainbridge & Malicky, 2000). Ungerleider's (2003) concept that "A nation develops 'memory' from the experiences it communicates from generation to generation ... It shapes our identities" (p. 22) can be applied to history in general and Canadian history in particular. A national identity is often acquired through the portrayal of "[a] good setting [that] establishes a critical sense of place" (Wynne-Jones, 2000, p. 9), in that when we read a book, we make the place ourselves and, in a very real way, make the place our own. We cobble together place out of experience. We learn, when we read, the practice of imagining a landscape into existence and imagine ourselves into it (Wynne-Jones, p. 8). 24

This, therefore, demands that Canadian children be able to read descriptions and view illustrations that give them a distinct impression of Canada through, for instance, depictions of landscape and other elements that contribute to an understanding of their country. It is this amalgamation of various cultural markers that helps develop a "sense of place" and will, according to Kriesberg (2000), "translate into a closer connection to home and community" (p. 15). History, then, can be seen as a "place" or "landscape", and therefore can become a lens to examine Canadian national culture.

Canadian Historical Picture Books in the Classroom

The value of historical fiction, and the fact that it is important for children be able to identify themselves and their country in the books they read, has been established. The question then becomes how best to help develop a sense of nationalism through this literature and, in particular, through the use of picture books. The integration of social studies and language arts has been articulated by a number of authors such as Caldwell (1988), Farris and Cooper (1994), Pantaleo (2001), Van Middendorp and Lee (1994). Bainbridge and Thistleton-Martin (2000), Bauer (2001), Diakiw (1997), and Diaz (2001) have explored several views of the value of picture books and their use in classrooms. These include the value of literature that reflects all the facets of a country, and the importance of children's exposure to historically-themed literature. Many of these studies used picture books as a vehicle to add another dimension to the reader's responses and education. In addition, such Canadian authors as Diakiw (1997), Pantaleo (2001), and Wynne-Jones (2001) investigated the use of a particular title or titles in the classroom. None, however, analyzed a wide range of titles to find the degree of inclusion of Canadian content. The titles were often pre-selected to include a significant amount of Canadian content to determine whether or not the children involved recognized that content. Pantaleo (2000b & 2001) for instance, explored the use of picture book titles with high levels of Canadian content in grade three and grade five classrooms while Caldwell (1998) documented a six-week unit undertaken by two level seven language arts teachers with their classes. Farris and Cooper's (1994) classroom applications, in contrast, were more general in nature and suitable to a wide range of classroom levels. 25

In addition, as has been detailed previously, both the BC Social Studies Resource Package (1998) and the study by Labbo and Field (1995) strongly indicate the need to include children's literature as one part of the social studies curriculum. On the other hand, some authors have questioned the role of historical fiction in the social studies curriculum (Beck, Nelson-Faulker & Pierce, 2000). Beck et al., for instance, asked "should historical fiction serve primarily the social studies curriculum, or can/should a work of historical fiction be read on its own as a good piece of literature?" and "how should students be instructed to approach their reading of historical fiction?" (p. 549). They replied that "the writer of historical fiction is obliged to provide readers with a well-told story that includes 'real' characters and is capable of shedding light on daily life and social and political issues of the time" (p. 550). None of the authors discussed have advocated that fiction can or should replace nonfiction for the teaching of history, but have accepted the notion that historical fiction can supplement, complement, and extend reference texts.

Summary

The question has.been raised as to whether Canadian children have received an image of their country, and gained an understanding of what it is to be Canadian, through literature. Several studies have examined the extent of children's identification of Canadian-ness in fiction (Bainbridge & Thistleton-Martin, 2000; Diakiw, 1997; Pantaleo, 2001). On the other hand, Aldana (2001) and Jobe (2002) contend that Canadian children's literature has been undergoing changes in response to pressures from the United States and/or the self-perceived pressure from Canadian publishers to adapt their books to the American market. Assessing whether or not sufficient references to Canada are being included in Canadian picture books is an important step towards a better understanding of the relationship between books and children's acquisition of a national identity. If Canadian imagery is eliminated from picture books, Canadian children will not be able to develop a sense of national identity and a "sense of place" (Aldana, 2001; Diakiw, 1997; Jobe, 2002). The perceived lack of both Canadian content and historically-themed picture book titles has stimulated an interest in conducting my study of this genre. 26

CHAPTER FOUR

METHODOLOGY

In this study a sense of Canadian nationalism and a sense of history will be examined through the identification and analysis of the Canadian references and identifiers found in historical picture books published between 1970 and 2002. The use of historical picture books that give both textual and visual stimulus provides children with a basis from which to understand their nationality. The term culture in this research can be defined as "the unique set of customs, languages, religious beliefs, attitudes, and behaviors shared by a group of people and passed from generation to generation" (Jobe, 1993, p. 13). It is also often portrayed in literature through the inclusion of icons and symbols, referred to by Jobe as cultural markers. Together these identifiers help provide a sense of Canadian-ness. Does Canadian children's literature contain a sufficient number of these cultural identifiers to give a sense of this country? Not only is this question applicable to all Canadian children, it is particularly important for Canadian children born elsewhere. It is a fact that Canada's schools have a greater percentage of immigrant children than ever before, "approximately 45,000 of the 200,000 immigrants that enter Canada each year are students of school age" (Ungerleider, 2003, p. 147). Are these immigrant children able to acquire a sense of this unique country? The identification and analysis, through the use of a database, of the Canadian cultural markers found in historical picture books published in Canada over the last 30 years, will determine the degree to which these books are imbued with a sense of history, place, and national identity. The cultural markers that exemplify a country, the culture of its people, and their history must be assessed in order to use these books to their fullest effect. This will be accomplished through a content analysis of Canadian historical picture books. 27

Analysis of the Data

This study is based on a qualitative analysis of the elementary message characteristics . (Budd & Thorp, 1963; Dym, 1985; Krippendorf, 1980; Neuendorf, 2002) found in the Canadian historical picture books examined. Since "virtually the whole spectrum of the humanities and the social sciences...is concerned with symbols, messages, their functions, and effects" (Krippendorff, 1980, p. 9) these message characteristics thus refer to any object, word or phrase, or theme reference that informs the reader about Canada. In the broadest sense, then, this analysis includes the textual and pictorial cultural markers of a picture book. Since it is what children perceive in what they read and view that determines whether or not they have a sense of place and national identity, it is therefore important to identify these signs and symbols. This research represents a first step in analyzing the Canadian cultural markers found in historical picture books; it is a framework for analysis that describes and classifies all such historic references. Content analysis can be defined as systematic, objective, and replicable. Quantitative approaches "emphasize numerical precision: a detached, aloof stance on the researcher's part" (Palys, 1997, p. 423). It is objective. Qualitative research, on the other hand, takes a more inductive and subjective perspective^ The "examining of cultural artifacts" (Neuendorf, p. 6) in this research has been influenced greatly by a recent study by Jobe (2002) in which the examination of Canadian cultural markers were identified and applied to realistic picture books published from 1999 to 2001. In order to reflect the historical focus of this study, the following cultural markers have been added: social issues, significant events, particular time periods, reflections of the times, and famous people. Two approaches will be used. Initially the books will be identified qualitatively as being historical and classified into various types and genres such as picture book, illustrated story, biographic, heritage, and informational narrative. In addition, the cultural markers will also be identified and described. Textual and visual markers will be identified, but not analyzed semiotically (Sipe, 1998), as the exploration of the relationships between the words and illustrations in all 124 books is beyond the scope of this research. Secondly, after these classifications have been accomplished, a database will be constructed to reflect the 28

Canadian content and their frequency to determine the number of books about, for instance, immigration, specific time periods, or locales. This study draws mainly on descriptive content analysis, in that it identifies and classifies historical textual and visual components of the picture books and categorizes genres, types, topics, themes, and issues. It cannot be considered an analysis of the artistic interpretation of the illustrations, as delineated by Kiefer (1995), as the medium used, the elements of art and the design elements are not taken into account. Only the words and objects within the pictures will be analyzed at this point; a further study to accomplish a detailed visual analysis, where the design and execution of the pictures and/or the interplay of word and picture is examined closely, would be necessary. However, since visual interpretive analysis "is a tool that helps students begin to look closely and deeply at the way an illustration from a picture book creates meaning that enhances and extends the story" (Platzner & Vandergrift, 2003, p. 1), it can be said that the cultural markers highlight the historical nature of the titles. These descriptors, such as landscape, significant events, social issues, and Canadian icons, directly relate to how the text and illustrations evoke a sense of place and national identity.

Sample

The sample for the study will represent Canadian historical picture books published over approximately a thirty-year period. The primary source from which quality historical picture books were compiled for this analysis was Our Choice, The Canadian Children's Book Centre's (CCBC) selective bibliography. This resource identifies the best books published each year in Canada, as selected by five independent juries of children's literature experts from across the country. Secondary sources include critical publications such as CCL: Canadian Children's Literature, and Quill and Quire. Although a definitive number will not be found, as only those titles listed as picture books will be surveyed, a tabulation of the genre itemized in Our Choice will give an indication of the scope and growth of Canadian picture book publications during the approximately three decades under discussion. Despite the fact that nonfiction and poetry titles are, for example, listed elsewhere in the publication, and a few titles will probably be 29 found in other reference sources, none-the-less, it will be possible to make a general assumption about the increase in publications of picture books. The types of books that will be studied include picture books, illustrated story books, poetry, and informational narrative within the historical fiction genre. Picture books are normally considered to be 32 pages in length and integrate the text and illustrations in a seamless manner; neither stands alone, but each supports and balances the other. In contrast, illustrated stories are longer and place more emphasis on text. They have been included in the study as the artwork may significantly enhance the historical topic and may be of interest to students with more advanced reading skills. Some single poem picture books were selected because of their historical focus. Appropriate informational books will also be examined if they go beyond being solely expository and include a significant element of narrative, thus, saturating readers with interesting stories as well as information and illustrations that "provide accuracy, clarification, and explanation" (Leal, 1993, p. 63).

Procedure

Definition of Terms

1. Cultural markers: Visual and textual indicators of a culture, both implied and visible, including icons; landmarks; landscape, weather and plants and animals associated with that locale; dress; food; artifacts and tools; activities and social customs; cultural attitudes; language patterns; and historical events and people that define a country and/or culture (Jobe, 1993). 2. Cultural icons: Those people, artifacts and symbols closely associated with and commonly recognized as indicators of that culture including coats of arms and flags, provincial flowers and trees, and important buildings. 3. Picture books: 32 pages with balanced and integrated text and illustration. 4. Illustrated stories: Longer than picture books with more text than illustrations. 5. Informational narrative: A balance of fact and fiction that complement and extend each other. 6. Anthologies: A collection of short stories around a theme or by a single author and often illustrated with at least one picture per story. 30

Data collection and Note-taking

After selecting approximately 120 historical picture books from the primary and secondary sources, the researcher will undertake to make extensive observations for each title, giving specific details in note form to elaborate on its content. Standard bibliographic information such as author, title, publisher, and date of publication will be included for each entry. Where appropriate, comments about the illustrator and the style of art or significant design elements will also be listed. The study of the content of each title will be undertaken in two steps. An initial reading will place the book within general descriptors such as type, genre, theme, and topic in addition to time period, location or setting, social issue(s), societal groups, and significant events. Secondly, the book will be examined to identify any recognizable Canadian textual and visual cultural markers. The format of the entry for each book will provide the following information:

1. Bibliographic information - author, title, publisher, and date of publication 2. Annotation - a brief description of the plot, setting, theme, and characters of the story 3. Commentary - any additional information deemed appropriate such as connections to other books, and awards won 4. A. Type - picture book, illustrated story, informational narrative titles, and anthologies. B. Genre - a) . Historical fiction - a title that recreates a past time and/or examines social conditions, and significant events and people, while "it weaves the facts into a fictional story" (Galda & Cullinan, p. 205) b) . Biographical - a title that recreates information about a well-known Canadian that is not the central character and the life story of a famous Canadian d) . Social History - a title that reflects the lives of ordinary people e) . Heritage - a title that, although often beginning in the present, tells a story 31

from the viewpoint of, for instance, a grandparent telling a grandchild about his childhood f). Poetry - a single-volume title such as The Shooting of Dan McGrew (Service, 1988) 5. Number of Pages 6. Theme - the "larger meanings that lie beneath the title's surface" (Huck, Hepler, Hickman & Kiefer, 2001, p. 16) i.e. survival, bravery, and change 7. Topic(s) - the subject(s) contained within the title i.e. pioneers, railways, and immigration 8. Place - specific cities, areas, and regions as well as provinces and territories 9. Time Period - the era, year, decade, or specific date in which the action took place. Where the date or time period is not easily determined, an educated estimate will be made using textual and visual clues. The date will then be followed by a question mark i.e. 1900s? 10. Societal Group - any distinctive ethnic or cultural group i.e. Mennonites, First Nations people, Japanese Canadians 11. Social Issue - a controversial concept that can be explored through historic perspective-taking and empathy 12. Significant Event - a note-worthy historical occurrence i.e. Klondike Gold Rush 13. Informational Reference - any additional historical detail or explanation contained outside of the body of the narrative such as author's note, index, glossary and/or afterword 14. Textual Reference - mention of any of the cultural markers listed below such as plants and animals, sports and recreations; specific Canadian words such as chinook, phrases, or colloquial expressions such as the Newfoundland "dialect" or Native words incorporated into common usage 15. Visual Reference - any specific depiction of, for instance, Canadian symbols and icons such as wildlife, weather, landmarks, or landscape 32

Constructing the database

A database, using the Microsoft Word computer program, will be constructed from the notes. It will consist of a record for each book divided into designated fields. These fields will include the same bibliographical information and the descriptors previously outlined in addition to the Canadian cultural markers. These specific textual and visual cultural markers will include the following: 1. Landscape: the depiction of and/or the mention of specific names of cities, regional areas such as the prairies and the Arctic, provinces, and geographic and man-made landmarks 2. Canadian Plants and Animals: the flora and fauna common to Canada 3. Weather: types of climactic phenomena such as the harshness of the Canadian winter, chinooks, and the northern lights 4. Canadian Icons and Symbols: universally recognized Canadian emblems such as the beaver, the Hudson's Bay Company, and the maple leaf 5. References to Canadian Historical Cultures: links to England or France 6. Canadian Government: municipal, provincial, or federal - including flags, coats of arms, services such as the post office, and police 7. Sports and Recreations such as hockey, skiing and quilting bees 8. Multiculturalism and/or ethnicity: indications of any race, culture, or ethnic group including First Nations that allows the reader insight into such cultural markers as the clothing, food, and beliefs of that group. 9. Famous people 10. Reflection of the Times (Material Culture): types of transportation, clothing, and household articles etc: particular to an era It should be noted that some of the same identifiers also pertain to parts of the United States. Indeed, we share many similarities such as some weather conditions, geographic formations, and many plants and animals. Canadian children, however, should readily identify with such references. In addition, every attempt will be made to be as inclusive as possible. These specific descriptors and Canadian content will allow for a more in-depth analysis to be undertaken. 33

Database Analysis

An analysis of the fields will assist in determining the degree of Canadian content in the database. Each of the descriptors, such as type, genre, themes, topics, and issues, and such cultural markers as place setting, significant events, societal groups, icons, and recreations can be identified and organized separately. The tabulation numbers within each field will indicate the degree of Canadian content of, for instance, the depiction of Canada's multicultural society. In this way, all books that are the same genre or have a high content of a specific marker can be grouped together. In addition, two or more fields can be grouped together. For example, Time Periods may be arranged consecutively and/or in conjunction with Place. Furthermore, an aggregate of the individual fields will assist in determining the degree to which an overall sense of national identity is portrayed. It should also be noted that because each cultural marker field will be totaled separately and then a grand total given, it is not possible to determine what will constitute a high rating, what an average amount, and what a poor rating. For example, a book may have 25 multicultural markers and only four references to Canadian governments. The 25 depictions of a culture may be very accurate and numerous, thus giving a wonderful window into that group, however, this number may be much lower than other titles. Furthermore, it may be unrealistic to expect a book to contain a high number of references to government, especially in books deemed social history. In fact, four references may be high in comparison to other books. In addition, simply because a book has a particularly high count for a single cultural marker, it cannot be assumed that that book is highly recommended. Some markers, such as place names, may merely list them yet not give a good sense of place. Another book may have a substantially lower number of landscape references, but does give an excellent depiction of the region through description and illustrations. 34

Description of Research Questions

Question One

To what extent have historical picture books, relevant for Canadian children in late primary and intermediate grades, been published between 1970 and 2002? To establish the number of picture books published in Canada, a survey of relevant titles listed in Our Choice will be undertaken. Each yearly edition will be tabulated for the total number of titles listed by year of publication and will thus indicate the growth patterns over the 32-year period in question. In addition, the number of different kinds of historical books, such as informational narrative or social history, within the larger group will be evident.

Question Two

To what extent does the depiction of landscape contribute to a distinctive Canadian national sense of place? Each book will be examined to determine whether or not specific place names such as Vancouver; a regional landscape such as the west coast; a province such as Prince Edward Island; or a general designation, such as the prairies; is indicated. Physical features, such as particular mountains and rivers as well as man-made landmarks, will also be identified. The inclusion of a recognizable place, such as geographic features and landmarks, and the degree to which landscape is portrayed, revealed by the figure count, will help give the reader a sense of place and a sense of belonging.

Question Three

Which historic time periods, significant events, and thematic concepts have been portrayed? What textual and pictorial elements in Canadian historical picture books reflect a sense of Canadian national identity? 35

Each title will be examined to determine the precise or approximate time period and/or significant event. Consideration of the significant historical event that occurred during a particular time period and/or the inclusion of period dress and transportation will assist in determining approximate dates. It will then be possible to arrange the titles in chronological order by these dates, or group together books set in the same time periods. Similarly, identified themes, topics, and issues can be arranged in groups. Books about the theme Childhood, for instance, can be arranged in conjunction with the topic Farming and/or the issue of Child Labour. The same thematic concepts can also be arranged in groups to provide a number of titles with the same focus. Those unique elements relative to a particular country become its cultural markers. In addition to those descriptors previously listed, such as place names, landscape, events, time periods, and issues, they may also include the fine arts such as music, literature, and representative art; heritage; social customs such as celebrations and festivals, as well as gender roles, and child rearing practices. Other identifiers include clothing, its making and decoration; food; values and morals (Jobe, 1993). Sports, recreations, and games, in addition to animals and plants and the type of weather, may also be deemed reflectors of a country.

Limitations and Exclusions

For the purposes of this study, the genre historical fiction will include titles that give details of the Canadian experience, set in times from the early explorers up to and including 1969. This latter date was arbitrarily set as a cut-off point to control the number of titles considered and to provide books representative of a time approximately consistent with the childhood of a parent of an eight to eleven-year-old. Titles that are stories with settings after this date will be considered contemporary realistic fiction and have been touched upon in the recent survey undertaken by Jobe (2002). Although historical fiction is realistic, to distinguish between where modern realistic fiction ends and historical fiction begins is a challenge because, as Galda and Cullinan (2003) point out, "some books that we now classify as historical fiction began as contemporary realism ... The intervening years have made the story historical" (p. 205). Such is the case with a number of well-known titles written in the 1970s, but set in previous decades, that 36 may now be considered historical. Some early picture books by William Kurelek, for instance, fall into this category. Furthermore, any titles about the aboriginal peoples who inhabited Canada, prior to .European contact, have not been included in this study because such a complex topic as the image of First Nations people would be more valuable in a separate study. In addition, because this research explores the development of Canada as a political entity the period of time prior to aboriginal contact with Europeans has not been examined. For this reason no First Nations' legends have been included, however, titles that refer to First Nations people in post-contact times are included.

Summary

While Bainbridge and Wolodko (2001) contend that "picture books are the fastest growing segment of Canadian children's literature" (p. 22), this research has documented the growth and scope over the last three decades of only one segment of Canada's literature suitable for grades three to six: historical picture books. This researcher has attempted to identify titles, national symbols and icons, as well as the diversity and complexity of the people and landscape. The study of Canadian historical picture books opens a window into another time and place. The authors and illustrators of these books undertake "painstaking research" (Caldwell, 1988, p. 25) in order to portray historical people and settings accurately while engaging the reader in a good story. Through this genre, Canada's story can be illuminated and Canadian children exposed to many facets of Canadian-ness that will assist in the development of a sense of history, a sense of national identity and a sense of place (Bainbridge, Pantaleo & Ellis, 1999; Bainbridge & Thistleton-Martin, 2000; Diakiw, 1997).

2 To identify appropriate picture books, Our Choice catalogues (1980-2003) were consulted. The first issues included books published in the 1970s. These catalogues list recommended titles only and do not include all children's literature picture book titles published in Canada. In addition, Quill and Quire (1996-2003) and CCL's: Canadian Children's Literature Canadian Book Review Annual (1992-2003) were also examined. 37

CHAPTER FIVE

FINDINGS AND DISCUSSION

One of the most exciting developments in Canadian literature in the last 32 years has been the explosion in the publishing of children's books. From a gradual increase beginning in the 1970s, this trend has continued through the 1990s despite economic slowdowns. Canadian publishing of picture books has grown dramatically during the period examined. The 1970s were characterized by the publication of only a few Canadian picture books; typically only one or two titles appeared in each of the early years and this increased to six titles in later years. By the end of the 1970s, The Canadian Children's Book Centre's (CCBC) Our Choice catalogue recommended a total of 24 picture books. The 1980s saw a tenfold increase in the number of titles, to a total of 253. During the 1990s, an even more substantial increase occurred, as the number nearly doubled to a total of 495 titles. Currently (from 2000 to 2002), the number of picture books listed stands at 239. In total, then, it can be noted that a marked increase in Canadian picture books was evident during the 32-year period.

The purpose of this study is to examine how the cultural identifiers in Canadian historical picture books published between 1970 and 2002 contribute to a sense of place and nationalism. Canadian children in the primary and intermediate grades deserve the best in children's literature, and, in order to get the maximum benefit from these books, it is vital to identify those appropriate elements and the degree to which they foster an understanding of Canadian-ness.

Research Question One

To what extent have historical picture books, relevant for Canadian children in late primary and intermediate grades, been published during the period from 1970 to 2002? 38

Findings: Research Question One

It was evident from the data that despite the dramatic increase in the numbers of Canadian picture books, there has not been a proportional increase of titles with historical content. During the 1970s, Our Choice listed 24 picture book titles, nine of which were historical. Although the 1980s saw the total number of historical picture books double, they represented only seven percent of the 254 titles listed by Our Choice. The 1990s saw a substantial increase in the number of books listed and the proportion that were historically themed. Of the 495 titles listed, almost 14% were historical. There were indications that the present decade will also show as dramatic an increase. In the three years from 2000 to 2002, there were 28 historical books that accounted for 11.7% of the total. Consequently, it was evident that the number of historically themed picture books has risen, particularly in the last two decades, to represent slightly over 12% of the total recommended picture books. Table 1 presents a summary of the growth of publications listed, arranged by decade.

Table 1: Publications by Decade

Decade Total picture books Historical Percentage recommended picture books 1970s 24 9 37.5 1980s 254 18 7.0 1990s 495 69 13.9 2000-02 239 28 11.7 Total 1,012 124 12.2

It soon became evident from the analysis of the books that an umbrella term, historical picture books, could be applied to the books being examined. However, a more in- depth look showed that the books might be further subdivided into the following categories: picture, illustrated stories, informational narrative, and anthologies as indicated in Table 2. These further designations will allow teachers to take into account the wide range of reading levels found in the grade levels stipulated. In the target grades, three through six, an even wider range of reading abilities will be present. Illustrated stories may appeal to better readers while picture books that are easier to read, or with illustrations that expand the text, 39 will be more appropriate for less able readers. In addition, there will also be a wide range of interests and reading preferences among students. For instance, Jobe and Dayton-Sakari (2002) point out that there are children who read nonfiction titles exclusively.3 The majority (64.5%) of the 124 titles examined were picture books. Illustrated stories accounted for nearly one-third of the titles and informational narratives for 12% of the books. A detailed listing of titles by their type can be found in Appendix B.

Table 2: Types of Books Surveyed

Type #of Percentage books Picture books 80 64.5 Illustrated story 26 20.4 Informational 15 12.0 Narrative Anthology 3 2.4

It also became evident that the historical picture books might be further sub-divided to include the following genres: social history, historical fiction, biographical, books with elements of fantasy, and poetry. These subdivisions will allow teachers to better access the material for classroom use. The distribution of these genres is shown in Table 3. A complete list of titles by genres is detailed in Appendix C. It was of particular interest that the genre, Social History encompassed the vast majority of historical picture books (72.5%). These books, for instance, gave details of pioneer or family life that allow readers a glimpse into the day-to-day lives of ordinary people. They were also titles that children today may easily identify with, as the books portrayed familiar events and emotions. In Josepha: A Prairie Boy's Story (McGugan, 1994) an immigrant boy struggled with learning English. The book, which takes place in the early 20th century, also explored the need to leave his rural school to help support his family. One Hundred Shining Candles (Lunn, 1990), set in the 1800s, described the lengths two children go to in order to produce a Christmas present for their parents. The Hockey Sweater (Carrier,

3 Jobe and Dayton-Sakari refer to these children as "info-kids" and have titled their 2002 book Info-Kids: How to Use Nonfiction to Turn Reluctant Readers into Enthusiastic Readers. 40

1984) portrayed a small French Canadian village in the 1940s where a boy is forced to wear a Toronto Maple Leafs sweater instead of one representing his heroes, the Montreal Canadiens. It was also found that Historical Fiction comprised 20.9% of the total number of picture books surveyed. These titles told of specific historical events, such as Alexander Mackenzie's arduous overland trip to the Pacific coast, in A Dog Came, Too (Manson, 1993). Biographical stories that portray a famous person, such as Lucy Maud Montgomery: A Writer's Life (MacLeod, 2001), or a famous person as a secondary character, such as Baboo (Manson, 1998), represented slightly more than ten percent of all books surveyed. In Baboo, Sir John A. Macdonald, was shown primarily as a loving father. Another intriguing finding was that the data indicated that a number of the books might be further subdivided into Heritage Stories (38.7%), books in which the older generation told the younger one about their childhood. This particular classification of books was of particular interest to this researcher as they parallel her interest in family stories. In addition, the designation will identify appropriate titles that teachers might use as springboards for their students to investigate their own family stories. In The Year of Fire (Jam, 1992), for instance, a grandfather told of a childhood memory of a devastating fire that smoldered underground all winter. Informational Narratives accounted for 12% of the titles surveyed. This genre combines facts about events and famous people and stories about ordinary people. The Kids Book of Canada's Railway (Hodge, 2000) was a prime example. In this award-winning book, historical events and information about persons related to the building of the CPR were blended with the stories of early settlers. Stories about the Riel Rebellion, Sir John A. Macdonald, and William Van Home were balanced by stories about, for instance, Overlander Catherine Schubert and Chinese navvies, such as Pon Git Cheng. Other outstanding examples of this genre included Linda Granfield's two books on World War I subjects, In Flanders Fields (1995) and Where Poppies Grow (2001). It was surprising that a small quantity of books (12.9%) were found to use elements of Fantasy as their link to history. Dreamstones (Trottier, 1999) and There Have Always Been Foxes (Trottier, 2001) were two fine examples. The first of these two books told of a young boy who was saved by an inukshuk who came to life as an Inuit hunter, while the second told 41 the story of Fort Louisbourg — which spanned hundreds of years—shown from the perspective of the foxes that lived nearby. Although the least represented genre was Poetry (3.2%), these books make particular events in history very accessible to children. For example, The Cremation of Sam McGee

(Service, 1986)4 and The Shooting of Dan McGrew (Service, 1988) brought the Klondike

gold rush to life5.

Table 3: Genres of Titles Surveyed

Genre #of Percentage books Social History 93 75.0 Heritage 48 38.7 Historical Fiction 34 27.4 Biographical 17 . 13.7 Elements of Fantasy 16 12.9 Poetry 4 3.2

Discussion: Research Question One

It is important to recognize that a number of historical picture books have been published over the 32-year-period being examined and I am pleased that the number is more than anticipated, particularly in the last decade. In addition, it is important to recognize the books' importance in the social studies curriculum. Beck, Nelson-Faulkner & Pierce (2000), Caldwell (1988), and Levstik & Barton (1997) point out the importance of studying history through literature. Beck et al point out that "the goal [of historical fiction] is to create a well- crafted story that illuminates an earlier time period while inviting readers to take a critical stance toward contemporary society" (p. 550). Connections between the past, the present, and the future, and between historical and contemporary events and issues, are necessary for children to become empathetic and educated "for citizenship and social responsibility across

An interesting anecdote is that the real Sam McGee was born in Alberta. However, in the poem his home is given as Tennessee, perhaps solely because it rhymes. 5 It should be noted that a number of books may be categorized in more than one genre. The Cremation of Sam McGee (Service, 1986) and The Shooting of Dam McGrew (Service , 1988) are classified as poetry and historical fiction. 42

British Columbia K-12 education system" (Teaching for Understanding, 1999, p. 6). Wineburg (1999) and Trofanenko (2002) contend that history should not be simply a litany of facts about famous people and events of the past, it must also portray the lives of ordinary people. Bainbridge & Malicky (2000) advocate integration of language arts and social studies using children's literature since social studies in most of the elementary grades in British Columbia is not taught from prescribed textbooks. Pantaleo (2000a) used picture books to study how they "... enhance children's understanding and appreciation of Canada" (p. 1). In a second article, she asked grade five students to identify what was Canadian about a group of ten picture books (Pantaleo, 2001), some of which are included in this study. About one- half of the students were able to identify Canadian geographical areas such as "Newfoundland, the Prairies, the Rocky Mountains, Ungava Bay and British Columbia" (p. 3). They also recognized the multicultural nature of Canada, and recognized activities within certain areas, such as wheat farming on the prairies, as typically Canadian. Picture books, particularly in the primary and early intermediate grades, are an asset for both teachers and children. However, despite the increased numbers of Canadian picture books, Aldana (2001) and Jobe (2002) as well as Bainbridge & Thistleton-Martin (2000) have voiced their concerns that Canadian children's literature is becoming more international and less distinctive. A number of factors have influenced the trend towards increased publishing of children's picture books. It is obvious that enhanced government funding is but one reason. Federal and Provincial grants, such as those of the Canada Council for the Arts and provincial arts councils, have had a major impact. In a country with a fraction of the population of the United States, these monies have enabled Canadian publishing houses to survive. Sales alone would not be sufficient to pay for production and distribution. Another factor influencing the publication of Canadian titles is the dramatic change in printing technology, based in Singapore and China, that has lowered production costs. Co- production of Canadian titles with American and European publishers has also significantly reduced the per unit cost of printing thus making larger print runs feasible. One of the first co-productions was Chin Chiang and the Dragon's Dance (Wallace, 1984) by Groundwood and Margaret McElderry Books. 43

It should also be noted that the major influence for increased awareness of books for Canadian children has been the promotional efforts by The Canadian Children's Book Centre in Toronto. One of the values of Our Choice is that the back issues identify titles and provide a unique historical perspective. The same can be said for publications such as Quill and Quire and Canadian Materials that have also helped promote Canadian children's literature. In addition, the increase and survival of specialized children's bookstores across the country has fueled a growing commitment by parents, teachers, and teacher librarians to purchase Canadian titles. Despite the overwhelming competition of 'big box' chains, Vancouver Kidsbooks in Vancouver, Granny Bates in St John's, and Woozles in Halifax have been instrumental in advocating quality Canadian children's literature. There is also evidence that, as Canadians, we are beginning to demonstrate an increased sense of pride in the uniqueness of our nation rather than considering ourselves an extension of the United States. Although dominated by the American media, with its constant barrage of American history and heroes, there is a growing interest in Canadian history as attested to by recent Canadian television series, such as A Scattering of Seeds: The Creation of Canada (Raymont, 1997-2000), Empire of the Bay (Levine, 1998), Klondike: The Quest for Gold (Brown, J., 2000), and Canada: A People's History (Starowicz, 2000). It is apparent that there is a growing commitment by authors to write about Canadian history, as evident in the works of Marilynn Reynolds, Deborah Hodge, Julie Lawson, Paul Yee, and Linda Granfield. In addition, such illustrators as Ann Blades, Vladyana Krykorka, Ian Wallace, Sheldon Cohen, Karen Reczuch, Harvey Chan, and Michael Martchenko are noted for bringing historical details and a true Canadian flavor to the texts. This trend reflects a growing interest in Canadian history in general, in addition to the changes in focus of social studies curricula {Teaching for Understanding, 1999). Furthermore, Canadian trends often follow those prevalent in the United States where, at the moment, the inclusion of historical topics appears to be widespread in children's literature. The American focus appears to be on such patriotic historical events as, the Lewis and Clark Expedition, the Civil War, and the Alamo. On the other hand, my study indicates that in this country, stories dealing with social history predominate. Canadian children are thus being exposed to the day-to-day life of ordinary people in history, but not to important historical events and personages. 44

Summary: Research Question One

In summary, the fact that merely 12% of the total picture book publications are historical, and one-third of that number often place the historical information in an author's note or afterword, is a cause for concern. The question remains as to whether the number of Canadian historical picture books being published is sufficient to convey Canada's rich heritage. In order for Canadian children to learn about, and identify with, their country they must be exposed to well written, beautifully illustrated picture books that strongly portray all aspects of the Canadian landscape and Canadian people. For students in the elementary grades to have an appreciation of the history of Canada, teachers must be aware of the historical picture books published in the last three decades. Since a number of these books are still available, our task is that much easier. The intent of this research is to study all the historical picture books now available and determine how accurately they portray Canada.

Research Question Two

To what extent does the depiction of landscape in Canadian historical picture books contribute to a distinctive Canadian national sense of place? Diaz (2001) asks how a sense of place transforms us and argues that for Canadian children to develop a real connection to their country they must have books that include depictions and descriptions of the landscape that include weather phenomena and the flora and fauna indigenous to that region. Kriesberg (2000) also answers that question eloquently when he states, A place is more than just a name and a location. It is also the plants and animals that live there. It is the type of soil, climate, and geologic history. A place is the people who live there today and the people who lived there yesterday. All these together make the place.... A sense of place involves both connection to the land and knowledge about the land. It means knowing the stories about the place in which one lives and feeling a part of these stories (p. 15). 45

From the earliest explorations, the wonder felt at the breadth, beauty, and riches of Canada has been evident in the accounts of explorers. Since many Canadian children have not traveled throughout Canada, it is appropriate to ask whether or not historical picture books can instill the same emotions in readers as first-hand experience. Under a Prairie Sky (Carter, 2002) is a fine example of a book that tells a good story while portraying a strong sense of place through its panoramic views. The title page double spread immediately sets the story on the prairies. By placing the horizon in the bottom one- quarter of the picture, the endless sky and lonely grandeur of the prairies is captured. Puffy clouds are heaped against the distant blue horizon. A small band of Mounted Police is dwarfed by the immensity of the scene. Smaller full page and partial page pictures give closer views of early farming and provide variety. Sunburnt grasses and the harvesting of golden fields of wheat indicate a late summer or early autumn season. Terse but eloquent text, with small vignettes beneath, often separates the scenes. Large, clear print, borders, and ample white space sets pictures and text apart allowing the reader to fully engage in each. While searching on horseback for his little brother, a young boy passes train track sidings beside grain elevators, willows, coyotes, herons, gophers, and an old broken wagon. He rides "down the coulee, to the valley where Saskatoon berries grow purple and sweet" (unp.). After finding his brother in a slough catching frogs, the two boys head home as the skies warn of a fast approaching storm. Soon jagged lightning cuts the dark purple and blue sky. "Thundering outlaws shoot across the sky. Pow! Bolts of lightning fire at us, hail on our heals, Ping!" (unp.). Great-Grandma's Rocking Chair (Biberstein, 2001), on the other hand, has little to identify the landscape. A depiction of generic country roads, orchards, rail fences, and trees results in a setting that could be anywhere in rural North America. The only clue to a possible seaside location is the mention of a dolphin. Lack of borders and heavy print situated below all the illustrations give the book a static aspect. While both stories will engage young readers, and historic details are accurately depicted in each, the strong sense of place in Under a Prairie Sky will encourage children to return to the book again and again. There will be a much stronger emotional connection to the story and the depiction of the prairies. However, both stories may be used as catalysts to encourage inquiry into family stories. 46

Findings: Research Question Two

It was found that the Canadian landscape was portrayed by a strong sense of regionalism. All areas of Canada were depicted with representations of urban and city settings as well as weather and the plants and animals common to each. Together, a more detailed portrayal of landscape was evident. There was, however, a lack, of specific place and geographic names.

By Place

Although all parts of Canada were depicted to differing degrees, it was of great interest to observe the variety of locales evident and, more importantly, that no region was unrepresented. The settings ranged from specific notations of streets and buildings in particular cities to general regional references. It was expected that the majority of the stories would be set in rural areas since many of the titles were about Canadian pioneers. It was therefore noteworthy that 20 (16.1%) of the books were set in urban centres. It became apparent that the regions of Canada were disproportionately represented in the books studied. While the numbers of historical picture books set in British Columbia (15.3%), Ontario (16.1%) and the Atlantic Provinces (16.1%) were almost equal, those set on the Prairies (13.7%) were slightly less well represented. Furthermore, despite their rich history, Quebec (9.6%) and the North (9.6%) had significantly fewer titles. Table 4A details the representation by region. The data also indicated that the majority of the books had rural settings. Table 4B shows that of the books examined only seven major cities were mentioned. Of the 19 books (15.3%) set in British Columbia, 13 were rural while six were set in Vancouver and two in Victoria. Similarly, 13 of the 20 (16.1%) Ontario settings took place in the countryside, while six took place in Toronto and one in Ottawa. The rural areas of the Atlantic Provinces and the Prairies each accounted for all but one of the titles. It was particularly noteworthy that there was a huge range compiled regarding how well a landscape was depicted. Appendix D lists titles and the degree to which landscape was depicted in each. Christmas in the Big Igloo (Harper, 1983), for instance, had 38 references 47 to, or descriptions of, the Arctic landscape while The Magic Rug of Grand-Pre (Aucoin, 1989) had 27 references to Nova Scotia. However, in both titles many place names within the province or region were simply named.

