Unit 2 WORLD WAR I: 1914–1918

UNIT OVERVIEW In 1914 when World War I broke out, faced a number of economic and social prob- lems. The long boom of the Laurier era was ending, while unemployment and poverty were on the rise. French-English relations faced yet another test when passed a law restricting the use of French in its schools. Racial prejudice was also evident when a group of Sikh immigrants from India was prevented from entering the country. The crisis in Europe that touched off World War I during the summer of 1914 seemed at first to be very far-removed from ’ concerns. Even a month later, when the cri- sis led to war between Austria and Serbia, Canadians, including Prime Minister Robert Borden, did not let it interfere with their summer vacations. Only when the great European powers, including Britain, were required to honour their secret commitments to their alliance partners did the full extent of the looming con- flict become apparent. By August 4, 1914, all the major European powers were at war. When Britain declared war on Germany, this meant the entire , including Canada, was at war. At first, Canadians greeted the war with great enthusiasm. Most were of British back- ground and intensely loyal to their motherland and its empire, and flocked to the re- cruiting stations. Prime Minister Borden announced that the first division of the Canadian Expeditionary Force would comprise 25 000 men. However, within a few months more than 33 000 young Canadians had enlisted. Upon their arrival at the Western Front, the Canadian soldiers encountered the grim realities of war. Apart from the danger of death or serious injury from enemy fire, the troops had to contend with the terrible conditions in the trenches and psychological stress known as “shell shock.” Canada’s forces proved to be brave and determined fighters, who distinguished themselves in the battles at Ypres, the Somme, and Vimy Ridge. Canadians fought valiantly at the battle of Passchendaele, and in an Allied offensive that broke the German army in the last months of the war. Participation in World War I fundamentally transformed Canada; many view the war as our “coming of age.” Major victories did much to foster national pride and self-confidence. At the end of the war, Prime Minister Borden won greater recognition for Canada’s status as a nation. The war also led to a greater government involvement in people’s lives, growth in industrial manufacturing and agriculture, and the increased importance of women in the labour force. As a result, women won the right to vote. However, the war also divided Canadians. In the early days, a small band of pacifists protested against Canada’s involvement, often meeting strong opposition. Although eth- nic minorities were eager to prove their loyalty to Canada by joining the armed forces, many faced discrimination when they did so. However, the Conscription Crisis that broke in 1917 posed the greatest threat to Canadian unity.

159 In 1917, Borden’s government reluctantly introduced a measure calling for conscription of all able-bodied men between the ages of 20 and 45. While most English-Canadians sup- ported it, conscription was far less popular among French-Canadians and recent immi- grants from Europe. In 1917 an election fought on the issue split Canada. Although Borden’s Unionists won re-election, Quebec voted solidly for the Opposition Liberals who were against conscription. And when conscription was introduced there in early 1918, rioting broke out. World War I was a highly significant period. The country’s military commitment was staggering for a country of only 8 million people far from the war zone. Canada emerged as a more self-reliant and internationally respected nation, with its economy more fully de- veloped. Canadian women had gained full political rights, and recognition of their social and economic contributions. However, the scars opened by the Conscription Crisis, and the anti-Quebec and anti-foreign sentiments it had sparked, would take a long time to heal.

Unit 2 has the following divisions: Chapter 5 Canada Goes to War • Domestic problems in 1914, Canada gets involved in war, and events to 1916 Chapter 6 Canadians in Battle • Armed forces at war to 1918, Canada gains more political autonomy Chapter 7 The War at Home • War economy, women’s role, propaganda, Conscription Crisis

UNIT PLANNING CHARTS

ACADEMIC Chapter 5: Canada Goes to War Outline Specific Expectations Pages 74–75 Activity

Canada in 1914 summarize Canada’s changing relationship with the United States from 1900 to the present (external forces shaping policies) assess the changing relationship between and Quebec The War Begins explain how Canada became involved in World War I and World War II, after researching the 1, 6, 10, 11, 16, 17, 21 causes of the two wars Emerging Historian: explain how Canada became involved in World War I and World War II, after researching the 1, 6, 10, 11, 16, 17, 21 Interpreting a causes of the two wars Political Cartoon Canada Supports explain how Canada became involved in World War I and World War II, after researching the 1, 6, 10, 11, 16, 17, 21 the War causes of the two wars describe how Canadians of various ethnocultural backgrounds, individually and as communities, 7 contributed at home and overseas to the war effort during World War I and World War II explain the influence on Canadian society from 1914 to the present of pacifists, the human 20 rights movement, and the civil rights movement assess the backgrounds, careers, and contributions of twentieth-century Canadian prime 15 ministers, in both formal and anecdotal reports Up Close: explain how Canada became involved in World War I and World War II, after researching the 1, 6, 10, 11, 16, 17, 21 Sam Hughes causes of the two wars The Western Front demonstrate a knowledge of Canada’s military contributions in World War I and World War II 6, 18 Changing Technology explain how and why developments in transportation and communication technology affected life in the twentieth century examine the relationship between war and inventions and explain how and why the technologies developed during and immediately after World War II

