-. ~ ,~tJi) ~ ~ I Sf )J_;)_;~Jj -1.r~ ~.:!..ist •fl;l.:l!)E.;S -07 ·J,;.J:!. Sil3..:-'rf "}/3::)·r Rebell ions of Upper/Lower Canada 1837-1838 Battle of Seven Oaks 1816 How and why do important changes occur in society?
North est ""?) . .- Resista~~ · American 1885 ·, Revolution 1775-1783
Haitian .. Revolution 1791-1804
....- French Revolution 1789-1799
Mexican ~evolution 1910-1920
©P Industrial Revolution Glorious Revolution 1760-1840 1689 ...... October .. . Revolution ~~ - .··7 -~~ -·1917 .~. .= - . ~- -· ..
Taiping Rebellion •• 1851-1864 . . Chinese .. . · · Revolution · ,- .. ~ 1911 .. I~¾- Young Turk Revolution 1908 u . .. .. World War I 1914-1918
3 ©P ©P The Industrial Revolution
,1m@jjj Child Workers Young boys working at a cotton mill in Newton, North Carolina, by Lewis Hine, c. 1908.
, 111@•1=1 Mining Disasters LAD FELL TO Newspaper clipping from the Wilkes-Barre News, Wilkes-Barre, Pennsylvania, January, 1911. IN BIG ·COlt
@ Use Sources A and B De11is McKee· Dead 11« to answer questions 1 and 2. . '. .be~ker ,lad Leg B1r1e~ 1. What hazards and challenges were faced ·1J .J ~ v~~ the Lee Pliaes. by children working in ") (.' '/ /?t factories like the one Falling Into a chute at the Chaun. He w~ removed to his h shown in Source A? cey colUery of the George S, Lee Coal dale. 2. What labour laws have · Co~pany at Avondale, this afternoon changed since the article ,, .,,. . Both boys were employed a8' ....,,,.. ...,,"'•"' er boye, and going too ol+e to tb;< in Source B was written Dennis McKee, aged~ of West Nan- chutes fell In, Fellow work;m,p: in 1911? Why would this ticoke, •was smothere(I lo death and rushed to their assistance an4 IIO&ii not happen today? A rthur All b-ecker, a;;ed 15, had both had them out of the chute.. Whe~ or his legs burned a nd lnjuTecl. Dr. .talcen out McKee was' tou,i4 to be 1 • Biel, ot Plymouth, was s ummoned and dead. Hl11 remains were removed to: dressed the burn~ o r the injured boy. his home at West Na1;1tlcol(e. AU beoker will recover.
4 Chapter 1 Revolution and Change ©P , 111 W•II Child Labour Cartoon "A Little Child Shall Feed Them," American anti-child-labour cartoon by Art Young, C. 1912.
,nijijjj•■ Mill Overlooker William Rastrick, 1832.
I work at the silk mill. I am an overlooker and I have to superintend the children at the mill. Their strength goes towards the evening and they get tired. I have been compelled to urge them to work when I knew they could not bear it. I have been disgusted with myself. . I felt myself degraded and reduced to the level of a slave-driver.
,au@•II Child Mill Worker Interviewed as an adult, 1849.
We went to the mill at five in the morning. We worked until dinner time and then to nine or ten at night; on Saturday it could be till eleven and often till twelve at night. We were sent to clean the machinery on the Sunday.
0 Use Sources C to F to answer I have visited many factories, both in questions 3 to 6. Manchester and the surrounding districts, 3. Label each source as coming ,i•)l)«III from the perspective of the upper, during a period of several months and I middle, or lower class. Explain. Supporter of never saw a single instance of corporal Child Labour 4. Which of these sources do you punishment inflicted on a child. The find most reliable? The least Excerpt adapted from children seemed to be always cheerful and reliable? Explain why. Andrew Ure, from The Philosophy of alert, taking pleasure in using their muscles. 5. Which of the above sources does Manufactures, 1835. The work of these lively elves seemed to the cartoon in Source C support? Explain. resemble a sport. Conscious of their skill, they were delighted to show it off to any 6. Identify some important details from Source C, and use them to stranger. At the end of the day's work they explain the argument you believe showed no sign of being exhausted. the illustrator is trying to make.