Table # 4A: Regional Settings6

Place # ofbooks Percentage Ontario 20 16.1 Atlantic Provinces 20 16.1 N. S. 10 8.0 Nfld. 4 3.2 P.E.I. 3 2.4 N.B. 2 1.6 B.C. 19 15.3 The Prairies 17 13.7 Manitoba 3 2.4 Alberta 2 1.6 Saskatchewan 0 0 The North 12 9.6 Arctic 2 1.6 N.W.T. 3 2.4 Yukon 4 3.2 Northern part 3 2.4 of provinces Quebec 12 9.6

6 Although Table 4A indicates that most stories are set in a specific region, the figures are somewhat misleading. Often the only reference to the setting is in the cataloguing information and/or the flyleaf and not in the story itself. The flyleaf of The New Land (Reynolds, 1997, for instance, only refers to North America. The Jade Necklace (Yee, 2002) refers to the New World in the body of the story but the only mention of a Vancouver, rather than a San Francisco, setting is the reference to Stanley Park. 48

Table 4B: Representation of Canadian Cities

City Number of Books Percentage Vancouver 6 4.8 Toronto 6 4.8 Montreal 3 2.4 Victoria 2 1.6 Ottawa 1 .8 Halifax 1 .8 Winnipeg 1 .8

Ontario, one of the original provinces, was well represented by 20 books (16.1%). It, after all, has the largest population, and is the center of much of Canadian publishing. Stories set in Ontario reflected a variety of locales. Two books about Laura Secord, Laura Secord's Brave Walk (Crook, 2000) and Laura: A Childhood Tale (Trottier, 2000), were set in the early 1800s in the Niagara Escarpment area. Each of these tales explored this Canadian heroine's bravery at different times of her life. Smucker'stwo books, Selina and the Bear Paw Quilt (1995) and Selina and the Shoo-Fly Pie (1998) accurately depicted a rural Ontario setting and gave insight into the effect of the American Civil War on Mennonite pacifists. Sparrow's Song (Wallace, 1986) had the same place setting, but the time period was the early 1900s. Dippers (Nicol,1997) and The Year of Fire (Jam, 1992) took place about the time of World War I. The first title was set in Toronto and the latter in a rural Ontario area. The first of these titles used fantasy to explore the social conditions of a single mother in 1912. The second story was a heritage story told by a grandfather about a fire that burned underground from autumn to the following spring in 1919. Although The Kid Line (Jam, 2001) and My Mannequins (Waxman, 2000) were set in Toronto, and took place in the 1940s, they couldn't be more different. The Kid Line was about a famous Maple Leafs group of hockey players while the other illuminated the garment trade. British Columbia was represented by 19 books (15.3%). Although the varied regions were well represented, the majority was stories set along the coast. The Journal of Etienne Mercier (Bouchard, 1998) took place on the Queen Charlotte Islands in 1853 and told the story of a young Hudson's Bay Company employee trading with the local Haida. Ida and the Wool Smugglers (Alderson, 1987) depicted aspects of life for the early settlers on the Gulf 49

Islands as a brave young girl saved the family sheep from rustlers. A Ride for Martha (Alderson, 1993) and Sarah May and the New Red Dress (Spalding, 1998) were also set on Saltspring Island at a slightly later time and portrayed the landscape well. Another title that depicted British Columbia was Emma and the Silk Train (Lawson, 1997) situated along the Fraser River during the 1920s. As with Spalding's book, this was also about a young girl who desired pretty clothing—this time in the form of something silk. She got her wish when a high-speed train, carrying silk to the east, derailed and spilled its cargo into the river. Emma then doggedly pursued her dream, putting herself in grave danger, but she ultimately achieved her desire when she rescued a length of cloth from the river. Other areas of British Columbia were also represented. For instance, A Candle for Christmas (Speare, 1986) took place in the interior of the province during the 1950s. In this title, a young boy grew anxious about his parents returning from a cattle drive in time for Christmas. The bulk of A Child in Prison Camp (Takashima, 1971) took place in a World War II Japanese internment camp in the interior and gave insight into the treatment of this particular group of Canadians. Each title depicted the landscape and weather well. Flags (Trottier, 1999) also referred to the internment of the Japanese from coastal British Columbia, however, the landscape was generic. Despite the fact that the Atlantic Provinces are the smallest, they were as well portrayed as Ontario. Surprisingly, Nova Scotia accounted for one-half of these titles, while Newfoundland, a much larger province, accounted for only four titles. However, a heartening trend was that titles about the latter often referred to the unique out ports found along the Newfoundland coastline, documented what is thought to be a dying way of life. Two books portrayed New Brunswick and three represented Prince Edward Island. Two of these titles were about L.M. Montgomery. In addition, many Atlantic titles included local language patterns and word usage that added depth to the stories. It appeared that small publishing houses were representing the region well. Most of the books set on the Prairies did not give a specific locale or time frame. Only three specified Manitoba and two Alberta. A number of the titles were about early pioneer days on the prairies and included Josepha (McGugan, 1994), Prairie Willow (Trottier, 1998), Pettranella (Waterton, 1980) and The New Land (Reynolds, 1997). Josepha, for instance, beautifully evoked the expansive prairie landscape with its engaging 50 illustrations. "A lonely soddy standing on the rise, wee and frail and blackened" (unp.) counterpointed Josepha's isolation. The 12 books (9.6%) about Canada's North included those set in the Yukon, the Northwest Territories , and the northern portions of some provinces. It was interesting to note that the North was as well represented as Quebec. In part, this was due to the four books about the Klondike gold rush and the three books set in the remote northern portions of several provinces. The titles about the Klondike gold rush, which began in 1896 and lasted only a few years, gave some indication of the emotional and physical conditions that the prospectors endured. Who Wants Rocks? (Kusugak, 1999), for instance, explored how one can become consumed with the lust for gold. It should be noted, however, that unlike titles from the Atlantic Provinces, there were few books originating from the North. In addition, of the five titles (4.0%) that depicted the Inuit of the Arctic and sub-Arctic, few depicted the indigenous children of that part of Canada. Only Michael Kusugak's three books Baseball Bats for Christmas (Kusugak, 1990), Northern Lights: The Soccer Trails (1993) and Arctic Stories (Kusugak, 1998) gave insights into the lives of aboriginal children in the far north in more modern times. It was surprising that Quebec, with a history that is so much older British Columbia's, was featured in only 12 books (9.6%). Eight titles depicted rural settings while three were set in Montreal. In addition, the majority of the books about Quebec were set in the mid-1900s, such as Roch Carrier's five books about a young boy growing up in a small town during the 1940s. Saskatchewan was the only province not dealt with specifically in any of the historical picture books examined. In addition, only three references (2.4%) to Prince Edward Island were found and two of them referred only to Lucy Maud Montgomery.

Landscape and Change

Of the twenty-two books (17.7%) that incorporated aspects of change, 14 (12.2%) depicted the impact of man on the landscape to varying degrees. Pioneers cleared the forests

7 Since Nunavit did not become a separate territory until 1999, the old term of Northwest Territories is applied to the settings for that area. 51 of Eastern Canada in Wild Cameron Women (Hull, 2000) in order to build their farms, while those on the Prairies used the earth itself to build their soddy in Pettranella (Waterton, 1980) and The New Land (Reynolds, 1997). The railway brought settlers to many parts of Canada, causing the building of towns along the line while cities evolved as affluence increased. The Kids Book of Canada's Railway (Hodge, 2000) gave a detailed accounting of the changes wrought by the railroad. The building of landmarks, such as Toronto's Casa Loma, in The White Stone in the Castle Wall (Oberman, 1995) and the changes over the centuries of such landmarks as the Fortress of Louisbourg in There Have Always Been Foxes (Trottier, 2001), were detailed. The natural evolution of the land itself, from bog to forest, was clearly examined in Wild Bog Tea (LeBox, 2001).

Weather

It was evident that the depiction of weather within the picture books studied was limited and unbalanced. Table 5 shows the number of books that contained references to the weather and outlines the degree of inclusion in the titles examined. Of the eighty-eight books (67.7 %) in which weather had some impact on the story, only eight (6.4%) contained between 10 and 15 references. Thirteen books (10.4%) contained between five and nine references to weather while the majority, 67 (54%), had few references (between one and four). In the remainder of the books, 32 (25.8%), weather had no significance to the story. Winter weather figured prominently in 15 (12%) of the books that highlighted weather. Appendix E details titles by the degree to which weather is depicted.

Table 5: Titles With a Depiction of Weather and Degree of Inclusion

# of Books No. of References Percentage 5 13 - 15 4.0 3 10- !2 2.4 13 5 - 9 10.4 67 1 - 4 54.0 32 0 25.8 52

Not surprisingly, winter was the season most often depicted in Canadian historical picture books. The three winter storm stories set on the Prairies were Belle's Journey (Reynolds, 1993), Storm at Batoche (Trottier, 2000), and Sarah and the People of Sand River (Valgardson, 1996). These three titles gave accurate depictions of surviving fierce Canadian blizzards in rural areas. The Big Storm (Tregebov, 1992), on the other hand, indicated that the setting was Winnipeg, but it is not about survival. Surviving sudden winter storms in the Maritimes were depicted in Butler's Killick: A Newfoundland Story (1995) and Randall's Courage in the Snow (1987) set in Nova Scotia. Heroes of Isle auxMort (Walsh, 2001) featured the rescuing of passengers shipwrecked by a fierce storm off Newfoundland, "... Anne awoke to a raging storm. Wind rattled the stovepipes and shook the glass in the windows. The great sea rose and fell. Waves rushed up to shore and thundered against the cliffs" (unp.). On the other hand, Prairie Boys Winter (Kurelek, 1973), The Hockey Sweater (Carrier, 1979), and Moccasin Goalie (Brownridge, 1995) all depicted the fun Canadian children have in winter. Other stories, such as When Addie Was Scared (Bailey, 1999), and The Name of the Child (Reynolds, 2002) depicted common summertime phenomena on the Prairies as they told of children facing their fear of thunderstorms. Winter weather and elements of fantasy were adroitly combined in the Dreamstones (Trottier, 1999) as well as in There Have Always Been Foxes (Trottier, 2001), and Sarah and the People of Sand River (Valgardson, 1996). In Dreamstones, an inukshuk, that David had fallen asleep beside, transformed into an Inuit hunter who saved him. In the second book, foxes acted as narrators that passed along their legend of living near Fort Louisbourg through the centuries. In the third title, the spirits of native people, once helped by her grandparents, saved Sarah as she was trying to return home from Winnipeg. The beauty and vividness of autumn was depicted to some degree in 12 of the books (9.6%); however, the season did not play a key role in the stories. For instance, In Selina and the Bear Paw Quilt (Smucker, 1995) one scene depicted golden stacks of hay in a field and another scene showed the leaves of trees turning gold. Similar scenes were found in Emma and the Silk Train (Lawson, 1997) and Baboo (Manson, 1998). In each of these stories, the autumn scenes merely portrayed the passage of time and did not influence the outcome of the story. 53

The Cottage at Crescent Beach (Blades, 1977) was one of a very few books that was specifically identified as set in summer. Like Prairie Boy's Summer (Kurelek, 1975), it documented typical summertime activities enjoyed by children. A number of books, however, depicted the pleasant weather associated with spring or summer, but, again, the weather had no significant impact on the story. Drought, which resulted in devastating fires, was featured in several books including The Prairie Fire (Reynolds, 1999), The Year of Fire (Jam, 1992), and A New Land (Reynolds, 1997). Wildfires are certainly an experience that many children in the interior of British Columbia can identify with. While most of the books took place in a single season, a few spanned a full year. The New Land (Reynolds, 1997) opened with "One springtime when apple trees were in bloom" (unp.) and closed with " Apple trees that would bloom every spring just like the trees they had left behind" (unp.) thus taking the story full circle. The accompanying picture showed a bee and robins in a blooming apple tree. The illustrations in Breaking Free (Kurelek, 2002) also showed different seasons, thus highlighting their distinctiveness. Of particular interest was the unusual meteorological phenomenon included in several of the picture books. For instance, in Chinook Christmas (Weibe, 1992) children were shown riding bicycles on muddy streets because of an unusual winter thaw. The aurora borealis was featured in Northern Lights: The Soccer Trails (Kusugak, 1993). In addition, the northern lights were mentioned, and strikingly depicted, in such books as The Cremation of Sam McGee (Service, 1986) and The Shooting of Dan McGrew (Service, 1988).

Plants and Animals

Canada has such diverse flora and fauna, that it was somewhat disappointing that more books did not portray a full range of native plants and animals. Only three books (2.4%) contained between 16 and 24 references to the plants and animals of Canada, and only 11 titles (8.8%) contained between 10 and 15 references. Almost one-quarter (23.3%) of the titles only contained between five and nine references. The majority (49.1%) contained a scant one to four references to plants and animals. Slightly less than one-fifth of the titles (19.3%o) had no references to plants and animals at all. Table 6 displays a synopsis of 54 findings of Canadian plants and animals depicted while Appendix F completely lists titles containing plants and animals and the degree to which they are depicted.

Table 6: Depiction of Canadian Plants and Animals

No. of Books No. of Percentage References 3 16-24 2.4 4 13 - 15 3.2 7 10- 12 5.6 29 5- 9 23.3 61 1-4 49.1 24 0 19.3

Despite this relative weakness, a wide range of plants and animals were included in those books that did mention them. For example, As Long as the Rivers Flow (Loyie, 2002) had a count of 24 plant and animal references followed by Wild Bog Tea (Le Box, 2001) with 19. However, many of the stories referred to, or depicted, forests without naming specific trees: In other titles, maple, fir, cedar, and pine trees predominated although such locally found trees as the west coast arbutus were also shown. Tamarack and sumac were also noted. Several books referred to berry picking in general, while others included such specific plants as the cranberry. Wild flowers, such as wild columbine and mint, were also portrayed. The inclusion of animal life was equally broad. Birds portrayed include owls, ravens, seagulls, bald eagles, and smaller birds such as robins and sparrows. Marine animals portrayed included orca whales, seals, and sea lions as well as starfish, clams, and oysters. Salmon, trout, and cod were also mentioned. Large mammals such as deer, moose, elk, bears, bison, cougars and coyotes, and smaller animals such as squirrels, gophers, and rabbits were mentioned in those books that contained animal references. An examination of a sense of place in the data revealed that the average number of related cultural markers for Landscape, Weather, and Plants and Animals decreased from a high in the 1970s. After a marked drop in the 1990s, it was evident that an increase occurred between 2000 and 2002. 55

Table #7: A Sense of Place: Landscape, Plants and Animals, and Weather

Landscape Av. Plants Av. Weather Av. Total #of Overall Markers & Markers Markers Books Average Animals Markers 1970s 124 13.7 55 6.1 21 2.3 200 9 22.2 1980s 205 11.3 79 4.3 68 3.7 352 18 19.5 1990s 371 5.3 249 3.6 171 2.4 791 69 11.4 2000 245 8.7 211 7.5 58 2.0 514 28 18.3 2002 Total 945 594 318 1857 124

Discussion: Research Question Two

By Place

In order for children to identify with their country from a local, regional, and national perspective, they must see that country reflected in what they read. Of the 44 adults responding to Nodelman's 1997 survey, three-quarters mentioned such aspects as landscape, geography, location of settings, regions, and communities as important characteristics in Canadian children's literature (Pantaleo, 2000a). It is heartening to discover that a majority of the books in my study depict typical Canadian landscapes, although many books do not name Canada or regions of Canada specifically. Many books, however, such as Silver Threads (Skrypuch, 1996), do indicate the overwhelming space and daunting tasks faced by many pioneers, ... they traveled for days over the vast flat country .... The soil was indeed black and rich as the sign had promised. But what the sign hadn't said was that the land was covered with trees .... Thousands of trees that covered their land had to be removed one by one (unp.). It is evident that many of the historical picture books examined in this study do only an adequate job of reflecting the diversity of Canadian landscapes. In many cases, the place 56 setting is not mentioned specifically. On the other hand, a few books mention many place names but depict little of the landscape. In addition, in a number of cases, the region depicted in a specific title could just as easily be in the United States. However, although a specific area is often not noted, or, if so, only in the flyleaf, the book clearly portrays a landscape typical of Canada. Therefore, the question must be asked: Does the inclusion of a place name without placing it within the context of its landscape help to develop a sense of place? Overall, there does seem to be sufficient specific name references in the body of the texts. For instance, the notes taken on each book reveal that approximately one-half contain a Canadian place name, albeit in at least three cases these are street names without a reference to the city they occur in. For example, several books by Paul Yee, such as Tales From Gold Mountain, Jade Necklace, Roses Sing on New Snow, and Ghost Train do not specify that they are set in

o Vancouver rather than San Francisco . The illustrations, however, offer some clues. For instance, in Roses Sing on New Snow the snow-covered North Shore mountains are portrayed while in Jade Necklace the Stanley Park seawall is mentioned and depicted. Ontario, one of the original provinces, is well represented. It, after all, has the largest population, and is the center of much of Canadian publishing. It is encouraging to see that the North, with its much smaller population, has significant representation. I am also surprised to discover that British Columbia is featured in more books than Quebec, since the latter's history is so much older.9 This may be due partially to the fact that relatively few French picture books have been translated. Roch Carrier has produced five historical picture books about rural Quebec in the 1940s that have been translated and one of which, The Hockey Sweater (1979), remains very

8 When asked why this was so Paul Yee (personal communication, October 29, 2004) replied in an e-mail, "I think it's a style issue. I was trying to write in the style of old fashioned folk tales/fairy tales, and those stories rarely specify where the forest or castle or village is. We know in general that it's Europe, but it could be in any of several countries. Part of the magic of that style of story-telling is that it hearkens to a long ago past when boundaries weren't that important. Secondly, my stories are grounded in a North American experience, an experience that was similarly lived by Chinese immigrants on both sides of the 49th parallel."

9 It would be interesting to ascertain the number of Canadian historical books in French that have been published for Quebec children. A quick perusal of the children's French section at Vancouver's Central branch found only three Canadian historical picture book titles. 57 popular to this day. This may he due, in part, to the quaintness and charm of the illustrations that enhance the universally child-friendly topic: hockey. Aboriginal place names are an important element that enhances picture books, however, few such names are included in the books studied. Aboriginal villages, for instance, once dotted the Vancouver shoreline as well as much of the rest of British Columbia. Names such as Comox, Kispiox, and Kitwanga are but three names that reflect these cultures. In addition, much of the area of southwest British Columbia is an interesting mix of Spanish and British names because the Spanish explorers Juan Perez Hernandez and Juan de Fuca had predated Captain George Vancouver, who in 1792 surveyed much of the West Coast. Thus, as with the rest of Canada, references to early explorers and inhabitants are abundant in the names of cities and towns, in street names, as well as in the names of rivers and lakes. These names need to be better incorporated into Canadian historical picture books. In addition, in many titles, for example, generic references are made to landscapes, such as prairies and mountains, which coupled with other cultural markers, do convey a Canadian context. But because of the fact that almost 40% of the books use only generic terms rather than specific names, it seems evident that the Americanization of Canadian children's literature goes beyond the lack of British-Canadian spellings. It is also apparent that there is a need for balance between depictions of rural and urban settings and different time periods in order for children to form a complete picture of a province or territory. Only a handful of books deal with Canada's major cities, yet all have interesting histories. Newfoundland is an example of a province where significantly more books have been published about the rural areas of the province than about St. John's. Of the four books about Newfoundland, only The Hangashore (Butler, 1998) mentions that city briefly, thus making it seem that the books refer only to isolated fishing villages. The Yukon appears to be an example of a place setting that, although it is specific, portrays the territory from the perspective of a single area and event: the Klondike and the gold rush. In both cases, this is unfortunate as it could lead to the formation of a stereotypical view of the area, when in fact both its landscape and history is more diverse. It is also interesting that over 15% of the titles examined are set in urban centers, possibly indicating that our concept of Canada as being a rural, mainly agricultural society, is changing. 58

Landscape and Change

As we have seen, a number of the books in this study show how Canadian landscapes, and places, have changed over time. These changes are due to clearing so that land can be built upon and farmed, cities have evolved were once there were towns, and natural resources such as forests have been decimated to foster economic growth. However, not as many books have focused on environmental issues or document the traditional environmental values held by Canadian aboriginal people. Although both As Long as the Rivers Flow (Loyie, 20002) and The Coyote Columbus Story (King, 1992) examine aboriginal people's traditional beliefs of respect and stewardship of the environment, more books on this issue are needed.

Weather

Each region has a distinct climate associated with it, and, in the past, learning to live with the land and its climate was a matter of survival. Certainly, Canadian aboriginal cultures adapted their clothing, housing, transportation, and food procurement to the landscape and climate they lived in. Other early inhabitants, such as the voyageurs, quickly learned these same skills and survived. Children need to see that the land and its weather transformed Canadians in the past and continue to do so today. Having traveled and lived in several areas of Canada, and experienced the full range of Canadian weather, 1 have some appreciation of the weather early pioneers must have endured. I can well imagine my grandfather spending his first winter in Minnesota in a tent, as I too have experienced Manitoba's 40 below Celsius temperatures when it was too cold to get the car moving. I can imagine his summers engulfed by insects while helping clear land, as I have endured clouds of mosquitoes and black flies in a campground on the northern shore of Lake Superior. I have seen the aurora borealis dance across a clear winter night sky in Manitoba. I am very fortunate that I "know" most of Canada. Through picture books children can also come to "know" their country. We must give them the opportunity to experience and appreciate, at least vicariously, the diversity of Canada's climate. 59

Climatic conditions, then, when studied together with landscape, can give a profound sense of place. MacGregor (2003) postulates that the Canadian identity is formed by the geography and the weather of the region people live in when he stated that, "Some believe the landscape and climate form Canadians ..." (A7). If this is true, and I believe it is, then historical picture books that include both the locale and the weather, and the effect they had on people, are vitally important. Such books encourage students to identify with their country and to develop a Canadian sense of place and nationalism. It is disappointing, therefore, that weather as a whole is not a predominant cultural marker in many of the historical picture books examined in this study. A number of stories, however, do feature Christmas and New Year's as well as winter, and in particular, winter storms. "... the winters.were so cold a flask of water could freeze before it reached the lips" (Skrypuch, Silver Threads, 1996, unp.) succinctly describes the bitter cold of Canadian winters. Although Canadian winters are depicted well, the overabundance of depictions of severe winter conditions may feed the stereotype that Canada is a frozen wasteland. Fortunately, there seems to be sufficient books that depict summery weather to counterbalance that. None-the-less, more remains to be done to portray the full range of Canadian weather, rather than focusing too much on winter.

Plants and Animals

Plants and animals typical of Canada are not as well represented as they could be. Although many animals and plants are common to both Canada and similar landscapes and weather conditions in the United States, mention of these helps to give a Canadian flavour to the books. Despite this lack of exclusivity it was surprising, moreover, that more mention of the animals encountered by explorers and pioneers is not evident. The larger animals, such as deer and moose, and fish and small game must have been important sources of food. Kriesburg (2000) commented that a sense of place develops not only from a recognition of the land but also from knowledge of the land and a connection to it. The picture books studied exemplify this concept despite negative fluctuations particularly in the 1990s. When the overall averages for the depiction of a sense of place were studied, an intriguing fact emerged. The Canadian historical picture books that were published during the early 2000s 60 showed an increase over those published in the previous decade. It will be interesting to observe if the figures for subsequent years of the present decade to continue this trend.

Summary: Research Question Two

A sense of place is acquired when a person has not only a good sense of the geography of their nation, but also the corresponding weather and flora and fauna particular to each area. When Canadian children see their country reflected in what they read they gradually form a picture of what it is like even if they have never visited that place. If they see their own region or city depicted in a book, they have a feeling of satisfaction - "I know that this is true". Particular books that address Kriesberg's (2000) statement about weather, plants, and animals being an integral part of a landscape were of special interest to me. This may be because I have lived in, or visited, a number of Canadian provinces. I was quite taken, for example, with Janet Wilson's illustrations for Sarah May and the New Red Dress (Spalding, 1998). Having lived on Saltspring Island most of my childhood, the lovely watercolours with their depiction of summer days, the wharves, fishing boats, herons, bald eagles, and rocky shorelines in this book reminded me very much of the island and will illicit a definite sense of place in young readers. The little church attended by Sarah particularly reminds me of the local church at Fulford10. Wilson's pictures beckon me to return to the pictures again and again, as it will to children. If such a reaction to familiar surroundings is elicited from an adult, how much more could be expected from a child? The fact that the average number of landscape,- weather, and plants and animals markers differed by almost 10 cultural markers between books published from 1970 and 1989 and those published from 1990 to 2000 may indicate that publishers of Canadian historical picture books are excluding references to Canada in an attempt to make their books more palatable to the American market.

10 Although the setting is not mentioned, an inquiry to the illustrator resulted in a reply that partially answered the question. The scenes were set on nearby Pender Island where the author lives. She stated, " I took artistic license with the church, however, and combined features with the Pender one...." with elements from the Fulford Harbour church 61

Research Question Three

Which historic time periods, significant events, and thematic concepts have been portrayed? What textual and pictorial elements in Canadian historical picture books reflect a sense of Canadian national identity? Within this study, in order to clarify the context of this question, it is necessary to identify what is meant when asking the question, "What is Canada and what does it mean to be Canadian?" To answer this question, the cultural roots and social aspects of the nation must be examined. These include the significant events that have defined Canadians — the people who have come to this land to make a new life — and the icons, symbols, and personages that we identify as Canadian. Only then can it be determined how well historical "picture books reflect the concept of a Canadian identity. Roch Carrier's book The Hockey Sweater (1984) is a good example of a book that successfully portrays a number of overlapping themes, topics, and Canadian cultural markers, as well as conveying a sense of place, time, and national identity. In this book, Carrier portrays himself as a young boy who lives for hockey and worships Maurice "Rocket" Richard, just as boys later worshipped Wayne Gretsky. The winters of my childhood were long, long seasons. We lived in three places—the school, the church and the skating-rink — but our real life was on the skating-rink. Real battles were won on the skating-rink. Real strength appeared on the skating-rink. The real leaders showed themselves on the skating-rink (unp.). When his Montreal Canadiens sweater becomes too small and torn, Carrier's mother writes to Monsieur Eaton for a new one. Unfortunately, when it arrives it is a Toronto Maple Leafs sweater, and even worse, his mother refuses to exchange it. The boy is humiliated. Sheldon Cohen adds much to the story through his lively and detailed illustrations. He portrays a typical wintry French Canadian village complete with Catholic Church, nuns, and curate, and an outdoor skating rink. Building signs are in French, such as the school that shows separate doors for "Filles" and "Garcons". The title page depicts snow-covered trees and electric wires, a rabbit and a squirrel, smoke rising straight up in the chilly air, and a sign that reads "Bienvenue a Ste. Justine, Que., pop 1200", while the final page wishes the reader 62

"Au Revoir". Interior scenes are no less detailed and full of Canadian references. For instance, the hockey changing room has boys changing into identical sweaters—the magic number 9 of the Canadiens. Other boys are cutting clippings from the newspaper and the walls are adorned with pictures of hockey, including the Stanley Cup, and a calendar of their hero. The interior of the diner contains a menu advertising "jambon" and "poulet" sandwiches for 20 cents, and "patates fries" for five cents. Outside is a sign for Canada Poste Royale with the Canadian coat of arms and pedestrians bundled up against the cold. The Carrier kitchen, typical of the 1940s, shows his mother writing the fateful letter, in French, to Monsieur Eaton with the Eaton's Fall and Winter '46 catalogue at her elbow. The ending of the story is satisfying and amusing. Sent to the church to pray forgiveness from God for unsportsman-like behavior, Carrier has the last word, "I asked God to send me right away, a hundred million moths that would eat up my Toronto Maple Leafs sweater" (unp.). Although not all the titles in the study are so successful at conveying a sense of Canadian culture and history, many do an excellent job of showing children what it means to be Canadian, both today and in the past.

Findings: Research Question Three

On the whole, this study found that the depiction of Canadian history, and thus a sense of national identity, was not adequately portrayed. For instance, huge gaps in the historical time line and significant events were found as well as the exclusion of famous people. A variety of topics and themes were portrayed in addition to a few social issues. However, Canadian icons were not well represented.

By Time Period

Since history often cannot be separated from the landscape in which it occurs, the concept of the breadth of Canadian history picture books in particular areas of Canada was determined by identifying their time setting. Appendix G lists titles by time and their place settings, while Appendix H reverses the order. In this way, it is possible to look at a region of 63

Canada across the centuries. With the second option, it is possible to look at a particular time period to see the historical periods and/or events occurring across the country. While completing this research, every effort was made to be inclusive rather than exclusive and as specific as possible in regards to the setting date. Therefore, if a time was not specifically indicated within the text, an approximation of the time setting for each book was determined through the type of clothing worn, the method of transportation, or household articles in use. Unfortunately, this was not possible in all cases. In a number of books, historical artifacts were too general to give a clear indication of a time period. For example, tales about Canadian pioneers covered a wide range of dates as settlers spread slowly from the east in the 1700s to the Prairies in the early 1900s. In many cases, the method of clothing worn and transportation used changed little until the building of the railway. However, books such as The New Land (Reynolds, 1997) were easier to give a time setting to because the illustrations included both horse drawn carriages and early automobiles. Table 7 gives a synopsis of the books by time periods. In other instances several generations were depicted. The Patchwork House (Fitz- Gibbon, 1996), for example, only indicated that several families of different cultural groups, including Japanese and Finnish, lived in and altered the house over a span of years. Six books (4.8%), such as Wild Bog Tea (LeBox, 2001) and This Land is My Land (Littlechild, 1993), cover three and five generations. Many of these heritage stories, those of a grandparent telling a child about their own childhood, began in the "present" and leapt back to approximately the early 1900s. Sixteen titles (12.9%) containing elements of fantasy also began in the present and moved back to an earlier time. These included The Magic Rug of Grand-Pre (Aucoin, 1989), The Olden Days Coat (Laurence, 1998 & 1979), Sarah and the People of Sand River (Valgardson, 1996), and Ghost Train (Yee, 1996). An unexpected finding was that Canada's early historical periods were not represented. Only four titles (3.2%) dealt with the 600 years between 1000 and 1600 and only five (4%) with the 1700s. Examples included such titles as A Viking Ship for Brendan (Simpson, 2000) in which the young boy time traveled back to Lief Erikson's voyage to Newfoundland in 1000 A.D. Several titles were set in the 1700s. There Have Always Been Foxes (Trottier, 2001) documented the changes brought about by the building of Fort Louisbourg, its subsequent ruin and rebuilding, covering a time span from the early 1700s to 64 the present. The Magic Rug of Grande-Pre (Aucoin, 1989) was a story about Rose-Marie and Constant, young twins, who set out on a magical journey to find and return the 12 strands of wool needed to complete an old hand-hooked rug. This artifact was made just prior to the deportation of the Acadians from present day Nova Scotia in 1755. Charlotte (Lunn, 1998), a book that encompassed the time period of the American Revolution (1775-1783), portrayed a family split apart because of differing loyalties. Nearly one-quarter of the titles discussed the 1800s. Wild Cameron Women (Hull, 2000) depicted a grandmother telling about her brave ancestors in order to help her granddaughter overcome her fears, however, a general time period was difficult to ascertain. Only one book about Quebec dated to the 1800s and it was set in a small town. There were no titles about earlier Quebec history with the exception of references in Carder Discovers the St. Lawrence (Toye, 1970). By far the vast majority of the books, 75 (69.3%), discussed the 20th century up until 1969. In Boy of the Deeps (Wallace, 1999) the endpapers portrayed the ocean and rugged shores of Cape Breton. Although the majority of the story took place in the coalmines, the dark confines of the runnels were depicted well and gave a distinct sense of place: "blacker than a raven's eye," (unp.) with the "smell of rock and coal and damp" (unp.). Pier 21 (Granfield, 2000), on the other hand, discussed immigration through Halifax from 1928 to 1971 while The Hangashore (Butler, 1998) and Pa's Harvest (Andrews, 2000) were set in the mid-1900s. in Newfoundland and New Brunswick respectively. At the other end of the time spectrum, Chinook Christmas (Weibe, \992), Moccasin Goalie (Brownridge, 1995), and The Final Game (Brownridge, 1997) all took place in the 1950s. No books could be attributed to the 1960s. 65

Table 8: Number of Books Set in Each Century

Time period # ofbooks Percentage 1000- 1300 1 .8 1400- 1600 3 2.4 1700s 5 4.0 1800s 33 25.0 1900s 75 69.3 Unknown 7 17.7 Total 124

By Significant Events and Famous People

Significant Events

Although the connection between landscape and time periods has been briefly discussed, the specific events that were milestones in the development of the nation and that define Canadians as part of a global community were not. As indicated by Table 8, only 28 (22.5%) of the picture books took place or referred to a specific historic occurrence. The most predominant of the significant events highlighted in the various picture books were the seven books (5.6%) that dealt with World War II and the seven books (5.6%) that dealt with exploration. World War I was mentioned in four books (3.2%) as was the Klondike gold rush. Serious health disasters, such as an outbreak of smallpox in an aboriginal village, a polio epidemic in 1912, and an influenza epidemic in 1918, were portrayed in three books (2.4%), as was the building of the transcontinental railway. The War of 1812, the Great Depression, and the Northwest Rebellion were only referred to in two titles each (1.6%). The American Revolution and Civil War impacted Canada through immigration yet event each was highlighted in only a single book (.8%). Appendix I lists titles by significant event. 66

Table 9: Significant Events

Significant event # ofbooks Percentage World War 11 7 5.6 Exploration 7 5.6 World War 1 4 3.2 Klondike gold rush 4 3.2 Building the railway 3 2.4 Great Depression 2 1.6 War of 1812 2 1.6 Northwest Rebellion 2 1.6

Famous People

Famous personages associated with Canadian history were not well represented. Only one-third of the books in this study included references to important Canadians. While Imagine That (Wilson, 2000) included 47, The Kids Book of Canada's Railway (Hodge, 2000) featured 11, and Carder Discovers the St. Lawrence (Toye, 1970) had eight, the majority of the books contained only one to four references. Interestingly, artistically talented people were featured in 15 (12%) of the historical picture books in the study, covering a range of talents from painters, sculptors, musicians, to writers and poets. Appendix J lists titles by their degree of inclusion of famous people. Although over two-thirds of the books did not contain any references to famous people, it was interesting to note the wide range of those who were mentioned. It was decided that all famous people, who had an impact on Canada in some way, would be included. For instance, some famous people, including explorers, past kings, and government officials, were part of Canadian history although they were not technically Canadians. Therefore, Alexander Mackenzie and John Cabot, Queen Victoria and Lord Dufferin, and King Frances I of France were included in the tabulations. Other famous Canadians mentioned included politicians, artists, and inventors. Laura Secord, for example, was featured in two picture books. Unfortunately, however, Laura Secord s Brave Walk (Crook, 2000) contained several inconsistencies between text and illustrations that may detract from the story (Kirk, 2001a). A number of sports stars, in particular "Rocket" Richard, were also included under famous people. 67

Well-known Canadian artists were highlighted in 15 books (12%). Native artist George Littlechild explored his heritage in This Land is My Land (1993). May Cutler has been responsible for introducing and promoting such painters as Ann Blades and William Kurelek, as illustrators of a number of titles, and she was also responsible for the biography of the latter, Breaking Free (2002). In addition, Jo Ellen Bogart documented the life of Maude Lewis in Capturing Joy (2002). It was of particular interest that an artist, Emily Carr was the person most represented in books set in British Columbia. Three titles (2.4%) featured this artist. Emily (Gaitskell, 1985) told something about her childhood while The Attic of All Sorts (Leger, 1991) was about a young boy who moved into a house once occupied by the artist and who imagined he met her pets in the attic. The Art Room (Vande Griek, 2002) was set in Vancouver and explored Carr's young adulthood, during which she gave art lessons to children in order to make a living. Each title gave some insight into the life of the famous painter, but provided little information about the cities where she lived during her lifetime. Linda Granfield has given Canadian children two excellent informational narrative titles associated with well-known poems. In her award-winning book, In Flanders Fields (1995), Granfield told a great deal about not only the poet and the writing of the poem, but also about World War I. The story of nineteen-year-old American poet John Gillespie McGee, who joined the RCAF during World War II, was told in High Flight: A Story of World War 7/(1999). The impact of both poems remains with us today. Novelist Lucy Maud Montgomery was featured in both Lucy Maud Montgomery: A Writer's Life (MacLeod, 2001) and Lucy Maud and the Cavendish Cat (Manuel, 1997). Toronto sculptors, Frances Loring and Florence Wyle, were introduced, but not named, in the story The Clay Ladies (Bedard, 1999).

Themes and Topics

As with Question Two, there was a great deal of overlap between the themes and topics. For this reason it was decided to group similar themes and topics together. For example, Family and Childhood as well as Multiculturalism and Immigration were clearly linked. In addition, Celebrations and Traditions were closely associated with all of the 68 aforementioned themes and topics. Table 9 depicts the themes and topics discovered in the books surveyed.