160 MAKING HISTORY UNIT 2: WORLD WAR I: 1914–1918 Methods of Historical Inquiry Page Activity formulate different types of questions to focus their historical research 74 13 use school and public libraries, resource centres, museums, historic sites, and community and government resources 75 23 effectively to gather information on Canadian history record and organize information effectively using notes, lists, concept webs, timelines, charts, maps, graphs, and 74 1, 11 mind maps identify different viewpoints and explicit biases when evaluating information for a research report or participating in 75 19, 20 a discussion use relevant and adequate supporting evidence to draw conclusions 64 Emerging Historian 75 21 make reasoned generalizations or appropriate predictions based on research 74 10 demonstrate competence in research and writing 74 15 75 18 express ideas and arguments in a coherent manner during discussions and debates, or in graphic displays 74 5 75 17, 22

Chapter 6: Canadians in Battle Outline Specific Expectations Page 92 Activity

An Emerging Identity explain how and why the federal government has tried to promote a common 13 through various agencies demonstrate a knowledge of Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13 summarize the early evolution of Canadian political autonomy from Great Britain for the period 5 from World War I to the present The CEF in Battle demonstrate a knowledge of Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13 evaluate Canada’s role in the Allied victories of World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13 Up Close: demonstrate a knowledge of Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13 Forgotten Heroes evaluate Canada’s role in the Allied victories of World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13 Canadians in the Air demonstrate a knowledge of Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13 evaluate Canada’s role in the Allied victories of World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13 Emerging Historian: demonstrate a knowledge of Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13 Formulating Questions evaluate Canada’s role in the Allied victories of World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13 explain how significant individuals contributed to the growing sense of Canadian identity 2 during World War I Canadians at Sea demonstrate a knowledge of Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13 evaluate Canada’s role in the Allied victories of World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13 explain how significant individuals contributed to the growing sense of Canadian identity during 1, 2, 4, 6, 7, 8, 12, 13 World War I Parallels Through demonstrate a knowledge of Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13 Time: Canada’s Military, Past and describe the roles and functions carried out by the since 1945 14 Present

The Central Powers demonstrate a knowledge of Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13 Collapse evaluate Canada’s role in the Allied victories of World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13 The War Ends demonstrate a knowledge of Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13 evaluate Canada’s role in the Allied victories of World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13 summarize the early evolution of Canadian political autonomy from Great Britain for the period 5 from World War I to the present assess the backgrounds, careers, and contributions of twentieth-century Canadian prime 2 ministers, in both formal and anecdotal reports

MAKING HISTORY UNIT 2: WORLD WAR I: 1914–1918 161 Methods of Historical Inquiry Page Activity formulate different types of questions to focus their historical research 85–86 Emerging Historian use school and public libraries, resource centres, museums, historic sites, and community and government resources 92 15 effectively to gather information on Canadian history use computer-stored information and the Internet effectively to research Canadian history topics 92 14 record and organize information effectively using notes, lists, concept webs, timelines, charts, maps, graphs, and 92 1, 2 mind maps use computer-based systems effectively to organize information for research and report preparation 92 6 identify different viewpoints and explicit biases when evaluating information for a research report or participating in a 92 11, 12 discussion distinguish between primary and secondary sources of information, and demonstrate an understanding of how to use 85–86 Emerging Historian each appropriately in historical research use relevant and adequate supporting evidence to draw conclusions 92 7 demonstrate competence in research and writing 92 13 express ideas and arguments in a coherent manner during discussions and debates, or in graphic displays 92 10

Chapter 7: The War at Home Outline Specific Expectations Pages 105–6 Activity

The Home Front describe how Canadians of various ethnocultural backgrounds, individually and as communities, 12, 22 contributed at home and overseas to the war effort during World War I and World War II demonstrate an understanding of the role of government in wartime and explain why the 1, 4, 10, 18 government acted as it did Votes for Women assess the contributions of the women’s movement 9, 20 Up Close: Working in describe how Canadians of various ethnocultural backgrounds, individually and as communities, 12, 22 a Munitions Factory contributed at home and overseas to the war effort during World War I and World War II assess the contributions of the women’s movement 9, 20 The Propaganda War explain how and why the Canadian government restricted certain rights and freedoms in 10, 11, 15, 18 wartime, and describe the impact, both short- and long-term, on the general population and on various groups Emerging Historian: explain how and why the Canadian government restricted certain rights and freedoms in 10, 11, 15, 18 Identifying Bias wartime, and describe the impact, both short- and long-term, on the general population and on various groups The Conscription describe how the conscription crises of World Wars I and II created tensions between English 19 Crisis Canada and Quebec The Suffering describe how Canadians of various ethnocultural backgrounds, individually and as communities, 12, 22 Continues contributed at home and overseas to the war effort during World War I and World War II