Th e Industrial Revolution ©P ©P 5 Newspaper Comments on New Child Labour Law in Pennsylvania
Created by Lewis Hine, January, 1910.
A CHILD LABOR REVOLUTION NEWSPAPERS IN THE MINING REGION TELL OF THE NEW LAW'S RESULTS {for further information address Pennsylvania Child Labor Auociation, 1338 Real Estt.te Trust Building, .Philadelphia)
THE SCRANTON REPUBLlCAN, TUESDX p...,.PiLU!4n --S-v-,•-~_,,_~--,,~-S-l~ Dunmore School Board Forfed to Act by Increased Attendru:ice' Made ·New Child Labor Law Sends by Working Out of Ne~v Labor Law Many YouthsB~cktoSchool____, __ J_,.,.,,,10 CHILO LABOR LAW
,\1th till m"mbClrJ \Hts•n1 the 01111 - J,\\:ho~ ~I'.'. ?:-' _ :!'_.. Many Breakers Were ITION ~ctmol \'°"rd m~t 111n e,·cnln; ~fo ~r11lijil!.-·~ ~, Wo*· CROWDING SOM[ nnd IL h .111 lh'clJ' • .,~••vn. ing Short-handed YCsfor- n,•. Uotlni: !or D tt/lChtr n e.-tul\MCIII :··········♦ rllll,t) l,Al'l,OR I,.\\\' ·... 6t4f9t't • •~ day Because Applicant, for t,y lhe opl' nln(I of tt.n a ddll!onn l «Kl'"• • ~ lll"t'll nuw:o; l ll)l.t: • t took up l hci 11re11 1vr p11 r1 (If tlrn m<.l'I• SCHOOl HOUS[ S • - • t Certillcai.. Could N~t.Paas • Th• n, ., chlld INl>nr b ... "·hkh ♦ E ln~upf'rlnt<' i,dcnt lloh11.n rtpor ttd the ♦ ~('.lrn,,l'lff!'l.•t lve)l un0.11)', illhlnll l• . I, Necessary Qiwificatiolll>--'- Vh<'>pl• n,•l>fc,rn\'\•ltsl wl l h ~.ill r,111,U• • airpln,: \ndu111r,· sorncwl,:u_ TJ,itl• • t nrol!,J. allli mt. ny moro 1'11"))<'1'.ltJ ,u • Busy D17. far Prof. Howell, a. r'1~Ull r,f th'° new tmµl
@ Use Sources D to G to answer questions 7 to 11 . 7. According to Source G, how were attitudes toward child labour changing in the early 1900s? 8. What do Sources D, E, and F say about the social values of people living during the 1800s? 9. Choose the three strongest statements from Sources D, E, or F that could be used to support the writing of Source G.
10. Identify two causes of change in Source G, and two consequences of change, 11 . What do you think would be the long-term impacts on British society of sending so many youths to school in order to receive an education?
6 Chapter 1 Revolution and Change ©P Cartoon by Lewis Hine
Child labour cartoon, c. 1912.
@ Use Source H to answer questions 12 and 13. 12. What message about child labour is the Hine cartoon in Source H trying to convey? 13. List three things the ring might represent or symbolize in the cartoon in Source H.
14. Research child labour in the modern world, and write an essay on the topic. Identify numbers of child workers and the geographic areas where they are concentrated. Suggest ways to remedy the situation.
15. The sources above refer to the revolutionary changes in the past and how these transformed society during the Industrial Revolution. Do you feel we are in the midst of some sort of revolutionary change today? Explain your answers using examples.
16. Most of the changes that led to the modern world took place in Great Britain. Why Britain? Explain the factors that led to the Industrial Revolution's starting in Britain.