Table 10: Themes and Topics Found in Historical Picture Books

Theme/Topic #of Percentage Books Family 61 49.1 Multicultural 55 44.3 Change 22 17.7 Celebrations, Traditions 21 16.9 and Heirlooms Pioneers 20 16.1 Farming 17 13.7 Childhood 17 13.7 Artisans 15 12.0 Winter 15 12.0 Bravery 15 12.0 Sports and Recreations 14 11.2 Immigration 11 8.8 Adversity 9 7.2 Exploration 7 5.6 Other Occupations 6 4.8 People with disabilities 5 4.0

Family and Childhood

Huck, Hepler, and Hickman (1987), Norton (1991), and Galda & Cullenan (2002) contend that children need to see themselves reflected in the literature they are exposed to. Huck et al., state, "Children's books are books that have the child's eye at the center" (p. 6). Therefore, it is important for young readers to be able to recognize that children in the past are, in many ways, much like themselves. Indeed, there is a universal appeal in children's books that focus on the life of other children. Historical picture books are no different in this regard and it was not surprising that Family and Childhood were among the most predominant themes and topics found in the books under consideration here. A total of 61 (49.1%) of the historical picture books in this study, especially those in the social history 69 category, predominantly featured the topic Family. The topic Childhood directly accounted for 17 (13.7%) of the historical picture books, but many other titles included children. In addition, 15 stories (12%) focused on bravery, 13 (10.4%) of which were examples of childrens' courage. Appendix K lists all family stories while Appendix L lists all those titles depicting childhood. As with the fields discussed previously, there was a great deal of overlap. The topics Family and Childhood, for instance, overlapped with several other sections of this research such as Societal Groups, Immigration, Multiculturalism, and Time Period, to name but a few. By combining either Childhood or Family with any of these fields it was possible to obtain a broad perspective of children and family life across cultures and/or across time. Titles that were placed under the topic Childhood portrayed children throughout Canada's history, from the late-1700s to the 1950s, as well as showing children from all regions of Canada. Both rural and urban settings were explored, allowing modern children to "see" Canadian history over the years and imagine the entire country through the eyes of a child. The topic Childhood was depicted in a number of books (13.3%) and encompassed not only family life, as mentioned previously, but also the changing perceptions of childhood. For instance, the social issue of child labour, was dealt with in four (3.2%) books. Boy of the Deeps (Wallace, 1999) not only told the story of a boy predestined to follow in his father's footsteps by becoming a coal miner at an early age, but also the dangerous working conditions faced by miners. In Sarah and the People of Sand River (Valgardson, 1996), a young Icelandic girl was sent to Winnipeg to learn English, but instead became a virtual slave to the family her father entrusted her to. In Josepha (McGugan, 1994), the fourteen- year old boy left school in order to make a "dollar a day" (unp.) threshing crops for someone else. The Worker in Sandalwood (Pickthall, 1991) told the story of young Hyacinthe, a carpenter's apprentice in 19th century Quebec, who toiled long, cold hours to fill his cruel master's commission. Such changes in the role of the child were fascinating, and children today will be interested in comparing how their lives differ from those of children in previous times. Many pioneer children were fortunate if they got a basic education, and that often from parents. Janet Lunn's book One Hundred Shining Candles (1990), was the only that 70 mentioned getting an education from a traveling schoolmaster and Josepha (McGugan, 1994) the only title that portrayed a one-room school. Childhood also encompassed not only a wide range of family and societal situations, but showed how families changed as well. Books that portrayed children featured such family milestones as the birth of a baby in The Name of the Child (Reynolds, 2002), a move to new homes in The Attic of All Sorts (Leger, 1991) and The Magnificent Piano Recital (Reynolds, 2000), and the death of a beloved grandmother and the selling of the family farm in The Auction (Andrews, 1990). The topic Family was depicted in 61 titles (49.1%). Among these it was found that the conventional behavior and social standards expected by family members have changed and these expectations may have an adverse effect on young characters. Breaking Free (Cutler, 2002) was just that sort of story. Kurelek's father could not accept his son's inability to do "manly" activities like participating in sports or working as a logger, thus spurring his son to prove himself. Late in life, the senior Kurelek was finally able to understand his son's choice of art as a career, allowing father and son to reconcile. Emily Carr's disapproving older sister was very much in evidence in Emily (Gaitskell, 1986) when she referred to her sister as "the black sheep of the family" (unp.). In addition, the usual emotions and behaviors of childhood, ones that have not changed over the years and that today's children can identify with, such as loneliness, love or desire for a pet, and daydreaming were discussed in a number of books. The desire to contribute to a family's well-being was also examined by several titles such as McGugan's Josepha (1994). It was significant to note that different types of families were depicted, including those from different ethnic and cultural backgrounds. Stories of a variety of family structures included children of two-parent traditional families as shown in Boy of the Deeps (Wallace, 1999) and What-lf Sara (Tregebov, 1999). Children with single parents included those in The Klondike Cat (Lawson, 2002), Courage in the Snow (Randall, 1981), and The Magnificent Piano Recital (Reynolds, 2000). The Worker in Sandalwood (Pickthall, 1991) and The Jade Necklace (Yee, 2002) depicted children either separated from their families or orphaned. Extended families, that included grandparents and/or aunts and uncles, were depicted in such titles as The Name of the Child (Reynolds, 2002) and The Sugaring-Off Party (London, 71

1995). Since it is not unusual for similar families to exist in today's schools, it is beneficial for children to see this diversity portrayed in literature, including historical picture books.

Multiculturalism and Immigration

Given Canada's diversity, it was to be expected that Multiculturalism was featured prominently in 55 (44.3%) titles. And, since much of the Canadian population is a direct result of immigration over time, immigration is closely linked to multiculturalism. However, only those books that dealt directly with the immigrant experience were given that specific designation in the database, while the other titles were assigned the more general multicultural heading. Appendix M lists all multicultural titles and their degree of depiction of this topic. The 12 books (9.6%) that deal directly with the immigration experience were given that designation, and these titles are listed in Appendix N. Of the books examined, many mentioned a variety of ethnic groups as is indicated in Table 11. Although Canada's aboriginal population is not the largest segment of our society, by combining the figures representing First Nations and Inuit populations, it can be said that they were well represented by 17 titles (13.7%). For clarity within this paper, it was decided that First Nations people, the Inuit, and the Metis, being such distinct groups, would be noted separately. Detailed references to First Nations cultures were found in such stories as Cartier Discovers the St. Lawrence (Toye, 1970), This Land is My Land (Littlechild, 1993), and, in particular, The Journal ofEtienne Mercier (Bouchard, 1998). The basis of Sarah and the People of Sand River (Valgardson, 1996) was the mystical link between Sarah and the local Cree. The story described how they helped her grandparents survive the winter with gifts of "moose meat and smoked fish and dried berries" (unp.). The following spring a canoe of smallpox-stricken First Nations people were found drifting in the shallows near their farmstead and were nursed by her grandparents. 72

Table 11: Societal Groups Represented

Societal Group # of Books Percentage First Nations 12 10.3 French Canadians 11 8.8 Jews 8 6.4 Chinese 6 4.8 Japanese 6 4.8 Inuit 5 4.0 Mennonites 4 3.2

In addition to the four titles mentioned above, 12 other books had some reference to aboriginal people. For instance, There Have Always Been Foxes (Trottier, 2001) described how well they "fit into the landscape ... they blended into the land as foxes do, drifting in and out of shadows" (p. 4). \nA Ride for Martha (Alderson, 1993) the girls, after rescuing Martha had lunch with a group of First Nations people who had been collecting clams.11 Interestingly, this book also mentioned a Hawaiian guide for the Hudson's Bay Company as well as African Canadians, the descendants of which are both still residing on Saltspring Island. A few books made references to First Nations people living in more recent times. These included A Salmon for Simon (Waterton, 1980), the story of a young native boy on a British Columbian coastal reserve, and As Long as the Rivers Flow (Loyie, 2002), the story of a Cree family that lived in northern Alberta. In addition, two books, Arctic Stories (Kusugak, 1998) and Northern Lights: The Soccer Trails (Kusugak, 1993), dealt with Inuit children. Furthermore, the struggle of the Metis for their rights was well documented in The Kids Book of Canada's Railway (Hodge, 2000) and referred to in the afterword of Storm at Batoche (Trottier, 2000). Few books documented the influence of settlement on traditional aboriginal ways of life. This aspect of Canadian history was touched upon in There Have Always Been Foxes (Trottier, 2001, while As Long a the Rivers Flow (Loyie, 2002) dealt with this situation in a more in-depth manner. An epilogue in this particular book, for example, recounted that tens of thousands of First Nations children were placed in residential schools beginning in the

1' One of the friends accompanying Martha and her older sister, Ida, is in fact First Nations. 73

1880s, a situation that continued for approximately 100 years. Rather than receiving an education, they "piled wood, planted fields of potatoes, darned and sewed their own clothes, washed laundry, cleaned floors, and worked in the kitchen" (Loyie, 2002, unp.). If they spoke their native language they were punished. Canada's two founding nations, Britain and France made significant contributions to Canadian history, not the least of which is Canada's bilingualism. Much of Canada's early history records the many shifts in power between the two, yet few picture books explore this aspect of Canadian history and early French Canada was not well represented by historical picture books in English. Surprisingly, only nine titles (7.2%) depicted French Canadians although Quebec, parts of Manitoba, and Mallardville, British Columbia all have French inhabitants today. Claire's Gift (Trottier, 1999) and When Heaven Smiled on Our World (Thiebaux, 1992) were two titles that explored French Canadian culture. Today, although Chinese Canadians account for a significant proportion of Canada's population, they were portrayed in only six (4.8%) historical picture books. Chinese people, for example, played a key role in the building of the Canadian railway, yet this topic was explored only in two books: Ghost Train (Yee, 1996) and The Kids Book of Canada's Railway (Hodge, 2000). Other cultures were shown in such books as Silver Threads (Skrypuch, 1996) and They Sought a New World (Kurelek, 1965) that specifically mentioned eastern European immigrants. Somewhat unexpectedly, Jewish Canadians were mentioned in more books than some other immigrant groups. Eight titles (6.4%) depicted Jewish Canadians. It was also surprising to see that Mennonites were portrayed in four books (3.2%), as they are not a significant proportion of the population. Although a number of cultures were portrayed in any of the books examined, others were not. For instance, African Canadians, many of whom were descended from slaves that escaped to Canada from the United States in the 19th century, appeared in very few titles. In addition, Indo-Canadians and Vietnamese-Canadians both of which groups have a significant presence in Canada today, were not represented at all. Interestingly, music and musicians from different ethnic groups were featured in three titles (2.4%). Celtic and Jewish culture, for instance, is shown in two titles that feature violins: Heartsong/Ceol Cridhe (Trottier, 1997) and The Kugel Valley Klezmer Band 74

(Stuchner, 1998). The other book, The Magnificent Piano Recital (2000) did not indicate a specific culture. Immigration to Canada was often tied to specific areas of the country, and books that told the story of this immigration also document Canada's cultural diversity. Lunn and Moore (1992), for instance, state that, "When Sir Humphrey Gilbert came to Newfoundland in 1583 he said that he found 'men of all nations gathered in the harbor at St. John's " (p. 30). The same can be said for the country as a whole. It is significant that the historical picture books in this study reflected Canada's multiculturalism well. As has been mentioned previously, Sarah and the People of Sand River (Valgardson, 1996) mentioned First Nations people that assisted the Icelandic settlers of Gimli, Manitoba. The Acadians featured in The Magic rug of Grande-Pre (Aucoin, 1989), were originally French; however, later Acadia, now known as Nova Scotia, was settled by the Scots. Their story was documented in The Wild Cameron Women (Hull, 2000). Charlotte (Lunn, 1998) documented the arrival of the United Empire Loyalists who left the United States in the aftermath of the American Revolution. Some of the Loyalists were African Americans and later, during the American Civil War, escaped slaves settled in Canada. The descendants of this latter group partially accounts for the African Canadians living in Ontario and Nova Scotia, as well as the small group of African Canadian descendents living on Saltspring Island today. This latter group was referred to in A Ride for Martha (Alderson, 1993). Many Chinese immigrants came to British Columbia to work on the transcontinental railway, as documented in Ghost Train (Yee, 1996). Eastern Europeans fleeing oppression, similar to those in Silver Threads (Skrypuch, 1996), immigrated to the Prairies in search of freedom and free land. Mennonites, as portrayed in Selina and the Bear Paw Quilt (Smucker, 1995) and Selina and the Shoo Fly Pie (Smucker, 1998), can still be found living around Kitchener, Ontario. These cultural groups all found solace in living with people and customs that they were familiar with from their previous homes. The process of acculturation, adaptation to a new way of life, was, and continues to be, a major hurdle for many immigrants. One aspect of that struggle was that of learning a new language such as is poignantly explored in Josepha: A Prairie Boy's Story (McGugan, 1994) and to a lesser degree in The Jade Necklace (Yee, 2002). Another facet of 75 acculturation was that of fitting into a new society with its different social structures and beliefs while retaining one's original cultural heritage. A Child in Prison Camp (Takashima, 1971), and Michi's New Year (Tanaka, 1980), both of which pertain to Japanese immigrants, and They Sought a New World (Kurelek, 1985), about immigrants from many eastern European countries, are but three historical picture books that explore many aspects of the immigration experience. Other books highlighted the difficulties and discrimination people faced upon coming to Canada. Racism was explored in six books (4.8%). The story of the Chinese railroad navvies, for instance, was well documented in Ghost Train (Yee, 1996) and The Kids Story of Canada's Railway (Hodge, 2000). Hodge wrote that, "They were looked down upon by many of the other workers and were often given the hardest or most dangerous job" (p. 14). In West Coast Chinese Boy (Lim, 1979), the Vancouver racial riots of 1907 were mentioned. The main character in Josepha (McGugan, 1994) was teased for his poor English and being older than the other children in primary school.

Celebration, Traditions, and Heirlooms

Early settlers brought their beliefs and traditions with them. These traditions were an important link to their heritage and their old homes. The celebration of traditional annual holidays such as Christmas, New Year's, and personal festivities, such as birthdays and weddings, were featured in 13 (10.4%) of the books12. That Christmas was depicted in nine titles (8.8%) was a surprise. Traditions, such as family heirlooms, appear in eight titles (6.4%). The titles of these three designations appear in Appendix O. When Heaven Smiled on Our World (Thiebaux, 1992), was an enchanting window into the typical Christmas festivities of a French Canadian family. It included the words to favorite French language carols and descriptions of traditional foods. Similarly, Happy New Year's Day (Carrier, 1991) detailed that holiday as celebrated by French Canadians. In contrast, Christmas in the Big Igloo (Harper, 1983) told of ice-bound sailors in the Arctic trying to bring a bit of festivity from their homelands to an otherwise sparse, cold, and lonely

2 Although there are two quite different illustrations for the two versions of The Olden Days Coat it has only been counted as one for this tabulation. 76 existence. A traditional Ukrainian Christmas was featured in Silver Threads (Skrypuch, 1996). Two books, A Child in Prison Camp (Takashima, 1971) and Michi's New Year (Tanaka, 1980), focused on traditional Japanese celebrations. In addition, family traditions such as maple syrup collecting and preparation were highlighted in Sugaring-Off Party (London, 1995). The special place heirlooms hold for a family was featured in three stories (2.4%). These family keepsakes were particularly important to a family when they have to leave their homeland: the heirloom was a physical reminder of the past. The Always Prayer Shawl (Oberman, 1994) recounted the story of a Jewish prayer shawl handed from grandfather to grandson when the family fled Czarist Russia. Two of Barbara Smucker's historical picture books also dealt with heirlooms. In Selina and, the Bear Paw Quilt (1995), her grandmother made a special quilt for Selina to remember her by. A favorite family recipe was featured in Selina and the Shoo-Fly Pie (1998).

Pioneers and Farming

Aspects of the building and growth of Canada can be linked to a number of waves of immigration and these were reflected in the titles examined. Many of these early immigrants were pioneers and 20 (16.1%) of the historical picture books told their stories. Pioneer titles are listed in Appendix P. It was these immigrant pioneers who, for example, first settled, cleared, and developed much of Canada through farming13. Seventeen books (13.7%) were assigned the topic Farming and are listed in Appendix Q. After fur trading, farming was most likely the occupation pursued by most immigrant pioneers in Canada's early history. Kurelek (1985) eloquently portrayed the plight of early farmers. Sometimes after the farmer had cleared the land, planted it and struggled through several difficult years, he realized the soil was too poor, the land too hilly, the growing season too short for him ever to succeed. So he simply abandoned it and moved on ... for them the problems could be overwhelming and the loneliness heartbreaking. To anyone looking back,

13 These stories are also often linked to multiculturalism and immigration. 77

the astonishing thing is not that some gave up the struggle and returned to their home countries, but that so many stayed (p. 23). The stories of Canadian pioneers were also told in titles such as Josepha: A Prairie Boy's Story (McGugan, 1994), Ida and the Wool Smugglers (Alderson, 1987), One Hundred Shining Candles (Lunn, 1990), Prairie Fire (Reynolds, 1999), as well as Prairie Willow (Trottier, 1998). In addition, these titles covered a wide span of time. The ancestors mentioned in Wild Cameron Women (Hull, 2000), for instance, were amongst the early Scottish settlers to Nova Scotia in the early 1700s, while much of the settlement of the Prairies took place in the late 1800s and early 1900s. Farming itself has undergone changes in technology over the years. Traditional farming was explored in such books as Chester's Barn (Climo, 1982) and Grandfather Symons Homestead Book (Symons, 1981). These books could not be assigned a specific date, since many of the practices are hundreds of years old and some are still in use today. These two titles were, however, windows into a way of life that has largely become a thing of the past and thus allows young readers to not only explore this aspect of Canadian history, but it also provides an excellent vehicle for comparing modern technology and methods to those of the past.

Bravery and Adversity

The early history of Canada was one of survival. The fortitude necessary to survive and prosper, as faced by Canadian pioneers, was clearly documented in a number of books. The never-ending scrabble to eke out a living by so many of the pioneers left little leisure time. Although only nine books (7.2%) were assigned the theme Adversity, much of Canada's history reflects to some degree the ongoing struggles against climate, topography, and isolation dealt with in other themes. The severe weather conditions and the rugged terrain traveled to reach the Klondike gold fields were detailed in Klondike Cat (2002). Such overland explorers as Alexander Mackenzie faced thick forests, snow-capped mountains, and raging rivers in Manson's A Dog Came, Too (1993). They were all hardships endured and adversities overcome. 78

Adversity in the form of a physical disability was dealt with in five historical picture books (4%). Capturing Joy: The Story of Maud Lewis (Bogart, 2002) was the story of a physically handicapped folk artist from Nova Scotia. Despite her crippled hands and lack of proper painting supplies, she didn't give up her dream of becoming an artist. The Hangashore (Butler, 1998) was a tale of a mentally handicapped Newfoundland boy. Final Game (Brownridge, 1995) and Moccasin Goalie (Brownridge, 1997), both of which told of the same boy, who despite not being able to skate due to his crippled foot, still managed to play hockey successfully. On the other hand, Baboo: The Story of Sir John A. Macdonald's Daughter (Manson, 1998) gave us insight into the happy life of wheelchair-bound Mary. Isolation was also an adverse condition many pioneers experienced. A Dog For a Friend (Reynolds, 1994) is but one title that explored the loneliness felt by a child who has no one to play with. Loneliness is something that even today's children should readily relate to. It is also encouraging that children-as-heroes were portrayed in several books. These heroic acts took the form of a child rescuing the family sheep from rustlers as in Ida and the Wool Smugglers (Alderson, 1987) or a child who overcame his fears to take an infant to safety in The Name of the Child (Reynolds, 2002). Other children put themselves in life- threatening situations to help others, such as in The Heroes of Isle auxMort (Walsh, 2001).

Social Issues

Although major Social Issues were not found in all books, one-third of the books examined may be used as vehicles for discussion and for building empathy in students. In total, 42 titles (33.8%) were identified that contained references to major social issues. Those social issues represented by a number of books were: economic hardship, women's role, wars, racism, and child labour, the latter two of which have also been discussed in conjunction with Multiculturalism and Immigration and Childhood and Family. It should be noted that these issues overlapped in many ways. Economic hardship, for instance, was closely linked with women's roles, particularly in the case of single mothers. Changes in society occurred when it became necessary for Canadian women to enter the work force while their men went to the battlefields. The horror and futility of war were depicted in 14 79 books (11.2%) while that of women's roles were found in 12 (9.6%). The books containing social issues are itemized in Appendix R. Several other issues are of importance although their numbers were not high. The depiction of Racism and Discrimination in six (4.8%) of the children's historical picture books naturally overlaps with Multiculturalism and Immigration and addresses problems faced by many students today. Also of special interest, since today's schools include children with disabilities, was that five (4%) books dealt with a variety of handicaps that affect the main characters. Although only four titles (3.2%) may actually be considered ones that highlight child labours, many of the others might be used to introduce an exploration of this issue via the changing roles of children. The significant issues explored in the historical picture books examined are set out in Table 12.

Table 12: Social Issues Highlighted in Historical Picture Books

Issue #of Percentage books Wars 19 15.3 Women's roles 12 9.5 Racism 6 4.7 Economic hardship 6 4.7 People with 5 4.0 disabilities Child labour 4 3.1 Working 4 3.1 conditions

Wars

It was surprising that wars were depicted in 19 titles (15.3 %). Although 11 of the titles (8.8%) were about World War I and II, others were portrayed. These included the Seven Years War (1756-63), the American Revolution (1775-83), the War of 1812, the American Civil War (1861-65), and the North-West Rebellion (1869-70). The majority of the war titles examined dealt with the two Great Wars. The picture books not only described, for instance, the conditions that soldiers fought in during World War I, but the illustrations allow children to view some of those conditions right down to the 80 expressions on soldiers faces. A Brave Soldier (Debon, 2002) was one example. As the epilogue points out, "nearly ten million soldiers and thirteen million civilians died because of the war ... the whole twentieth century was shaped and affected by this event, which many believe was a direct cause of World War Two" (unp.). The somber colours used in the illustrations and the terse language of the text helped convey much of the horror of war. One such double spread shows the primitive and crowded conditions of a war zone hospital, while the accompanying words reinforced the message. "Many men were missing arms and legs. One had a hole where his mouth used to be. Frank noticed that some men just lay shaking or whimpering over and over..." added graphic impact. Linda Granfield's three books, High Flight: The Story of WWII (1999), In Flanders Fields: The Story of the Poem by John McCrae (1995), and Where Poppies Grow: A WW I Companion (2001) also gave insight not only into the impact war has on soldiers, but on civilians as well. For instance, Linda Granfield gave many actual examples of the impact of the war on the home front in Where Poppies Grow (2001). These included actual censored letters from soldiers to their families; patriotic posters, songs, and postcards; the need for buying War Time Savings Bonds; and the growing of war gardens.

The Role of Women

Of the picture books studied 12 (9.5%) highlighted the changes in society's perception of appropriate behavior for women. Examples were found in both Women's Roles and Economic Hardships. For instance, both Emily Carr, in The Art Room (Vande Griek, 2002) and Lucy Maud Montgomery, in Lucy Maud Montgomery: A Writer's Life (MacLeod, 2001) and Lucy Maud and the Cavendish Cat (Manual, 1997), displayed their independence by pursuing careers in the arts despite the social conventions of the times. Roses Sing on New Snow (Yee, 1991) highlighted the traditional role of Chinese women when a great cook was not given credit for her creative dish. Instead, her brothers received the accolades until they aren't able to reproduce the meal. In The Magnificent Piano Recital (Reynolds, 2000), a single mother moved to an isolated lumber town in order to teach music and earn a living. Another single mother, in Courage in the Snow (Randall, 1987), displayed her determination to earn a living by making special brooms to sell to fishermen in Nova Scotia. 81

Racism

Although wars have affected many different races and cultural groups, and thus may be considered to highlight racism and discrimination on a large scale, only six titles (4.8%) discussed this social issue. In addition, it was not only a situation that caused minorities to be discriminated against. Racism and prejudice have affected minority groups just because they are in the minority. It was therefore very discouraging to find that so few books addressed this issue. Two books (1.6%), Flags (Trottier, 1999) and A Child in Prison Camp, illustrated the government-sanctioned discrimination toward Japanese Canadians. Only Silver Threads (Skrypuch, 1996) detailed the similar circumstances the Ukrainian settlers faced on the Prairies. West Coast Chinese Boy. (Lim, 1979) illustrated how the Chinese, for instance, were treated in Canada's early history. The Canadian aboriginal people have also suffered from racism and discrimination. For instance, only two books (1.6%), Arctic Stories (Kusugak, 1998) and As Long as the Rivers Flow (Loyie, 2002), explored the removal of aboriginal children to residential schools. The latter title explored the traumatic effect that this government edict had on both aboriginal children and communities. Another two books (1.6%), The Coyote Columbus Story (King, 1992) and This Land is My Land (Littlechild, 1993), shed light on the issue of native land claims. In addition five titles (4%) dealt with people with handicaps who often suffer from discrimination. Butler's The Hangashore (1998) nicely contrasted how mentally-challenged John was treated by his family and the community, compared to how he was regarded by the pompous new magistrate. In Moccasin Goalie (Brownridge, 1995) and The Final Game Brownridge, William. (1997) Petou coped with his physical handicap.

Economic Hardships

Economic hardships was another issue explored by 6 titles (4.8%). These occurred for a number of reasons. They were a result of changes in family circumstances, such as alluded to in The Magnificent Piano Recital (Reynolds, 2000), or advances in building materials that occupations, such as in Stonehook Schooner (Mills, 1995) or the depletion of a natural resource, such as fish, in The Killick (Butler, 1995). 82

' A number of other books, although their main focus was on other topics, and thus not included in the economic hardships tabulation, were found. For instance, poverty, particularly as experienced by women and immigrants, was often due to social structures and conditions. The Magnificent Piano Recital (Reynolds, 2000) and Courage in the Snow (Randall, 1987) are two examples. Many groups fled their countries to escape discrimination and sometimes arrived in their new homes with only the bare essentials. New immigrants, often because of their lack of language skills, could only find work in the lowest paying jobs or struggled as farmers. Such books are Pier 21 (Granfield, 2000), The Kids Book of Canada's Railway (Hodge, 2000), and Silver Threads (Skrypuch, 1996).

Cultural Markers

The fields that were found encompassing cultural markers representative of Canada were Landscape, Plants and Animals, Weather, References to Canadian Historical Cultures, Multiculturalism, and Famous People and have been referred to in previous segments. Of the remaining fields that gave insight into Canada — Canadian Icons, Canadian Government, and Sports and Recreation — were on the whole poorly represented.

Canadian Icons

Canadian icons, such as the beaver and bison, the RCMP, the Hudson's Bay Company and the Eaton's Company, the maple leaf, the Montreal Canadiens and the Toronto Maple Leafs, Niagara Falls and the Parliament Buildings, were poorly represented. Although they were found in 73 (58.8%) books, this figure is misleading. Only five (4% ) books were found that included between five and twelve references and over one-half of the titles included only between one and four. This information is outlined in Table 13. Appendix S is a list of books with references to Canadian icons. 83

Table 13: Inclusion of Canadian Icons

No. of References No. of Books Percentage 10-12 1 0.8 5-9 4 3.2 1 -4 68 54.8 0 ' 51 41.1

Canadian Government

The depiction of different levels of Canadian government within Canada, and the buildings and institutions forming part of that governance, was also less than satisfactory. Although 52 picture books had some reference to Canadian governments, only Imagine That! (Wilson, 2000) and Where Poppies Grow (Granfield, 2001) had 12 and 11 references respectively. A total of 44 books (35.4%) contained only between one and four references to government. Mention of the RCMP, also included as a Canadian Icon, was found in only three books (2.4 %). Those titles that had no references whatsoever represented 41.9% of the 124 titles. Appendix T is a list of titles having references to the Canadian government.

Sports and Recreation

It was interesting to note that 49 books (39.5%) mentioned, and in some cases highlighted, sports and recreations. These titles are listed in Appendix U. Surprisingly, however, this theme fared little better than the preceding two fields with the majority of the books having very few references. Only one book, Imagine That! (Wilson, 2000) contained 40 references. As mentioned previously, the format of this book, with its abundance of trivia, made it unusual. Two other books (1.6%), The Final Game (Brownridge, 1997) and Christmas in the Big Igloo (Harper, 1983) followed well behind with 11 references each. Eight books (6.4%) ranged between five and nine references to sports and recreations, while 38 (30.6%) had only one to four references. It was found that the majority, 75 (60.4%) titles, had no references at all. 84

It was to be expected that hockey dominated stories set in the winter, and understandably, hockey stories predominated amongst those books that did mention sports. Four such books (3.2%) were found and featured famous hockey stars, such as Rocket Richard, and the two rivals: the Maple Leafs and the Canadiens. Stories that involved the National Hockey League included Teddy Jam's The Kid Line (2001). These books ranged from children playing shinny to those involved in organized teams. William Brownridge's Moccasin Goalie (1995) and The Final Game (1997), and Roch Carrier's The Hockey Sweater (1984) all depicted children's interest in Canada's favourite sport. In addition, three other sports stories, written by Roch Carrier, included The Basketball Player (1996), The Boxing Champion (1991), and The Longest Homerun (1993). In addition, Michael Kusugak's Baseball Bats for Christmas (1990) and The Northern Lights: The Soccer Trails(\993) also explored recreational sports.

Total Cultural Markers'4

The most significant finding was the aggregate figures from all cultural markers in each book since it gave an indication of the scope of inclusion and therefore the degree to which a sense of national identity might be fostered. Three books (2.4%) contained over 80 references to cultural markers and an additional two between 60 and 79. However, these five books represented a mere 4% of all titles. Twenty-two books (17.7%) contained from 40 to 59 references to cultural markers. Therefore, less that one quarter of the books contained 40 'or more references to Canada. Twenty-eight (22.5%) contained between 20 to 39 while the majority, 69 books (55.6%), only contained between three and 19 references. The average number of references to Canadian icons and markers was 27.8, which in turn means that 96 books, or two-thirds, had below average references to cultural markers. It was also interesting

Our Choice catalogues were used to identify the books used in this study, however, it should be reiterated that their lists are comprised of recommended books only and therefore do not include all historical picture books published in Canada. In addition, it is not possible to ascertain from this study whether historical or realistic stories contain more or fewer cultural markers. Jobe's research (2002) on the lack of Canadian cultural markers includes the publication years 1998-2000, and thus, does not give a broad enough base for comparison. However, it is my perception that historical titles would have more cultural markers than would realistic stories simply because such inclusions as names of important people and the location of significant events would be likely in the historical books. An extensive study to compare the two would certainly be interesting. 85 to note that for books published between 1970 and 1979 the average number of references to cultural markers was 32.8, while for those books published between 1980 and 1989 the average number of markers was 30.1. For books published between 1990 and 1999, the average was 18.4 and for books published between 2000 and 2002, the average was 27.9.

Table 14: Total Canadian Cultural Markers

No. of No. of Books Percentage References 80-100 + 3 2.4 60-79 2 1.6 40-59 22 • 17.7 20-39 28 22.5 10-19 45 36.2 3-9 24 19.3

Reflection of the Times (Material Culture)

It can be said that overall, a significant number of titles reflected the time periods sufficiently well. Seventeen titles (13.7%) imparted a good deal of information about day-to• day life. Imagine That! (Wilson, 2000) documented the changes in society over the span of a century and had the highest references (60) to material culture. Once again, it was an anomaly as the next highest count was Christmas in the Big Igloo (Harper, 1983) with 24. Unfortunately it was found that 86 titles (69.3%) portrayed only between one and nine items that were indicative of the times. Table 13 displays an abbreviated list of books that reflect the times in which they are set while Appendix W lists all such books. It was interesting to note what artifacts were included in the picture books. For example, pioneer stories, such as Prairie Willow (Trottier, 1998) depicted kerosene lamps, a soddie, a horse-drawn plow, period dress and a covered wagon while Pettranella (Waterton, 1980) shows a Red River cart. Titles set in more modern times, such as What-If Sara (Tregebov, 1999) reflected the 1930s clothing, a car, and home interiors, including what appeared to be an early electric sewing machine. 86

Other books, which contained fewer indications of the time period, still had adequate representations of a particular time. The Journal of Etienne Mercier (Bouchard, 1998), for instance, gave a detailed accounting of life in a West Coast First Nations village in 1853. Although the indigenous peoples had had contact with Europeans, they were still living traditionally. Depictions of their canoes, style of dress, longhouses, all heavily decorated, gave valuable insight into culture as it was over 150 years ago.

Table 15: Reflection of the Times (Material Culture)

No. of References No. of Books Percentage 25 plus 1 0.8 16-24 6 4.8 13-15 10 8.0 10-12 16 12.9 5-9 42 33.8 1-4 44 35.4

Discussion: Research Question Three

"The children's literature of a nation is a microcosm of that country's literary and socio-cultural values, beliefs, themes, and images, including those of geography, history and identity" (Saltman, 2003). It is for these reasons that it was important to closely examine Canadian historical picture books. Beck, Nelson-Faulkner, & Pierce (2000); Caldwell (1988), Levstik & Barton (1997); Trofankenko (2002); and Wineburg (1999) extend that concept when they state that teaching history is important as it creates links between the past, the present, and the future so that contrasts between historical and contemporary events and issues can be made. It is imperative, then, to determine how national characteristics have been depicted in Canadian historical picture books over the 32-year period covered in this study and, ultimately, how Canadians approach the teaching of history.

As has been mentioned previously, many of the fields within the database overlap. Canadian cultural markers may include plants and animals, famous people, architecture, or landmarks. It seems, therefore, appropriate to discuss them from the point of view of Change. 87

This theme is very broad and applies to most of the concepts in the survey. Canadian cities, heroes, modes of dress, and transportation, the land, and society itself have undergone changes. Furthermore, this perspective allows me to study how the various fields within the database relate to each other, how the books relate to each other, and how well our past is reflected.

By Time Period

Some periods of Canadian history, such as those about the pioneers, have been told particularly well. However, the fact that a number of time periods are not represented in the historical picture books surveyed is of interest. For example, only seven books deal with the early exploration of Canada. The landing of the Norse and their settlement in Newfoundland is the earliest event; however, there is a significant lapse of time between that occurrence and Cabot's voyage in 1497 and again until Carrier's three voyages between 1534 and 1541. Furthermore, there are no books dealing with the almost 200 year period between these dates and 1713. No stories, for instance, represent the voyages of Sir Humphrey Gilbert, who claimed Newfoundland for Britain (1583), or by Champlain who in 1608 brought a French colony to Quebec. In addition, there are no picture book titles documenting early exploration across Canada until Mackenzie's journey overland to the Pacific coast in the late 1700s. Neither La Verendrye's journey across the prairies in 1729 nor Samuel Hearne's explorations between 1770 and 1772, are portrayed in picture books. Omissions also include the searches for a northerly route to China by Frobisher in 1576, Davis in 1585, and Hudson in 1610. Only two titles give any insight into these explorations. Christmas in the Big Igloo (Harper, 1983) uses actual journals kept by participants in many Arctic explorations between 1821 and 1978 and Maxine Trottier's Dreamstones (1999) also covers the topic of Arctic exploration. Early contact between aboriginal people and Europeans is an area that needs further development. While some stories, such as Sarah and the People of Sand River (Valgardson, 1996), are more explicit it is only touched upon in such titles as A Dog Came, Too (Manson, 1992), and There Have Always Been Foxes (Trottier, 2001). 88

What is particularly disturbing is how little has been told of the exploration and development of significant Canadian landscapes. For example, the story of major rivers and lakes and how they facilitated the exploration and development of Canada remains largely untold. Some of the story of the St. Lawrence River, for instance, has been told in William Toye's book Cartier Discovers the St. Lawrence (1970), but, the rivers Mackenzie navigated to get to the west coast are unnamed in A Dog Came, Too (Manson, 1993). Furthermore, the story of the river subsequently named for him remains to be told, as does the stories of the rivers named for Simon Fraser and David Thompson. Stories of the voyageurs and fur trade based in the Hudson's Bay and North West Companies, the early years of the French habitants, and many of the early struggles between the French and British also remain largely untold. The Great Depression of the 1930s, and the coinciding drought of the Dirty Thirties, for instance, is poorly represented. Furthermore, few stories tell of the time period between the two World Wars when great changes in Canadian society were taking place.

Significant Events and Famous People

Significant Events

The picture books that deal with a specific significant event are limited and, for the most part, are designated historical fiction. The preponderance of titles, 90 books, are social history stories, such as those about pioneers, as apposed to the 27 historical fiction books. In a few cases, however, a book has been given both classifications because the two were fairly well balanced. In others, although the social history aspect was predominant, it was important to acknowledge the historical incident. Such a book is Laura's Brave Walk (Crook, 2000) that, for instance, details her heroic journey, but also depicts the interior of a typical pioneer house as well. In Selina and the Bear Paw Quilt (Smucker, 1995) an introduction gives background to the plight of the Mennonites during the American Civil War. This group of people was forced to leave the United States because of their pacifist beliefs. Within the body of the story, Selina's father tells his wife of the impact of the war upon the family, 89

We must move to Upper Canada within the month, Annie. War is coming. Soldiers are killing each other by the thousands... the armies of the South are already saying our people are disloyal. Mennonite property and farmlands are being destroyed. Many of our meeting houses have been burned to the ground" (unp.). The Mennonites were not alone in their determination to adhere to their beliefs and/or to escape war. Silver Threads (Skrypuch, 1996) portrays an eastern European couple fleeing their war torn country during World War I. Other historical events, such as exploration and other wars, are also limited. For example, few Canadian explorers are mentioned and only two references to the War of 1812 are made. Most of the books about war are references to World War I and World War II. As a result of so few historical events being portrayed, Canadian children do not get a wide perspective of the occurrences that shaped Canada. With the exception of stories about the displacement of Japanese Canadians during World War II, for instance, there are few stories that tell of life in Canada during that time. In addition, in a number of picture books the information regarding the event is included in an afterword rather than in the body of the story. In this way, history appears to be an addendum. One example is Storm at Batoche (Trottier, 2000). In her review, Kirk (2001b) states, "The story makes the history slightly bloodless and cerebral" and "the historical note and the history seems suspiciously whitewashed and paternalistic" (p. 156). She does, however, go on to say that the book "is a useful tool for discussing racial tensions or the Riel rebellion in particular" (p. 156) and that the story is "enhanced by John Mantha's 'handsome, dynamic, bright illustrations'" (p. 156).

Famous People

As a result of 25 years as a teacher librarian, I am very aware that Canadian children don't know many Canadian heroes and heroines. A few children are aware of some explorers and many recognize past hockey stars. It is particularly important, then, that Canadian historical picture books portray famous Canadians. To what extents do the titles in this study fulfill this goal? 90

While, as we have seen, a wide range of famous people, from hockey stars to statesmen, appear in Canadian historical picture books, the fascinating stories of many other Canadian heroes remain untold. In particular, there are no books that show the tireless work of women throughout Canadian history. During the mid to late 1600s in early Montreal, for instance, women such.as Jeanne Mance built a mission hospital, Marquerite Bourgeoys established schools, and Madeleine de Vecheres defended her family's fort against raiding Iroquios in 1692. Similarly there are few stories of the contributions of Chinese women. Some of Paul Yee's tales, in particular Roses Sing on New Snow, are exceptions. In addition, although many Canadian place names refer to famous people, their stories are not told. Brockville, the Strait of Juan de Fuca, and Galiano Island, to name but a few, reflect these famous people. Although a number of the books take place in, or near, these locales, the names are not specified. In addition, many of these names reflect Canada's multicultural diversity. Since it is important that students learn about local, regional, and national place names, as they are an essential aspect of Canadian history, books that include these references are important to children's knowledge of Canada.