Methods of Historical Inquiry Page Activity formulate different types of questions to focus their historical research 105 4, 6, 12 use school and public libraries, resource centres, museums, historic sites, and community and government resources 105 15 effectively to gather information on Canadian history 106 21, 22, 23 use computer-stored information and the Internet effectively to research Canadian history topics 105 6 identify different viewpoints and explicit biases when evaluating information for a research report or participating in a 99 Emerging Historian discussion 105 7 106 21 distinguish between primary and secondary sources of information, and demonstrate an understanding of how to use 105 14 each appropriately in historical research distinguish between fact and inference in primary and secondary sources 105 8 (continued)

162 MAKING HISTORY UNIT 2: WORLD WAR I: 1914–1918 Methods of Historical Inquiry Page Activity use relevant and adequate supporting evidence to draw conclusions 105 9 make reasoned generalizations or appropriate predictions based on research 105 10 demonstrate competence in research and writing 105 11, 13 express ideas and arguments in a coherent manner during discussions and debates, or in graphic displays 105 11 106 18 demonstrate, after participating in dramatizations of historical events, insights into historical figures’ situations 106 17, 18 and decisions

APPLIED Chapter 5: Canada Goes to War Outline Specific Expectations Pages 74–75 Activity

Canada in 1914 summarize Canada’s changing relationship with the United States from 1900 to the present (external forces shaping policies) demonstrate an understanding of how the federal government and Canadians in general have reacted to the Quebec separatism movement The War Begins explain how Canada became involved in World War I and World War II, after researching the 1, 6, 10, 11, 16, 17, 21 causes of the two wars Emerging Historian: explain how Canada became involved in World War I and World War II, after researching the 1, 6, 10, 11, 16, 17, 21 Interpreting a causes of the two wars Political Cartoon Canada Supports explain how Canada became involved in World War I and World War II, after researching the 1, 6, 10, 11, 16, 17, 21 the War causes of the two wars describe how Canadians of various backgrounds, individually and as communities, contributed 7 at home and overseas to the war effort during World War I and World War II explain the influence on Canadian society from 1914 to the present of pacifists, the human 20 rights movement, and the civil rights movement compare the backgrounds, careers, and contributions of twentieth-century Canadian prime 15 ministers, in both formal and anecdotal reports Up Close: explain how Canada became involved in World War I and World War II, after researching the 1, 6, 10, 11, 16, 17, 21 Sam Hughes causes of the two wars The Western Front compare Canada’s military contributions in World War I and World War II 6, 18 Changing Technology use visual displays effectively to show how technological developments have changed lifestyles through the twentieth century describe the technological innovations that have changed the way war has been fought in the twentieth century

Methods of Historical Inquiry Page Activity use who, what, where, when, why, and how questions effectively when researching historical topics and issues 74 13 use school and public libraries, resource centres, museums, historic sites, and community and government resources 75 23 effectively to gather information on Canadian history record and organize information effectively using notes, lists, concept webs, timelines, organizers, charts, maps, graphs, 74 1, 11 and mind maps identify different viewpoints and explicit biases when evaluating information for a research report or participating in a 75 19, 20 discussion demonstrate an ability to draw conclusions based on adequate and relevant supporting evidence 64 Emerging Historian 75 21 make reasoned generalizations or appropriate predictions based on research 74 10 demonstrate competence in research and writing 74 15 75 18 express ideas and arguments in a coherent manner during discussions and debates, or in graphic displays 74 5 75 17, 22

MAKING HISTORY UNIT 2: WORLD WAR I: 1914–1918 163 Chapter 6: Canadians in Battle Outline Specific Expectations Page 92 Activity

An Emerging Identity explain how and why the federal government has tried to promote a common Canadian identity 13 through various agencies and assess the effectiveness of these efforts compare Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13 identify why certain documents are important in the evolution of Canada’s political autonomy 5 The CEF in Battle compare Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13 evaluate Canada’s role in the Allied victories of World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13 Up Close: Forgotten compare Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13 Heroes evaluate Canada’s role in the Allied victories of World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13 Canadians in the Air compare Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13 evaluate Canada’s role in the Allied victories of World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13 Emerging Historian: compare Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13 Formulating Questions evaluate Canada’s role in the Allied victories of World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13 demonstrate an understanding of how significant individuals contributed to the growing 2 sense of Canadian identity during World War I Canadians at Sea compare Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13 evaluate Canada’s role in the Allied victories of World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13 demonstrate an understanding of how significant individuals contributed to the growing sense 1, 2, 4, 6, 7, 8, 12, 13 of Canadian identity during World War I Parallels Through compare Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13 Time: Canada’s Military, Past and demonstrate knowledge of the roles and functions carried out by the Canadian armed forces 14 Present since 1945 The Central Powers compare Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13 Collapse evaluate Canada’s role in the Allied victories of World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13 The War Ends compare Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13 evaluate Canada’s role in the Allied victories of World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13 identify why certain documents are important in the evolution of Canada’s political autonomy 5 compare the backgrounds, careers, and contributions of twentieth-century Canadian prime 2 ministers, in both formal and anecdotal reports