17. How did "revolutionary" changes in industry and transportation translate into significant changes in other areas of society? Consider the following areas: culture, labour laws, politics, environment, roles of women and children, immigration, and urban development.
18. Research the British Factory Acts of the 1800s. What was the purpose of those acts?
19. What is the purpose of today's unions? Would the individuals being represented in each of the sources above be for or against the power of unions? Explain.
©P ©P The Industrial Revolution 7 The French Revolution
Caricature of the Three Estates Eighteenth-century French caricature of the Three Estates: peasants carrying the clergy and the nobility, called "You Should Hope That This Game Will Be Over Soon," by Anonymous.
1.5% 5%
The Three Estates in France Prior to the Revolution Population Land Ownership Government Taxation
■ First Estate: Clergy ■ Second Estate: Nobility ■ Third Estate: Commoners
@ Use Sources A and B to answer questions 1 to 4. 1. Which estate is getting a "free ride" in Source A? Look over Source B in order to determine your response. 2. Using Source Bas a guide, how can you explain your answer in question 1? 3. How do you think the first and second estates were able to get away with paying little to no taxes in France during this time? 4. List some of the options that might have been available to people within the third estate to change the way life was structured in France in the eighteenth century.
8 Chapter 1 Revolution and Change ©P ,inlhJi•• Louis XIV Oil painting of Louis XIV by Hyacinthe Rigaud, 1701.
Letter from the Court of the Sun King Letter from Liselotte van der Pfalz (1652-1722), part of her detailed account of the court of Louis XIV.
But if I should now tell Your Grace how magnificently these rooms are furnished and what great quantity ofsilver dishes are in there, I should never finish.
Storming the Bastille Engraving of the "Storming ofthe"3astille by the Bourgeois and the Brave French Guards of the Beautiful City of Paris, July 14, 1789," date and artists unknown.
@ Use Sources C to E to answer questions 5 to 7. 5. Describe the wealth you see in Source C. Does Source D support what you see? What are outward signs of personal wealth today? 6. What do you believe was the purpose of Source E? How trustworthy would paintings be of historical events such as this? Explain. 7. Find another source in order to learn a bit about the "Storming of the Bastille." Do you think Source Eis an accurate portrayal of what actually happened on July 14, 1789? Explain.
The French Revolution ©P 9 ,i•)i@jj• Newspaper Story: Outsider's Review Excerpt from The World (newspaper), 1789. "The Oath of the Tennis Court"
Gazette Nationale , June 20, 1789, regarding the meeting on the Tennis Court because their chamber door at Versailles wa s locked by Louis XVI.
PARIS: THE ACCOUNTS we have published, we trust, have asserted the usual good authority which THIS PAPER has to boast. Each succeeding day confirms our statement of the preceding one. BAILLY: I do not need to tell you in what a The POPULAR PARTY are now completely triumphant. grievous situation the Assembly finds itself; I propose that we deliberate on what action to A NATIONAL REVOLUTION, brought about in a period so short, take under such tumultuous circumstances ... has had no parallel in the History of the World: and though fatal The Assembly quickly decrees the following: to some, the lives that have been lost in this great accomplishment The National Assembly, considering that it are, in point of numbers, inconsiderable ... has been called to establish the constitution The popular tumult spreads far and wide: but the triumph of the of the realm, to bring about the regeneration PARTY is now complete. of public order, and to maintain the true Three Hundred Thousand Men are in arms. principles of monarchy; nothing may After committing various acts of violence, the Party attacked the prevent it from continuing its deliberations is Bastile, which they soon broke open; and, similar to the Riots of in any place it fo rced to establish itself; the year 1780 with us, all the prisoners were set at liberty. Here, at and, finally, the National Assembly exists this moment, scenes as novel and as interesting took place, as ever wherever its members are gathered. history recorded. Here Friends long lost again met each other! Here Decrees that all members of this assembly CAPITIVITY regained its freedom - and DESPAIR found instant immediately take a solemn oath never to separate, and to reassemble wherever consolation ... circumstances require, until the constitution As soon as the PARTY had destroyed the Bastile, they seized the of the realm is established and fixed upon Governor Monsieur De LAUNET, and carrying him forth, beheaded solid foundations; and that said oath him in the sight of the people, and putting the head, all bleeding as having been sworn, all members and each it was, upon a pole, bore it before them. one individually confirm this unwavering MONSIEUR DE FLESSELLERS, ancient Intendant de LYON, late resolution with his signature. Prevot des Marchands at PARIS, is beheaded likewise. Bailly: I demand that the secretaries and I The ARCHBISHOP of PARIS has experienced a similar fate ... swear the oath first ... All the members swear the same oath between the hands of the president ...