Themes and Topics

Family and Childhood

The fact that so many books portrayed childhood and family life is gratifying. As with the fields discussed in Question Two there is a great deal of overlap such as with Multiculturalism, and Time Period. This allows today's children to develop a very broad picture of Canadian children and history. For example, there is a wide span of years throughout Canada's history from the late-1700s to the 1950s, as well as stories set in all regions of Canada. Both rural and urban settings are explored allowing children to 'see' Canadian history over the years and the entire country through the eyes of a child. In addition, different family situations, cultures, and make up are discussed giving readers the opportunity to identify with similar circumstances. Students are able to identify with similar emotions felt by children throughout history and see how they amused themselves in the past. 91

Furthermore, Canadian children are also able to see that young people are capable of heroic acts. Although the structures of Canadian families have changed little over the years, some social conditions have improved. General living conditions, for instance, have changed markedly. Children no longer toil long hours from an early age and attend school regularly. Unfortunately few books depicted early schooling yet this is a topic that most children are interested in. As a teacher librarian and a member of the Historical Society in Golden, British Columbia, I observed as a number of classes enjoyed excursions to the little one-room school that was part of our small museum. These visits allowed the children to experience, in a small way, what schooling was like in the past. On the other hand, different concepts of education are explored, such as the inclusion of children with disabilities. As more of these children are integrated into schools today, it not only highlights improvements, but also allows their classmates to develop empathy.

Multiculturalism and Immigration

Canada was built by the efforts of immigrants from many cultural backgrounds and, despite their differences, they were able to work together to build communities that are the cornerstone of Canada's development as a nation. The French and British, as well as the Chinese, Eastern Europeans, and Japanese, have made contributions and have left their mark on Canadian culture. For example, Canadian cities, such as Vancouver, have vibrant Chinatowns and churches typical of Eastern Europe, with their distinctive bulbous roofs, can be found across Canada. Each of these early immigrants has stories that are representative of these cultures. When Heaven Smiled on Our World (Thiebaux, 1992), Wild Cameron Women (Hull, 2000) Roses Sing on New Snow (Yee, 1991), Michi 's New Year (Tanaka, 1980), and Silver Threads (Skrypuch, 1996), and Lumberjack {Kurelek, 191'4) not only reflect the cultures mentioned, but also the cultures of the authors. In addition, the years of publication are indicative that Canadian publishing has supported multicultural literature over the years. Today, schools seek to include multicultural literature in the curriculum that reflects the diversity of contemporary Canadian society (Bainbridge, Pantaleo & Ellis, 1998; Wilkinson, 1997). The inclusion of such literature fosters empathy towards others (Davis, 92

Yeager & Foster, 2001; Yeager & Foster, 2001). This in turn can lead to a better understanding of our similarities, rather than our differences and is one way to help combat prejudice and racism. While many immigrant stories have been told in historical picture books, others have not. For instance, the stories of Quebec's French voyageurs and habitants and Manitoba's Scottish Selkirk settlers need to be told. Furthermore, there are few stories about the Metis of European and Native ancestry, and except for legends, about Native groups. There is also a lack of stories about African Canadians. In addition, there have been no picture books portraying the story of such religious sects as the Dukhobors, a group who first sought religious freedom in Saskatchewan and then in the British Columbia interior. It is also hoped that, over time, the stories of more recent immigrant arrivals will be explored since, for instance, in many Vancouver schools well over two dozen different cultural groups or languages are represented. In order for these children to recognize themselves and their heritages, it is vital that their stories also be told. One such example is that of the Indo-Canadians who make up a large proportion of students in many Lower Mainland schools. Yet, only a few realistic contemporary picture books explore this rich culture. In addition, no books tell the stories of the Vietnamese boat people, Africans fleeing genocide in Rwanda and droughts in Ethiopia and Sudan or of Koreans, Guatemalans, El Salvadoran's, and Afghans, to name but a few contemporary immigrants.

Social Issues

Social issues, and the changes in society that they cause, are important elements of our history that children need to understand in order to understand the Canadian psyche. Fortunately, recent developments in how we teach social studies advocates that children need to be critical thinkers in order to be conscientious citizens (Atkinson, 1981; Bainbridge & Wolodko, 2001; Davis, Yeager and Foster, 2001). Davis et al. (2001) have examined the necessity for children to recognize and discuss important issues affecting a population. They contend that since young people need to be able to view other perspectives, and thus develop empathy, one way to do that is through literature. Bainbridge and Wolodko (2001) state that 93 readers need to be able to re-examine the events of history from a critical standpoint; they need books that "either nudge or shock readers into new understandings of their country" (p. 27). In addition, Atkinson (1981) points out "many examples of historical fiction transcend both romance and historical fact to deal with important social and moral issues" (p. 38). Therefore, the identification of social issues within children's literature may lead to discussions about how society in general has changed and in particular how Canadian children's lives and Canada have changed over the years. The fact that a number of the picture books examined included social issues is heartening, however, more books are needed in this area. Many opportunities have been lost that will have allowed Canadian children to see their personal situations reflected in what they read. Many of the picture book titles, for instance, deal only with white, middle class children living in single-family dwellings. In addition, many settings are rural rather than urban. Furthermore, the socio-economic impact of poverty and its effects on children, particularly pertaining to inner city settings, is but one social issue that has not been dealt with to any extent. It should be kept in mind that these social issues overlap with such themes and topics as Multiculturalism and Immigration, Childhood and Family, and Adversity. Although, for instance, racism and discrimination have been discussed in conjunction with Multiculturalism and Immigration, some aspects have not been discussed fully. For example, how minority cultures are treated in Canada is an area that has been touched upon within other themes and topics; however, it must be explored further, particularly in regards to aboriginal people. As Long as the Rivers Flow (Loyie, 2002) is one title that addresses the fact that residential schools, in many cases, were extremely damaging to First Nations children. Unfortunately, however, information regarding the impact of these schools is relegated to an epilogue in this particular book. As has been mentioned in regards to significant events and famous people, the practice of placing this information separately from the body of the story lessens its impact markedly. Several other social issues are dealt with poorly in the books examined. For instance, the adverse effects of people on the environment have hardly been touched. Conversely, changes in the environment that affect the traditional lifestyles of aboriginal people, in particular the Inuit, have not been explored. In addition, the manner in which the traditional 94 lifestyles of First Nations people have been affected by Euro-Canadian society has not been addressed sufficiently.

Wars

Wars have had an immense impact on society. Since children need to "think in context with the history they study and leam" (Davis, Yeager & Foster, 2001, p. 2) and see how, for instance, wars affected people of different cultural backgrounds. The number of such stories (15) is encouraging. During wartime, people fled their homes either for safety from fighting or, as has been mentioned previously, from racism. Land and cities have been destroyed by warfare, and have taken years to rebuild. Families were separated and children were orphaned. The historical picture books that portray war have done so from these perspectives and include a wide range of wars that have impacted Canadian society. For example, Flags (Trottier, 1999) and A Child in Prison Camp (Takashima, 1971) explore the internment and relocation of Japanese Canadians during World War II while One More Border to Cross: One Family's True Story (Kaplan, 1998) illuminates the flight from Europe by many Jews. Silver Threads (Skrypuch, 1996), on the other hand, tells the story of one Ukrainian couple's flight from persecution in Eastern Europe during World War I, as well as the husband's subsequent jailing as a possible spy by the Canadian government. The main character in Charlotte (Lunn, 1998) is disowned by her father and forced to accompany her relatives, who as United Empire Loyalists, must flee the United States for Canada during the American Revolution. Mennonites also stood up for their beliefs and had to leave the United States during the American Civil War, as is portrayed in Selina and the Bear Paw Quilt (Smucker, 1995). In addition, from a social perspective, war certainly had an impact on the number of women who worked outside of the home during and after the Second World War.

Racism

Racism and discrimination have an adverse effect on individuals and society and have been touched on by several titles (6). However, not only racial groups are discriminated 95 against. As has been pointed out, the role that women play often causes them to be so affected. People with physical handicaps also suffer from prejudice. The issues of discrimination and racism need to be explored further. No books tell the story, for example, of the Sikhs who were held, under terrible conditions, on the Komagatta Maru in Vancouver harbour in 1913, before being ordered back to India. Nor are there any books that tell about the Jews aboard the St. Louis who in 1939 sailed from port to port in the United States and Latin America in desperate search of refuge. Canadian Prime Minister William Lyon Mackenzie King responded to the urgent pleas of the passengers by saying it was not a Canadian problem. With that, the Jews of the St. Louis headed back to Europe, many of them to their death (Tracy, p. 212). By becoming aware of some of the examples of racism in the past, it is hoped that students will become more compassionate and empathetic and, thus, less likely to stand quietly by and allow similar situations to occur in the future.

Economic hardships

Whatever the reason, economic hardship has had a profound effect on Canadian families and, ultimately, on society. Unfortunately, some of these conditions have not changed over the years. Situations brought on by natural and man-made disasters, for instance, continue today. Farming disasters such as portrayed in Prairie Fire (Reynolds, 1999) and a glut of produce in Pa's Harvest (Andrews, 2000) had a significant impact on families. Today earthquakes, flooding, forest fires and marked declines in natural resources greatly affect Canadian families and society today. By linking past disasters to today's children may become more empathetic.

Cultural Markers

Some Canadian markers, such as landscape, are adequately represented, while others, such as references to Canadian government, Canadian icons, famous Canadians, and plants and animals are poorly represented. With so many books set in the winter and in rural areas, and with the prevalence of hockey representing sports, I am concerned that stereotypical 96 views of Canada might arise. In addition, it is a concern that Canadian children do not have sufficient books about Canadian heroes and personages.

Canadian Icons

It was disappointing that so few Canadian icons were found, particularly geographic features, famous people, and, important buildings and companies. Natural landmarks such as the Rocky Mountains, Niagara Falls, and the Great Lakes are also considered to be Canadian symbols or icons as are well-known edifices such as the Parliament Buildings and Casa Loma that are mentioned in several books. Canadian companies, such as the Hudson's Bay Company and Eaton's, and famous people, who can be considered icons, are referred to in several books. Most of the famous people, however, are British monarchs and government officials. For example, only people involved with the building of the CPR, such as Sanford Fleming and Cornelius Van Home received much attention in our historical picture books. The exceptions are hockey greats and artists such as "Rocket" Richard and Lucy Maud Montgomery.

As with several other cultural icons that are included within two fields, the RCMP are included in the Canadian Government and Cultural Icons fields. In fact, the only governmental organization that is fairly well represented is the RCMP. Again, this is another area that does not allow Canadian children to identify with their country because of the lack of inclusion.

Sports and Recreation

Books that depict life since the 1900s, contain the most references to sports and recreations. Because pioneer children had little leisure time, they had little in the way of toys and, indeed, there are few textual or pictorial references to such luxuries in stories of the early pioneers. However, the simple pleasure of skipping stones across water is depicted in Joseph (McGugan, 1994), and They Sought a New World (Kurelek, 1985) states, "fishing rods, baseball bats and hockey sticks were often homemade" (p. 25). 97

Typical seasonal pastimes are depicted in several books. The Cottage at Crescent Beach (Blades, 1977) mentions such typical childhood summer activities as playing, collecting shells and driftwood on the sandbars, exploring, fishing and crabbing, and having wiener roasts while Prairie Boy's Summer (Kurelek, 1975) documents such activities as skinny dipping in a swimming hole, school sports day, and hunting for gophers. Winter pastimes are featured in Prairie Boy's Winter (Kurelek, 1973) and Arctic Stories (Kusugak, 1998). Prairie Boy's Winter, in particular, explores other Canadian recreations such as skiing, sledding, and skating, as well as such games as Fox and Geese. Work was often combined with social activities. Such activities as quilting bees are mentioned in Selina and the Bear Paw Quilt (Smucker, 1995), however, I could find no references to barn raisings. The importance of social gatherings in the form of visiting neighbours, and attending dances, weddings, and funerals are all referred to in such books as They Sought a New World (Kurelek, 1985).

Total Cultural Markers

The total number of cultural markers portrayed in each book, as listed in Appendix V, is an indication of the overall extent of Canadian content. It is disappointing to note that over three-quarters of the titles examined exhibit less than the average number of Canadian cultural markers, and over one-fifth contain ten or fewer markers. It is interesting to note, on the other hand, that the average number of Canadian markers included in historical picture books have remained fairly constant except for the 1990s. The books published in the 1970s, contained more Canadian cultural markers than succeeding decades. It can only be wondered whether this higher number is a residual effect from the late 1960s when Canadians may have become more nationalistic or whether it reflects pride in the unique and newly developing Canadian children's literature publishing scene. It is also interesting to note that during the 1990s, the average number of Canadian cultural markers appearing decreased by almost twelve. Again, one can only wonder whether this drop reflects the trend to globalize Canadian children's literature to ensure sales to the United States.

It is heartening, however, to note that the average numbers of Canadian cultural markers during the first few years of the 2000s is rising again. Although the figures are still 98 below those of the 1970s, the increase from those of the 1990s is encouraging. It will be interesting to note whether or not this trend continues in the future. The fact that there is such a wide spread in the totals cultural markers, ranging from three to 143, is fascinating and indicate that a number of books must be presented to Canadian children in order for them to develop a sense of place and national identity. In addition, the numbers for several books is somewhat misleading. For instance, Imagine That! (Wilson, 2000), as has been pointed out previously, is a rather unusual book that lists a great many famous Canadians and items that reflect a particular time period, thus, skewing the numbers dramatically. Furthermore, since the Canadian content is not identified as such, only those readers who know Canadian history and famous people will be able to differentiate between Canada and the rest of the world. It is therefore imperative that titles not be used in isolation.

Reflection of the Times (Material Culture)

It can be said that overall, a significant number of titles reflected the time periods well. Although this particular field does not necessarily reflect, for instance, purely Canadian clothing, transportation, and household articles, or, solely Canadian values and beliefs, it was decided to include this section as it is important that Canadian children put their country within the context of the rest of the world. Since our culture is influenced to a great degree by most of western civilization, this section was deemed essential. Furthermore, it is necessary for students to put the titles within the context of the period of time in which they were set. For this reason, it is helpful to use this field in conjunction with that of Time Period. In this way, students get an accurate idea of what it was like to live in a particular time, and thus, can compare it to their own lives. Illustrations are often the means to reflect a particular time. Depictions of streetscapes, clothing, methods of transportation, toys, and household articles give the viewer a window into a different world. These depictions lend themselves to discussions comparing and contrasting, for example, farm methods and machinery over approximately 300 years and how children's and women's roles have changed. In particular, I found that pictorial references to a variety of time periods are especially good. For instance, early pioneer life in 99

Ontario through the inclusion of various illustrated household artifacts of the time brought back memories of visits to Upper Canada Village. Kerosene lamps, quilts, candle racks, and antique furniture, evident in such books as Selina and the Bear Paw Quilt (Smucker, 1995), bring authenticity to these stories and help educate children about life in pioneer days. Changes in technology are also hinted at in a number of books. These range from the aforementioned clothing styles and household implements to methods of transportation. The latter include birch bark canoes used by First Nations people, and adopted by explorers and the voyageurs (A Dog Came, Too, Manson, 1993), sailing and steamships in many of the books about immigration, Red River carts and covered wagons in books about the pioneers moving westward (Pettranella, Waterton, 1980, steam trains (Emma and the Silk Train, Lawson, 1997), and airplanes in other books. In addition, Janet Wilson's Imagine That! (2000) highlights many technological changes, as well as changes in toys, entertainment, activities, medicine, food, and fads that contemporary Canadian children would be aware of or find interesting. Examples include children competing in fly-swatting in Toronto in the 1910s, bubble gum and slumber parties popular in the 1940s, the Beatles coming to North America in the 1960s, and Justine Blainey winning the right for girls to play minor league hockey with boys in the 1980s.

Summary

Despite the fact that the publication of Canadian picture books has increased dramatically, only slightly over 12% of those books are historical. Through the overlapping of the content of the various fields, it was easier to get a sense of Canadian history, and as a result, it was easier to appreciate the broad scope of the titles' contents. In addition, through reading and viewing these books it was possible to examine to what degree these historical picture books reflected Canada and a Canadian identity. To clarify the degree of Canadian content, each cultural marker has been examined separately. However, in some cases the results have been studied in conjunction with other themes, topics, and issues. Although some titles are sadly lacking in particular cultural markers, when taken as a whole, it can be said that a fairly good proportion of the books 100 studied contain sufficient references to Canadian historical events, time periods, and cultural markers to give Canadian children some sense of place and national identity. Certainly the strength and tenacity of everyday Canadians is evident in many books. Does this indicate that the Canadian story is more about ordinary people struggling to build a new life than major events? And if so, is that a bad thing? Tracey (1999), author of the book A Scattering of Seeds: The Creation of Canada, based on the documentary film series of the same name, states, "there is something magnificent about the small people who wandered through our history unaccounted for" (xviii). Her statement gives credence to the importance of these ordinary folk and their stories, as it is "the small gestures of history, the personal details" (xviii) that tell the stories of a country's citizens. In general, a fairly good sense of place can be achieved through the representation of Canada's landscape. Our weather, for instance, is well represented in a number of titles, in particular Canadian winters. Unfortunately, there were only a poor to moderate number of Canadian cultural markers—that help determine what it means to be a Canadian—included in these books. Because of the overall lack of cultural markers, it cannot be said that readers will acquire a good sense of national identity. It is possible that the influence of the American market is largely responsible for this lack of Canadian content in Canadian picture books. 101

CHAPTER SIX

CONCLUSIONS AND IMPLICATIONS

The transmission of a national identity is intrinsically linked to landscape, culture, and history. As Canadians, it is essential that we develop a sense of "belonging" to Canada— an emotional connection. How we perceive ourselves as Canadians is, in part, a direct result of how well a sense of Canadian-ness is communicated to students though literature. Egoff (1975) stresses the importance of a Canadian children's literature that can reveal Canadian values and beliefs. Canadian historical picture books are, therefore, an important vehicle to instill, in Canadian children, an increased awareness of who they are in relation to the world. Indeed, as Canada becomes more multicultural, it is crucial that newcomers develop a sense of what being Canadian means. As educators, librarians, and parents, it behooves us to examine Canadian children's literature in an attempt to foster that development. This thesis undertook to analyze one component of Canadian children's literature: historical picture books. This study examined to what extent Canadian historical picture books, published between 1970 and 2002, contribute to a development of a sense of history, place, and national identity. This was accomplished through an in-depth analysis of 124 Canadian historical picture books. As a first step, the study identified visual and textual components that depict Canadian content. Canadian cultural markers, such as landscape, weather, famous people and events, and Canadian icons, were identified and categorized. The themes, topics, and social issues that extend the concept of Canadian history, were then explored. These areas of investigation allowed the researcher to examine concepts within the books that would make them more accessible to educators, and, through their use, enhance Canadian students' perception of Canada. This information was then transferred, to a database that allowed the titles to be organized by a variety of categories that facilitated the tabulations of Canadian content. It was then possible to examine the degree to which Canadian students can develop a sense of Canadian-ness through reading Canadian historical picture books. 102

Conclusion 1

It was found in this study that eighty-eight percent of the recommended Canadian historical picture books did not focus on specific topics of the past such as events and famous Canadians, thus creating a significant lack of titles portraying a sense of Canadian history . and identity. It is a concern that although there has been tremendous growth in the publishing of Canadian children's literature over the last three decades, a mere 12% of recommended Canadian picture books containing historical content would not be sufficient to tell Canada's story. It is evident that there is strong academic support contending that teaching history is essential to the education of children (Brophy & Van Sledright, 1997; Caldwell, 1988; and Davis, Yeager & Foster, 2001). Other educators stress the importance of the role elementary schools have in bringing history alive for children and emphasize that it is often through historical fiction that this can be accomplished (Diakiw, 1997; and Atkinson, 1981). The low numbers of the available books do not support the views expressed by the educators and academics. This study also revealed a significant imbalance in the number of titles in specific genres of historical picture books. For example, many more titles portray the day-to-day lives of ordinary people than those that depict famous historical figures and events. Educators and parents cannot, therefore, rely solely upon fiction to help children acquire insights into the important events and people of Canadian history. In addition, there needs to be an increased awareness of the importance of literature in developing a sense of place and national identity. There are some indications that for the present decade the numbers of Canadian cultural markers that help transmit these senses are coming close to those for the 1970s and 1980s. This increase will be of great benefit to teachers encouraging such development. One reassuring note is evident: there has been an increase in the number of historical picture book titles published in the last decade. One can only hope that this trend will continue so that children will develop a clear concept of Canada. 103

Conclusion 2

This study revealed that the portrayal of the Canadian landscape was adequate in Canadian historical picture books and that a sense of regionalism was strong. It was, however, disturbing to observe that there was a lower incidence of cultural markers related to landscape found in books published between 1990 and 2002, than in books published from 1970 to 1989. This indicates that the depiction of Canadian geography has decreased. A major concern is that since almost 40% of the books considered in this study lack specific geographic content and place names, Canadian children may not be able to develop a complete sense of connection to the Canadian landscape. This generic portrayal of landscape is significant, as it reinforces the concept that Canada differs little, at least geographically, from our neighbour to the south. How can Canadian children feel that they "belong" to their country if it is not portrayed in what they read? In order for Canadian children to develop a sense of place, it is vital that they see Canadian communities and regions accurately depicted in books. Therefore, Canadian children's historical picture books are an essential component in the development of a connection to the country through the accurate depiction of landscape. The marked increase in average cultural markers related to the development of a sense of place in titles published from 2000 to 2002 is encouraging. Significantly, it is also important that they develop a sense of belonging to that landscape. They must recognize and feel that this is their home: a place they love and feel secure in. In addition, children will sense they are part of the natural world surrounding them as well as part of the larger world. This study found that the books examined did allow students to see various aspects of Canadian geography. The North and Quebec, however, were distinctly not as well represented. In addition, since more Canadian children live in cities than in the countryside, the fact that a number of books portray urban settings was encouraging. An increased depiction of familiar plants and animals, as well as a balanced portrayal of weather conditions, is needed in order to convey a better sense of the diversity of Canadian geography. 104

Conclusion 3

It was evident in the study that significant aspects of Canada's history and culture have not been portrayed in the picture book format. Even more disturbing, this study found that the depiction of Canadian icons and symbols was woefully inadequate. Furthermore, it is a serious shortcoming that 34.6% of the titles studied did not adequately portray the historical event or person in the body of the story but only included selected information in an afterword or on the dust jacket. This study showed that general time periods were fairly well represented by historical picture books. For example, pioneering in the late 1800s and early 1900s was a dominant topic, but, significant events and personages, such as explorations by Cabot, Cook, and Hudson, were not well documented. In addition, there were also sizeable gaps, often of hundreds of years, in the portrayal of historical events and this could result in an uneven understanding of the Canadian past. Contrary to the accepted concept that children need to see themselves and their country reflected in what they read, and despite the increase in publication of Canadian historical picture books, the inclusion of recognizable Canadian cultural markers was inadequate to develop a strong sense of national identity. Such common symbols as grain elevators, red postal boxes, and national and provincial flags were often not detailed and thus may perpetuate the idea that Canada is an extension of the United States. This supports the concern that children's literature is being globalized and a clear sense of Canada is disappearing from Canadian picture books. Another significant finding was the difference in the average number of Canadian markers that appeared in books over the decades. Picture books published in the 1970s (averaging 32.8 cultural markers) represented Canada better than those published in the 1990s (averaging 18.4). However, the fact that there has been a significant rise to 27.9 in the average number of Canadian cultural markers appearing in books during the early 2000s, may indicate that this trend is reversing. The study did find a wide variety of themes and topics explored in the titles that allow for comparisons to how people live today. Childhood and Family followed by Multiculturalism and Immigration were by far the most represented. Canada's diverse 105

populations, such as First Nations, French Canadians, Jews, Chinese, Japanese, Inuit, Mennonites and Eastern Europeans, were positively depicted in books that discuss multiculturalism and immigration. Changes in Canadian society included changes in clothing, transportation, and household articles which were also well documented. Although small in number, a handful of titles also highlighted such social issues as discrimination and racism.

Implications

This study has revealed a number of implications about how Canadian historical picture books convey a sense of Canadian history, landscape, and national identity. These books should be considered a vital tool for teachers to provide students with a window into Canadian heritage. The development of a strong national identity is crucial to Canadian children in order for them to better relate to their country. Quality picture books that include Canadian history and cultural markers are vehicles to accomplish this end; therefore, it is important that the increased production of such books become a publishing priority. To support this growth experts in the field of children's literature and education could become advocates for this increase in development. Teachers would actively communicate the importance of Canadian historical picture books as purveyors of a national identity so that their students will recognize Canadian-ness reflected in what they read. Given the grade levels under consideration (three through six), it is imperative that sufficient books be published to fulfill the needs of teachers and their students. This is particularly true in regards to the primary classes (grade three) where, in British Columbia for example, no textbooks are mandated for the social studies curriculum. Additionally, teachers of upper intermediate classes (grade six) may supplement nonfiction trade books and textbooks with these same historical picture books. Picture books can be used, for instance, to introduce units of study or, as has been mentioned previously, to help E.S.L. students comprehend the material. 106

According to research, recognition of an awareness of how literature develops a sense of national identity should be fostered. It needs to be suggested that publishers, authors, and illustrators be encouraged to create-historical picture books that include Canada's rich story. Enhancing text, illustrations and authors' notes in the body of the book with significant facts will increase the learning experience. It is also imperative that everyone involved in the publishing of Canadian literature develop an understanding of the importance of Canadian identity, rather than a literature focused only on entertainment and selling power. Without adequate quality historical picture books, it is not possible to fully impart Canada's rich heritage to students. Those involved with the publication of Canadian children's literature must continue to include specific references to the Canadian landscape. In particular, more books could take place in Quebec, in the North, and in urban settings. More specific place names and geographical features would also address this issue. An increased awareness of the importance of the role literature plays in developing a sense of place should be communicated to educators to further this understanding. Since children should develop a sense of place, teachers could seek out books that represent all regions of Canada to portray a balanced view of the country's landscape and then discuss the depiction of that landscape with their students. The teaching of Canadian history through Canadian children's literature of different genres requires further attention and this study provides support for teachers. This research was a first step: identifying and categorizing historical picture books in such ways that they are more accessible to teachers and other professionals. The database, for instance, will allow teachers to focus on books that highlight Canadian titles with similar themes, topics, and issues. The use of these titles in the classroom can foster a more complete exploration of Canadian identity. It is essential that sufficient titles convey a sense of changing Canadian values, beliefs and problems to encourage comparison, discussion, and critical thinking. This would create learning environments that would encourage students to question the status quo in order to acquire an understanding of the times from all perspectives and not just from that of the culture of power. Educators need to find ways to incorporate the titles examined into their programmes that will foster the development of historical empathy. 107

The analysis of these 124 historical picture books, published between 1970 and 2002, challenges all involved in the field of Canadian children's literature to identify, promote and celebrate the inclusion of Canadian cultural markers in the books being read by students. Canadian children have the right to experience themselves reflected in the books they read. 108

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Whitehead, J. (1997) "This is NOT what I wrote!": The Americanization of British children's books - Part II. Horn Book Magazine, 27-34. Wilkinson, P. A. & Kido, E. (1997). Literature and cultural awareness: Voices from the journey. Language Arts, 74(4), 255-265. Wineburg, S. (1999). Historical thinking and other unnatural acts. Phi Beta Kappan, 80(11), 488-499. Wynne-Jones, T. (2000). Welcome to nowhere: living in an outpost of a hungry planet. Bookbird, 39(3), 6-11. Yeager, E. A. & Foster, S. J. (2001). The role of empathy in the development of historical understanding. In O. L. Davis & S. J. Foster, S. J. (Eds.), Historical empathy and perspective taking in the social studies, (pp. 13-20). Lanham, MD: Rowan & Littlefield. 115

Canadian Historical Picture Books

Alderson, Sue Ann. (1987). Ida and the wool smugglers. Illustrated by Ann Blades. Toronto: Douglas & Mclntyre. Alderson, Sue Ann. (1993). A ride for Martha. Illustrated by Ann Blades. Toronto: Groundwood. Andrews, Jan. (1990). The auction. Illustrated by Karen Reczuch. Toronto: Groundwood. Andrews, Jan. (2000). Pa's harvest: A true story told by Ephrem Carrier. Illustrated by Cybiele Young. Toronto: Groundwood. Aucoin, Rejean & Tremblay, Jean-Claude. (1989). The magic rug of Grand-Pre. Illustrated by Hermenegilde Chaison. Halifax, NS: Nimbus Pub. Bailey, Linda. (1999). When Addie was scared. Illustrated by Wendy Bailey. Toronto: Kids Can Press. Bedard, Michael. (1999). The clay ladies. Illustrated by Les Tait. Montreal: Tundra. Biberstein, Carol. (2001). Great-grandma's rocking chair. Florence, NS: Small World Pub. Blades, Ann. (1977). The cottage at Crescent Beach. Toronto: McClelland and Stewart. Bogart, Jo Ellen. (2002). Capturing joy: The story of Maud Lewis. Illustrated by Maud Lewis. Toronto: Tundra. Booth, David. (1996). The dust bowl. Illustrated by Karen Reczuch. Toronto: Kids Can Press. Bouchard, David. (1998). Journal of Etienne Mercier: Queen Charlotte Islands, 1853. Illustrated by Gordon Miller. Victoria: Orca. Brownridge, William. (1997). The final game. Victoria: Orca. Brownridge, William. (1995). The mocassin goalie. Victoria: Orca. Butler, Geoff. (1998). The hangashore. Montreal: Tundra. Butler, Geoff. (1995). The killick: A Newfoundland story. Montreal: Tundra.. Carrier, Roch. (1996). The basketball player. Illustrated by Sheldon Cohen. Montreal: Tundra. Carrier, Roch. (1991). The boxing champion. Illustrated by Sheldon Cohen. Montreal: Tundra. Carrier, Roch. (1991). A happy New Year's day. Illustrated by Gilles Pelletier. Montreal: Tundra. 116

Carrier, Roch. (1979/1984). The hockey sweater. Illustrated by Sheldon Cohen. Montreal: Tundra. Carrier, Roch. (1993). The longest home run. Illustrated by Sheldon Cohen. Montreal: Tundra. Carter, Anne Laurel. (2002). Under a prairie sky. Illustrated by Alan & Lea Daniel. Victoria: Orca. Clark, Eliza. (1999). Seeing and believing. Illustrated by Vladyana Langer Krykorka. Toronto: HarperCollins. Climo, Lindee. (1982). Chester's barn. Montreal: Tundra. Crook, Connie Brummel. (2000). Laura Secord's brave walk. Illustrated by Julie Lawrason. Toronto: Second Story Press. Cutler, May Ebbit. (2002). Breaking free: The story of William Kurelek. Illustrations by William Kurelek. Toronto: Tundra. Debon, Nicolas. (2002). A brave soldier. Toronto: Groundwood. DeThomas, Antonio. (1994). Montreal of my childhood. Montreal: Tundra. Fagan, Cary. (2000). The market wedding. Illustrated by Regolo Ricci. Montreal: Tundra. Fitz-Gibbon, Sally. (1996). The patchwork house. Illustrated by Dean Griffiths. Victoria: Orca. Gaitskell, Susan. (1986). Emily. Illustrated by Kellie Jobson. Toronto: Three Trees Press. Granfield, Linda. (1999). High flight: A story of World War II. Illustrated by Michael Martchencho. Toronto: Tundra. Granfield, Linda. (1995). In Flanders Fields: The story of the poem by John McCrae. Illustrated by Janet Wilson. Toronto: Stoddart Kids. Granfield, Linda. (2000). Pier 21: Gateway of hope. Montreal: Tundra. Granfield, Linda. (2001). Where poppies grow: A WWI companion. Toronto: Stoddart Kids. Harper, Kenn. (ed.). (1983). Christmas in the big igloo: True tales from the Canadian Arctic. Illustrated by John Allerston. Yellowknife, N.W.T.: Outcrop: The Northern Publishers. Hodge, Deborah. (2000). The kids book of Canada's railway and how the CPR was built. Illustrated by John Mantha. Toronto: Kids Can Press. 117

Hull, Maureen. (2000). Wild Cameron women. Illustrated by Judith Christine Mills. Toronto: Stoddart Kids. Hutchins, Hazel. (1995). Tess. Illustrated by Ruth Ahi. Toronto: Annick Press. Italiano, Carlo. (1974). The sleighs of my childhood. Montreal: Tundra. Jam, Teddy. (2001). The Kid Line. Illustrated by Ange Zhang. Toronto: Groundwood. Jam, Teddy. (1999). The stoneboat. Illustrated by Ange Zhang. Toronto: Groundwood. Jam, Teddy. (1992). The year of fire. Illustrated by Ian Wallace. Toronto: Groundwood. Kaplan, William & Tanaka, Shelley. (1998). One more border: The true story of one family's escape from war-torn Europe. Illustrated by Stephan Graham. Toronto: Groundwood. King, Thomas. (1992). Coyote Columbus story. Illustrated by William Kent Monkman. Toronto: Groundwood. Kurelek, William. (1974). Lumberjack. Montreal: Tundra. Kurelek, William. (1975). A prairie boy's summer. Montreal: Tundra. Kurelek, William. (1973). A prairie boy's winter. Boston: Houghton-Mifflin. Kurelek, William. (1965). They sought a new world: The story of European immigration to North America. Montreal: Tundra. Kusugak, Michael. (1998). Arctic stories. Illustrated by Vladyana Langer Krykorka. Toronto: Annick Press. Kusugak, Michael A. (1990). Baseball bats for Christmas. Illustrated by Vladyana Langer Krykorka. Toronto: Annick Press. Kusugak, Michael A. (1993). Northern lights: The soccer trails. Illustrated by Vladyana Langer Krykorka. Toronto: Annick Press. Kusagak, Michael. (1999). Who wants rocks? Illustrated by Vladyana Langer Krykorka. Willowdale, ON: Annick Press. Laurence, Margaret. (1979). The olden days coat. Illustrated by Muriel Wood. Toronto: McClelland & Stewart. Laurence, Margaret. (1998). The olden days coat. Illustrated by Muriel Wood. Toronto: McClelland & Stewart. Lawson, Julie. (1997). Emma and the silk train. Illustrated by Paul Mombourquette. Toronto: Kids Can Press. 118

Lawson, Julie. (2002). The Klondike cat. Illustrated by Paul Mombourquette. Toronto: Kids Can Press. LeBox, Annette. (2001). Wild bog tea. Illustrated by Harvey Chan. Toronto: Groundwood. Leger, Diane Carmel. (1991). The attic of all sorts. Illustrated by Pamela Cambiazo. Victoria: Orca. Lim, Sing. (1979). West coast Chinese boy. Montreal: Tundra. Littlechild, George. (1993). This land is my land. Emeryville, CA: Children's Book Press. London, Jonathan. (1995). The sugaring-offparty. Illustrated by Gilles Pelletier. Toronto: Lester. Loyie, Larry. (2002). As long as the rivers flow. With Constance Brissenden, illustrated by Heather D. Holmund. Toronto: Groundwood. Lunn, Janet. (1998). Charlotte. Illustrated by Brian Deines. Toronto: Tundra. Lunn, Janet. (1990). One hundred shining candles. Illustrated by Lindsay Grater. Toronto: Key Porter Kids. MacLeod, Elizabeth. (2001). Lucy Maud Montgomery: A writer's life. Toronto: Kids Can Press. Manson, Ainslie. (1998). Baboo: The story of Sir John A. Macdonald's daughter. Illustrated by Bill Wand. Toronto: Groundwood. Manson, Ainslie. (1993). A dog came, too: A true story. Illustrated by Ann Blades. Toronto: Greenwood. Manson, Ainslie. (1995). Just like new. Illustrated by Karen Reczuch. Toronto: Groundwood. Manuel, Linda. (1997). Lucy Maud and the Cavendish cat. Illustrated by Janet Wilson Toronto: Tundra. McGugan, Jim. (1994). Josepha: A prairie boy's story. Illustrated by Murray Kimber. Red Deer, AB: Northern Lights. Mills, Judith Christine. (1995). The stonehook schooner. Toronto: Key Porter Kids. Morgan, Allen. (1994). Jessica Moffat's silver locket. Illustrated by Michael Martchenko. Toronto: Stoddart. Nichol, Barbara. (1997). Dippers. Illustrated by Barry Moser. Toronto: Tundra. 119

Oberman, Sheldon. (1995). The always prayer shawl. Illustrated by Ted Lewis. Honesdale, PA: Boyds Mill Press. Oberman, Sheldon. (1995). The white stone in the castle wall. Illustrated by Les Tait. Montreal: Tundra. Pickthall, Marjorie. (1991). The worker in sandalwood. Illustrated by Frances Tyrell. Toronto: Lester Publishing. Randall, Thomas H. (1987). Courage in the storm. Illustrated by Are Gjesdal. Porters Lake, NS: Pottersfield Press. Rawlyk, George. (1980). Streets of gold. Illustrated by Leoung O'Young. Toronto: Peter Martin. Reynolds, Marilynn. (1993). Belle's journey. Illustrated by Stephen McCallum. Victoria: Orca. Reynolds, Marilynn. (1994). A dog for a friend. Illustrated by Stephen McCallum. Victoria: Orca. Reynolds, Marilynn. (2000). The magnificent piano recital. Illustrated by Laura Fernandez & Rick Jacobson. Victoria: Orca. Reynolds, Marilynn, (2002). The name of the child. Illustrated by Don Kilby. Victoria: Orca. Reynolds, Marilynn. (1997). The new land: A first year on the prairie. Illustrated by Stephen McCallum. Victoria: Orca. Reynolds, Marilynn. (1999). The prairie fire. Illustrated by Don Kilby. Victoria: Orca. Service, Robert. (1986). The cremation of Sam McGee. Illustrated by Ted Harrison. Toronto: Kids Can Press. Service, Robert. (1988). The shooting of Dan McGrew. Illustrated by Ted Harrison. Toronto: Kids Can Press. Simpson, Catherine. (2000). A Viking ship for Brendan. Illustrated by Joanne Snook- Harm. St. John's, NFLD: Tuckamore Books. Skrypuch, Marsha F. (1996). Silver threads. Illustrated by Michael Martchenko.Toronto: Penguin Books Canada. Smucker, Barbara. (1995). Selina and the bear paw quilt. Illustrated by Janet Wilson and quilt maker Lucy Anne Holliday. Toronto: Lester. 120