Methods of Historical Inquiry Page Activity use who, what, where, when, why, and how questions effectively when researching historical topics and issues 85–86 Emerging Historian use school and public libraries, resource centres, museums, historic sites, and community and government resources 92 15 effectively to gather information on Canadian history use technology effectively when researching Canadian history topics 92 14 record and organize information effectively using notes, lists, concept webs, timelines, organizers, charts, maps, graphs, 92 1, 2 and mind maps use computer-based systems effectively to organize information for research, report preparation, and presentation 92 6 identify different viewpoints and explicit biases when evaluating information for a research report or participating in 92 11, 12 a discussion distinguish between primary and secondary sources of information, and use both appropriately in historical research 85–86 Emerging Historian demonstrate an ability to draw conclusions based on adequate and relevant supporting evidence 92 7 demonstrate competence in research and writing 92 13 express ideas and arguments in a coherent manner during discussions and debates, or in graphic displays 92 10

164 MAKING HISTORY UNIT 2: WORLD WAR I: 1914–1918 Chapter 7: The War at Home Outline Specific Expectations Pages 105–6 Activity

The Home Front describe how Canadians of various backgrounds, individually and as communities, contributed 12, 22 at home and overseas to the war effort during World War I and World War II demonstrate an understanding of the role of government in wartime and explain why the 1, 4, 10, 18 government acted as it did Votes for Women summarize the contributions of the women’s movement 9, 20 Up Close: Working in describe how Canadians of various backgrounds, individually and as communities, contributed 12, 22 a Munitions Factory at home and overseas to the war effort during World War I and World War II summarize the contributions of the women’s movement 9, 20 The Propaganda War explain how and why the Canadian government restricted certain rights and freedoms in 10, 11, 15, 18 wartime, and describe the impact on the general population and on various groups Emerging Historian: explain how and why the Canadian government restricted certain rights and freedoms in 10, 11, 15, 18 Identifying Bias wartime, and describe the impact on the general population and on various groups The Conscription explain how the conscription crises of World Wars I and II created tensions between English 19 Crisis Canada and Quebec The Suffering describe how Canadians of various backgrounds, individually and as communities, contributed 12, 22 Continues at home and overseas to the war effort during World War I and World War II

Methods of Historical Inquiry Page Activity use who, what, where, when, why, and how questions effectively when researching historical topics and issues 105 4, 6, 12 use school and public libraries, resource centres, museums, historic sites, and community and government resources 105 15 effectively to gather information on Canadian history 106 21, 22, 23 use technology effectively when researching Canadian history topics 105 6 identify different viewpoints and explicit biases when evaluating information for a research report or participating in 99 Emerging Historian a discussion 105 7 106 21 distinguish between primary and secondary sources of information, and use both appropriately in historical research 105 14 distinguish between fact and inference in primary and secondary sources 105 8 demonstrate an ability to draw conclusions based on adequate and relevant supporting evidence 105 9 make reasoned generalizations or appropriate predictions based on research 105 10 demonstrate competence in research and writing 105 11, 13 express ideas and arguments in a coherent manner during discussions and debates, or in graphic displays 105 11 106 18 demonstrate, after participating in dramatizations of historical events, insights into historical figures’ situations 106 17, 18 and decisions

ACTIVITY NOTES AND ANSWERS

Page 59, Expressing ideas What is the theme of the painting? Describe the colours and style used by the artist. How do colour and style reinforce the artist’s views about the subject?

The theme of Frederick Varley’s painting, entitled For What?, is the terrible destruction and futility of war. The painting depicts a cartload of bodies of soldiers killed in the fighting, set against a bleak and devastated battlefield. The artist uses sombre colours such as brown and grey to create a depressing and sorrowful mood. His style is realistic, portraying the dev- astation and slaughter of World War I in a frank, unromanticized way. In his painting Varley makes it clear that he viewed World War I as a waste of human life that served no purpose other than to cause the needless deaths of thousands of young soldiers from Canada and the other nations.

MAKING HISTORY UNIT 2: WORLD WAR I: 1914–1918 165 Chapter 5 CANADA GOES TO WAR

CHAPTER OVERVIEW This chapter deals with Canada’s entry into World War I in 1914, and how it affected the country during the early fighting. It begins with an overview of the main events that oc- curred just before the war broke out, and their effects. It continues with a detailed exam- ination of the long- and short-term causes of the war, and shows how an European conflict came to involve Canada. It discusses the federal government’s efforts to raise a large army and dispatch it to the war zone and the way the Canadians greeted the outbreak of war in 1914. It focusses on the experience of Canadian soldiers in the trenches, and the role of women. It also highlights the media’s role, the career of Sir Sam Hughes as Canada’s min- ister of defence, and new inventions and technological developments that transformed the way the war was fought.