@ Use Sources F and G to answer questions 8 to 12. 8. According to Source G, what were the aims of the National Assembly in 1789?
9. In Source F, the article refers to "A National Revolution." Describe what it says about the significance of this revolution. 10. In the same paragraph as referred to in question 9, what do you notice about the importance placed on those who were killed?
11. Read the last paragraph of Source F. What was the name of the governor, and what was his fate? Do you think the author believed that the actions of the "party" were justified? Provide some reasons for your an swer based on Source F. 12. The Tennis Court Oath in Source G had no reference to women. Why do you think this was the case? Do you think this would have been an issue for women at that time?
10 Chapter 1 Revol ution and Change ©P ,mliJ•III King Louis's Last Words Thermometre dujour, February 20, 1793, by Charles He nri Sanson (executioner of Louis XVI) .
Arriving at the foot of the guillotine, Louis XVI looked for a moment at the instruments of his execution and asked Sanson why the drums had stopped beating. He came forward to speak, but there were shouts to the executioners to get on with their work. As he was strapped down, he exclaimed "My people, I die innocent!" Then, turning towards his executioners, Louis XVI declared "Gentlemen, I am innocent of everything of which I am accused. I hope that my blood may cement the good fortune of the French." The blade fell. It was 10:22 am. One of the assistants of Sanson showed the head of Louis XVI to the people, whereupon a huge cry of"Vive la Nation! Vive la Republique!" arose and an artillery salute rang out which reached the ears of the imprisoned Royal family.
,in'hJiil Execution of Louis XVI Engravi ng by Georg Heinri ch Sieveking, 1793.
@ Use Sources H and I to answer questions 13 and 14. 13. What is the significa nce of Louis's last words in Sou rce H? 14. Do you think these sources portray the goals of the revolution (including the death of Louis XVI) as positive, nega tive, or neutral? In other words, were the author of Source H and the artist behind Source I more sympathetic toward the revolutionari es or the king?
©P Th e French Revolution 11 '1t1@•il Robespierre Portrait of Maximilien de Robespierre by Pierre-Roch Vigneron, c. 1794.
,imhJ•II Executions During the Reign of Terror
@ Use Sources B, J, and K to answer questions . 15and 16. - - o.
15. Source J is a painting of Maximilien de Robespierre. How would describe his manner of dress? Search your textbook or another source and state why he is associated with the Reign of Terror. 16. According to Source K, how many people were executed during the Reign of Terror? Now use Source B as a guide and list the executions by each of the three estates. Which estate suffered the most?
No Status Given: 1%
12 Chapter 1 Revolution and Change ©P ,1,mijij; ■ The Radical's Arms Caricature engraving by George Cruikshank, November 13, 1819.
,,,.m,11 Guillotine
@ Use Sources L and M to answer questions 17 and 18. 17. Source L shows a guillotine. Is it an acceptable form of execution? Why or why not? Does your opinion change when you consider the fact that the guillotine was introduced for use in France as a more humane alternative to previous "medieval" methods? 18. What do you think the Source M artist is trying to say about the revolutionaries who were behind the extensive use of the guillotine during the Reign of Terror?
19. List some reasons for and against this statement: rich people have an obligation to share their wealth with society. How would someone with extraordinary wealth justify keeping it to themselves?
20. What is the significance of the role of women in the French Revolution? Were they a driving force or were they just a group reacting to the events around them?