Smucker, Barbara. (1998). Selina and the shoo-fly pie. Illustrated by Janet Wilson and quilt maker Lucy Anne Holliday. Toronto: Stoddart Kids. Spalding, Andrea. (1998). Sarah May and the new red dress. Illustrated by Janet Wilson. Victoria: Orca. Speare, Jean. (1986). A candle for Christmas. Illustrated by Ann Blades. Vancouver: Douglas & Mclntyre. Stuchner, Joan Betty. (1998). The Kugel Valley Klezmer Band. Markham, ON: North Winds Press. Symons, R. D. (1981). Grandfather Symon's homestead book. Illustrated by Richard Row. Saskatoon, SK: Western Producer Prairie Books. Takashima, Shizuye. (\97\). A child in prison camp. Montreal: Tundra. Tanaka, Shelley. (1980). Michi's new year. Illustrated by Ron Berg. Toronto: Northern Lights. Tetro, Marc. (1994). The Royal Canadian Mounted Police. Montreal, QC: Marc Tetro. Thiebaux, Tamara. (1992). When heaven smiled on our world. Richmond Hill, ON: Fitzhenry & Whiteside. Toye, William. (1970). Cartier discovers the St. Lawrence. Illustrated by Laszlo Gal. Toronto: Oxford University Press. Tregebov, Rhea. (1992). The big storm. Illustrated by Maryann Kovalski. Toronto: Kids Can Press. ' Tregebov, Rhea. (1999). What-if Sara. Illustrated by Leanne Franson. Toronto: Second Story Press. Trottier, Maxine. (1999). Claire's gift. Illustrated by Rajka Kupesic. Markham, ON: North Winds Press. Trottier, Maxine. (1999). Dreamstones. Illustrated by Stella East. Toronto: Stoddart. Trottier, Maxine. (1999). Flags. Illustrated by Paul Morin. Toronto: Stoddart Kids. Trottier, Maxine. (1997). Heartsong: Ceol cridhe. Illustrated by Patsy MacAulay- MacKinnon. Sydney, NS: University College of Cape Breton Press. Trottier, Maxine. (2000). Laura: A childhood tale of Laura Secord. Illustrated by Karen Reczech. Markham, ON: North Winds Press. 121

Trottier, Maxine. (1998). Prairie willow. Illustrated by Laura Fernandez & Rick Jacobson. Toronto: Stoddart Kids. Trottier, Maxine. ( 2000). Storm at Batoche. Illustrated by John Mantha. Toronto: Stoddart. Trottier, Maxine. (2001). There have always been foxes. Illustrated by Regolo Ricci. Toronto: Stoddart Kids. Valgardson, W. D. (1996). Sarah and the people of Sand River. Illustrated by Ian Wallace. Toronto: Groundwood. Vande Griek, Susan. (2002). The art room. Illustrated by Pascal Milelli. Toronto: Groundwood. Wallace, Ian. (1999). Boy of the deeps. Toronto: Groundwood Wallace, Ian. (1986). Sparrow's song. Markham, ON: Viking Kestrel. Walsh, Alice. (2001). Heroes of Isle auxMorts. Illustrated by Geoff Butler. Toronto: Tundra. Waterton, Betty. (1980). Pettranella. Illustrated by Ann Blades. Vancouver: Douglas & Mclntyre. Waterton, Betty. (1978). A salmon for Simon. Illustrated by Ann Blades. Vancouver: Douglas & Mclntyre. Waxman, Sydell. (2000). My mannequins. Illustrated by Patty Gallinger. Toronto: Napolean Press. Wiebe, Rudy. (1992). Chinook Christmas. Illustrated by Davis Moore. Red Deer, AB: Red Deer College Press. Wilson, Janet. (2000). Imagine that\ Toronto: Stoddart. Yee, Paul. (1996). Ghost train. Illustrated by Harvey Chan. Toronto: Groundwood Books. Yee, Paul. (2002). The jade necklace. Illustrated by Grace Lin. Vancouver: Tradewind Books. Yee, Paul. (1991). Roses sing on new snow: A delicious tale. Illustrated by Harvey Chan. Toronto: Groundwood. Yee, Paul. (1989). Tales from Gold Mountain. Illustrated by Simon Ng. Toronto: Groundwood Books. 122

Canadian Children's Literature References

Bayley, Mrs. H. (1836). Henry; or the juvenile traveller. London: Simpkin. Boswell, Helen. (1938). French Canada: Pictures and stories. New York: Viking. Crook, Connie B. (2001). Hungry year. Toronto: Stoddart. Crook, Connie B. (1991). Flight. Toronto: Stoddart Kids. Crook, Connie B. (1993). Laura's choice. Winnipeg: Windflower Communications. Crook, Connie B. (1995). Meyer's Creek. Toronto: Stoddart. Denison, Muriel. (1936). Susannah: A little girl with the Mounties. New York: Dodd Mead & Co. de Mille, J. (1872). Picked up adrift. Boston: Lee & Shepard. Downie, Mary Alice & Downie, John. (1980). Honor bound. Toronto: Oxford University Press. Gordon, R.K. (1931). A Canadian child's alphabet. Toronto: Dent. Hacker, Charlotte. (2002). The kids book of Canadian history. Illustrated by John Mantha. Toronto: Kids Can Press. Hartry, Nancy. (1997). Hold on, McGinty! Toronto: Doubleday Canada Henty, G.A. (1887). With Wolfe in Canada. London: Blackie & Son. Howard-Gibbon, Amelia Frances. (1966). An illustrated comic alphabet. Toronto: Oxford. Little, Jean. (2001). Orphan at my door. Markham, ON: Scholastic Canada. Lunn, Janet. (1997). The hollow tree. Toronto: Alfred A. Knopf Canada. Lunn, Janet. (1986). Shadow in Hawthorn Bay. Toronto: Lester. Manson, Ainslie. (2001). House calls: The true story of a pioneer doctor. Vancouver: Groundwood Books. Martel, Suzanne. (1980). The King's daughter. Vancouver: Douglas & Mclntyre. Newhouse,. Maxwell. (2004). The RCMP Musical Ride. Toronto: Tundra. Newlands, Anne. (1996). Emily Carr: an introduction to her life and art. Buffalo, NY: Firefly. Pearson, Kit. (1989). The sky is falling. Markham, ON: Viking Kestrel. Pearson, Kit. (1991). Looking at the moon. Markham, ON: Viking. Pearson, Kit. (1993). The lights go on again. Toronto: Viking. 123

A peep at the Esquimaux; or, scenes on the ice. (1825). London: H.R. Thomas. Oxley, James. (1899). Fife and drum at Louisbourg. Boston: Little Brown. Taylor, Cora. (1994). The summer of the mad monk. Vancouver: Greystone Books. Toye, William. (1969). How summer came to Canada. New York: H.Z. Walck. Toye, William. (1977). Loon's Necklace. Toronto: Oxford University Press. Traill, Catherine Parr. (1852). Canadian Crusoes: A tale of The Rice Lake Plains. London: A. Hall. Traill, Catherine Parr. (1826). The young emigrants; Or Pictures of Canada. London: Harvey and Darton. Verstraete, Larry. (1997). Whose bright idea was it? Richmond Hill, ON: Scholastic Canada. Wallace, Ian. (1984). Chin Chiang and the dragon dance. Vancouver: Douglas & Mclntyre. Weaver, Emily. (1925). The only girl: A tale of1837. Toronto: Macmillan. Wyatt, Valerie. (2001). Kids book of Canadian firsts. Toronto: Kids Can Press. 124

Other Children's Literature References

Holling, Holling Clancy. (1941). Paddle-to-the-sea. Boston: Houghton Mifflin. Hopkinson, Deborah. (1993). Sweet Clara and the freedom qudt. New York: Alfred A. Knopf. Howard, Ellen. (1996). The log cabin quilt. New York: Holiday House. Mills, Lauren. (1991). The rag coat. Boston: Little, Brown Polacco, Patricia. (1988). The keeping quilt. New York: Simon & Schuster. Rowling, J. K. (1997) Harry Potter and the philosopher's stone. London: Bloomsbury. Rowling, J. K. (1997) Harry Potter and the sorcerer's stone. New York: Scholatic. 125

Appendix A: Canadian Historical Picture Books Annotations

Abbreviations T/G: Type/Genre PB: Picture Book IN: Informational Narrative Bio: Biographical Po: Poetry HF: Historical Fiction SH: Social History He: Heritage IS: Illustrated Story Fa: Fantasy Th: Theme To: Topic PI: Place TP: Time Period SE: Significant Event SI: Social Issues IR: Informational Reference

Alderson, Sue Ann. (1987). Ida and the wool smugglers. Illustrated by Ann Blades. Toronto: Groundwood Ida thwarts sheep stealers and displays her bravery, resourcefulness and maturity. T/G: PB/ SH; [32] p.; Th: Bravery; To: Pioneers, Farming, Family; PI: BC - Salt Spring Is; TP: 1900s - early Alderson, Sue Ann. (1993). A ride for Martha. Illustrated by Ann Blades. Toronto: Groundwood. Ida, her friends Lizzie and Sarah, and tag-along little sister Martha set out for a picnic on the beach. Tired of her sister's wish for constant attention, Ida strolls off 126

down the beach. On return she finds that Marsha is drifting out into the bay in a dug• out canoe. Hie girls rescue her and decide that maybe Martha isn't such a pest after all. T/G: PB/SH; Unp.; TH: Bravery; To: Pioneers, Multicultural, Family; B.C. - coast; TP: 1900s - early; IR: Afterward - West Coast's Salt Spring Island's early settlers include Aboriginals, descendants of slaves/freed men, and a Hudson's Bay guide from Hawaii . Andrews, Jan. (1990). The auction. Illustrated by Karen Reczuch. Toronto: Groundwood. A grandfather reminisces with his grandson about when he and grandma bought the farm that is about to be auctioned. Together the boy and his grandfather spend one last night and make scarecrows to remember her. T/G: PB/ He, SH; [32] p.; Th: Change; To: Farming, Family; PI: Prairies; TP: Present & 1900s - early; SE: Great Depression; SI: Economic hardship Andrews, Jan. (2000). Pa's harvest: A true story told by Ephrem Carrier. Illustrated by Cybiele Young. Toronto: Groundwood. A young boy helps put in a potato crop and watches it grow. Hopes of a good crop means new clothes and presents. Unfortunately everyone else has a good crop and no- one is buying. Father and son put the 750 barrels of potatoes in the cold cellar hoping for a better market in the spring. Father has to go to a logging crew during the winter to earn much needed cash. The potatoes rot and have to be dumped in the river; all their efforts are for naught. Commentary: Link to The Auction (Andrews, 1990) to compare the hardships faced by farmers in different parts of Canada. T/G: IS/ HF, H; 39 pages; Th: Adversity; To: Farming, Family; PI: N.B.; TP: 1930s; SE: Great Depression; SI: Economic hardship Aucoin, Rejean & Tremblay, Jean Claude. The magic rug of Grand-Pre. Illustrated by Hermenegilde Chaisson. Halifax, N.S.: Nimbus Pub. Rose-Marie and Constant, young twins, set out on a journey to find and return the 12 strands of wool needed to complete an old hand-hooked rug made just prior to the deportation of the Acadians in 1755. A magical mailman and people all over the region assist in the adventure. 127

Commentary: Link to other family heirloom stories such as The Keeping Quilt (Polacco, 1988), and The Always Prayer Shawl (Oberman, 1995). T/G: IS/ SH/Fa, He; 47 p.; Th: Traditions; To: Multicultural, Family, Christmas; PI: N.S. - Cape Breton; TP: 1755 & present; SE: Expulsion of Acadians; SI: Treatment of minorities Bailey, Linda. (1999). When Addie was scared. Illustrated by Wendy Bailey. Toronto: Kids Can Press. Scaredy cat Addie learns that she can be brave when she needs to be when She save the hen from a chicken hawk. T/G: PB/SH, He; 32p.; Th: Bravery; To: Farming, Multicultural, Family; PI: Prairies; TP: 1930s; IR: flyleaf only refers to northern prairies. Bedard, Michael. (1999). The clay ladies. Illustrated by Les Tait. Montreal: Tundra. While visiting his grandmother a little boy imagines that he can see ghosts in the windowpanes of her shed. As a little girl the grandmother has taken an injured bird to two neighborhood eccentric ladies, Toronto sculptresses Frances Loring and Florence Wyle, and forms a friendship with them. T/G: PB/HF; [40p.]; Th: Friendship; To: Artists; PI: Ontario - Toronto; TP: Present & 1900s-early Biberstein, Carol. (2001). Great-grandma's rocking chair. Florence: Small World Press. While her great-grandmother makes aprons for the church bazaar, Maddison makes doll clothes. When she climbs onto her great-grandmother's lap she is transported back into pioneer times. Commentary: Although reviewed favorably in CCL, I don't find that this book gives children much insight into Canada. However, it could act as a vehicle to get grandparents and relatives to talk about their childhoods. T/G: PB/He,SH,Fa; [32p.], Th: Imagination; To: Pioneers, Family; PI: Not specified; TP: present and 1900s? Blades, Ann. (1977). The cottage at Crescent Beach. Toronto: Magook. Ann reminisces about her childhood spent in a cottage at Crescent Beach, B.C., spending leisurely days exploring the beach and having wiener roasts. 128

T/G: PB/SH, He; [32p.]; Th: Childhood; To: Occupations (logging, fishing, farming), Summer; PI: B.C. - Crescent Beach; TP: 1950s Bogart, Jo Ellen. (2002). Capturing joy: The story of Maud Lewis. Illustrated by Maud Lewis. Toronto: Tundra. Using leftover paints, folk artist Maude Lewis, though crippled terribly in her hands, painted charming pictures of everyday life full of exuberance, color, and joy. T/G: IN/Bio, SH; [32p.]; Th: Adversity; To: Artists, People with disabilities; PI: N.S.; TP: 1920s?; SI: Women's role, Economic hardship Booth, David. (1996). The dust bowl. Illustrated by Karen Reczuch. Toronto: Kids Can Press. Grandfather remembers the Dirty Thirties when so many farmers left their prairie farms while he and his wife struggled on. Three generations are depicted suggesting continuity and working together. Commentary: Tie-in: Woody Guthrie CD Dust Bowl Ballads is available, link to The Auction by Jan Andrew. 1996 - I.O.D.E. (Toronto) Children's Book Award T/G: PB; HF, He; Unp.; Th: Adversity; To: Farming, Family; PI: Prairies; TP: 1930s; SE: Great Depression; SI: Economic hardship Bouchard, David. (1998). Journal of Etienne Mercier: Queen Charlotte Islands, 1853. Illustrated by Gordon Miller. Victoria: Orca. Written as a journal, young Mercier recounts much about his life with the Haida, as well as much about that culture. Full-page paintings, sketches of aboriginal artifacts, and maps are included. T/G: IS; HF; SH; TH: Friendship; To: Multicultural; PI: BC - Queen Charlotte Islands; TP: 1853 Brownridge, William. (1997). The final game. Victoria: Orca. This sequel to Moccasin Goalie continues the tale of Danny, Petou, and Anita. The three avid hockey players join the Wolves late in the season but the team members call them wimps and don't always include them in the games. When Danny's older brother, a Maple Leafs player, visits home he instills the value of teamwork thus allowing Petou to win the final game for the Wolves. 129

T/G: PB/SH, He; Unp.; Th: Childhood; To: Hockey, winter; People with disabilities; PI: Prairies; TP: 1950s Brownridge, William. (1995). The moccasin goalie. Victoria: Orca. The author's childhood memories revolve around playing hockey with his friends. Although handicapped, he plays goalie. T/G: PB/SH, He; Unp.; Th: Childhood; To: Hockey, Winter, People with disabilities Type/Genres: picture book/social history, heritage; PI: Prairies; TP: 1950s; SI: Discrimination Butler, Geoff. (1998). The hangashore. Montreal: Tundra. A very pompous magistrate, who wants to put John in a institution in St. John's, gets put in his place and made a bit of a laughing stock by the mentally handicapped boy. Commentary: Dialogue has a marine/Newfoundland dialect flavor - "You got all hands busy - you deliverin' from the pulpit, yer missus pounding on the organ, and yer young ones up there in the singing seats. Then you got John in his pew, welcomin' all aboard." "John b'y". 'Hangashore': A person too lazy to fish. T/G: IS/HF, SH; [31] p.; To: Fishing, Family; People with disabilities; TP: 1945; PI: Newfoundland; SI: Discrimination Butler, Geoff. (1995). The killick: a Newfoundland story. Toronto: Tundra. The close relationship between a boy and his grandfather, who tells him about his and the boy's father's war experiences, is explored in this gentle story of supreme sacrifice. After visiting his grandmother's grave on a nearby island, they are caught by a blizzard and the dory is damaged by ice. While taking shelter on an ice floe, Grandfather realizes it is breaking up and there soon be not enough room for both. Commentary: Wonderful local speech patterns, terms and words: "spot of tay", "Yessir, da ol' fish'ry's gone down da 'atch"; scraps of sea songs. 1996 - Ruth Schwartz Children's Book Award T/G: IS/SH, He; [31] p., glossary; Th: Sacrifice; Family, Fishing; PI: NFLD - village, TP: 1900s - mid?; SI: Suicide; IR: Background note - a brief note on Newfoundland's history from the Vikings to the closure of the cod fishing in 1992. 130

Carrier, Roch. (1996). The basketball player. Illustrated by Sheldon Cohen. Montreal: Tundra. A young boy, sent to a seminary for his education, who wants to "travel far along the road of life" (unp.), runs away when temporarily homesick and unable to compete well in sports. T/G: PB/ SH; Unp.; Th: Childhood; To: Sports, Multicultural; PI: Quebec; TP: 1940s Carrier, Roch. (1991). The boxing champion. Illustrated by Sheldon Cohen. Montreal: Tundra. With the advent of spring, the boys of a small French-Canadian village put away their hockey equipment and take up boxing. Unfortunately for Roch, as with other books by Carrier that tells of the trials and tribulations of being bookish rather than athletic, he doesn't fare well. Over the course of the following year he secretly works at building his physique with a mail-order body building kit - to little avail. Strong senses of time and place are incorporated. T/G: PB/ SH; [24] p.; Th: Childhood; To: Sports, Multicultural; PI: Que.; TP: 1940s Carrier, Roch. (1991). A happy New Year's day. Illustrated by Gilles Pelletier. Montreal: Tundra. In the midst of WWII the author's French Canadian family celebrate the holiday. Details of daily life and holiday customs, including the drinking of Grandma's cherry wine, and eating toutieres, pig's knuckles, and maple sugar pie, bring the story to life. The closeness of families and the importance of keeping customs and traditions are highlighted in this story about celebrating New Year's at the author's grandparents' house. T/G: PB/ SH, He; [24] p.; Th: Celebrations; To: New Years, Family, Multicultural; PI: Que.; TP: 1940s Carrier, Roch. (1979/1984). The hockey sweater. Illustrated by Sheldon Cohen. Montreal: Tundra. A young French-Canadian boy, Roch Carrier, outgrows his Canadiens sweater so his French- speaking mother orders one from the English Eaton's catalogue. Unfortunately when it arrives, it is a Toronto Maple Leaf sweater and the boy is mortified to have to wear it. 131

T/G: PB/ SH, He; [24] p.; Th: Childhood; To: Hockey, Family, Multicultural; PI: Quebec; TP: 1946 Carrier, Roch. (1993). The longest home run. Illustrated by Sheldon Cohen. Montreal: Tundra. Despite a social convention that girls shouldn't play 'boys' games, a girl joins a pick-up game and hits the longest home run - right through a man's living room window. T/G: PB/ SH; [24] p.; Th: Childhood; To: Sports, Multicultural; PI: Quebec; TP: 1947; SI: Women's role Carter, Anne Laurel. (2002). Under a prairie sky. Illustrated by Alan & Lea Daniel. Victoria: Orca. With a fierce prairie summer storm approaching, a young boy is sent off on his horse to find his little brother. The older boy's dreams of becoming a Mountie are realized when he 'gets his man' who has been collecting frogs in the slough. Commentary: 2003 Mr. Christie's Book Award T/G: PB/ SH; [30] p.; Th: Imagination; To: Royal Canadian Mounted Police, Pioneers, Family; PI: Prairies; TP: 1800s - late? Clark, Eliza. (1999). Seeing and believing. Illustrated by Vladyana Langer Krykorka. Toronto: HarperCollins. An imaginative young girl walks and plays on the beach and imagines mermaids, princesses and fairies, as well as her father sailing the lakes. T/G: PB/ HF/Fa/ SH; [30] p.; Th: Imagination; To: Family, Loneliness; PI: Ontario; TP:1910 Climo, Lindee. (1982). Chester's barn. Montreal: Tundra. A nostalgic look at an old fashioned farm, with its animals and chores, in winter. T/G: IS/ SH; 32 p.; To: Farming, Winter; PI: P.E.I. TP: Not specified Crook, Connie Brummel. (2000). Laura Secord's brave walk. Illustrated by June Lawrason. Toronto: Second Story Press. Laura Secord's tale of her determination to warn the British after she overhears plans for an American invasion. She perseveres despite the danger and hardship of the terrain. 132

Commentary: review by Heather Kirk: "quibbles with some minor details in virtually every illustration." T/G: PB/ HF, Bio; [25] p.; Th: Bravery; To: Farming, Wars; PI: Ont. - Niagara Falls; TP: 1813, June 22; SE: War of 1812; IR: Author's note at back - mentions that Prince Albert Edward was impressed with her feat and bravery. Cutler, May Ebbitt. (2002). Breaking free: The story of William Kurelek. Illustrations by William Kurelek.Toronto: Tundra. Cutler documents the relationship Kurelek had with his father and William's childhood helping out on their struggling farm. Included is his fight with depression and the therapy he took in England, his marriage and years as a painter. Each double spread includes a full-page color picture faced by 2 smaller black and white pictures and some text. Insight is given into Kurelek's personality and how he broke free from an unhappy childhood through his art. T/G: PB, Bio, SH; 32 p.; Th: Adversity; To: Artists, William Kurelek, Family; TP: 1927-1977; PI: Prairies, Ontario; IR: Afterword - Important dates, lists of books published. Debon, Nicolas. (2002/ A brave soldier. Toronto: Groundwood. Frank, a young Canadian who, like so many others, thinks that the war will be exciting and over quickly, enthusiastically joins the Army only to become disillusioned when he experiences the horrific realities of war. T/G: PB/HF; [32] p., Th: Bravery; To: Wars; PI: Europe; TP: 1914-1918; IR: Foreward; SE: WW I DeThomasis, Aantonio. (1994). Montreal of my childhood. Montreal: Tundra. A wonderful view of a childhood spent in Montreal. T/G: IS/ SH, He; 38 p.; Th: Childhood; To: City life, Multicultural, Family; PI: Quebec - Montreal; TP: 1940s - late; IR: The Preface by Yvon Des Champs: "The Montreal of My Childhood" is a wonderful way to bring generations together. Not only does it let those of us who are over fifty remember our long ago childhood; it also lets us tell stories about bygone days" (p. 5). Introduction - "We were poor but rich in imagination" (p. 6). "We weren't really bad. We never really hurt anyone - just drove 133

everybody crazy. And it was all quite wonderful. Then the worst thing in the world happened to us. We grew up" (p. 7). Fagan, Cary. (2000). The market wedding. Illustrated by Regolo Ricci. Montreal: Tundra. Morris, a foolish man, too proud for his own good, plans a fancy wedding only to have none of his friends turn up because they think they were not grand enough. All's well that ends well. T/G: IS/ SH; [29] p.; Th: Celebrations; To: Multicultural, Weddings; PI: Ont. - Toronto; TP: 1900s - early?; IR: Flyleaf - based on "A Ghetto Wedding", set in Toronto's Kensington Market. Fitz-Gibbon, Sally. (1996). The patchwork house. Illustrated by Dean Griffiths. Victoria: Orca Subsequent families build and add onto a small farm and bring with them their traditions.. A Japanese family adds a bathhouse, and the Finnish family changes it to a sauna. A little Finnish girl finds the doll hidden by the Japanese girl before the family was interred. The last family finds treasures left by previous owners. T/G: PB/ SH, He; Unp.; Th: Change; To: Pioneers, Multicultural, Farming Gaitskell, Susan. (1986). Emily. Illustrated by Kellie Jobson. Toronto: Three Tress Press. Even from a young age, Emily Carr is the 'odd man out' in her family and is happiest when alone painting and with animals. Commentary: The opening line, "Emily was the black sheep of the family" demonstrates how Emily was so different from her family and contemporaries. Many of the pictures show her scowling. Although this title gives some sense of what kind of person Emily was, other books are required to give a better sense of this complex and talented woman. Link with The Art Room (Vande Griek, 2002), Emily Carr: An introduction to her life and art. (Newlands, 1996). T/G: PB/ HF, SH, Bio; [22] p.; Th: Individuality; To: Emily Carr, Artists, Family; TP: 1800s - late; SI: Women's role; IR: Afterword - by Maria Tippett - gives Emily's full name, and a little background about her writing and painting. There's no mention of Victoria, but there is one of Canada. 134

Granfield, Linda. (1999). High flight: A story of World War II. Illustrated by Michael Martchenko. Toronto: Tundra. American John Gillespie Magee, just 19 years old when he died, joined the R.C.A.F. during W.W.II. He wrote his poem 'High Flight' during his service in England. The story does give a little indication of his personality: headstrong and a bit of a daredevil. The poem inspires aviators to this day. The illustrations, by Michael Martchenko, enhance the story. T/G: IS/ Bio, HF, Po; To: Wars, Aviation, John G. Magee; PI: Ontario, Europe; 1939-1945; SE: WWII Granfield, Linda. (1995). In Flanders Fields: The story of the poem by John McCrae. Illustrated by Janet Wilson. Toronto: Lester. This title gives the story behind the poem in the form of a line of the poem and an illustration for that line per page. There's also pages of background information interspersed such as the conditions soldiers fought under, and the story behind the use of the poppy as a symbol of remembrance. The book gives insight into the horrors and the camaraderie of war and says that although war is horrendous and not a solution, we must honor those who gave their lives. Also included are pictures from museums, recruitment posters, sketches by McCrae, a medal, and postcards. Commentary: 1998 - Red Cedar Award, 1996 - Information Book Award, 1995 - I.O.D.E. (Toronto) Children's Book Award T/G: IN/ HF, Bio, Po; Unp.; Th: Conflict; To: John McCrae, Wars; Place: Europe; TP: 1914-1918; SE: WW I Granfield, Linda. (2000). Pier 21: Gateway of hope. Montreal: Tundra. A brief anecdotal text along with archival photos (with informative comments and questions) gives the flavor of all that happened at Pier 21; the happiness and the heartbreak, trials and tribulations, and the welcoming help of volunteers. T/G: IN/ SH; [48] p.; To: Immigration, Multicultural; PI: N.S. - Halifax; TP: 1928 - 1971; SI: Immigration policies past & present; IR: At the back of the book: "Pier 21 at a glance" - history, facilities, numbers of immigrants, refugees, and troops. 135

Granfield, Linda. (2001). Where poppies grow: A WWI companion. Toronto: Stoddart Kids. "With photos, memorabilia, and anecdote" (flyleaf) Granfield concisely sets out many aspects of WW I - from initial flood of patriotism to the effects of life in the trenches and poison gases. Included are such topics as: The War at Sea, In the Air, Propaganda, Traitors and Spies, and A Child's World. Especially poignant are the actual postcards and stories of several regular soldiers and what became of these men. T/G: IN/ HF, SH; 48 p., index; Th: Conflict; To: Wars; PI: Canada, Europe; TP: 1914-1918; SE: WWI Harper, Kenn. (ed.) (1983). Christmas in the big igloo: True tales from the Canadian Arctic. Illustrated by John Allerston. Yellowknife, N.W.T.: Outcrop: The Northern Publishers. This anthology contains 20 stories about Christmas celebrations - ranging in length from 1 page to 4 pages - with a picture. Such diverse writers as the explorer William E. Parry, teachers, missionaries, doctors, and Inuit tell them. Dates range from 1821 to 1978. Locations of the stories range from aboard ice trapped sailing ships to small villages in Labrador. Other stories refer to the burden of a long dark winter far away from loved ones, relieved by a party and the best feast that could be put together, parents attempting to have a Christmas tree for their children, and a whaling ship trapped in the ice which "was finally released and reached the Orkney Islands with eight corpses on deck" (p. 7). T/G: IN/ SH; 55p. - introduction, contents and sources are given; TH: Celebrations; TO: Christmas; PI: Arctic ; TP: 1821 - 1978. Hodge, Deborah. (2000). The kids book of Canada's railway and how the CPR was built. Illustrated by John Mantha. Toronto: Kids Can Press. A combination of historical facts, anecdotes, family stories of early settlers, diary entries, telegrams and interesting snippets of information tell of the planning and building of the C.P.R. The book gives an excellent account of the task, organized around topics such as Battle on the Prairie, Dangerous Work, and The Railway Station. Famous people, such as Sir John A. Macdonald and William van Home, and ordinary workers, such as the Chinese laborers, give an inside view of the times and 136

the struggles and hardships of the endeavor. Trains of all kinds, from early steam engines, freight trains and special trains to modern diesels, are described and pictured. Drawings, diagrams, posters and newspaper clippings add visual interest and information. Commentary: 2001 - Information Book Award T/G: IN/ SH,He; 48 p., Table of contents, Canada Today, Railway Facts, Glossary, Index; Th: Building a nation; To: CPR, Multicultural; PI: Canada; TP: 1880s & present; SE: Building of transcontinental railway Hull, M. (2000). Wild Cameron women. Illustrated by Judith Christine Mills. Stoddart Kids. Kate's Grandma remedies the fear of'bears' in her closet with Cameron tartan nighties and tales of the girl's ancestor who scared away bears. Commentary: "this country" but not named, Gaelic phrases are included T/G: PB/ SH, He; Unp. Th: Bravery; To: Multicultural, Ancestors, Family; PI: N. S.; TP: Present and 1700s - late; IR: Backflap - Hull - Cape Breton, Pictou Is, NS. SI: Flight from persecution Hutchins, Hazel. (1995). Tess. Illustrated by Ruth Ohi. Toronto: Annick Press. A pioneering family living on the prairies is too poor to buy coal so the children collect "malongo" - dried cow patties. They are embarrassed to let neighbors know they collect it for fuel. While out riding her horse Chinook Tess saves a neighbor's dog from coyotes and he reciprocates with a gift of bags of malongo. T/G: PB/ SH; Unp.; Th: Neighborliness; To: Pioneers, Family; PI: Prairies; TP: 1900s - early Italiano, Carlo. (1974). The sleighs of my childhood. Montreal: Tundra. Italiano reminisces about his childhood winters observing the many commercial sleighs in Montreal: milkman, fruit peddler, knife sharpener, Royal Mail, the coal man. This book gives a wonderful window into a bygone era. T/G: IN/ SH, He; [48] p. - in English and French; Th: childhood; To: Transportation, Multicultural, City life; PI: Quebec - Montreal; TP: 1920s, 1930s Jam, Teddy. (2001). The Kid Line. Illustrated by Ange Zhang. Toronto: Groundwood. A boy and his father sell tickets outside the old Maple Leaf Gardens soon after WWII. They meet Charlie Conacher of the famous Kid Line. Later that night 137

the boy dreams that he and his father play hockey with their hero. T/G; PB/ HF, Fa, He; Unp.; Th: Hero worship; To: Hockey, Family; PI: Toronto TP: 1940s-mid Jam, Teddy. (1999). The stoneboat. Illustrated by Ange Zhang. Groundwood. A boy's father owes a grumpy neighbor, Mr. Richard, $200 and will lose farm if he doesn't repay the debt. The boy rescues Mr. Richard from drowning and helps move stones from field his field, thus making good the debt. T/G; PB/ SH; [30] p.; Th: Neighborliness; To: Multicultural, Farming, Family PI: Ontario?; TP: 1920s - early Jam, Teddy. (1992). The year of fire. Illustrated by Ian Wallace. Toronto: Groundwood. While making maple syrup a grandfather tells his granddaughter about the huge fire he experienced as a child. All of the farmers joined together to battle the fire started by a neighbor's brush clearing. They made firebreaks and used a bucket brigade until they had to save their homes. The fire continued to burn underground for months. The beautiful endpapers - a line of maple trees with sap collecting buckets - set the tone for this book. The double spreads, full page and small vignettes give a good sense of an Ontario farmstead, a sugar bush, and the flora and fauna of the woods. Commentary: There is no reference to Canada - it could be Eastern US - anywhere there's sugar bushes. The evocative text clearly expound on the sounds, smells from the barn in evening as animals feed. This book illustrates the importance of oral stories: Pretty soon no one knew about the fire except a few grandfathers. But no one asked them about it. Then there was only one grandfather who remembered it, and even he is starting to forget. Until one day .... One day there won't be anyone who remembers the fire, only people who remember the story. So you're the end of the story. Unless you tell it to someone else. T/G: IS/ SH, He; [40] p.; Th: Neighborliness; To: Farming, Family, Fires; PI: Ontario TP: Present & 1919; IR: Endflap: "A beautiful marriage of text and illustration...." 138

Kaplan, W. & Tanaka, S. (1998). One more border: The true story of one famUy's escape from war-torn Europe. Illustrated by Stephan Graham. Toronto: Groundwood. This account is told from the point of view of Igor, a Jewish Lithuanian, who must flee his homeland. The Japanese consul signs their exit papers as he leaves the country himself. Despite problems with his mother's papers they manage to cross Russia by train and enter Japan. Soon they embark on a ship to Vancouver and finally a train across Canada to Cornwall. Commentary: A "unique narrative-cum historical summary of the plight of Jewish refugees in Eastern Europe in 1941." (Morley, 1998, p. 21). Quotes: "In Canada we will be safe.", "Welcome to Canada". Link to other refugee stories. T/G: IN/ He; 64 p., glossary, epilogue; Th: Flight from persecution; To: Family, Multicultural, immigration; PI: Lithuania to Vancouver; TP: 1941; SI: Holocaust; Significant event: WW II; IR: Endpapers - map showing the Kaplans' route King, Thomas. (1992). Coyote Columbus story. Illustrated by William Kent Monkman. Toronto: Groundwood. A spoof on the discovery of North America and the native 'take' on the way Europeans conduct their lives. T/G: PB/ HF; [30] p.; Th: Greed, Exploitation, To: Exploration, Multicultural; PI: Canada; TP: 1492 & present; SI: Land claims, Exploitation of natives/natural Resources Kurelek, William. (1974). Lumberjack. Montreal: Tundra. i Canada's early logging industry is documented by Kurelek in text and paintings. T/G: IN/ SH, Bio; [48] p.; To: Occupations, Multicultural; PI: Ontario & Quebec; TP: 1946 & into the 1950s; IR: The foreword gives a lot of background information about Kurelek's life as a logger and the illustrations depict the landscape well. SI: Working conditions in early industries. Kurelek, William. (1975). Prairie boy's summer. Montreal: Tundra. Kurelek documents his childhood from the last days of school in June to the first days of school in September. Farm chores and pleasure activities are detailed. Commentary: A companion book to A Prairie Boy's Winter. 1975 - I.O.D.E. (Toronto) Children's Book Award. 139

T/G: IN/ Bio, SH, He; [47] p.; Th: Childhood; To: Farming, Recreations, Summer; PI: Manitoba, Alberta; TP: 1930s ; IR: Flyleaf refers to Alberta and Manitoba Kurelek, William. (1973). Prairie boy's winter. Montreal: Tundra. From late fall to spring run-off, there's a lot of chores for farm children to do but also much fun to be had.