THEMATIC PATHWAYS

Key Themes Text Activity Academic Applied Pages Page Number

French-English Relations 61 62 1 * *

The Impact of Changing Technologies 72 No activities

Immigration and Multiculturalism 61–62 62 2 * *

Using the Scrapbook Series The Canadiana Scrapbook Series can be used to supplement the text. Teachers of Applied students, in particular, might find it useful to substitute sections of the text they do not wish to cover in detail with sections from the Scrapbooks. For relevant sections of this chapter of the text, see the Scrapbook Canadians at War, 1914–1918, pages 2–5.

166 ASSESSMENT AND EVALUATION TOOLS Activity Suggested rubrics, scoring guides, and checklists

Page 64, Emerging Historian: Interpreting a Political Cartoon Analyzing Political Cartoons: Generic Rubric 3 Pages 74–75, Chapter Activities Understand and Organize 1–9 No formal evaluation instrument Analyze and Evaluate 10 No formal evaluation instrument 11 Checklist-Using a Problem-Solving Model: Skills Development Sheet 15 Contributing to a Group Task: Self-Assessment Sheet 2 Working as a Group: Self-Assessment Sheet 4 12 Analyzing a Chart or Graph: Generic Rubric 1 13 Writing-in-Role: Generic Rubric 13 14 No formal evaluation instrument Research and Communicate 15 Writing-in-Role: Generic Rubric 13 16 Adapt Writing-in-Role: Generic Rubric 13 17 Checklist-Making a Poster: Skills Development Sheet 23 Using Advertisements: Generic Rubric 20 18 Adapt Written Editorial: Generic Rubric 14 19 Writing-in-Role: Generic Rubric 13 20 Writing-in-Role: Generic Rubric 13 21 Checklist-Using a Problem-Solving Model: Skills Development Sheet 15 22 Analyzing Political Cartoons: Generic Rubric 3 23 Using Research Notes (Academic): Generic Rubric 6 Using Research Notes (Applied): Generic Rubric 7 Checklist-Researching on the Internet: Skills Development Sheet 4 Completing a Research Assignment: Self-Assessment Sheet 3 or Checklist-Using a Timeline: Skills Development Sheet 11 or Written Report (Academic): Generic Rubric 11 Written Report (Applied): Generic Rubric 12 or Checklist-Preparing for an Oral Presentation: Skills Development Sheet 22

DEFINITIONS FOR KEY TERMS nationalism A strong attachment to one’s nation and culture, sometimes including the belief that its interests have to be protected at the expense of other countries. Nationalism, and the rivalries it touched off in Europe before World War I, was a major cause of the conflict. alliances Formal agreements of support and cooperation among two or more countries, usually in economic or military terms. Some major European countries had formed two different alliances before World War I, and their rivalry was a major cause of the war. imperialism The building of empires by taking over overseas colonies. Rivalries among the great powers of Europe for valuable natural resources and markets in colonies were a major cause of World War I.

MAKING HISTORY CHAPTER 5: CANADA GOES TO WAR 167 militarism A nation’s policy of enlisting, training, equipping, and maintaining armed forces ready for war. Most European countries kept large standing armies and were ready to use them. Militarism was a major cause of the war.

Allies A group of countries including Britain, France, and Russia, who had formed the Triple Entente prior to World War I, and took this name after the conflict began.

Central Powers A group of countries, including Germany and Austria-Hungary, that had been part of the Triple Alliance prior to World War I and were joined by Turkey after Italy withdrew to fight with the Allies.

Canadian Expeditionary Force (CEF) The name given to the Canadian troops who were sent to fight in Europe during World War I. The first division of 25 000 men was raised shortly after the war began by voluntary enlistment.

pacifists People who believe in non-violence and oppose war as a means of settling in- ternational disputes. The few pacifists in Canada during World War I were harassed for their views and accused of being cowards and traitors to their country.

War Measures Act A law passed by the Canadian Parliament shortly after World War I began, giving the government sweeping powers to control the country’s economic and transportation systems.

munitions Weapons, ammunition, and supplies for waging war. During World War I, the Canadian government organized the economy so that production of these goods was the number one priority for manufacturing companies and industrial workers.

Western Front An imaginary line stretching from the English Channel through Belgium and France as far as the Swiss border that separated the opposing armies of the Allies and the Central Powers after the initial battles of World War I. This line hardly moved until the final months of the fighting in 1918.

trench warfare A form of battle in which opposing sides fire from protective trenches dug into the earth. This became the dominant form of fighting for the armies facing each other on either side of the Western Front during World War I after the stalemate de- veloped in late 1914.

shell shock Psychological damage caused by the stresses of war. Many soldiers suffered from this because of their experiences in the trenches during World War I, and some were damaged for life.