21 . Explain how the inequalities of the class system in eighteenth-century France led to the actions of the revolutionaries.
22. Why is the storming of the Bastille seen as a symbol of the French Revolution?
23. What was the impact of the Reign of Terror on French society?
24. Compare the different perspectives of the various groups in eighteenth century France. What conditions did they face? What did they want to change? How did they act or react during the revolution?
©P Th e French Revolution 13 The Metis at Red River
Abandoning Red River
Letter sent to Lord Selkirk by Peter Fidler, Archibald McDonald , Jas Sutherland, and James White, June 24, 1815. NOTE: Some hi:toric sourc;s us~,terms s~ch as '.'Indian," but today, the terms First Nations and First Peoples are used. Words such as half-breed and savage used rn the past are now considered outdated and offensive.
Red River Settlement, 24June, 1815. My Lord: As we are under the necessity of abandoning the settlement, our duty calls upon us to state to your Lordship the reasons that impel us to such a distressing resolution. As the Depositions, Journals and Letters will point out our past sufferings, it will only be necessary for us to acquaint you with the present measures, that the N. W Company and their accomplices are still pursuing for our destruction and also with the prospects held out should we remain . In the first place the N. W Co . are keeping at their Fort some of the late settlers and servants of Red River Settlement, who have been our declared enemies, and also about forty Half-breeds who have already pillaged your property, burnt-almost all the houses in the settlement, and who are daily continuing such lawless conduct and threatening to involve us in farther misfortunes unless we quietly leave the River. From what has taken place we firmly believe that the Half-breeds, who are without a doubt spurred on by the N. W Co ., will stick at nothing to exterminate the settlement . . In the second place should we remain and should the Half-breeds persevere in doing us all the mischief they can, we . must, prepare ourselves with everything necessary for a siege. Provisions to support us, and men to assist us would then be required till the reinforcements arrive. Without fish we must starve, and it would be easy enough for the enemy to prevent us from getting any. Any assistance we must expect from our servants cannot be relied upon, as several yesterday threatened to desert us unless we gave them a boat to go to Jack River. In the third place, no reinforcement would be allowed to pass up Red River. In the fourth place, from the connection of the Half-breeds with the Indians there is no saying but they might persuade them to become our enemies also; and should any of the Half-breeds be killed by us we are convinced that none of us would ever leave Red River. In the fifth jlace, the crop would be destroyed, and supposing that the emigrants who are expected this autumn should be allowed to come up, how are they to be fed? In the sixth place, the Half-breeds might find means to set fire to the houses at night and then our lives and property would be entirely at their mercy. In the seventh place, there is a better prospect of reestablishing the Colony and of supporting the settlers by retiring for a little, before hostilities are carried too Jar against such a set of people. They will then have time to think of their cruelty towards us and may perhaps be brought round to become our friends . In whatever light your Lordship may view our proceedings, we have acted for the best as far as our judgment directed us. We have the honour to be. Your Lords~ips most obedient and most dutiful servants. James White. Archibald McDonald. Peter Fidler. ]as Sutherland.
14 Chapter 1 Revolution and Change ©P ,e)ii«•j:■ Plan of Red River Colony, c. 1818 Map by John George Bartholomew, 1915, based on map by George Bryce, 1910, and Aaron Arrowsmith, 1820 plan . PLAN Of RED RIVER COLONY Use Sources A and B to answer questions G 1 to 5. 1. Who w rote the letter in Source A, and w ho is it being written to? What is the purpose in writing th is letter? 2. Who are the "half-breeds," and how are they described in Source A? Who is supporting or encourag ing their activities? Suggest why. 3. Source B shows the Red Ri ver Colony, home to , the Selkirk Settlers. Based on Source A, why do I the settlers feel the situation is so desperate for / them? ,' ' 4. What do you notice about the pattern of settle / ment in Source B, the layout of the farms in particular? Why do you think this pattern was used in the Red Ri ve r Colony? 5. What are the settlers suggesting they do to solve the crisis?