J Commentary: A companion book to A Prairie Boy's Summer. T/G: IN/ Bio, SH, He; [48] p.; Th: Childhood; To: Farming, Recreations, Winter; PI: Manitoba; TP: 1930s Kurelek, William. (1985). They sought a new world: The story of European immigration to North America. Montreal: Tundra. Kurelek's paintings and comments (in italics) of his family's history from their immigration to settling in Canada. Additional text is by Margaret S. Engelhart. The pictures and text document the evolution of immigration and immigrant life from early days and applies to both the growth of both the United States and Canada. All the stages an immigrant would experience are encompassed: hardships, disasters and joyful events such as weddings. Chapter headings include such topics as: Why They Left Europe; Getting to the New Land; Finding Work; Sharing News from Home; In the Lumber Camps; The Dream of Owning Land; Clearing Land; Men's Work, Women's Work; Holding the Family Together; The Comfort of Religion, Times to Celebrate and be Happy... Commentary: As a historical painter... I had to record the crises, the calamities, the hunger, thirst, sweat, toil of the people settling into an untamed country. This I feel is nothing to be ashamed of. On the contrary, it glorifies the courage, the service, the toughness... (Kurelek, W.p. 1) T/G: IN/ SH, He; 48 p. ; Th: Building a nation; To: immigration, Pioneers, Multicultural; TP: 1800s; IR: Author's note - statistics & map of immigration from European countries 140

Kusugak, Michael. (1998). Arctic stories. Illustrated by Vladyana Langer Krykorka. Toronto: Annick. Three stories based on Kusugak's childhood in Rankin Inlet. The endpapers with decorative borders and native designs add to the multicultural flavor of the book. T/G: IS/ SH; 40 p., afterword, glossary; Th: childhood; To: Multicultural; PI: N.W.T.; TP: 1950s; IR: Prologue - on August 7, 1958 a helium-filled airship, on a mapping mission to Churchill, Man. passed over Repulse Bay causing panic. Afterword - gives information about Kusagak's background; SI: Residential schools; SE: Mapping of part of the North Kusugak, Michael A. (1990). Baseball bats for Christmas. Illustrated by Vladyana Krykorka. Toronto: Annick Press. The author recalls ordinary daily happenings in Repulse Bay inl955. The Endpapers depicting igloos, dogs and sled, kayaks, seals and walruses, fish, geese, and Inuit script add depth to the book. T/G: PB/ SH, He; Unp.; Th: Celebrations; To: Multicultural, Christmas, Sports; PI: N.W.T.;TP: 1950s Kusugak, Michael A. (1993). Northern lights: The soccer trails. Illustrated by Vladyana Krykorka. Toronto: Annick Press. A little girl misses her dead mother and is comforted by her grandmother who says the Northern Lights are ancestors playing soccer with a frozen walrus head. The endpapers showing Inuit children playing soccer; the title page with Inuit script, the dedication page and text pages decorated with a traditional bead design add depth to the story. Commentary: An excellent depiction of life and landscape of the Far North, as well as a child dealing with grief. 1994 - Ruth Swartz Children's Book Award T/G: PB/ HF, SH; [24] p.; Th: Coping with death; To: Multicultural, Recreations, Family; PI: Arctic; TP: 1950s? Kusugak, Michael A. (1999). Who wants rocks? Illustrated by Vladyana Langer Krykorka. Toronto: Annick. Old Joe, a prospector, comes to the Yukon in search of gold and finds a few nuggets. Unfortunately when he shouts his find many others come and locate the wealth he 141

covets. Joe learns that it is really nature that is the treasure. T/G: PB/ HF, Fa; 24 p.; Th: Greed, Exploitation; To: Gold rush, Environment; PI: Yukon - Klondike; TP: 1897; IR: Dedication page - mentions Yukon Territory, Arctic Canada, Dawson City Laurence, Margaret. (1979). The olden days coat. Illustrated by Muriel Wood. Toronto: McClelland & Stewart. A young girl, upset about spending Christmas at Gran's rather than at home near friends, goes into shed and looks at photo albums. When she puts on an old coat she is transported back to her grandmother's childhood and meets another girl - her grandmother. T/G: IS/ SH, He, Fa; [32] p.; Th: Celebrations; To: Family, Christmas; PI: Ontario; TP: 1900s - early? & present; IR: End flaps states where Lawrence was born (Neepawa, Man.) and also mentions Winnipeg, Vancouver, Peterborough, Toronto, Ontario (1998). (2nd ed). The olden days coat. Illustrated by Muriel Wood. Toronto: McClelland & Stewart. The same story as the first edition but with larger and more detailed illustrations. Lawson, Julie. (1997). Emma and the silk train. Illustrated by Paul Mombourquette. Toronto: Kids Can Press. Speeding 'silkers' enthrall Emma, young daughter of a stationmaster, making all other trains give way in their race to New York with their expensive cargos. When one derails nearby she is determined to find a bundle of silk, not so much for the reward offered but so she might have a silk blouse like her mother's. After weeks of trying to find one she finally succeeds. Unfortunately she is swept off her feet by the rushing river and carried to an island far downstream. She cleverly uses the silk to make a banner to alert the next train and her parents rescue her. T/G: PB/ HF, SH; [31] p.; Th: Bravery; To: Railway, Family; PI: B.C. - Fraser River TP: 1920s; IR: The historical notes at the back of the book mentions an actual silker derailment on Sept. 21, 1927 east of Vancouver on the Fraser River, and also gives some history of the silkers. 142

Lawson, Julie. (2002). The Klondike cat. Illustrated by Paul Mombourquette. Toronto: Kids Can Press. Noah accompanies his father on the arduous trip to the Klondike gold fields. The young boy, upset that his father says his cat can't come along, smuggles Shadow aboard ship. Too late to stake a good claim, the unexpected arrival and sale of Shadow's kittens gives them enough much needed money to stay for awhile and try their luck. Commentary: This book gives a good introduction to the hardships faced by the gold seekers. T/G: PB/ HF; [31] p.; Th: Adversity; To: Gold Rush, Family; PI: Yukon - Klondike; TP: 1890s; SE: Klondike gold rush; IR: The historical note at back gives excellent additional information such as the number of people who set off for the Yukon, and the amount of supplies required for each prospector. LeBox, Annette. (2001). Wild bog tea. Illustrated by Harvey Chan. Toronto: Groundwood. A boy and his grandfather visit the bog over the years and watch the ecosystem gradually evolve from marsh to forest. T/G: PB/SH.HE; [30] p.; Th: Change; To: Environment, Family; PI: B.C. TP: Present & 1900s early - 3 generations; IR: Author's note (double-spread) identifies Blaney Bog, Mission, BC; SI: Protection of the environment Leger, Diane Carmel. (1991). The attic of all sorts. Illustrated by Pamela Cambiazo. Victoria: Orca. When a young boy and his mother move into Emily Carr's former house, he plays in the attic where totem eagle pictures had been painted by Carr. He imagines he is playing with her pets, takes up drawing, and is inspired by Carr. Commentary: Review: "The oil illustrations appear amateurish with awkward figures and unresolved problems" (Ashdown, 1992, p. 93 - 4). T/G: PB/ HF, Fa; [32] p.; Th: Imagination; To: Emily Carr, Family, Artists; PI: B.C. - Victoria; TP: Present & 1900s - early; IR: Endnote: a little about Emily Carr Lim, Sing. (1979). West Coast Chinese boy. Montreal: Tundra. Life in Vancouver's early Chinatown is documented in text and illustrations. 143

Hardships and discrimination, but also happiness, are detailed. The illustrations are unusual - monotypes using glass. T/G: IS/ SH, Bio; 64 p.; Th: Childhood; To: Multicultural, Family; PI: B.C. - Vancouver, TP: 1920s; IR: Afterword - gives details about the art community of the time; SI: Racism Littlechild, George. (1993). This land is my land. Emeryville, CA: Children's Book Press. "Giving thanks to the ancestors who guided him, Littlechild documents the struggles of Native peoples and offers us stories of delight, humor and healing" . (front flap). He also candidly discusses the problems many Natives have had over the years (i.e. prostitution, alcoholism) as he explains the meaning of each painting. T/G: IS/ SH, He; 32 p.; To: Multicultural, Family, Artists; Place: Canada; TP: 1800s - late to present - 5 generations; IR: Dedication - to his ancestors, with photos of his family back to his great-great grandparents; Afterword - a brief biography; SI: The treatment of Aboriginals (reserves, destruction of way of life, loss of buffalo etc), land claims London, Jonathan. (1995). The sugaring-offparty. Illustrated by Gilles Pelletier. Toronto: Lester Grand-mere tells of sugaring-off parties she has attended since childhood. T/G: PB/ SH, He; [32] p.; Th: Traditions; To: Multicultural, Family, Maple syrup; PI: Quebec; TP: Present & 1900s - early Loyie, Larry. (2002). As long as the rivers flow. With Constance Brissenden, illustrated by Heather D. Holmlund. Toronto: Groundwood. In the summer of 1944, Larry and his family learn that the children must go to a residential school far from home. They spend the last summer together at their traditional summer camp where the children learn the old ways such as picking and drying berries, and gathering herbal medicines. Commentary: 2003 Norma Fleck Award for Canadian Children's Nonfiction T/G: IS/ He, SH; [48] p.; Th: Traditions, Change; To: Family, Multicultural; PI: Alberta - northern; TP: 1944; IR: Epilogue - A brief background note of the tens of thousands of native children removed from their families and sent to residential school. Photos with captions included. SI: Racism/Residential schools 144

Lunn, Janet. (1998). Charlotte. Illustrated by Brian Deines. Tundra. Charlotte's father is pro-British, his brother siding with the rebel colonies, decides to leave the country. When Charlotte runs to say goodbye to them her father labels her a traitor and a disobedient daughter. Disowned, she travels to Canada with them and begins a new life. T/G: IS/ HF, He; [28] p.; Th: Flight from persecution; To: United Empire Loyalists, Immigration, Family; PI: The end flap states the story is set in New York, although part of story is set in Upper Canada; TP: 1700s - late - American Revolution (1775- 1783); SI: War; IR: The afterword states that one of Charlotte's grandchildren (Tilly); became a Premier of N.S. and a Father of Confederation. Dedication page - New Brunswick Loyalists. Lunn, Janet. (1990). One hundred shining candles. Illustrated by Lindsay Grater. Toronto: Key Porter Kids. After hearing their teacher talk about Christmas luxuries he has seen in the city, Lucy and Dan decide to make their parents a gift: 100 shining candles. Unfortunately, their plans go somewhat amiss, however, the spirit of Christmas shines brightly. T/G: IS/ SH; [28] p.; Th: Celebrations; To: Pioneers, Christmas, Family; PI: Upper Canada MacLeod, Elizabeth. (2001). Lucy Maud Montgomery: A writer's life. Toronto: Kids Can Press. This succinct biography is presented in a 'scrapbook' style with each double spread telling about one aspect of L.M.M.'s life. A full page of text is accompanied by 1 or 2 small pictures faced by a full page with several captioned pictures, and a carton sketch of Montgomery - complete with speech bubbles giving interesting asides. The illustrations include drawings, photos and memorabilia such as a lamp, her camera, and a quilt. Commentary: Link to Lucy Maud and the Cavendish Cat (Manual, 1997) T/G: IN/ Bio, SH; 32 p.; Th: Individuality; To: Writers, Lucy Maud Montgomery, Family; PI: P.E.I. & Ontario; TP: 1874-1942; SI: Women's role; IR: Time line, books written by L.M.M., index, museums and web sites. 145

Manson, Ainslie. (1998). Baboo: The story of Sir John A. Macdonald's daughter. Illustrated by Bill Wand. Toronto: Groundwood. The story of Sir John A. Macdonald's crippled daughter and the warm relationship between them. It gives some insight into Canada's first Prime Minister's character, beyond his political career. T/G: PB/ HF, Bio; [29] p.; Th: Adversity; To: Sir John A. Macdonald, Family, People with disabilities; PI: Ontario; TP: 1800s - late (Margaret was born in 1869); IR: Afterword - background information about Mary Margaret's adult life - from 1900 to her death at age 64 in 1933 in England. Manson, Ainslie. (1993). A dog came, too: A true story. Illustrated by Ann Blades. Toronto: Douglas & Mclntyre. Based on the journals of Alexander Mackenzie, this story tells of the faithful dog who accompanied the explorer and his men to the Pacific Ocean. Details attest to the hardships of the trip. T/G: PB/ HF, Bio; [32] p.; Th: Adversity; To: Exploration, Alexander Mackenzie; PI: Canada - western; TP: 1793 Manson, Ainslie. (1995). Just like new. Illustrated by Karen Reczuch. Toronto: Groundwood. A young girl makes the difficult and unselfish decision to send a favorite doll to an English child for White Gift Sunday and includes a note with her name and address. The appreciative recipient writes her back. The black & white pencil drawings show life in England, the colored pictures depict Canada. T/G: IS/ HF; Unp.; Th: Sharing with less fortunate; To: Family, Christmas, Wars; PI: Quebec - Montreal; TP: 1939 - 1945; SE: WW II; SI: War; IR: map shows eastern Can./US, Montreal and ship's route to England with planes flying over the convoy. Manuel, Linda. (1997). Lucy Maud and the Cavendish cat. Illustrated by Janet Wilson. Toronto: Tundra Lucy Maud adopts a gray barn cat that becomes her constant companion while she writes. After marrying and moving to Ontario she sends for him. T/G: PB/ HF, Bio; Unp.; To: Lucy Maud Montgomery, Writers; PL: P.E.I.; TP: 1900s 146

- early; IR: End flap: "drawn from the journals of L.M. Montgomery herself..." Author's note - background about L.M.M., P.E.I., Anne of Green Gables McGugan, Jim. (1994). Josepha: A prairie boy's story. Illustrated by Murray Kimber. Red Deer, AB: Northern Lights. A young farm boy and older poor immigrant boy make friends at school and when Josepha must leave to make some much needed money, he gives his friend his only thing of value - his jack knife. In return the little boy gives his only prized possessions - his much too big boots. The hardships experienced by immigrants, as in this case ones who don't know how to farm, is juxtapositioned against the vastness of the prairie landscape. Commentary: 1995 - Elizabeth Mrazik -Cleaver Canadian Picture Book, 1994 - Governor General's Award for Children's Literature (Illustration) T/G: PB/ SH; Unp.; Th: Friendship; To: Pioneers, Farming, Multicultural; PI: Prairies; TP: 1900s - early; SI: Child labour Mills, Judith Christine. (1995). The stonehook schooner. Toronto: Key Porter Kids. Boats dragged the Great Lakes for stones for building houses, roads. When the stones diminish and the advent of concrete as new building material, Matthew gets to go out with father for the first and last time. A bad storm comes up and Matthew bravely climbs to the bowsprit to watch for shore. T/G: PB/ SH; Unp.; Th: Change; To: Occupations, Sailing; PI: Ontario - Great Lakes TP: 1900s - early; SI: Economic hardship; IR: The historical note at back mentions Port Credit, Oakville, Lake Ontario, Hamilton, Toronto, Oswego and Rochester Morgan, Allen. (1994). Jessica Moffat's silver locket. Illustrated by Michael Martchenko. Toronto: Stoddart, When the family faces financial hardships Jessica's granddad offers a valuable stamp that can be sold. Unfortunately it is not in his stamp album and their hopes are dashed. Jessica has a strange dream in which she travels back to the time when her grandfather gives the stamp to her grandmother before shipping out to take part in WWII. She locates the missing stamp in her grandmother's locket and their worries are remedied. T/G: PB/ HF, Fa, SH, He; [28] p.; Th: Traditions; To: Wars, Family, Heirlooms; 147

PI: Gives an impression of time rather than specific place; TP: 1939-1945 & present SI: Economic hardships; SE: WW II Nichol, B. (1997). Dippers. Illustrated by Barry Moser. Toronto: Tundra. Told as through the eyes of 7-year old Margaret, strange flying dog-like creatures come to inhabit part of Toronto (near the river) one summer in 1912. A window into a different, slower time is revealed. Light-hearted vignettes include children playing at skipping and swimming in the river while the difficulties portrayed include a child getting sick with paralysis and a struggling mother trying to juggle jobs while caring for the child. T/G: IS/ SH, Fa; Unp.; To: Family, Summer; PI: Ontario - Toronto; TP: 1912; SI: Women's role; SE: Epidemic - outbreak of polio Oberman, Sheldon. (1994). The always prayer shawl. Illustrated by Ted Lewin. Honesdale, PA: Boyds Mill Press. A young Jewish boy in Czarist Russia must flee with his family to the New World. Because the grandfather can't travel with them due to his age, he gives his prayer shawl, that has been handed down through generations, to the boy. Adam in turn passes it on to his grandson. Commentary: Front flyleaf - The author and illustrator "have created a simple yet deeply felt picture book about the power of tradition and the passing generation." This book is a good depiction of devastation and heartache of war, the immigrant experience and post-WWI life. T/G: PB/ SH, He; Unp.; Th: Traditions; To: Immigration, Family, Multicultural, Heirlooms; PI: The back flyleaf that states Oberman lives in Winnipeg but not where the story is set. TP: pre-WWI to present; SI: War Oberman, Sheldon. (1995). The white stone in the castle wall. Illustrated by Les Tait. Montreal: Tundra. Young John Tommy Fiddich, hoping to earn some much-needed money, grows a market garden, has it wiped out by hail, insects and rain leaving only a dull grey stone. Hearing that during the building of Casa Loma the owner, Pellat, will pay a silver dollar for each stone brought for the outer wall, John struggles across town with the stone. When the rain washes the stone to white on the way, it is deemed an 148

unacceptable color by the builder. John meets Sir Henry working in his garden, tells him his story, and Sir Henry accepts his white stone and hires him to help tend the flowers. The endpapers show a map, with sketches of old buildings and street names, of the route the stone took through Toronto. T/G: PB/ SH; Unp.; Th: Perseverance; To: Multicultural, Poverty; PI: Ontario - Toronto; TP: 1911 to about 1914; SI: Social classes; IR: The author's note at back gives historical background of Pellatt and the building of Casa Loma. Pickthall, M. (1991). The worker in sandalwood. Illustrated by Frances Tyrrell. Toronto: Lester Publishing. Hyacinthe, a 16-year old carpenter, is set the task of completing a cabinet for his cruel master, on Christmas Eve. Terribly cold, hungry, and in tears he finally hears the knocking on the work shed door. A young man asks to be admitted and offers to help. Seeing that he does wonderful work, Hyacinthe falls asleep and dreams. When awake, the young man is departing at sunrise and the cabinet is complete. The reader is left to assume that Jesus came to help the boy. The endpapers show a close-up of the chest of drawers. T/G: PB/ SH; 28 p.; Th: Celebrations; To: Christmas, Winter; PI: Quebec; TP: 1800s; SI: Child labor. Randall, Thomas H. (1987). Courage in the storm. Illustrated by Are Gjesdal. Porters Lake, NS: Pottersfield Press. A poor woman, Greta, must go to the village to sell brooms she has made. She goes by horse-drawn sled but finds the store has enough stock so she must go on to next village where sympathetic fishers help her get a good price. On the way home she gets lost in terrible blizzard. When she reaches the river she goes downriver instead of across. Despite the freezing cold and her fatigue she must test the depth of the water when she thinks she has reached the broken ice of the shore and continue on home through the storm. Commentary: Based on a true story, it tells how the special brooms for fishermen were made by splitting birch branches, and also the hardships of woman living alone in the old days. 149

TP: IS/ SH; 52 p.; Th: Survival; Poverty, Winter; PI: N.S.; TP: Not specified; SI: Women's role, Economic hardships Rawlyk, George. (1980). Streets of gold. Illustrated by Leoung O'Young. Toronto: Peter Martin. This is the story of a young New England boy who runs away to join the army attaching the French at Fort Louisburg. Disillusioned about war and the promises that the streets were paved with gold, he realizes that he feels compassion for the enemies. Commentary: War is not glorious. Link to other books about modern wars such as A Brave Soldier (Debon, 2002). T/G: PB/ HF; 30 p.; Th: Conflict; PI: N.S. - Fortress of Louisburg; TP: 1758; SE: Seven Year's War; SI: War Reynolds, Marilynn. (1993). Belle's Journey. Illustrated by Stephen McCallum. Victoria: Orca. Caught in a winter blizzard, faithful old Belle carries Molly safely from piano lessons to her farm home. Commentary: Canadian Children's Book Centre Choice. T/G: PB; SH; [32] p.; Th: Survival; To: Pioneers, Winter; PI: Prairies; TP: Not specified Reynolds, Marilynn. (1994). A dog for a friend. Illustrated by Stephen McCallum. Victoria: Orca. Jessie, a young girl living with her parents on an isolated prairie farm, longs for a puppy to be her friend. When a newborn runt pig is born she persuades per parents to let her care for it and it flourishes. All's well that ends well - she gets her puppy as well. T/G: PB/ SH; [32] p.; TH: Childhood; To: Farming, Loneliness; PI: Prairies; TP: 1920s Reynolds, Marilynn. (2000). The magnificent piano recital. Illustrated by Laura Fernandez and Rick Jacobson. Victoria: Orca. A young girl and her single mother move to a small village so that the mother can earn a living by giving piano lessons. Ostracized because of their 'city' ways and clothing, they win the villagers over through a piano recital. 150

Commentary: 2001 Amelia Frances Howard-Gibbon Illustrator's Award T/G: PB/ SH; Unp.; Th: Adversity; To: Music, Occupations; PI: Ontario? - "a small northern town." T/G: PB/ SH; PI: North; TP: Not specified; SI: Women's role Reynolds, Marilynn. (2002). The name of the child. Illustrated by Don Kilby. Victoria: Orca. Timid Lloyd is sent from the city to relatives, in the country during the influenza outbreak of 1918. Soon after arriving his aunt and uncle become ill and the newly born baby must be taken to a neighbor's for feeding and care. Lloyd manages to overcome his fears and take the infant to safety in the farm wagon during a savage storm. Because of his courage the baby is named after him. Awards: Mr. Christie's Book Award 2001 (Silver) T/G: PB/ SH; [30] p.; Th: Bravery; To: Family, Epidemics; PI: Not specified; TP: 1918 Reynolds, Marilynn. (1997). The new land: A first year on the prairie. Illustrated by Stephen McCallum. Victoria: Orca. Immigrants coming to the new world by steamer endure the hardships of the journey by sea, the train and oxen-pulled wagon trip to their new homestead. Commentary: Hardships of pioneering - distance from town, building home, barns, digging wells, cold prairie winters, being homesick Quote - "Short green grass, as thick as a carpet, stretched out before them like the ocean they had crossed." The dedication page is a double spread showing a steam ship at dock, horse- drawn carriages and early cars, and people waiting to embark. Commentary - A good depiction of the prairie landscape but doesn't say where T/G: PB/ SH; [33] p.; Th: Change; PI: Prairies; TP: 1900s - early Reynolds, Marilynn. (1999). The prairie fire. Illustrated by Don Kilby. Victoria: Orca. Percy, a little boy, helps his parents fight a prairie fire threatening their home, proving his maturity and bravery. T/G: PB/ SH; [32] p.; Th: Bravery; Topics: Pioneers, Farming, Fires; PI: Prairies; TP: 1900s-early 151

Service, Robert. (1986). The cremation of Sam McGee. Illustrated by Ted Harrison. Kids Can Press. Harrison's vibrant paintings complement Robert Service's rollicking poem about the Klondike gold rush. Commentary: The captions to pictures some give brief background information. Introductions by Pierre Berton & Ted Harrison T/G: PB/ SH, Po; Unp.; To: Gold rush; PI: Yukon - Klondike; TP: 1897; SE: Klondike gold rush Service, Robert. (1988). The shooting of Dan McGrew. Illustrated by Ted Harrison. Kids Can Press. Harrison's vibrant paintings complement Robert Service's rollicking poem about the Klondike gold rush. Commentary: Introduction by Ted Harrison T/G: PB/ SH; Po; [30] p.; To: Gold rush; PI: Yukon - Klondike; TP: 1897; SE: Klondike gold rush Simpson, Catherine. (2000). A Viking ship for Brendan. Illustrated by Joanne Snook- Hann. St. John's, NFLD: Tuckamore Books. When Brendan finds a small carved Viking ship on the beach he rubs it and is transported back 1000 years to the time the Vikings landed. He takes a trip in Leif the Lucky's dragon ship to visit the icicle-toothed bear, the fire giant, the speckled squid, and the blue-haired mermaid. T/G: PB/ HF, Fa; [32] p.;Th: Imagination; To: Vikings; PI: Nfld. - L'Anse aux Meadows; TP: Present and approximatelylOOO A.D.; SE: Viking settlement in - 'Vinland'; IR: The publication page acknowledges the "Runic alphabet translation courtesy of the Newfoundland museum." Skrypuch, Marsha. F. (1996). Silver threads. Illustrated by Michael Martchenko. Toronto: Penguin Books Canada. A young Ukrainian couple flees their country when the German and Austro- Hungarian Empires invade and they're in danger. In Canada Ivan tries to join the Canadian Army but is put in jail as a possible spy because of his background. Commentary: Based on a family story. Link to Flags (Trottier, 1999), A Child in 152

Prison Camp (Takashima, 1971) T/G: PB/ SH, He; [32] p.; Th: Adversity; To: Immigration, Pioneers, Multicultural; PI: Prairies - northern?; TP: 1914 -1920; IR: The dedication is to the Ukrainian Canadian Foundation. The historical note at back mentions the mistreatment of Ukrainians (similar to Japanese WWII) in the form of internment and confiscation of land and valuables for some. SI: Racism, imprisonment of Ukranian settlers during WWI as enemies of Canada Smucker, Barbabra. (1995). Selina and the Bear Paw quilt. Illustrations by Janet Wilson and quilt maker Lucy Anne Holliday. Toronto: Lester. When this Mennonite family must leave the U.S., Selina's grandmother makes her a special quilt to remember her by. Commentary: Each illustration is bordered by a traditional quilt pattern. The back cover of the paperback has examples of the patterns used and their names. Link to pioneering quilting stories such as The Log Cabin Quilt (Howard, 1996) and The Rag Coat (Mills, 1991), the tie between escaping slaves and the use of quilts as a signal such as in Sweet Clara and the Freedmon Quilt (Hopkinson, 1993), as well as heritage stories such as The Keeping Quilt (Polacco, 1988). 1996 - Elizabeth Mrazik-Cleaver Canadian Picture Book Award (Illustration) T/G: PB/ SH, He; Unp.; Th: Traditions; To: Pioneers, Multicultural, Immigration; PI: Ontario; TP: 1860s; SE: American Civil War; SI: Flight from persecution; IR: An introduction gives some background information about the American Civil War and the treatment of the Mennonites who were pacifists. Smucker, Barbara. (1998). Selina and the shoo-fly pie. Illustrated by Janet Wilson with quilts by Lucy Anne Holliday.Toronto: Stoddart Kids. When Grandmother and cousin Henry come to visit from Pennsylvania, he's sad about the impact on the Mennonites for their pacifistic stance during the American Civil War. To make him feel better, Selina and Grandma make a Shoo-Fly Pie. Commentary: The recipe for shoo-fly pie is given at the back of the book. Activities: Make and bake the pie. Investigate other pioneer recipes such as Snickerdoodles (cookies) and the use of wild plants in pioneer homes. Investigate 153

family traditional recipes. TP: PB/ SH, HF, He; [29] p.; Th: Traditions; To: Pioneers, Multicultural, Family; PI: Upper Canada; TP: 1860s; SI: Racism, discrimination; IR: The dedication is to Waterloo County, Canada Spalding, Andrea. (1998). Sarah May and the new red dress. Illustrated by Janet Wilson. Victoria: Orca. An old lady reminisces about her girlhood when she "talked to West Wind" and wished for a red dress. Her parents, however, decide on an inexpensive and sensible blue fabric for her mother to make. Caught in a cloudburst, the blue dye runs and Sarah May gets her wish after all. T/G: PB/ SH, He; [30] p.; To: Pioneers, Family; PI: Place: Not specified but an email from Wilson says it's the Gulf Islands; TP: 1900s - early? Speare, Jean. (1986). A candle for Christmas. Illustrated by Ann Blades. Vancouver: Douglas & Mclntyre. Tomas's parents must leave the reserve just before Christmas to help an uncle. Tomas stays with the village nurse and grows concerned that they will not be home in time. On Christmas Eve he inadvertently leaves his burning candle outside and dreams that it guides his parents home. They arrive while he sleeps. Commentary: Quote - "winter's cold, deep with snow and north winds" T/G: PB/ SH; [32] p.; Th: Celebrations; To: Christmas, Family, Multicultural; PI: B.C. - interior; TP: 1950s; SI: Indian reserves Stuchner, Joan Betty. (1998). The Kugel Valley Klezmer Band. Illustrations by Richard Row. North Winds Press. A girl who loves to hear fiddle music, secretly practices and eventually 'saves the day' when the regular fiddle player can't perform at a community dance. Commentary: Jewish traditions and many Jewish words are used in the text - rabbi, traditional dishes (latkes, noodle kugel), bar mitzvah, Hanukkah T/G: PB/ SH; 29 p.; Th: Perseverance; To: Multicultural, Celebrations, Music Place: flyleaf states "this side of Nova Scotia"; TP: 1890s - 1900s; SI: Women's role 154

Symons, R.D. (1981). Grandfather Symon's homestead book. Saskatoon: Western Producer Prairie Books. The joys and hardships of homesteading are clearly documented through text and illustrations as the reader is taken through the year and the chores done during each month. Commentary: After each month there's a page asking a few questions i.e. for January: "Have you ever seen someone cutting wood? Did you ever ride a horse-drawn sleigh? Tell us about it!" "I hope you can visit a farm this winter!", "Do you think you could draw a magpie?" There's also good indications of farm activities/tools/implements. T/G: IS/ SH, He; 80 p., index ; To: Farming; PI: Prairies; TP: Takes the reader through the months of the year but doesn't stipulate year; IR: Introduction - Canada, what homesteading is all about. Takashima, Shizuye. (1971). A chUd in prison camp. Montreal: Tundra. Written as a diary, this is the story of one Japanese-Canadian's family sent to an internment camp in the interior of B.C. during WWII. Takashima balances the keeping of their Japanese traditions against daily life as she adroitly tells of her family's struggles during their imprisonment. T/G: IS/ SH, HF, He; Unp.; Th: Change, Traditions; To: Multicultural, Wars, Family; PI: B.C. - Vancouver and Interior ; TP: 1942 and beyond; SI: Racism - treatment of the Japanese Canadians during WW II: SI: WWII Tanaka, Shelley. (1980). Michi's new year. Illustrated by Ron Berg. Toronto: Northern Lights. Ten-year-old Michi misses the usual New Year's Day traditions from her homeland until visiting friends cross the barrier between the cultures. T/G: PB/ SH; 29 p.; Th: Change, Traditions; To: Multicultural, Immigration, New Years; PI: B.C. - Vancouver; TP: 1912; IR: Endpapers: map from Tokyo to Vancouver Tetro, Marc. (1994) The Royal Canadian Mounted Police. Montreal: Marc Tetro. This easy to read title gives a very brief glimpse of some of the duties of the R.C.M.P. over the years. Unfortunately it depicts them in present day uniforms not 155

the historically correct uniforms and does not refer to their first name: N.W.M.P. Despite these lapses it is a unique resource for the youngest readers. Commentary: Link to Under the Prairie Sky (Carter, 2002) and The R. C.M.P. Musical Ride (Newhouse, 2004) T/G: IN/ HF; [28] p.; Th: Building a nation; To: R.C.M.P., Multicultural; PI: Canada; TP: 1800s-late to present Thiebaux, Tamara. (1992). When heaven smiled on our world. Richmond Hill, ON: Fitzhenry & Whiteside. Christmas in Quebec is remembered by a small boy from a family of habitant farmers. Commentary: French words: i.e. la saison des fetes T/G: PB/ SH, He; 27 p.; Th: Celebrations, Traditions; To: Christmas, Family, Multicultural; PI: Quebec; TP: Not specified; IR: "About this book" at the back with words to a favorite French carol, gives background information. Toye, William. (1970). Carder discovers the St. Lawrence. Illustrated by Laszlo Gal. Toronto: Oxford University Press. Using journal entries from Cartier's first two voyages, and possibly first-hand oral stories, this book tells of the Frenchman's explorations beyond the Grand Banks of Newfoundland to what became Prince Edward Island, the Gaspe Penninsula, and the St. Lawrence River as far as Hochelaga. Relations and trading with the natives and their ways of life are clearly documented. T/G: IN/ Bio; 32 p., maps; To: Exploration, Multicultural; PI; St. Lawrence River, Hochelaga (Montreal), Atlantic Canada; TP: 1534 - 1541; SI: Treatment, exploitation of aboriginals Tregebov, Rhea. (1992). The big storm. Illustrated by Maryann Kovalski. Toronto: Kids Can Press. When a young girl is invited to visit a friend after school, she forgets that her cat always waits for her outside of the school. While a blizzard rages the cat waits patiently until the girl remembers and rescues it. Commentary: No mention of Canada specifically. Good depiction of the times and wintry city setting. 156

T/G: PB/ SH; [32] p.; Th: Loyalty; To: Multicultural, Family, Winter; PI: Winnipeg?; TP: 1900s-mid Tregebov, Rhea. (1999). What-ifSara. Illustrated by Leanne Franson. Toronto: Second Story Press. Highly imaginative Sara often gets so absorbed with her 'what ifs' that she usually forgets what she is doing, much to her parent's exasperation. She does, however, redeem herself by helping both of them when they run into problems. T/G: PB/ SH; Unp.; Th: Imagination; To: Family, Multicultural; PI: Not specified; TP: 1930's; SI: Women's role Trottier, Maxine. (1999). Claire's gift. Illustrated by Rajka Kupesic. Scholastic Canada. Lonely Claire visits an aunt, Tante Marie, for summer and learns to hook rugs. Commentary: French words sprinkled throughout; 1999 - Mr. Christie's Book Award (English 7 years and younger) T/G: PB/ SH; 30 p.; Th: Childhood; To: Family, Multicultural; PI: N.S. - Cape Breton; TP: 1914-1918? IR: Endpapers: map of N.S., P.E.I., NFLD., N.B. Trottier, Maxine. (1999). Dreamstones. Illustrated by Stella East. Stoddart Pub. David, tired of being cooped up on an ice-bound sailing ship, wanders away, gets lost, and dreams that an Inuit man/Inukshuk saves him. T/G: PB/ HF, Fa; [24] p.; Th: Survival; To: Exploration, Winter, Multicultural; PI: Arctic; TP: 1800s?; IR: Author's note: Arctic - a "bay far to the north" but does not name Trottier, Maxine. (1999). Flags. Illustrated by Paul Morin. Stoddart Kids. A girl visits her grandmother on the Pacific coast and meets a neighbor, Mr. Hiroshi, who has made a traditional Japanese garden with irises and koi. When his house is confiscated she continues to care for the garden until it is sold. She and her grandmother set the koi loose in a stream and take some irises and a stone to keep. Commentary: Quote -"It is strange, said Mr. Hiroshi, "I was born in this country. I have lived in this house all my life. How sad that I may not be able to finish this garden." T/G: PB/ HF; Unp.; Th: Friendship; To: Wars, Multicultural; PI: West Coast - could 157

be the U.S.; TP: 1942; SI: Racism, WW II: Treatment of Japanese Canadians IR: Author's note at the back - the immigration of Japanese in the late 1800s, mentions deportation, compensation, "but money cannot buy the past; it cannot piece together lives torn apart by suspicious racism." Trottier, Maxine. (1997). Heartsong/Ceol cridhe. Illustrated by Patsy MacAulay- MacKinnon. Sydney, N.S.: University College of Cape Breton Press. A man and his son go to the forest to select a spruce tree to cut. Once the wood is dried, the man makes a fiddle which is handed down from parent to child. Commentary: In English and Gaelic. T/G: PB/ SH, He; [28] p.; Th: Traditions; To: Musicians, Family, Multicultural; PI: N.S. - Cape Breton; TP: Not specified but 5 generations; IR: Endpapers - family photos of author and illustrator. Trottier, M. (2000). Laura: a childhood tale of Laura Secord. Illustrated by Karen Reczuch. Markham, ON: Scholastic. This tale imagines what Laura Secord might have been like as a child. It gives an indication of her later bravery when she searches for lost pet cow through forest and marshy areas despite oncoming darkness and the danger of wild animals. T/G: PB/ HF, Bio; 28 p.; Th: Bravery; To: Pioneers, Multicultural; PI: Ontario - Niagara Escarpment; TP: 1800s - early; SE: War of 1812; IR: Author's note mentions Laura Secord and Lt. FitzGibbon, and gives the location as the Niagara Escarpment. Trottier, Maxine. (1998). Prairie willow. Illustrated by Laura Fernandez and Rick Jacobson. Toronto: Stoddart Kids. Emily and her family travel by covered wagon across the prairies to their new homestead. Missing trees, she orders a weeping willow from a catalogue and watches it grow over the years to become an anchor in her life. Commentary: No reference to Canada in text or illus - could be US prairies Award winner: Children's Choice Selection; Notable Children's Trade Book in the Field of Social Studies. T/G: PB/ SH, He; [24] p.; Th: Change; To: Pioneers, Family; PI: Prairies; TP: Not specified but 3 generations 1

Trottier, Maxine. ( 2000). Storm at Batoche. Illustrated by John Mantha. Stoddart. A boy is caught in a winter storm after he falls out of wagon and his parents don't hear his call for help because of wind. He is rescued and spends a few days in " a mysterious" stranger's cabin - a man who identifies himself as "just Louis". They make bannock (gallette) and discuss its proper name. When the storm abates Louis drops James near Batoche and it is only in the spring that "a dangerous man, an enemy of the country", named Louis, has been put in jail. Despite this news, James knew that "[t]he Louis he knew was a good man." T/G: PB/ HF, Bio; [32] p.; Th: Friendship; To: Louis Riel, Multicultural, Winter; PI: Manitoba - Batoche; TP: 1885; SE: N.W. Rebellion; SI: Treatment of Metis, natives/hanging of Riel; IR: Authors note at end gives background information about the Metis, Riel; Canada; Metis; French and English fur traders; fur trading companies; Red River, Manitoba; Montreal, government of Canada. The recipe for bannock is included. Trottier, M. (2001). There have always been foxes. Illustrated by Regolo Ricci. Toronto: Stoddart Kids. Told as a legend from the point of view of a family of foxes observing the changes over the centuries at Fortress Louisbourg from before its founding to its reconstruction as a tourist venue. Commentary: Evocative language: "the surf against the rocks is the ocean's heartbeat", "The night is a song" (p. 5). T/G: PB; HF, Fa; 18 p.; Th: Change; To: Fort Louisbourg, Multicultural; PI: Nova Scotia - Cape Breton; TP: 1600s ? to present; IR: The author's note at back about building of Fort Louisbourg, falling into disrepair, and rebuilding as a National Historic Site. Valgardson, W.D. (1996). Sarah and the people of Sand River. Illustrated by Ian Wallace. Toronto: Groundwood. A little Icelandic girl lives with her father in small cabin, built by her grandparents, on Lake Winnipeg. She grows up hearing stories of how the Cree helped them with food and clothing and how her grandparents tried to nurse a Cree family with smallpox, despite the danger to themselves. Before dying, the woman gives the 159

grandmother a talisman that will identify her as a friend of the Cree. Sarah's father takes her to city (Winnipeg) to learn English. The family she is to stay with treats her like a slave and it is only through the intervention of a mysterious raven and a native couple, who bring magical gifts, and help her when she runs away. Commentary: Cinderella elements. The beautiful endpapers with misty clouds, and natives in a canoe enhance the magical aspect of the story. T/G: IS/ SH, Fa, He; Unp., maps ; Th: Loyalty; To: Multicultural, Immigrants, Pioneers; PI: Manitoba - Winnipeg; TP: 1800s - late; SI: Child labor, Epidemics - small pox; IR: The historical note gives information about the immigration of Icelandic people to New Iceland (Gimli), in 1875/6. Vande Griek, S. (2002). The art room. Illustrated by Pascal Milelli. Toronto: Groundwood. Young children attend art classes run by Emily Carr in Vancouver, B.C. Commentary: Vibrant and dramatic illustrations reminiscent of Carr's work. Pair with Emily Carr: An introduction to her life and art (Newlands, 1996). T/G: PB/ HF, Bio; Unp.; Th: Individuality; To: Artists, Emily Carr; PI: B.C. - Vancouver; TP: 1900s - early; SI: Women's role Wallace, I. (1999). Boy of the deeps. Toronto: Groundwood Books. James accompanies his father underground to mine for coal. When a cave-in occurs, trapping them underground, they work together to tunnel out. Commentary: The endpapers depict beautiful rugged shore and seascape. The book gives a good description and depiction of what it was like mining for coal. The dialogue of Da (Dad) and James seems to have the 'down east' flavor..."We hear you, boy" reply by rescuing miner to Da. Link to Pit Pony (Barkhouse, 1990). 2000 - IBBY Honor List (Illustration) T/G: IS/ SH, He; Unp; Th: Bravery; To: Occupations, Family; PI: N.S. - Cape Breton Island; TP: 1900; IR: The foreword states, "this is my grandfather's story." SI: Child labor, Working conditions in early industries. Wallace, I. (1986). Sparrow's song. Markham, ON: Viking Kestrel. While playing by the river, a young girl is angered when her brother uses his slingshot to kill a sparrow. He later redeems himself when he helps care for a baby sparrow. 160