168 MAKING HISTORY CHAPTER 5: CANADA GOES TO WAR ACTIVITY NOTES AND • The country was in the grip of an economic depression and about 15 percent of Toronto’s ANSWERS workers were unemployed. (Notes in square brackets are additional information • In May, a passenger liner called the Empress of not found in the textbook. They are included for Ireland collided with a coal ship in dense fog teacher information.) in the St. Lawrence River, with huge loss of life. This disaster reminded Canadians of the Page 62 Titanic, which had sunk off Newfoundland just two years before. 1. In what ways did the conflict over Regulation • In June, a massive explosion rocked the 17 echo the conflict over the Manitoba and Hillcrest Coal Mine in southwestern Alberta, North-West Schools questions? causing the deaths of 189 miners. This was the worst mining disaster in Canadian history. The conflict over Regulation 17 echoed the con- • Ontario’s introduction of Regulation 17 in flict over the Manitoba and North-West Schools 1912, limiting the use of French as a language questions because it involved a dispute about of instruction in schools, further strained the language of instruction in schools. In 1912, English-French relations in Canada. They had the Ontario provincial government issued already been damaged by the execution of Regulation 17 to prevent the use of French as a Louis Riel and by the Manitoba and North- language of instruction beyond Grades 1 and 2 West Schools questions. in areas of Ontario where a large number of • A group of prospective Sikh immigrants from French-speaking Ontarians lived. Francophone India was prevented from disembarking from Ontarians urged the federal government of Prime the ship that had carried them to Vancouver. Minister Wilfrid Laurier to intervene, and Laurier This created tensions between South-Asian urged the Ontario government to drop Regulation Canadians and [white] residents of British 17. The Board defied the Columbia. law, and permitted teaching in French in its schools. After many court challenges, the British Privy Council finally ruled that the Ontario gov- Page 64, Emerging Historian: Interpreting a Political Cartoon ernment had the right to decide which language should be used in the province’s schools. As with 1. Identify the countries represented by the child the resolution of the Manitoba and North-West and the adult who is picking on him. Why is one Schools questions, French-Canadians felt that country shown as a child? provincial governments had violated their lan- guage rights and that the federal government had The country represented by the child is Serbia been unwilling to protect them. and the adult who is picking on him is Austria- Hungary. Serbia is portrayed as a child because it 2. Why was the Komagata Maru chartered? was a small Balkan country.

In 1913, a judge in British Columbia had ruled 2. The cartoon uses caricatures of speech and cloth- that Canada had no right to bar entry of quali- ing to identify European countries. Identify fied British subjects from any country, regard- Germany, Britain, France, and Russia. Explain less of race. In order to test this judgement, a your choice in each case. Sikh businessman chartered a ship, the Komagata Maru, to carry immigrants from India Germany is portrayed by the figure wearing the to Canada. spiked helmet and the handlebar moustache. Officers in the German army wore this type of 3. Make a list showing the ways in which 1914 was helmet, and the German Kaiser, Wilhelm II, had a troubled year for Canada. a large moustache. Britain is portrayed by the stout figure wearing an open striped jacket, vest, 1914 was a troubled year for Canada for the fol- white pants, and a top hat. This figure, nick- lowing reasons:

MAKING HISTORY CHAPTER 5: CANADA GOES TO WAR 169 named “John Bull,” symbolized Britain at that ers. The title of the cartoon is ironic because the time in much the same way that “Uncle Sam” “chain of friendship” depicted in it was in reality does the United States. France is portrayed by a chain of conflict between the members of the figure in the buttoned striped jacket, peaked Europe’s two rival alliances. cap, and high boots. This was a typical farmer’s Evaluate the cartoon. How effectively does it costume of the time, and France was known as a 5. deliver its message? Explain. major agricultural nation in Europe. Russia is portrayed by the bearded figure in a fur cap, long The cartoon delivers its message effectively be- coat, and high boots. This was the traditional cause it depicts the chain of events that led to costume of the Russian Cossacks, a legendary the outbreak of World War I in Europe in 1914. A part of that country’s military tradition. quarrel between Serbia and Austria led to the in- 3. Use the cartoon to make a list of the countries volvement of Germany, Russia, France, and on two opposing sides in World War I. Compare Britain because they belonged to rival alliances your list to the map in Figure 5–2. with commitments to defend other members in case of conflict. The ability to identify the vari- The countries in the cartoon are: ous figures is necessary in order to identify the countries depicted. It is likely that many British a) Serbia: “If you touch me I’ll…” and Canadian newspaper readers in 1914 would b) Austria-Hungary: “If you make a move I’ll…” have been able to do this, but less probable that students of the early twenty-first century would c) Russia: “If you hit that little feller I’ll…” be able to do so without assistance.