"".f _;..] 3 ru i)JJiJ]_;r{ }_;l_;]j
Battle of Seven Oaks Hudso n's Bay calendar showing "The Fight at Use Sources A and C to answer Seven Oaks," G by Charles William questions 6 to 11 . Jefferys, 1914. 6. Who are the people on the left in Source C? Who are the people on the right? 7. Can you identify any indication of bias in Source C? Explain. 8. How does this painting relate to the claims made by the settlers in Source A? 9. Identify the monument and flags shown at the bottom of Source C. 10. Why might HBC have created this calendar? 11 . How useful and reliable is Source C as accurate evidence of the Battle of Seven Oaks?
©P ©P The Metis at Red River 15 "The Song of Seven Oaks" ":he Song of Seven Oaks" was originally written in French as "La Chanson de la Grenouillere" in June 1816 by Pierre Falcon, Metis composer, singer, and fur trader.
Will you come and hear me sing But the governor is full of ire Of a true and recent thing? And forwith tells his men to.fire. On June nineteenth the Bois-brules They fire the first-their muskets roar Arrived like warriors, brave and gay. And almost kill our ambassador!
On coming to the Grenouillere The governor thinks he's an emperor, We took three Orkney prisoners there A proud and arrogant seignior. Three men from across the sea He tries to act like a lofty lord Who'd come to pillage our country. - And, to his grief, gets his reward!
As soon as we started to set out When he espied the Bois-brules Two of our comrades gave a shout, He tried to frighten them away. Two of our men called out, "Alack! He sallied out to drive them away, There are the English, come to Attack!" And for this mistake with his life did pay.
At once we reined our horses in Because he behaved so arrogantly And galloped back to meet them then, Most of his grenadiers did die. Surrounding all their grenadiers Almost all of his men were slain; Who stood quite still, a prey to fears. Only four or five got home again.
Like men of honour we did act, Ah, would you had seen those Englishmen, Sent an ambassador, in fact, And the Bois-brules a-chasing them! As king their governor to wait One by one we did them destroy And talk, before it was too late. While our Bois-brules uttered shouts ofjoy!
@ Use Sources A, B, and D to answer questions 12 to 15. 12. What does Source D reveal about the Metis perspective of the Battle of Seven Oaks? 13. How are _the Metis described in Source D? How does this differ from the information in Sources A and B? What might account for this difference?
14. Based on the information in Source D, whom did Pierre Falcon blame for the conflict in Red River? Explain. 15. From what you have learned, were any actions taken to avoid conflict? What were they, and who initiated them 7
16 Chapter 1 Revolution and Change ©P Battle of Seven Oaks Excerpt from John Pritchard, Statement Respecting the Earl ofSelkirk 's Settlement in North America, London , 1719. Note: Words such as "half-breed" used in the past are now considered outdated and offensive.
Jn a few minutes, almost all our people were either killed or wounded. ~ Captain Rogers, having fallen, rose up again and came towards me, whe~ n~t seeing ~ne of ·: our party who was not either killed or disabled, I called out to him, For Gods sake give yourself up.' He ran towards the enemy for that purpose, myself following him. He raised up his hands, and, in English, and broken French, called out for mercy. A Half-breed, ( son of Colonel William McKay) shot him through the head, and another cut open his belly with a knife, with the most horrid imprecations .
.. . On a late spring day in 1816 two groups of men, some of them mercenaries, fired muskets at one another with murderous abandon. In a matter of minutes, 24 men were dead or about to die. ,.,.w,11 It wasn't that long ago that the prevailing view among historians was that the Battle of Seven Oaks was an epic contest of good Metis Milestone versus evil, of good Christian men against wild savages, of Bruce Owen, "Bloody Shootout Was a innocent Selkirk settlers massacred by half-breed cuthroats. Milestone for Metis," article in the Winnipeg Free Press, August 14, 2009. That kind of thinking has faded into an ever-distant memory. Now, the historical record of the battle, one that is shared equally by historians,.of different stripes, is that it's the first major event on the Prairies that established the Metis as their own people.