T/G: PB/ SH, He; [32] p.; Th: Childhood; To: Family, Recreation; PI: Ontario - Niagara Escarpment; TP: 1900s - early; SI: Cruelty to animals; IR: The dedication is "To my mother, who kept this story alive." Walsh, A. (2001). Heroes of Isle aux Morts. Illustrations by Geoff Butler. Toronto: Tundra. Anne Harvey wakes early one stormy morning to discover a sailing ship wrecked on an off-shore reef. With her father, brother and their Newfoundland dog, Hairy Man, they set out in a dory to rescue the passengers. The dog carries a line through the raging waves to the ship and a breehes buoy is set up enabling them to rescue all 163 passengers. Word spreads and they are awarded 100 golden sovereigns and a medal by the king of England. Commentary: 'Newfie' humor, modesty of speech, hospitality and dialect: "good of yous (you) to drop by" (to departing shipwrecked guests), when told of shipwreck father wastes no words - "Go wake Thomas", b'y (boy), "cheerio." Contains a good contrast of life styles - ladies and gents in silk dresses and tailed coats sitting on boxes and barrels. Activities - Compare to 9/11 passengers rerouted to Gander and welcomed by neighboring towns. Sketches include marine artifacts: anchors, bells, killicks, block and tackle, knots, figurehead; household items: jug, candlestick, weather vane. T/G: PB/ HF; [32] p.; Th: Bravery; To: Ship wrecks, Weather; PI: Newfoundland TP: 1832; IR: The foreword tells a little about the Newfoundland dog. . Waterton, B. (1980). Petiranella. Illustrated by Ann Blades. Vancouver: Douglas & Mclntyre. Pettranella and her family immigrate to Canada from Europe. Grandmother is too old to make the trip so she gives Petiranella a pouch of flower seeds to plant in her new home. On the long, hard journey they travel by ship, train, and Red River cart. Inadvertently she drops the seeds while her father is fixing a broken axle. On the way to visit friends next spring she finds that the seeds have sprouted. T/G: PB/ SH; [28] p.; Th: Change; To: Immigration, Pioneers, Family; PI: Manitoba; TP: 1800s? 161

Waterton, B. (1980). A salmon for Simon. Illustrated by Ann Blades. Vancouver: Douglas & Mclntyre. Young Simon, a native boy, plays by the seaside watching the eagles fish for salmon. Wishing he was as skillful a fisherman, he decides to rescue a dropped salmon by digging a trench to the ocean rather than taking it home. Commentary: Use of aboriginal words. 1978 - Canadian Council Children's Literature Prizes for English Language Writing (Illustration). T/G: PB/ SH; [28] p.; To: Conservation, Multicultural, Salmon; PI: B.C. - coast TP: 1940s-late Waxman, S. (2000). My mannequins. Illustrated by Patty Gallinger. Toronto: Napoleon Publishing. Each day after school Dora helps her father at his dressmaking shop by doing small chores. But she imagines that the mannequins are alive and she has dreams of being a designer. One day she fancifully 'dresses' the mannequins in the window and causes quite a bit of attention. Commentary: Many pictures have a zigzag border as if a scrap of fabric. T/G: PB/ SH; [32] p.; Th: Individuality; To: Family, Occupations; PI: Toronto; TP: 1940s - late; SI: Racism; IR: The historical note tells about the garment trade, the setting, and racism. Wiebe, R. (1992). Chinook Christmas. Illustrated by David Moore. Red Deer, AB: Northern Lights. Eric is enchanted that a Chinook has "turned winter into spring" (flyleaf), and rides his bike in and around town. Because they are poor they can't afford a real Christmas tree, but the kind Christmas tree seller gives them left over branches - and possibly the Japanese oranges left on their doorstep. Commentary: A good sense of the wind's motion in sky and trees. T/G: IS/ SH; 32 p.; Th: Celebrations; To: Christmas, Multicultural, Winter; PI: Alberta - southern; TP: 1940s? 1950s? (when author was 9); SI: Economic hardship Wilson, J. (2000). Imagine that\ Toronto: Stoddart. Auntie Violet celebrates her 100th birthday with photos and memories of what happened during her lifetime- inventions, fashion, medicine, entertainment, toys, food 162

and transportation. Her memories range from men going off to war, no indoor plumbing, ice deliveries, the Dionne Quints, telephone booth cramming, Oopik and Expo '67, Marilyn Bell, television and space travel. Sidebars for each double spread tell some significant historical Canadian and world happenings for each decade, covering 100 years in 1 decade increments: 1st page: 1910 - 1919 - Amundsen first to S. Pole, McCrea writes In Flanders Fields, NHL established, Pauline Johnson writes, children's fly-swatting contest in Toronto... 1920 - 1929 - Tutankhamen's tomb discovered in Egypt, Babe Ruth hits 60 home runs in a season... Commentary: This book is kid friendly - rollicking good fun with a painless dose of history. Pair with Whose bright idea was It? (Verstraete, 1997), The Kids Book of Canadian Firsts (Wyatt,), and biographies of famous Canadians. Unfortunately it does not separate Canadian facts from those from the rest of the world. T/G: PB/ HF, He, SH; [31 ] p.; Th: Change, Celebrations; To: Canadian history, Family, Birthdays; PI: Canada & world; TP: 1900 - 1999 Yee, P. (1996). Ghost train. Illustrated by Harvey Chan. Toronto: Groundwood Books. A Chinese girl, a gifted painter, travels to join her father in N.A. only to find he has been killed in a railway building accident. His ghost directs her to paint a fire-car so she boards a train only to discover it is filled with ghosts. After she has painted a picture, her father's ghost visits her and tells her to ride with him on a ghost train so she can transport the killed workers' souls home. Commentary: Front & end-piece drawings are drypoint etchings on copper, endpapers are Chinese characters. The setting is given only as N.A. not a specific country, little landscape in pictures but some description of mountains, canyons etc. Link to The Kids Book of Canada's Railway (Hodge, 2000), Hold on, McGinty! (Hartry, 1997), Emma and the Silk Train (Lawson, 1997). 1997 - Elizabeth Mrazik-Cleaver Canadian Picture Book (Illustration), 1997 - Amelia Frances Howard-Gibbon Illustrator's Award, 1997 - Ruth Swartz Award, 1996 - Governor General's Literary Award (Text). . 163

T/G: IS/ HF, Fa; Unp.; Th: Loyalty; To: Railroads, Multicultural, Family; PI: Not specified ; TP: 1800s - late; SI: Working conditions in early industries, Racism. Yee, P. (2002). The jade necklace. Illustrated by Grace Lin. Vancouver: Tradewind Books. When her father is lost in a typhoon while out fishing and the family faces starvation, Yenyee is.sent to N.A. by her mother to act as a companion and servant. While saving her charge from drowning, she finds the jade necklace her father had given her and which she had thrown into the sea in China in anger. T/G: PB/ SH; Unp.; Th: Bravery, Change; To: immigration, Multicultural, Family; PI: B.C. - Vancouver; TP: 1800s - late to 1900s - early?; SI: Women's role Yee, P. (1991). Roses sing on new snow: A delicious tale. Illustrated by Harvey Chan. Toronto: Groundwood. When the governor of South China comes to town, a lavish feast is planned with everyone invited to submit their best dish. When he tastes Maylin's food he wants to be taught how to make it, but her father tries to give the credit to her brothers. Ordered to duplicate the innovative and delicious dish they can't. Maylin is called on to cook the food and get proper credit for it. Commentary: Quote "To Chinatown came men lonely and cold and bone-tired. Their wives and families waited in China." 1992 - Ruth Swartz Award T/G: PB/ SH; [32] p.; Th: Creativity; To: Multiculturalism, Occupations, Family; PL: B.C. - Vancouver; TP: 1800s - late to 1900s - early? SI: Women's role, Racism. Yee, P. (1989). Tales From Gold Mountain. Illustrated by Simon Ng. Toronto: Groundwood. Eight stories which highlight the hardships endured by Chinese immigrants who came to North America to seek their fortunes. T/G: IS/ SH; 64 p.; To: immigration, Multicultural, Gold Rush; PI: West Coast of N.A.; TP: 1800s - mid to 1900s - early?; SI: Racism; IR: The afterword gives background information. Appendix B: Types of Books

Harper, Kenn Christmas in the big igloo anthology Kusugak, Michael Arctic stories anthology Yee, Paul Tales From Gold Mountain: Stories of the.. anthology Andrews, Jan Pa's harvest: A true story told by Ephrem... illustrated story Aucoin, Rejean & Magic rug of Grand-Pre illustrated story Bouchard, David Journal of Etienne Mercier illustrated story Butler, Geoff Hangashore illustrated story Butler, Geoff Killick: A Newfoundland story illustrated story Climo, Lindee Chester's barn illustrated story DeThomasis, Antonic Montreal of my childhood illustrated story Fagan, Cary Market wedding illustrated story Granfield, Linda High flight: A story of WWII illustrated story Jam, Teddy Year of fire illustrated story Laurence, Margaret The olden days coat illustrated story Laurence, Margaret The olden days coat illustrated story Lim, Sing West Coast Chinese boy illustrated story Littlechild, George This land is my land illustrated story Loyie, Larry As long as the rivers flow illustrated story Lunn, Janet One hundred shining candles illustrated story Lunn, Janet Charlotte illustrated story Manson, Ainslie Just like new illustrated story Nicol, Barbara Dippers illustrated story Randall, Thomas Courage in the snow illustrated story Symons, R.D. Grandfather Symons homestead book illustrated story Takashima, Shizuye Child in prison camp illustrated story Valgardson, W.D. Sarah and the people of Sand River illustrated story Wallace, Ian Boy of the deeps illustrated story Wiebe, Rudy Chinook Christmas illustrated story Yee, Paul Ghost train illustrated story 165

Bogart, Jo Ellen Capturing joy: The story of Maud Lewis informational narrative Cutler, May Ebbit Breaking free: The story of William Kurelek informational narrative Granfield, Linda In Flanders Fields: The story of the poem informational narrative Granfield, Linda Pier 21: Gateway of hope informational narrative Granfield, Linda Where poppies grow: A WW I companion informational narrative Hodge, Deborah Kids book of Canada's railway and how... informational narrative Italiano, Carlo Sleighs of my childhood informational narrative Kaplan, William & One more border: One family's true story... informational narrative Kurelek, William Lumberjack informational narrative Kurelek, William Prairie boy's summer informational narrative Kurelek, William Prairie boy's winter informational narrative Kurelek, William They sought a new world informational narrative MacLeod, Elizabeth Lucy Maud Montgomery: A writer's life informational narrative Tetro, Marc Royal Canadian Mounted Police informational narrative Toye, William Cartier discovers the St. Lawrence informational narrative Alderson, Sue Ann Ida and the wool smugglers picture book Alderson, Sue Ann Ride for Martha picture book Andrews, Jan Auction picture book Bailey, Linda. When Addie was scared picture book Bedard, Michael. Clay ladies picture book Biberstein, Carol Great-grandma's rocking chair picture book Blades, Ann Cottage at Crescent Beach picture book Booth, David Dust bowl picture book Brownridge, William Final game: The further adventures of the... picture book Brownridge, William Moccasin goalie picture book Carrier, Roch Basketball player picture book Carrier, Roch Boxing champion picture book Carrier, Roch Happy New Year's day picture book Carrier, Roch Hockey sweater picture book Carrier, Roch Longest home run picture book Carter, Anne Laurel Under a prairie sky picture book Clark, Eliza Seeing and believing picture book Crook, Connie B. Laura Secord's brave walk picture book Debon, Nicolas Brave soldier picture book Fitz-Gibbon, Sally Patchwork house picture book Gaitskell, Susan Emily picture book Hull, Maureen Wild Cameron women picture book Hutchins, Hazel Tess picture book Jam, Teddy Kid Line picture book Jam, Teddy Stoneboat picture book King, Thomas Coyote Columbus story picture book Kusugak, Michael Baseball bats for Christmas picture book Kusugak, Michael Northern lights: The soccer trails picture book Kusugak, Michael Who wants rocks? picture book Lawson, Julie Emma and the silk train picture book Lawson, Julie Klondike cat picture book Le Box, Annette Wild bog tea picture book Leger, Diane Attic of all sorts picture book London, Jonathan Sugaring-off party picture book Manson, Ainslie Baboo: The story of Sir John A... picture book Manson, Ainslie Dog came, too: A true story picture book Manuel, Lynn Lucy Maud and the Cavendish cat picture book McGugan, Jim Josepha: A prairie boy's story picture book Mills, Judith Stonehook schooner picture book Morgan, Allen Jessica Moffat's silver locket picture book Oberman, Sheldon Always prayer shawl picture book Oberman, Sheldon White stone in the castle wall picture book Pickthall, Marjorie Worker in sandalwood picture book Rawlyk, George Streets of gold picture book Reynolds, Marilynn Belle's journey picture book Reynolds, Marilynn Dog for a friend picture book Reynolds, Marilynn Magnificent piano recital picture book 167

Reynolds, Marilynn Name of the child picture book Reynolds, Marilynn New land: A first year on the prairie picture book Reynolds, Marilynn Prairie fire picture book Service, Robert Cremation of Sam McGee picture book Service, Robert Shooting of Dan McGrew picture book Simpson, Catherine Viking ship for Brendan picture book Skrypuch, Marsha Silver threads picture book Smucker, Barbara Selina and the bear paw quilt picture book Smucker, Barbara Selina and the Shoo-fly pie picture book Spalding, Andrea Sarah May and the new red dress picture book Speare, Jean Candle for Christmas picture book Stuchner, Joan Betty Kugel Valley Klezmer Band picture book Tanaka, Shelley Michi's new year picture book Thiebaux, Tamara When heaven smiled on our world picture book Tregebov, Rhea Big storm picture book Tregebov, Rhea What-if Sara picture book Trottier, Maxine Claire's gift picture book Trottier, Maxine Dreamstones picture book Trottier, Maxine Flags picture book Trottier, Maxine Heartsong/Ceol cridhe picture book Trottier, Maxine Laura: A childhood tale of Laura Secord picture book Trottier, Maxine Prairie willow picture book Trottier, Maxine Storm at Batoche picture book Trottier, Maxine There have always been foxes picture book Vande Griek, Susan Art room picture book Wallace, Ian Sparrow's song picture book Walsh, Alice Heroes of Isle aux Mort picture book Waterton, Betty Pettranella picture book Waterton, Betty Salmon for Simon picture book Waxman, Sydell My mannequins picture book Wilson, Janet Imagine that! picture book Yee, Paul Jade necklace picture book Yee, Paul Roses sing on new snow picture book Appendix C: Genres of Books

Alderson, Sue Ann Ida and the wool smugglers social hi story Alderson, Sue Ann Ride for Martha social hi story Andrews, Jan Auction social hi story Aucoin, Rejean & Magic rug of Grand-Pre social hi story Bailey, Linda. When Addie was scared social hi story Biberstein, Carol Great-grandma's rocking chair social hi story Blades, Ann Cottage at Crescent Beach social hi story Bogart, Jo Ellen Capturing joy: The story of Maud Lewis social hi story Brownridge, William Final game: The further adventures of the... social hi story Brownridge, William Moccasin goalie social hi story Butler, Geoff Hangashore social hi story Butler, Geoff Killick: A Newfoundland story social hi story Carrier, Roch Basketball player social h story Carrier, Roch Boxing champion social h story Carrier, Roch Happy New Year's day social h story Carrier, Roch Hockey sweater social h story Carrier, Roch Longest home run social h story Carter, Anne Laurel Under a prairie sky social h story Clark, Eliza Seeing and believing social h story Climo, Lindee Chester's barn social h story Crook, Connie B. Laura Secord's brave walk social h story Cutler, May Ebbit Breaking free: The story of William Kurelek social h story DeThomasis, Antonic»Montrea l of my childhood social h i story Fagan, Cary Market wedding social h istory Fitz-Gibbon, Sally Patchwork house social h i story Granfield, Linda High flight: A story of WWII social h istory Granfield, Linda Pier 21: Gateway of hope social h istory Granfield, Linda Where poppies grow: A WW I companion social h istory Harper, Kenn Christmas in the big igloo social h istory Hodge, Deborah Kids book of Canada's railway and how... social history Hull, Maureen Wild Cameron women social history Hutchins, Hazel Tess social history Italiano, Carlo Sleighs of my childhood social history Jam, Teddy Stoneboat social history Jam, Teddy Year of fire social history Kaplan, William & One more border: One family's true story... social history Kurelek, William Lumberjack social history Kurelek, William Prairie boy's summer social history Kurelek, William Prairie boy's winter social history Kurelek, William They sought a new world social history Kusugak, Michael Arctic stories social history Kusugak, Michael Baseball bats for Christmas social history Kusugak, Michael Northern lights: The soccer trails social history Laurence, Margaret Olden days coat social history Laurence, Margaret Olden days coat social history Lawson, Julie Emma and the silk train social history Le Box, Annette Wild bog tea social history Lim, Sing West Coast Chinese boy social history Littlechild, George This land is my land social history London, Jonathan Sugaring-off party social history Loyie, Larry As long as the rivers flow social history Lunn, Janet One hundred shining candles social history MacLeod, Elizabeth Lucy Maud Montgomery: A writer's life social history McGugan, Jim Josepha: A prairie boy's story social history Mills, Judith Stonehook schooner social history Nicol, Barbara Dippers social history Oberman, Sheldon Always prayer shawl social history Oberman, Sheldon White stone in the castle wall social history Pickthall, Marjorie Worker in sandalwood social history Randall, Thomas Courage in the snow social history Reynolds, Marilynn Belle's journey social hi story Reynolds, Marilynn Dog for a friend social hi story Reynolds, Marilynn Magnificent piano recital social hi story Reynolds, Marilynn Name of the child social hi story Reynolds, Marilynn New land: A first year on the prairie social hi story Reynolds, Marilynn Prairie fire social hi story Skrypuch, Marsha Silver threads social hi story Smucker, Barbara Selina and the bear paw quilt social hi story Smucker, Barbara Selina and the Shoo-fly pie social hi story Spalding, Andrea Sarah May and the new red dress social hi story Speare, Jean Candle for Christmas social hi story Stuchner, Joan Betty Kugel Valley Klezmer Band social h story Symons, R.D. Grandfather Symons homestead book social h story Takashima, Shizuye Child in prison camp social h story Tanaka, Shelley Michi's new year social h story Tetro, Marc Royal Canadian Mounted Police social h story Thiebaux, Tamara When heaven smiled on our world social h story Tregebov, Rhea Big storm social h story Tregebov, Rhea What-ifSara social h istory Trottier, Maxine Claire's gift social h istory Trottier, Maxine Heartsong/Ceol cridhe social h istory Trottier, Maxine Prairie willow social h istory Valgardson, W.D. Sarah and the people of Sand River social h istory Wallace, Ian Boy of the deeps social h istory Wallace, Ian Sparrow's song social h istory Waterton, Betty Pettranella social h istory Waterton, Betty Salmon for Simon social h istory Waxman, Sydell My mannequins social h istory Wiebe, Rudy Chinook Christmas social h istory Wilson, Janet Imagine that! social h istory Yee, Paul Jade necklace social h istory 172

Yee, Paul Roses sing on new snow social history Yee, Paul Tales From Gold Mountain: Stories of the... social history Andrews, Jan Auction heritage Andrews, Jan Pa's harvest: A true story told by Ephrem... heritage Aucoin, Rejean & Magic rug of Grand-Pre heritage Bailey, Linda. When Addie was scared heritage Biberstein, Carol Great-grandma's rocking chair heritage Blades, Ann Cottage at Crescent Beach heritage Booth, David Dust bowl heritage Brownridge, William Final game: The further adventures of the... heritage Brownridge, William Moccasin goalie heritage Butler, Geoff Killick: A Newfoundland story heritage Carrier, Roch Happy New Year's day heritage Carrier, Roch Hockey sweater heritage DeThomasis, Antonio Montreal of my childhood heritage Fitz-Gibbon, Sally Patchwork house heritage Hodge, Deborah Kids book of Canada's railway and how... heritage Hull, Maureen Wild Cameron women heritage Italiano, Carlo Sleighs of my childhood heritage Jam, Teddy Kid Line heritage Jam, Teddy Year of fire heritage Kaplan, William & One more border: One family's true story... heritage Kurelek, William Prairie boy's summer heritage Kurelek, William Prairie boy's winter heritage Kurelek, William They sought a new world heritage Kusugak, Michael Arctic stories heritage Kusugak, Michael Baseball bats for Christmas heritage Laurence, Margaret The olden days coat . heritage Laurence, Margaret The olden days coat heritage Le Box, Annette Wild bog tea heritage Lim, Sing West Coast Chinese boy heritage Littlechild, George This land is my land heritage London, Jonathan Sugaring-off party heritage Loyie, Larry As long as the rivers flow heritage Lunn, Janet Charlotte heritage Morgan, Allen Jessica Moffat's silver locket heritage Oberman, Sheldon Always prayer shawl heritage Skrypuch, Marsha Silver threads heritage Smucker, Barbara Selina and the bear paw quilt heritage Smucker, Barbara Selina and the Shoo-fly pie heritage Spalding, Andrea Sarah May and the new red dress heritage Symons, R.D. Grandfather Symons homestead book heritage Takashima, Shizuye Child in prison camp heritage Thiebaux, Tamara When heaven smiled on our world heritage Trottier, Maxine Heartsong/Ceol cridhe heritage Trottier, Maxine Prairie willow heritage Valgardson, W.D. Sarah and the people of Sand River heritage Wallace, Ian Boy of the deeps heritage Wallace, Ian Sparrow's song heritage Wilson, Janet Imagine that! heritage Andrews, Jan Pa's harvest: A true story told by Ephrem... historical fiction Bedard, Michael. Clay ladies historical fiction Booth, David Dust bowl historical fiction Bouchard, David Journal of Etienne Mercier historical fiction Crook, Connie B. Laura Secord's brave walk historical fiction Debon, Nicolas Brave soldier historical fiction Gaitskell, Susan Emily historical fiction Granfield, Linda High flight: A story of WWII historical fiction Granfield, Linda In Flanders Fields: The story of the poem historical fiction Jam, Teddy Kid Line historical fiction King, Thomas Coyote Columbus story historical fiction Kusugak, Michael Who wants rocks? historical fiction Lawson, Julie Emma and the silk train historical fiction Lawson, Julie Klondike cat historical fiction Leger, Diane Attic of all sorts historical fiction Lunn, Janet Charlotte historical fiction Manson, Ainslie Baboo: The story of Sir John A... historical fiction Manson, Ainslie Dog came, too: A true story historical fiction Manson, Ainslie Just like new historical fiction Manuel, Lynn Lucy Maud and the Cavendish cat historical fiction Morgan, Allen Jessica Moffat's silver locket historical fiction Rawlyk, George Streets of gold historical fiction Service, Robert Cremation of Sam McGee historical fiction Service, Robert Shooting of Dan McGrew historical fiction Simpson, Catherine Viking ship for Brendan historical fiction Trottier, Maxine Dreamstones historical fiction Trottier, Maxine Flags historical fiction Trottier, Maxine Laura: A childhood tale of Laura Secord historical fiction Trottier, Maxine Storm at Batoche historical fiction Trottier, Maxine There have always been foxes . historical fiction Vande Griek, Susan Art room historical fiction Walsh, Alice Heroes of Isle aux Mort historical fiction Wilson, Janet Imagine that! historical fiction Yee, Paul Ghost train historical fiction Bogart, Jo Ellen Capturing joy: The story of Maud Lewis biographical Crook, Connie B. Laura Secord's brave walk biographical Cutler, May Ebbit Breaking free: The story of William Kurelekbiographical Gaitskell, Susan Emily biographical Granfield, Linda High flight: A story of WWII biographical Granfield, Linda In Flanders Fields: The story of the poem biographical Kurelek, William Lumberjack biographical Kurelek, William Prairie boy's summer biographical Kurelek, William Prairie boy's winter biographical Lim, Sing West Coast Chinese boy biographical Manson, Ainslie Baboo: The story of Sir John A... biographical Manson, Ainslie Dog came, too: A true story biographical Manuel, Lynn Lucy Maud and the Cavendish cat biographical Toye, William Cartier discovers the St. Lawrence biographical Trottier, Maxine Laura: A childhood tale of Laura Secord biographical Trottier, Maxine Storm at Batoche biographical Vande Griek, Susan Art room biographical Aucoin, Rejean & Magic rug of Grand-Pre fantasy Biberstein, Carol Great-grandma's rocking chair fantasy Clark, Eliza Seeing and believing fantasy Jam, Teddy Kid Line fantasy Kusugak, Michael Who wants rocks? fantasy Laurence, Margaret Olden days coat fantasy Laurence, Margaret Olden days coat fantasy Leger, Diane Attic of all sorts fantasy Morgan, Allen Jessica Moffat's silver locket fantasy Nicol, Barbara Dippers fantasy Pickthall, Marjorie Worker in sandalwood fantasy Simpson, Catherine Viking ship for Brendan fantasy Trottier, Maxine Dreamstones fantasy Trottier, Maxine There have always been foxes fantasy Valgardson, W.D. Sarah and the people of Sand River fantasy Yee, Paul Ghost train fantasy Granfield, Linda High flight: A story of WWII poetry Granfield, Linda In Flanders Fields: The story of the poem poetry Service, Robert Cremation of Sam McGee poetry Service, Robert Shooting of Dan McGrew poetry Appendix D: Landscape and Degree of Depiction

Cultural Markers

Hodge, Deborah Kids book of Canada's railway and how ... 47 Yee, Paul Tales From Gold Mountain: Stories of the... 40 Harper, Kenn Christmas in the big igloo 38 Symons, R.D. Grandfather Symons homestead book 29 Aucoin, Rejean & Magic rug of Grand-Pre 27 Toye, William Cartier discovers the St. Lawrence 24 Takashima, Shizuye Child in prison camp 22 Kurelek, William Lumberjack 18 Wilson, Janet Imagine that! 17 Cutler, May Ebbit Breaking free: The story of William Kurelek 16 MacLeod, Elizabeth Lucy Maud Montgomery: A writer's life 16 Trottier, Maxine There have always been foxes 16 Lim, Sing West Coast Chinese boy 15 Trottier, Maxine Dreamstones 14 Granfield, Linda Where poppies grow: A WW I companion 13 Italiano, Carlo Sleighs of my childhood 13 Kurelek, William They sought a new world 13 Wallace, Ian Boy of the deeps 13 Walsh, Alice Heroes of Isle aux Mort 13 Yee, Paul Ghost train 13 Carter, Anne Laurel Under a prairie sky 12 Valgardson, W.D. Sarah and the people of Sand River 12 Butler, Geoff Killick: A Newfoundland story 11 Bouchard, David Journal of Etienne Mercier 10 Tetro, Marc Royal Canadian Mounted Police 10 Wiebe, Rudy Chinook Christmas 10 Blades, Ann Cottage at Crescent Beach 9 Butler, Geoff Hangashore 9 Oberman, Sheldon White stone in the castle wall 9 Reynolds, Marilynn Prairie fire 9 Service, Robert Cremation of Sam McGee 9 Trottier, Maxine Claire's gift 9 Wallace, Ian Sparrow's song 9 Waterton, Betty Pettranella 9 DeThomasis, Antonio Montreal of my childhood 8 Granfield, Linda Pier 21: Gateway of hope 8 Lawson, Julie Klondike cat 8 Mills, Judith Stonehook schooner 8 Skrypuch, Marsha Silver threads 8 Spalding, Andrea Sarah May and the new red dress 8 Trottier, Maxine Flags 8 Booth, David Dust bowl 7 Crook, Connie B. Laura Secord's brave walk 7 Hutchins, Hazel Tess 7 Kaplan, William & One more border: One family's true story... 7 Manson, Ainslie Dog came, too: A true story 7 Manson, Ainslie Just like new 7 Pickthall, Marjorie Worker in sandalwood 7 Granfield, Linda High flight: A story of WWII 6 Loyie, Larry As long as the rivers flow 6 Reynolds, Marilynn Name of the child 6 Service, Robert Shooting of Dan McGrew 6 Smucker, Barbara Selina and the Shoo-fly pie 6 Stuchner, Joan Betty Kugel Valley Klezmer Band 6 Tanaka, Shelley Michi's new year 6 Trottier, Maxine Storm at Batoche 6 Waxman, Sydell My mannequins 6 Bogart, Jo Ellen Capturing joy: The story of Maud Lewis 5 Hull, Maureen Wild Cameron women 5 Kusugak, Michael Northern lights: The soccer trails 5 Lawson, Julie Emma and the silk train 5 Manuel, Lynn Lucy Maud and the Cavendish cat 5 Nicol, Barbara Dippers 5 Rawlyk, George Streets of gold 5 Reynolds, Marilynn Belle's journey 5 Simpson, Catherine Viking ship for Brendan 5 Trottier, Maxine Laura: A childhood tale of Laura Secord 5 Vande Griek, Susan Art room 5 Waterton, Betty Salmon for Simon 5 Yee, Paul Roses sing on new snow 5 Alderson, Sue Ann Ride for Martha 4 Brownridge, William Final game: The further adventures of the... 4 Carrier, Roch Happy New Year's day 4 Gaitskell, Susan Emily 4 Granfield, Linda In Flanders Fields: The story of the poem 4 Jam, Teddy Year of fire 4 Kurelek, William Prairie boy's summer 4 Kusugak, Michael Arctic stories 4 Kusugak, Michael Baseball bats for Christmas 4 Kusugak, Michael Who wants rocks? 4 London, Jonathan Sugaring-off party 4 Lunn, Janet One hundred shining candles 4 Morgan, Allen Jessica Moffat's silver locket 4 Reynolds, Marilynn New land: A first year on the prairie 4 Apppendix E: Weather and Degree of Depiction

Cultural Markers

Yee, Paul Tales From Gold Mountain: Stories of the... 15 Valgardson, W.D. Sarah and the people of Sand River 14 Trottier, Maxine Dreamstones 13 Trottier, Maxine ' There have always been foxes 13 Walsh, Alice Heroes of Isle aux Mort 13 Booth, David Dust bowl 11 Reynolds, Marilynn Belle's journey 10 Tregebov, Rhea Big storm 10 Pickthall, Marjorie Worker in sandalwood 8 Skrypuch, Marsha Silver threads 8 Kurelek, William Prairie boy's winter 7 Mills, Judith Stonehook schooner 7 Carter, Anne Laurel Under a prairie sky 6 Speare, Jean Candle for Christmas 6 Waterton, Betty Pettranella 6 Brownridge, William Moccasin goalie 5 Hutchins, Hazel Tess 5 Italiano, Carlo Sleighs of my childhood 5 Kusugak, Michael Northern lights: The soccer trails 5 Randall, Thomas Courage in the snow 5 Trottier, Maxine Prairie willow 5 Butler, Geoff Hangashore 4 Butler, Geoff Killick: A Newfoundland story 4 Carrier, Roch Boxing champion 4 Climo, Lindee Chester's barn 4 Cutler, May Ebbit Breaking free: The story of William Kurelek 4 Harper, Kenn Christmas in the big igloo 4 Lunn, Janet One hundred shining candles Manuel, Lynn Lucy Maud and the Cavendish cat Reynolds, Marilynn Name of the child Service, Robert Cremation of Sam McGee Service, Robert Shooting of Dan McGrew Symons, R.D. Grandfather Symons homestead book Takashima, Shizuye Child in prison camp Thiebaux, Tamara When heaven smiled on our world Trottier, Maxine Storm at Batoche Wiebe, Rudy Chinook Christmas Appendix F: Plants and Animals and Degree of Depiction

Cultural Markers

Loyie, Larry As long as the rivers flow 24 Le Box, Annette Wild bog tea 19 Trottier, Maxine There have always been foxes 16 Jam, Teddy Year of fire 15 Harper, Kenn Christmas in the big igloo 14 Trottier, Maxine Dreamstones 14 Valgardson, W.D. Sarah and the people of Sand River 14 Kusugak, Michael Arctic stories 12 Manson, Ainslie Dog came, too: A true story 12 Waterton, Betty Salmon for Simon 12 Kurelek, William Prairie boy's summer 11 Alderson, Sue Ann Ride for Martha 10 Lunn, Janet One hundred shining candles 10 Symons, R.D. Grandfather Symons homestead book 10 Carter, Anne Laurel Under a prairie sky 8 Reynolds, Marilynn Prairie fire 8 Blades, Ann Cottage at Crescent Beach 7 Bouchard, David Journal of Etienne Mercier 7 Gaitskell, Susan Emily 7 Kusugak, Michael Who wants rocks? 7 Stuchner, Joan Betty Kugel Valley Klezmer Band 7 Takashima, Shizuye Child in prison camp 7 Yee, Paul Tales From Gold Mountain: Stories of the... 7 Carrier, Roch Longest home run 6 Fagan, Cary Market wedding 6 Hodge, Deborah Kids book of Canada's railway and how ... 6 Kurelek, William Lumberjack 6 Kurelek, William Prairie boy's winter 6 Kurelek, William They sought a new world 6 Kusugak, Michael Northern lights: The soccer trails 6 Laurence, Margaret Olden days coat 6 Laurence, Margaret Olden days coat 6 Pickthall, Marjorie Worker in sandalwood 6 Reynolds, Marilynn Name of the child 6 Spalding, Andrea Sarah May and the new red dress 6 Toye, William Cartier discovers the St. Lawrence 6 Wallace, Ian Sparrow's song 6' Waterton, Betty Pettranella 6 Hutchins, Hazel Tess 5 Lawson, Julie Emma and the silk train 5 Smucker, Barbara Selina and the Shoo-fly pie 5 Trottier, Maxine Heartsong/Ceol cridhe 5 Walsh, Alice Heroes of Isle aux Mort 5 Bailey, Linda. When Addie was scared 4 Booth, David Dust bowl 4 Butler, Geoff Hangashore 4 Carrier, Roch Hockey sweater 4 Climo, Lindee Chester's barn 4 King, Thomas Coyote Columbus story 4 Reynolds, Marilynn New land: A first year on the prairie 4 Service, Robert Cremation of Sam McGee 4 Skrypuch, Marsha Silver threads 4 Tanaka, Shelley Michi's new year 4 Trottier, Maxine Flags 4 Trottier, Maxine Laura: A childhood tale of Laura Secord 4 183

Appendix G: Time and Place Note: In order to accommodate the breadth of the fields it was necessary to shorten first names to initials

Simpson, C Viking ship for Brendan 1000 AD & present NFLD King,T Coyote Columbus story 1492 - present? Canada Toye, W Carrier discovers the St. L 1500s mid Altlantic Prov., E. Canada Trottier, M There have always been ... 1600s to present? N.S. - Cape Breton Lunn, J Charlotte 1700s late N.B.,N.Y. Manson, A Dog came, too: A true story 1700s late B.C.- Rockies - W. coast Hull, M Wild Cameron women 1700s late & present N.S. Rawlyk, G Streets of gold 1700s mid N.S. - Cape Breton Aucoin, R Magic rug of Grand-Pre 1700s mid & present N.S. - Cape Breton Kurelek, W They sought a new world 1800s Canada Pickthall, M Worker in sandalwood 1800s Quebec Crook, C B Laura Secord's brave walk 1800s early Ontario Lunn, J One hundred shining candles 1800s early Upper Canada Trottier, M Laura: ... 1800s early Ontario - Niagara Gaitskell, S Emily 1800s late B.C. - Victoria Manson, A Baboo: The story of.... 1800s late Ont - Ottawa, Eng. Valgardson, W D Sarah and the people 1800s late Manitoba Hodge, D Kids book of Canada's rail 1800s late & present Canada Trottier, M Prairie willow 1800s late to 1900s early Prairies Carter, A L Under a prairie sky 1800s late to 1904 Prairies Biberstein, C Great-grandma's rocking.. 1800s late to present ? Littlechild, G This land is my land 1800s late to present ? Tetro, M Royal Canadian Mounted 1800s late to present Canada - W. & N. Yee,P Jade necklace 1800s late/1900s early?B.C. - Vancouver Yee, P Roses sing on new snow 1800s late/1900s early?B.C- Vancouver Yee, P Ghost train 1800s late? B.C. Trottier, M Heartsong/Ceol cridhe 1800s mid to present N.S. - Cape Breton Yee,P Tales From Gold Mountain: 1800s mid-1900s earlyB.C. Trottier, M Dreamstones 1800s? Arctic Waterton, B Pettranella 1800s? Manitoba Harper, K Christmas in the big igloo 1821 - 1978 Arctic Walsh, A Heroes of Isle aux Mort 1832 NFLD Bouchard, D Journal of Etienne Mercier 1853 B.C. - coast Smucker, B Selina and the bear paw quilt 1860s Upper Canada Smucker, B Selina and the Shoo-fly pie 1860s Upper Canada MacLeod, E Lucy Maud Montgomery: ... 1874-1942 P.E.I. & Ont. Trottier, M Storm at Batoche 1885 Manitoba - Batoche Kusugak, M Who wants rocks? 1890s Yukon - Klondike Lawson, J Klondike cat 1890s Yukon - Klondike Stuchner, J B Kugel Valley Klezmer Band 1890s- 1900s ? Service, R Cremation of Sam McGee 1897 Yukon - Klondike Service, R Shooting of Dan McGrew 1897 Yukon - Klondike Wallace, I Boy of the deeps 1900 (turn of century) N.S. - Cape Breton Wilson, J Imagine that! 1900-1999 Canada & world Hutchins, H Tess 1900s early Prairies Manuel, L Lucy Maud and the/cat 1900s early P.E.I. Mills, J Stonehook schooner 1900s early Ontario Reynolds, M New land: A first year... 1900s early Prairies Reynolds, M Prairie fire 1900s early Prairies Vande Griek, S Art room 1900s early B.C. - Vancouver Wallace, I Sparrow's song 1900s early Ontario - Niagara Andrews, J Auction 1900s early & present Prairies Bedard, M Clay ladies 1900s early & present Ontario - Toronto Laurence, M Olden days coat 1900s early & present Ontario Le Box, A Wild bog tea 1900s early & present B.C.- Mission Leger, D Attic of all sorts 1900s early & present B.C. - Victoria London, J Sugaring-off party 1900s early & present Quebec Oberman, S Always prayer shawl 1900s early to present ? 185