d) Germany: “If you strike my friend I’ll…” Page 65 e) France: “If you hit him…” 1. Identify f) Britain: “Ho there, if you chaps…” a) Crown Prince Franz Ferdinand The chain-reaction that caused World War I is Crown Prince Franz Ferdinand was the shown in this cartoon and in another format on nephew of the Austro-Hungarian Emperor the map (Figure 5–2) on page 63. Austria attacked and the heir to the throne. He and his wife Serbia, Russia declared war on Austria to defend were assassinated by a Serbian during a visit Serbia, Germany declared war on Russia to de- to Sarajevo, the capital of Bosnia, a province fend Austria, France declared war on Germany of the empire, on June 28, 1914. This event to defend Russia, and Britain declared war on touched off a chain of events leading to World Germany to defend France. War I. 4. What is the meaning of the title of the cartoon? b) Gavrilo Princip Could it be interpreted as an ironic or sarcastic title? Explain. Gavrilo Princip was a Serbian student and nationalist who shot Franz Ferdinand and The title of the cartoon, “The Chain of his wife. He did so because he opposed Friendship,” refers to the system of alliances that Austrian control of Bosnia, which he wanted linked the great powers of Europe before World to see become part of Serbia. War I. These rival alliance systems were intended to assure their members of their allies’ friendly c) the Allies intentions. However, once one member of an al- liance became involved in conflict with another The Allies were a group of countries that had country, the other member nations were dragged formed an alliance known as the Triple into it. This occurred in 1914, when a dispute Entente before World War I. The members between Serbia and Austria-Hungary led to a were Britain, France, and Russia. When major war involving all of Europe’s great pow- Russia went to war against Austria-Hungary

170 MAKING HISTORY CHAPTER 5: CANADA GOES TO WAR in defence of Serbia, and Germany intervened naval race, June 28, August 4, Italy, Turkey, on behalf of Austria, France and Britain en- Austria-Hungary, Russia, Germany, France, tered the war on the side of Russia. After the Canada. war began, the nations of the Triple Entente Background causes are long-term develop- came to be known as the Allies. As part of ments taking place over many years that lead to the British Empire, Canada was also a mem- a major historical conflict like World War I. ber of the Allies. Short-term causes are incidents that trigger such a conflict, but can only do so if the long- the Central Powers d) term causes have also occurred before them. The Central Powers was the name given to the countries of Central Europe who fought Page 66, Figure 5–3: Gathering information against the Allies in World War I. Before the At this time, factory labourers and machine opera- war, Germany, Austria-Hungary, and Italy tors supported families on about $2 per day. How had formed a pact called the Triple Alliance. did this compare with pay for enlisted men and their When the war began in 1914, Italy withdrew families? and remained neutral until 1915. Instead, The daily wage for an industrial worker in Canada Turkey, an enemy of Serbia, joined Germany during World War I was higher than the pay and field and Austria-Hungary as part of the Central allowance received by enlisted men in the armed Powers. forces from the ranks of private to sergeant. However, 2. Explain why the alliances were a leading cause the monthly separation allowance the government of the war. paid to the families of servicemen represented about two weeks’ wages for an industrial worker at this The two rival alliance systems made up of the time. great powers of Europe before World War I were a major cause of the conflict. If a member got Page 66, Figure 5–4: Identifying viewpoint into a dispute with another country, fellow mem- Compare these two posters. What methods does bers were required to come to its assistance. each one use to appeal to different language groups? During the summer of 1914, Austria-Hungary What image of war does each one present? and Serbia went to war after the assassination of Crown Prince Franz Ferdinand. When Russia in- The posters rely on a combination of written and vi- tervened on the side of Serbia, Germany entered sual messages to appeal to English- and French- the conflict on behalf of Austria-Hungary, its al- Canadians’ feelings of loyalty and patriotism to liance partner. This step led France and Britain to persuade them to join the army. Each poster depicts declare war on Germany because of their pact a highly idealized, romanticized, and glorified image with Russia. In this way, the alliances were a of war and fighting. leading cause of the war; if they had not been The English poster appeals to friendship and loy- formed, then the conflict would only have in- alty, by saying that since your friends are fighting, volved Austria-Hungary and Serbia. why aren’t you. It also appeals to patriotism by de- picting brave and upright Canadian soldiers, rifle and 3. Make a web diagram to summarize the causes of bayonet in hand, ready to attack the Germans. That the war. Distinguish between background causes would also appeal to men’s sense of action. and immediate causes. Show the connections The French poster appeals to protecting human- between the different causes. ity (symbolized by a dead woman and her child) and See the Historian’s Handbook, page 409, on how liberty. French-Canadians are urged to join the army to make a web diagram. Headings that could be to defend the king, the (Canadian) homeland, France used include: nationalism, imperialism, mili- (an ally of Britain invaded by Germany), their (French) tarism, alliances, Triple Entente, Triple Alliance, blood and heritage, humanity (attacked by Germany), Allies, Central Powers, Crown Prince Ferdinand, and liberty (threatened by the Central Powers). An Bosnia, Serbia, war of 1870, industrialization, appeal is made to their heritage: French-Canadians are called to arms as sons of Montcalm, the French gen-