@ Use Sources D to F to answer questions 16 to 18. 16. Do Sources E and F come to similar conclusions about what happened at Seven Oaks? To what extent are they competing accounts? 17. Does Source E provide adequate information in order to justify the statement made in Source F about the significance of Seven Oaks? If not, what else should be included alongside Source E in order to support the position taken in Source F? 18. In what ways does Source F support Source D? Explain.
©P The Metis at Red Ri ver 17 r
If the idea of a 'New Nation' can be traced to a single event, it would be Metis "New Nation" the Battle of Seven Oaks in 1816, although it had received considerable Excerpt from Canada s First Nations: impetus with the curtailing of the export of products of the hunt from A History of Founding Peoples from the colony two years earlier. The War of 1812 had interrupted Red River's Earliest Times, 4th edition, Oxford supply lines; as food shortages developed, Assiniboia governor Miles Uni ve rsity Press, 2009, page 232, by Olive Patricia Dickason with Mac (in office 1811-15) imposed an embargo on the export of provisions David T. McNab. without a special licence - the Pemmican Proclamation of 1814. This greatly disturbed the Metis, for whom the export of pemmican was an important economic activity.
Metis Flag The Metis flag is a white infinity sign on a blue background. This design first appeared in 1814, and it was first used in 1816 at the Battle of Seven Oaks.
@ Use Sources G and H to answer question 19. 19. Examine Sources G and H. Why is it important that the Metis had their own flag in 1816? What does this say about what they were trying to do?
Summer at Fort Douglas "Summer View in the environs of the Company Fort Douglas on the Red River. Drawn from nature in July, 1822 ," by Peter Rindisbacher.
18 Chapter 1 Revolution and Change Colonists at Red River "Colonists on the Red River in North America ," by Peter Rindisbacher, c. 1822 .
@ Use Sources A to F, I, and J to answer questions 20 to 23. 20. Based on Sources I and J, how would you describe what life was like in Red River in the 1820s? 21. How would you describe the relationship between the different groups in Red River? 22. Do you think the settlers would have been surprised by anything upon their arrival and settlement in Red Ri ver. If so, w hat? 23. Do Sources I and J make you rethink any of the information presented in Sources A to F? Explain.
24. How does the Battle of Seven Oaks help us understand how perspectives on a historical event can be really different and why they might change over time?
25. Imagine you are involved in the writing of a new book on life on the Red River. The author has asked you to write an introduction to the chapter on the Selkirk Settlement and the Seven Oaks Massacre. Using information from the sources provided as well as your own research, write the introduction to answer the question " Selkirk Settlement-Massacre or Milestone?" Remember, the language you use and how you describe events must be justifiable and backed up by historical sources.
26. Do a quick Internet search about the Metis flag. Why was the colour blue used, and what did the symbol in the middle mean to the Metis in the early 1800s? Why was it chosen? Keep in mind that there is more than one interpretation of the symbol, so be sure to check more than one source. Do you think the . meaning has changed since then?
27. The Metis flag helped define the Metis people, just as the conflict with colonists did, especially the Battle of Seven Oaks. Can you think of other examples in history where a people have been defined by a flag or symbol? Can you think of examples where a people have been defined by a conflict?
The Metis at Red River 19
©P Technology in the Great War
, 11'hlill
Technology 1
Technology 2
20 Chapter 1 Revolution and Change ©P , 111'iiJ••• Technology 3
,i11'hHl•I Technology 4
J#n'l«•II Technology 5
@ Use Sources A to E to answer questions 1 to 3. 1. Identify six weapons of WWI that are shown in the images in Sources A to E. (Hints:) The left image in Source E shows destroyed trees caused by the weapon on the right. You can get two weapons from the image in Source C. 2. Which of the above technologies was developed during the war, and why was it necessary for them to be developed? What did the developers hope to achieve with these new technologies? 3. Are any of the above technologies sti ll in use today or are they obsolete? What, if anything, has taken their place?