Alderson, S A Ida and the wool smugglers 1900s early? B.C. - coast Alderson, S A Ride for Martha 1900s early? B.C. - coast Fagan, C Market wedding 1900s early? Ontario - Toronto McGugan, J Josepha: A prairie boy's story 1900s early? Prairies Spalding, A Sarah May and the new... 1900s early? B.C. - coast Clark, E Seeing and believing 1910 Ontario? Oberman, S White stone in the castle wall 1911-1914 Ontario - Toronto Nicol, B Dippers 1912 Ontario - Toronto Tanaka, S Michi's new year 1912 B.C. - Vancouver Granfield, L In Flanders Fields: ... 1914-1918 Europe Granfield, L Where poppies grow: 1914-1918 Canada & Europe Skrypuch,M Silver threads 1914 to 1920 Prairies Butler, G Killick: 1914-18, 1939-45, present NFLD Debon, N Brave soldier 1914-1918 Europe Trottier, M Claire's gift 1914-1918? N.S. - Cape Breton Reynolds, M Name of the child 1918 ? Jam, T Year of fire 1919 & present Ontario Lawson, J Emma and the silk train 1920s B.C. - Fraser R. Lim, S West Coast Chinese boy 1920s B.C. - Vancouver Reynolds, M Dog for a friend 1920s Prairies Jam, T Stoneboat 1920s early Ontario? Bogart, J E Capturing joy: ... 1920s? N.S. Italiano, C Sleighs of my childhood 1920s?, 1930s? Quebec - Montreal Cutler, M E Breaking free:.. 1927-1977 Prairies & Ontario Granfield, L Pier 21: Gateway of hope 1928 - 1971 N.S. - Halifax Bailey, L When Addie was scared 1930s Prairies - northern Booth, D Dust bowl 1930s Prairies Kurelek, W Prairie boy's summer 1930s Prairies Kurelek, W Prairie boy's winter 1930s Prairies Tregebov, R What-ifSara 1930s Manitoba - Winnipeg Andrews, J Pa's harvest: 1930s N.B. 186

Tregebov,R Big storm 1930s?1940s? Winnipeg? Granfield, L High flight: 1939- 1945 Ontario & Eng. Manson, A Just like new 1939-1945 Quebec - Montreal Morgan, A Jessica Moffat's silver locket 1939-1945 & present ? Carrier, R Basketball player 1940s Quebec Carrier, R Boxing champion 1940s Quebec Carrier, R Happy New Year's day 1940s Quebec Thiebaux, T When heaven smiled on... 1940s Quebec Waxman, S My mannequins 1940s late Ontario - Toronto DeThomasis, A Montreal of my childhood 1940s late Quebec - Montreal Waterton, B Salmon for Simon 1940s late B.C. - coast Butler, G Hangashore 1940s mid NFLD Jam, T Kid Line 1940s mid Ontario - Toronto Reynolds, M Magnificent piano recital 1940s? A small northern town Wiebe, R Chinook Christmas 1940s?1950s? Alberta - southern Kaplan, W & One more border:... 1941 Europe to Vancouver Takashima, S Child in prison camp 1942 > B.C. - interior Trottier, M Flags 1942 > B.C. - coast Loyie, L As long as the rivers flow 1944 Alberta - northern Carrier, R Hockey sweater 1946 Quebec Kurelek, W Lumberjack 1946 - 1950s Ontario & Quebec Carrier, R Longest home run 1947 Quebec Brownridge, W Final game: 1950s Prairies Brownridge, W Moccasin goalie 1950s Prairies Speare, J Candle for Christmas 1950s B.C.- interior Kusugak, M Arctic stories 1950s late N.W.T. Blades, A Cottage at Crescent Beach 1950s? B.C. - coast Kusugak, M Northern lights: 1950s? N.W.T. Kusugak, M Baseball bats for Christmas 1955 N.W.T. Climo, L Chester's barn ? P.E.I. Fitz-Gibbon, SPatchwork house ? ? Randall, Th Courage in the snow ? N.S. Reynolds, M Belle's journey ? Prairies Symons, R D Grandfather Symons... ? Prairies 188

Appendix H: Place and Time Note: In order to accommodate the breadth of the fields it was necessary to shorten first names to initials

Reynolds, M Magnificent piano recital A small northern townl 940s? Loyie, L As long as the rivers flow Alberta - northern 1944 Wiebe, R Chinook Christmas Alberta - southern 1940s?1950s? Toye, W Cartier discovers the St. L Altlantic Prov., Que 1500s mid Trottier, M Dreamstones Arctic 1800s? Harper, K Christmas in the big igloo Arctic 1821 - 1978 Yee, P Ghost train B.C. 1800s late? Takashima, S Child in prison camp B.C. 1942 > Yee, P Tales From Gold Mountain B.C. 1800s mid-1900s early Bouchard, D Journal of Etienne Mercier B.C.- coast 1853 Alderson, S A Ida and the wool smugglers B.C. - coast 1900s early? Alderson, S A Ride for Martha B.C. - coast 1900s early? Spalding, A Sarah May and the new red B.C. - coast 1900s early? Waterton, B Salmon for Simon B.C. - coast 1940s late Trottier, M Flags B.C. - coast 1942> Blades, Ann Cottage at Crescent Beach B.C. - coast 1950s? Lawson, J Emma and the silk train B.C. - Fraser R. 1920s Manson, A Dog came, too: A true story B.C.- Rockies/W. Coast 1700s late Yee, P Roses sing on new snow B.C.- Vancouver 1800s late/1900s early? Yee, P Jade necklace B.C. - Vancouver 1800s late/1900s early? Vande Griek, S , Art room B.C. - Vancouver 1900s early Tanaka, S Michi's new year B.C.- Vancouver 1912 Lim, S West Coast Chinese boy B.C. - Vancouver 1920s Gaitskell, S Emily B.C.- Victoria 1800s late 189

Leger, D Attic of all sorts B.C. - Victoria 1900s early & present Speare, J Candle for Christmas B.C.- interior 1950s Le Box, A Wild bog tea B.C.- Mission 1900s early & present King, T Coyote Columbus story Canada 1492 - present? Kurelek, W They sought a new world Canada 1800s Hodge, D Kids book of Canada's Canada 1800s late & present Tetro, M Royal Canadian Mounted Police Canada - West & North 1800s late to present Granfield, L Where poppies grow: Canada & Europe 1914- 1918 Wilson, J Imagine that! Canada & world 1900-1999 Granfield, L In Flanders Fields: Europe 1914- 1918 Debon, N Brave soldier Europe 1914-1918 Kaplan, W One more border: Europe to Vancouver 1941 Valgardson, W.D. Sarah and the people Manitoba 1800s late Waterton, B Pettranella Manitoba 1800s? Trottier, M Storm at Batoche Manitoba - Batoche 1885 Tregebov,R What-if Sara Manitoba - Winnipeg 1930s Andrews, J Pa's harvest: N.B. 1930s Lunn, J Charlotte N.B..N.Y. 1700s late Hull, M Wild Cameron women N.S. 1700s late & present Bogart, J E Capturing joy: N.S. 1920s? Randall, T Courage in the snow N.S. ? Trottier, M There have always been N.S. - Cape Breton 1600s to present? Rawlyk, G Streets of gold N.S. - Cape Breton 1700s mid Aucoin, R Magic rug of Grand-Pre N.S. - Cape Breton 1700s mid & present Trottier, M Heartsong/Ceol cridhe N.S. - Cape Breton 1800s mid to present Wallace, Ian Boy of the deeps N.S. - Cape Breton 1900 (turn of century) Trottier, M Claire's gift N.S. - Cape Breton 1914-1918? Granfield, L Pier 21: Gateway of hope N.S. - Halifax 1928 - 1971 Kusugak, M Arctic stories N.W.T. 1950s late Kusugak, M Baseball bats for Christmas N.W.T. 1955 190

Kusugak, M Northern lights: N.W.T. 1950s Walsh, A Heroes of Isle aux Mort NFLD 1832 Butler, G Killick: NFLD 1914-18, 1939-45, present Butler, G Hangashore NFLD 1940s mid Simpson, C Viking ship for Brendan NFLD 1000 AD & present Crook, C B. Laura Secord's brave walk Ontario 1800s early Mills, J Stonehook schooner Ontario 1900s early Laurence, M Olden days coat Ontario 1900s early & present Jam, T Year of fire Ontario 1919 & present Trottier, M Laura: A childhood tale Ontario - Niagara 1800s early Wallace, I Sparrow's song Ontario - Niagara 1900s early Manson, A - Baboo: The story of Sir Ontario - Ottawa, En£1 1800s late Bedard, M Clay ladies Ontario - Toronto 1900s early & present Fagan, C Market wedding Ontario - Toronto 1900s early? Oberman, S White stone in the castle wall Ontario - Toronto 1911-1914 Nicol, B Dippers Ontario - Toronto 1912 Waxman, S My mannequins Ontario - Toronto 1940s late Jam, T Kid Line Ontario - Toronto 1940s mid Granfield, L High flight: Ontario & Eng. 1939- 1945 Kurelek, W Lumberjack Ontario & Quebec 1946- 1950s Clark, E Seeing and believing Ontario? 1910 Jam, T Stoneboat Ontario? 1920s early Climo, L Chester's barn P.E.I. ? Manuel, L Lucy Maud and the/cat P.E.I. 1900s early MacLeod, E Lucy Maud Montgomery: P.E.I. & Ont. 1874-1942 Trottier, M Prairie willow Prairies 1800s late - 1900s early Carter, A L Under a prairie sky Prairies 1800s late - 1904 Hutchins, H Tess Prairies 1900s early Reynolds, M New land: Prairies 1900s early Reynolds, M Prairie fire Prairies 1900s early Andrews, J Auction Prairies 1900s early & present 191

McGugan, J Josepha: Prairies 1900s early? Skrypuch, M Silver threads Prairies 1914 to 1920 Reynolds, M Dog for a friend Prairies 1920s Booth, D Dust bowl Prairies 1930s Kurelek, W Prairie boy's summer Prairies 1930s Kurelek, W Prairie boy's winter Prairies 1930s Brownridge, W Final game: Prairies 1950s Brownridge, W Moccasin goalie Prairies 1950s Reynolds, M Belle's journey Prairies ? Symons, R.D. Grandfather Symons... Prairies ? Bailey, L. When Addie was scared Prairies - northern 1930s Cutler, May Breaking free: Prairies & Ontario 1927-1977 Pickthall, M Worker in sandalwood Quebec 1800s London, J Sugaring-off party Quebec 1900s early & present Carrier, R Basketball player Quebec 1940s Carrier, R Boxing champion Quebec 1940s Carrier, R Happy New Year's day Quebec 1940s Carrier, R Hockey sweater Quebec 1946 Carrier, R Longest home run Quebec 1947 Thiebaux, T When heaven smiled on... Quebec ? Italiano, C Sleighs of my childhood Quebec - Montreal 1920s?, 1930s? Manson, A Just like new Quebec - Montreal 1939-1945 DeThomasis, A Montreal of my childhood Quebec - Montreal 1940s late Lunn, J 100 shining candles Upper Canada 1800s early Smucker, B Selina and the bear paw quilt Upper Canada 1860s Smucker, B Selina and the Shoo-fly pie Upper Canada 1860s Tregebov, R Big storm Winnipeg? 1930s?1940s? Kusugak, M Who wants rocks? Yukon - Klondike 1890s Lawson, J Klondike cat Yukon - Klondike 1890s Service, R Cremation of Sam McGee Yukon - Klondike 1897 Service, R Shooting of Dan McGrew Yukon - Klondike 1897 Biberstein, C Great-grandma's rocking chair 1800s late to present Littlechild, G This land is my land 1800s late to present Stuchner, J B Kugel Valley Klezmer Band 1890s- 1900s Oberman, S Always prayer shawl 1900s early to present Reynolds, M Name of the child 1918 Morgan, A Jessica Moffat's silver locket 1939-1945 & present Fitz-Gibbon, S Patchwork house 193

Appendix I: Significant Events

Smucker, Barbara Selina and the Bear Paw quilt American Civil War Lunn, Janet Charlotte American Revolution Hodge, Deborah Kids book of Canada's railway Building railway Yee, Paul Ghost train Building railway Yee, Paul Tales From Gold Mountain Building railway Aucoin, Rejean & Magic rug of Grand-Pre Deportation of Acadians Reynolds, Marilynn Name of the child Epidemic - influenza Nicol, Barbara Dippers Epidemic - outbreak of polio Valgardson, W.D. Sarah and the People... Epidemic - outbreak of small pox Toye, William Cartier discovers the St. Lawrence Exploration - East coast Manson, Ainslie Dog came, too Exploration - West cost Bouchard, David Journal of Etienne Mercier Exploration/trade Harper, Kenn Christmas in the big igloo Exploration/trade King, Thomas Coyote Columbus story Exploration/trade Simpson, Catherine Viking ship for Brendan Exploration/trade Trottier, Maxine Dreamstones Exploration/trade Andrews, Jan Auction Great Depression Andrews, Jan Pa's harvest Great Depression Booth, David Dust bowl Great Depression Lim, Sing West Coast Chinese boy Great Fire of 1886, race riots of 1907 Kusugak, Michael Who wants rocks? Klondike gold rush Lawson, Julie Klondike cat Klondike gold rush Service, Robert Cremation of Sam McGee Klondike gold rush Service, Robert Shooting of Dan McGrew Klondike gold rush Trottier, Maxine Storm at Batoche North-west Rebellion Rawlyk, George Streets of gold Seven Years War Crook, Connie B. Laura Secord's brave walk War of 1812 Trottier, Maxine Laura: A childhood tale ... War of 1812 Debon, Nicolas Brave soldier WW I Granfield, Linda In Flanders Fields WW I Granfield, Linda Where poppies grow WW I Skrypuch, Marsha Silver threads WW I Butler, Geoff Killick WW I, WW II Granfield, Linda High flight WW II Manson, Ainslie Just like new WW II Morgan, Allen Jessica Moffat's ... locket WW II Takashima, Shizuye Child in prison camp WW II Trottier, Maxine Flags WW II Kaplan, William & One more border... WW II Butler, Geoff Hangashore WW II 195

Appendix J: Famous People and Degree of Inclusion

Cultural Markers

Wilson, Janet Imagine that! 47 Hodge, Deborah Kids book of Canada's railway and how ... 11 Toye, William Cartier discovers the St. Lawrence 8 Bouchard, David Journal of Etienne Mercier 4 Jam, Teddy Kid Line 4 Littlechild, George This land is my land 4 MacLeod, Elizabeth Lucy Maud Montgomery: A writer's life 4 Appendix K: Family

Alderson, Sue Ann Ida and the wool smugglers Alderson, Sue Ann Ride for Martha Andrews, Jan Auction Andrews, Jan Pa's harvest: A true story told by Ephrem... Aucoin, Rejean & Magic rug of Grand-Pre Bailey, Linda. When Addie was scared Biberstein, Carol Great-grandma's rocking chair Blades, Ann Cottage at Crescent Beach Booth, David Dust bowl Butler, Geoff Hangashore Butler, Geoff Killick: A Newfoundland story Carrier, Roch Happy New Year's day Carrier, Roch Hockey sweater Carter, Anne Laurel Under a prairie sky Clark, Eliza Seeing and believing Cutler, May Ebbit Breaking free: The story of William Kurelek DeThomasis, Antonio Montreal of my childhood Gaitskell, Susan Emily. Hull, Maureen Wild Cameron women Hutchins, Hazel Tess Jam, Teddy Kid Line Jam, Teddy Stoneboat Jam, Teddy Year of fire Kaplan, William & One more border: One family's true story... Laurence, Margaret Olden days coat , Lawson, Julie Emma and the silk train Lawson, Julie Klondike cat Le Box, Annette Wild bog tea 197

Leger, Diane Attic of all sorts Spalding, Andrea Sarah May and the new red dress Appendix L: Childhood

Blades, Ann Cottage at Crescent Beach Brownridge, William Final game: The further adventures of the... Brownridge, William Moccasin goalie Carrier, Roch Basketball player Carrier, Roch Boxing champion Carrier, Roch Hockey sweater Carrier, Roch Longest home run DeThomasis, Antonio Montreal of my childhood Italiano, Carlo Sleighs of my childhood Kurelek, William Prairie boy's summer Kurelek, William Prairie boy's winter Kusugak, Michael Arctic stories Lim, Sing West Coast Chinese boy Reynolds, Marilynn Dog for a friend Trottier, Maxine Claire's gift Trottier, Maxine Laura: A childhood tale of Laura Secord Wallace, Ian Sparrow's song 199

Appendix M: Multicultural and Degree of Depiction

Cultural Markers

Bouchard, David Journal of Etienne Mercier 33 Littlechild, George This land is my land 27 Tanaka, Shelley Michi's new year 24 Hodge, Deborah Kids book of Canada's railway and how ... 20 Harper, Kenn Christmas in the big igloo 19 Kusugak, Michael Arctic stories 17 Kusugak, Michael Baseball bats for Christmas 17 Alderson, Sue Ann Ride for Martha 15 Italiano, Carlo Sleighs of my childhood 14 Skrypuch, Marsha Silver threads 14 Toye, William Cartier discovers the St. Lawrence 14 Loyie, Larry As long as the rivers flow 13 Yee, Paul Tales From Gold Mountain: Stories of the... 13 Oberman, Sheldon Always prayer shawl 12 Lim, Sing West Coast Chinese boy 10 Stuchner, Joan Betty Kugel Valley Klezmer Band 10 Trottier, Maxine Claire's gift 10 Yee, Paul Roses sing on new snow 10 Valgardson, W.D. Sarah and the people of Sand River 9 Fagan, Cary Market wedding 8 Crook, Connie B. Laura Secord's brave walk 7 Fitz-Gibbon, Sally Patchwork house 7 Smucker, Barbara Selina and the bear paw quilt 7 Symons, R.D. Grandfather Symons homestead book 7 Takashima, Shizuye Child in prison camp 7 Trottier, Maxine Dreamstones 7 Yee, Paul Ghost train 7 Carrier, Roch Happy New Year's day 6 Hull, Maureen Wild Cameron women 6 King, Thomas Coyote Columbus story 6 Smucker, Barbara Selina and the Shoo-fly pie 6 Speare, Jean Candle for Christmas 6 Trottier, Maxine Flags 6 Carrier, Roch Hockey sweater 5 Kurelek, William Lumberjack 5 Kusugak, Michael Northern lights: The soccer trails 5 London, Jonathan Sugaring-off party 5 Tetro, Marc Royal Canadian Mounted Police 5 Thiebaux, Tamara When heaven smiled on our world 5 Tregebov, Rhea Big storm 5 Trottier, Maxine Storm at Batoche . 5 Trottier, Maxine There have always been foxes 5 Walsh, Alice Heroes of Isle aux Mort 5 Carrier, Roch Boxing champion 4 Kurelek, William They sought a new world 4 Manson, Ainslie Dog came, too: A true story 4 Simpson, Catherine Viking ship for Brendan 4 Appendix N: Immigration

Granfield, Linda Pier 21: Gateway of hope Kaplan, William & One more border: One family's true story.. Kurelek, William They sought a new world Lunn, Janet Charlotte Oberman, Sheldon Always prayer shawl Reynolds, Marilynn New land: A first year on the prairie Skrypuch, Marsha Silver threads Smucker, Barbara Selina and the bear paw quilt Tanaka, Shelley Michi's new year Valgardson, W.D. Sarah and the people of Sand River Waterton, Betty Pettranella Yee, Paul Jade necklace Yee, Paul Tales From Gold Mountain: Stories of the. 202

Appendix O: Celebrations, Traditions and Heirlooms

Aucoin, Rejean & Magic rug of Grand-Pre celebrations Christmas traditions Carrier, Roch Roch Happy New Year's day celebrations New Years Fagan, Cary Market wedding celebrations weddings Harper, Kenn Christmas in the big igloo celebrations Christmas Kusugak, Michael Baseball bats for Christmas celebrations Christmas Laurence, Margaret Olden days coat celebrations Christmas London, Jonathan Sugaring-off party traditions maple syrup gathering Loyie, Larry As long as the rivers flow traditions Lunn, Janet One hundred shining candles celebrations Christmas Morgan, Allen Jessica Moffat's silver locket traditions heirlooms Oberman, Sheldon Always prayer shawl traditions heirlooms Pickthall, Marjorie Worker in sandalwood celebrations Christmas Smucker, Barbara Selina and the bear paw quilt traditions heirlooms Smucker, Barbara Selina and the Shoo-fly pie traditions heirlooms Speare, Jean Candle for Christmas celebrations Christmas Takashima, Shizuye Child in prison camp traditions Tanaka, Shelley Michi's New Year celebrations New Years, traditions Thiebaux, Tamara When heaven smiled ... celebrations Christmas traditions Trottier, Maxine Heartsong/Ceol cridhe traditions Wiebe, Rudy Chinook Christmas celebrations Christmas Wilson, Janet Imagine that! celebrations birthdays Appendix P: Pioneers

Alderson, Sue Ann Ida and the wool smugglers Alderson, Sue Ann Ride for Martha Biberstein, Carol Great-grandma's rocking chair Carter, Anne Laurel Under a prairie sky Fitz-Gibbon, Sally Patchwork house Hutchins, Hazel Tess Kurelek, William They sought a new world Lunn, Janet One hundred shining candles McGugan, Jim Josepha: A prairie boy's story Reynolds, Marilynn Belle's journey Reynolds, Marilynn New land: A first year on the prairie Reynolds, Marilynn Prairie fire Skrypuch, Marsha Silver threads Smucker, Barbara Selina and the bear paw quilt Smucker, Barbara Selina and the Shoo-fly pie Spalding, Andrea Sarah May and the new red dress Trottier, Maxine Laura: A childhood tale of Laura Secord Trottier, Maxine Prairie willow Valgardson, W.D. Sarah and the people of Sand River Waterton, Betty Pettranella Appendix Q: Farming

Alderson, Sue Ann Ida and the wool smugglers Andrews, Jan Auction Andrews, Jan Pa's harvest: A true story told by Ephrem Bailey, Linda. When Addie was scared Booth, David Dust bowl Climo, Lindee Chester's barn Crook, Connie B. Laura Secord's brave walk Fitz-Gibbon, Sally Patchwork house Jam, Teddy Stoneboat Jam, Teddy Year of fire Kurelek, William Prairie boy's summer Kurelek, William Prairie boy's winter McGugan, Jim Josepha: A prairie boy's story Reynolds, Marilynn Dog for a friend Reynolds, Marilynn New land: A first year on the prairie Reynolds, Marilynn Prairie fire Symons, R.D. Grandfather Symons homestead book 205

Appendix R: Social Issues

Wallace, Ian Boy of the deeps Child labour Working conditions Wallace, Ian Sparrow's song Cruelty to animals Andrews, Jan Auction Economic hardship Andrews, Jan Pa's harvest:... Economic hardship Booth, David Dust bowl Economic hardship Mills, Judith Stonehook schooner Economic hardship Le Box, Annette Wild bog tea Environmental awareness Hull, Maureen Wild Cameron women Flight from persecution Smucker, Barbara Selina and the bear paw quilt Flight from persecution Kaplan, William & One more border: Holocaust Granfield, Linda Pier 21: Gateway of hope Immigration policies past & present Speare, Jean Candle for Christmas Indian reservations King, Thomas Coyote Columbus story Land claims Exploitation Lim, Sing West Coast Chinese boy Racism Loyie, Larry As long as the rivers flow Racism Skrypuch, Marsha Silver threads Racism Flight from persecution Smucker, Barbara Selina and the Shoo-fly pie Racism Flight from persecution Takashima, Shizuye Child in prison camp Racism Yee, Paul Ghost train Racism Working conditions Yee, Paul Tales From Gold Mountain: Racism Working conditions Yee, Paul Roses sing on new snow Racsim Women's role Kusugak, Michael Arctic stories Residential schools Oberman, Sheldon White stone in the castle wall Social classes Butler, Geoff Killick: A Newfoundland story Suicide Butler, Geoff Hangashore Treatment of handicapped Trottier, Maxine Flags Racism Treatment of Japanese Aucoin, Rejean & Magic rug of Grand-Pre Treatment of minorities Littlechild, George This land is my land Treatment of Natives Land claims Trottier, Maxine Storm at Batoche Treatment of natives 206

Toye, William Cartier disco vers... St. Lawrence Treatment/exploitation of Natives Crook, Connie B. Laura Secord's brave walk War Debon, Nicolas Brave soldier War Granfield, Linda High flight:... War Granfield, Linda In Flanders Fields: War Granfield, Linda Where poppies grow: War Lunn, Janet Charlotte War Manson, Ainslie Just like new War Morgan, Allen Jessica Moffat's silver locket War Oberman, Sheldon Always prayer shawl War Rawlyk, George Streets of gold War Carrier, Roch Longest home run Women's role Gaitskell, Susan Emily Women's role MacLeod, Elizabeth Lucy Maud Montgomery: Women's role Nicol, Barbara Dippers Women's role Reynolds, Marilynn Magnificent piano recital Women's role Stuchner, Joan Betty Kugel Valley Klezmer Band Women's role Tregebov, Rhea What-if Sara Women's role Vande Griek, Susan Art room Women's role Yee, Paul Jade necklace Women's role Bogart, Jo Ellen Capturing joy: Women's role Economic hardship Randall, Thomas Courage in the snow Women's role Economic hardship Kurelek, William Lumberjack Working conditions Appendix S: Cultural Icons and Degree of Inclusion

Cultural Markers

Wilson, Janet Imagine that! 12 Carter, Anne Laurel Under a prairie sky 8 Granfield, Linda Where poppies grow 7 Kurelek, William They sought a new world 6 Butler, Geoff Killick: A Newfoundland story 5 Cutler, May Ebbit Breaking free: The story of... 4 Jam, Teddy Kid Line 4 MacLeod, Elizabeth Lucy Maud Montgomery: A writer's life 4 Tetro, Marc Royal Canadian Mounted Police 4 208.

Appendix T: Canadian Government and Degree of Inclusion

Cultural Markers

Wilson, Janet Imagine that! 12 Granfield, Linda Where poppies grow: A WW I companion 11 Takashima, Shizuye Child in prison camp 9 Hodge, Deborah Kids book of Canada's railway and how ... 7

> Granfield, Linda Pier 21: Gateway of hope 6 Butler, Geoff Killick: A Newfoundland story 5 Italiano, Carlo Sleighs of my childhood 5 Skrypuch, Marsha Silver threads 5 Butler, Geoff Hangashore 4 Harper, Kenn Christmas in the big igloo 4 Littlechild, George This land is my land 4 209

Appendix U: Sports and Recreation and Degree of Inclusion

Cultural Markers

Wilson, Janet Imagine that! 40 Brownridge, William Final game: The further adventures ... 11 Harper, Kenn Christmas in the big igloo 11 Kurelek, William Prairie boy's winter 9 Cutler, May Ebbit Breaking free: The story of... 8 Kurelek, William They sought a new world 8 Brownridge, William Moccasin goalie 7 London, Jonathan Sugaring-off party 7 Carrier, Roch Boxing champion 6 Kurelek, William Prairie boy's summer 6 Blades, Ann Cottage at Crescent Beach , 5 Bogart, Jo Ellen Capturing joy: The story of Maud Lewis 4 Kusugak, Michael Baseball bats for Christmas 4 Tanaka, Shelley Michi's new year 4 Tregebov, Rhea Big storm 4 210

Appendix V: Total Canadian Markers and Degree of Inclusion

Cultural Markers

Wilson, Janet Imagine that! 143 Hodge, Deborah Kids book of Canada's railway and how ... 101 Harper, Kenn Christmas in the big igloo 98 Yee, Paul Tales From Gold Mountain: Stories of the... 79 Bouchard, David Journal of Etienne Mercier 63 Symons, R.D. Grandfather Symons homestead book 57 Toye, William Cartier discovers the St. Lawrence 56 Trottier, Maxine There have always been foxes 54 Takashima, Shizuye Child in prison camp 53 Aucoin, Rejean & Magic rug of Grand-Pre 52 Trottier, Maxine Dreamstones 50 Valgardson, W.D. Sarah and the people of Sand River 50 Italiano, Carlo Sleighs of my childhood 47 Loyie, Larry As long as the rivers flow 47 Littlechild, George This land is my land 46 Kurelek, William They sought a new world 45 Walsh, Alice Heroes of Isle aux Mort 40 Granfield, Linda Where poppies grow: A WW I companion 39 Skrypuch, Marsha Silver threads 39 Kusugak, Michael Arctic stories 38 Carter, Anne Laurel Under a prairie sky 37 Cutler, May Ebbit Breaking free: The story of William Kurelek 35 MacLeod, Elizabeth Lucy Maud Montgomery: A writer's life 35 Kurelek, William Lumberjack 31 Alderson, Sue Ann Ride for Martha 30 Butler, Geoff Hangashore 30 Butler, Geoff Killick: A Newfoundland story 30 Lim, Sing West Coast Chinese boy 29 Manson, Ainslie Dog came, too: A true story 28 Booth, David Dust bowl 26 Fagan, Cary Market wedding 26 Tetro, Marc Royal Canadian Mounted Police 26 Jam, Teddy Year of fire 25 Pickthall, Marjorie Worker in sandalwood . 25 Trottier, Maxine Claire's gift 25 Wiebe, Rudy Chinook Christmas 25 Yee, Paul Ghost train 25 Kusugak, Michael Baseball bats for Christmas 24 Kusugak, Michael Northern lights: The soccer trails 24 Trottier, Maxine Flags 24 Blades, Ann Cottage at Crescent Beach 23 Carrier, Roch Boxing champion 23 Kurelek, William Prairie boy's winter 23 Le Box, Annette Wild bog tea 23 London, Jonathan Sugaring-off party 23 Wallace, Ian Sparrow's song 23 Waterton, Betty Pettranella 23 Kurelek, William Prairie boy's summer 22 Tregebov, Rhea Big storm 22 Trottier, Maxine Storm at Batoche . 22 Hutchins, Hazel Tess 21 Reynolds, Marilynn Prairie fire 21 Stuchner, Joan Betty Kugel Valley Klezmer Band 21 Crook, Connie B. Laura Secord's brave walk 20 Granfield, Linda Pier 21: Gateway of hope 20 Tanaka, Shelley Michi's new year 20 Carrier, Roch Hockey sweater 19 Lunn, Janet One hubdred shining candles 19 Waterton, Betty Salmon for Simon 19 Brownridge, William Final game: The further adventures of the... 18 Carrier, Roch Happy New Year's day . 18 Smucker, Barbara Selina and the Shoo-fly pie 18 Trottier, Maxine Claire's gift 18 Gaitskell, Susan Emily 17 Reynolds, Marilynn Name of the child 17 Service, Robert Cremation of Sam McGee 17 Wallace, Ian Boy of the deeps 17 Climo, Lindee Chester's barn 16 DeThomasis, Antonic Montreal of my childhood 16 King, Thomas Coyote Columbus story 16 Mills, Judith Stonehook schooner 16 Reynolds, Marilynn Belle's journey 16 Spalding, Andrea Sarah May and the new red dress 16 Thiebaux, Tamara When heaven smiled on our world 16 Trottier, Maxine Laura: A childhood tale of Laura Secord > 16 Brownridge, William Moccasin goalie 15 Jam, Teddy Kid Line 15 Manson, Ainslie Just like new 15 Oberman, Sheldon White stone in the castle wall 15 Speare, Jean Candle for Christmas 15 Yee, Paul Roses sing on new snow 15 Carrier, Roch Longest home run 14 Lawson, Julie Klondike cat 14 Bailey, Linda. When Addie was scared 13 Bogart, Jo Ellen Capturing joy: The story of Maud Lewis 13 Fitz-Gibbon, Sally Patchwork house 13 Manuel, Lynn Lucy Maud and the Cavendish cat 13 Service, Robert Shooting of Dan McGrew 13 Granfield, Linda In Flanders Fields: The story of the poem 12 Kaplan, William & One more border: One family's true story... 12 Laurence, Margaret Olden days coat 12 Lawson, Julie Emma and the silk train 12 Simpson, Catherine Viking ship for Brendan 12 Kusugak, Michael Who wants rocks? 11 Rawlyk, George Streets of gold 11 Reynolds, Marilynn New land: A first year on the prairie 11 Trottier, Maxine Heartsong/Ceol cridhe 11 Alderson, Sue Ann Ida and the wool smugglers 10 Hull, Maureen Wild Cameron women 10 Lunn, Janet Charlotte 10 Carrier, Roch Basketball player 9 Granfield, Linda High flight: A story of WWII 9 Leger, Diane Attic of all sorts 9 Trottier, Maxine Prairie willow 9 Vande Griek, Susan Art room 9 McGugan, Jim Josepha: A prairie boy's story 8 Nicol, Barbara Dippers 8 Randall, Thomas Courage in the snow 8 Waxman, Sydell My mannequins 8 Manson, Ainslie Baboo: The story of Sir John A... 7 Morgan, Allen Jessica Moffat's silver locket 7 Smucker, Barbara Selina and the bear paw quilt 7 Andrews, Jan Pa's harvest: A true story told by Ephrem... 6 Reynolds, Marilynn Magnificent piano recital 6 Tregebov, Rhea What-if Sara 6 Yee, Paul Jade necklace 6 Bedard, Michael. Clay ladies 5 Debon, Nicolas Brave soldier 5 Oberman, Sheldon Always prayer shawl 5 Reynolds, Marilynn Dog for a friend 5 Andrews, Jan Auction 4 214

Appendix W: Reflection of the Times (Material Culture) and Degree of Inclusion

Cultural Markers Wilson, Janet Imagine that! 60 Harper, Kenn Christmas in the big igloo 24 Thiebaux, Tamara When heaven smiled on our world 18 Smucker, Barbara Selina and the Shoo-fly pie 17 Reynolds, Marilynn Name of the child 16 Wallace, Ian Boy of the deeps 16 Waterton, Betty Petiranella 16 Loyie, Larry As long as the rivers flow 15 Trottier, Maxine There have always been foxes 15 Valgardson, W.D. Sarah and the people of Sand River 15 Debon, Nicolas Brave soldier 14 DeThomasis, Antonic> Montreal of my childhood 14 Kurelek, William They sought a new world 14 Lawson, Julie Klondike cat 13 Skrypuch, Marsha Silver threads 13 Walsh, Alice Heroes of Isle aux Mort 13 Yee, Paul Tales From Gold Mountain: 13 Bailey, Linda. When Addie was scared 12 Lunn, Janet One hundred shining candles 12 Morgan, Allen Jessica Moffat's silver locket 12 Rawlyk, George Streets of gold 12 Reynolds, Marilynn Dog for a friend 12 Reynolds, Marilynn Prairie fire 12 Carrier, Roch Happy New Year's day 11 Carter, Anne Laurel Under a prairie sky 11 Fagan, Cary Market wedding 11 Hodge, Deborah Kids book of Canada's railway ... 11 Service, Robert Cremation of Sam McGee 11 Trottier, Maxine Claire's gift 11 Yee, Paul Roses sing on new snow 11 Bouchard, David Journal of Etienne Mercier 10 Kurelek, William Lumberjack 10 Trottier, Maxine Prairie willow 10 Alderson, Sue Ann Ida and the wool smugglers 9 Biberstein, Carol Great-grandma's rocking chair 9 MacLeod, Elizabeth Lucy Maud Montgomery: 9 Service, Robert Shooting of Dan McGrew 9 Toye, William Cartier discovers the St. Lawrence 9 Trottier, Maxine Storm at Batoche 9 Kurelek, William Prairie boy's summer 8 Kusugak, Michael Baseball bats for Christmas 8 Kusugak, Michael Northern lights: The soccer trails 8 Laurence, Margaret Olden days coat 8 Lim, Sing West Coast Chinese boy 8 Trottier, Maxine Dreamstones 8 Booth, David Dust bowl 7 Fitz-Gibbon, Sally Patchwork house 7 Granfield, Linda Where poppies grow: 7 Kurelek, William Prairie boy's winter 7 Oberman, Sheldon White stone in the castle wall 7 Reynolds, Marilynn Magnificent piano recital 7 Speare, Jean Candle for Christmas 7 Tregebov, Rhea Big storm 7. Yee, Paul Ghost train 7 Alderson, Sue Ann Ride for Martha 6 Butler, Geoff Hangashore 6 Granfield, Linda In Flanders Fields: 6 Granfield, Linda Pier 21: Gateway of hope 6 Jam, Teddy Kid Line 6 Mills, Judith Stonehook schooner 6 Pickthall, Marjorie Worker in sandalwood 6 Takashima, Shizuye Child in prison camp 6 Vande Griek, Susan Art room 6 Wallace, Ian Sparrow's song 6 Waxman, Sydell My mannequins 6 Brownridge, William Moccasin goalie 5 Crook, Connie B. Laura Secord's brave walk 5 Cutler, May Ebbit Breaking free: The story of ... 5 Italiano, Carlo Sleighs of my childhood 5 Laurence, Margaret Olden days coat 5 Lawson, Julie Emma and the silk train 5 Manuel, Lynn Lucy Maud and the Cavendish cat 5 Reynolds, Marilynn Belle's journey 5 Spalding, Andrea Sarah May and the new red dress 5 Tregebov, Rhea What-ifSara 5 Andrews, Jan Auction 4 Andrews, Jan Pa's harvest: A true story ... 4 Bogart, Jo Ellen Capturing joy: 4 Brownridge, William Final game: 4 Carrier, Roch Boxing champion 4 Hutchins, Hazel Tess 4 Littlechild, George This land is my land 4 Manson, Ainslie Dog came, too: A true story 4 Manson, Ainslie Just like new 4 Randall, Thomas Courage in the snow 4 Tanaka, Shelley Michi's new year 4 Tetro, Marc Royal Canadian Mounted Police 4