©P ©P Technology in the Great War 21 Nurse Mabel B. Clint Commander Haig's ,m@ill ,mm••• View on Casualties Excerpt from Mabel B. Clint's memoir, Our Bit: Memo ries of Wa r Service by a Canadian Nursing Sister, 1934. British commander Field Marshal Sir Douglas Haig in June 1916 before the Battle of the Somme began . One very bad case became our "star" patient. His cyanosed face was the colour of mahogany, and for nearly two weeks The nation must be taught to bear he breathed only from oxygen cylinders. Two special nurses losses. No amount ofskill on the part ofth e were assigned for his care for several days, substituting higher commanders, no training, however one tank for another without break. Enquiries came from good, on the part of the officers and ~en, Base Medical Stores as to what No. 1 Canadian was doing no superiority of arms and ammunition, with the oxygen! I was not believed in England when I however great, will enable victories to be read from my diary that we used 59 cylinders, but it was won without the sacrifice of men's lives. recorded at the time. However, to the complete amazement The nation must be prepared to see heavy of everyone, K. .. recovered, walked with assistance along the grassy paths one day, cheered by his sympathetic comrades, casualty lists. and saw England again. His farewell words were in regard to another sick man: "I'll say the Canadians are looking after him, and he'll be all right."
@ Use Sources F and G to answer questions 4 to 8. 4. In Source F, Nurse Clint talks about the patient's skin turning mahogany colour and his face being " cyanosed ." What do you think that term means? How would the treatment of victims of gas attacks differ from the treatment of victims of shell explosion s? 5. When and where do you think the gas attack occurred that resulted in the patient's treatment mentioned in Source F? Is this a primary or secondary source? 6. What does the quote in Source G say about General Haig's view of casualties during war? Do you think that other commanders of World War I would have shared Haig's view? Explain. 7. What is your opinion of Haig based on his quote? What factors influence how you perceive Haig's comments? In other words, how do you arrive at your opinion? 8. Note your response to the previous question. How similar or different do you think your opinion of Haig is compared to people living in Canada during WWI? What do you think Nurse Clint from Source F would think of Haig's comments?
Chlorine Gas Attack, British Soldiers After a c. 1917, France German Gas Attack, 1918
0 Use Sources H and I to answer questions 9 and 10. 9. Looking at the use of gas as seen in Source H, identify two advantages and two disadvantages of using gas as a weapon. 10. a) Looking at the British soldiers in Source I, how do you think the gas attack has affected them? Give evidence from the picture to back up your answer. b) What might be other effects of the gas on these soldiers? Explain .
22 Chapter 1 Revolution and Change ©P WWI U-boat, 1914
,i11 Wiltl Convoy of Ships in the North Atlantic, 1916
@ Use Sources J and K to answer questions 11 and 12. 11 . Looking at the image in Source J, identify two ways that U-boats changed the war at sea during WWI. 12. Why was it necessa ry for the Allies to use convoys, as seen in Source K, to ship goods and supplies from Canada to Britain?
13. In what way do the images in Sources A to E show that WWI was a "Total War"?
14. How would the experience of a nurse or doctor in a war zone today be different from or similar to those of World War I? How would present-day technology make their work easier (medical advancements) as well as more difficult (advanced weaponry}?
15. In what way would the attitude and views expressed by Haig in Source G help to explain the massive increase in the number of casualties during the Battle of the Somme as well as WWI in general?
16. The British and their allies also used gas during World War I, yet it is the Germans who are most criticized for its use. Give reasons why this is so. After WWI, gas was banned as a weapon by the Geneva Convention of 1929. Why was gas banned and not other types of technology, such as the machine gun or artillery, which killed many times more soldiers than gas? Are agreements that set up the rules of war a waste of time? Explain.
1. 17. What weapon technology do you believe is immoral to use in a war?
18. Technology made WWI unique from all conflicts before it. Research and write a paragraph explaining how military technology makes modern conflicts today different from all previous ones.
©P ©P Technology in the Great War 23