MAKING HISTORY CHAPTER 5: CANADA GOES TO WAR 171 eral who fought the British at the Battle of the Plains 3. Identify of Abraham in 1759. They are also called sons of a) the Canadian Expeditionary Force Chateauguay, a major battle during the when a French-Canadian regiment, the Voltigeurs, The Canadian Expeditionary Force (CEF) was played a major role in defeating American invaders. the name given to the military units Canada Page 68 raised, trained, equipped, and dispatched to Britain in order to fight in World War I. The 1. Outline three different reasons why the war was first division of the CEF was to comprise popular with most Canadians at first. 25 000 troops, but over 33 000 men actually volunteered to enlist in the first months of re- The war was popular with most Canadians when cruiting in 1914. it began in 1914 because many people of British background felt a strong sense of loyalty to b) Sam Hughes Britain and its empire. Many young men volun- Sam Hughes was the Defence Minister in Sir teered to join the army because they were look- Robert Borden’s government. Obsessed with ing for excitement and a sense of adventure. power, he was responsible for raising the Others enlisted for economic reasons, in order troops of the CEF, training and equipping to escape unemployment and poverty. Many them in places like Valcartier camp in Canadians believed newspapers and media ac- Quebec, and arranging for their transporta- counts that portrayed Germany and other mem- tion by ship to Britain. During the war, bers of the Central Powers as aggressors who had Hughes was criticized for his handling of a to be stopped before they overran Europe or even number of issues such as awarding contracts threatened Britain and its empire. Such views to friends, insisting on the use of the Ross were strengthened by reports of alleged German rifle, which jammed, and supplying poor submarine threats to Vancouver and Quebec City, quality equipment. In 1916 he was removed and claims that a German spy had caused a train from his position. derailment in Quebec. These stories increased Canadian hostility to Germany and bolstered c) the Ross rifle support for the war effort. The Ross rifle was a Canadian-made weapon 2. Cite examples showing how the response of that Sir Sam Hughes promoted for use by Canadians to events in Europe changed between CEF soldiers in Europe. This rifle was good the assassination of Crown Prince Franz for hunting and target practice, but jammed Ferdinand and Canada’s entry into the war. when fired rapidly in battle. Therefore, it was practically useless as a field weapon. When Austrian Crown Prince Franz Ferdinand Canadian soldiers discarded these guns when- was assassinated in Sarajevo on June 28, 1914, ever they could, and took the much-preferred most Canadians paid little if any attention to the British Lee Enfield rifles from the corpses of event. Even a month later, after Austria declared British soldiers killed in battle. The Ross rifle war on Serbia, Prime Minister Borden remained fiasco was one example of Sir Sam Hughes’s on vacation and did not appear concerned. Only ineptitude as a military commander and out- after it became apparent that Britain might be fitter. drawn into the growing European conflict did Canadians begin to take notice. By August 4, all d) the Shell Committee the major European states were at war. This meant that Canada, as a part of the British The Shell Committee was set up by Sir Sam Empire, was also automatically involved in the Hughes during World War I to oversee the conflict. Within a very short time, Canadian pub- manufacture of shells for the British army. lic opinion was mobilized in support of the war, By mid-1915, contracts worth about $170 as politicians, newspaper editors, and business million had been signed with wealthy in- leaders called on Canadians to rally to the cause. dustrialists, but only $5.5 million in shells

172 MAKING HISTORY CHAPTER 5: CANADA GOES TO WAR had actually been made. The committee paid Page 73, Figure 5–8: Gathering information huge amounts of money to American muni- What type of wound does the soldier on the operat- tions companies who had not yet built any ing table have? plants. Both countries made inferior shells, some so poor that they exploded before being The soldier shown on the operating table in this pic- fired and killed the gun crews. [This led to ture has a gaping wound in his arm near the elbow. the “Shells scandal,” a disaster that finally It was probably caused by shrapnel, jagged pieces of led to Sir Sam Hughes being dismissed in metal packed into shells that flew into soldiers’ bod- disgrace.] ies when the shells exploded.

4. Explain how different groups in Canada re- Pages 74–75 sponded to the call for volunteer troops. 1. It is sometimes said that the assassination of Within ten months of the declaration of war in Crown Prince Ferdinand started a chain reac- 1914, more than 100 000 Canadians had volun- tion of events that led to a worldwide war. Draw teered to join the armed forces. There were many a diagram to illustrate this idea. reasons for this. Some were attracted by steady pay, food, and clothing because unemployment Suggest that students use the following labels and poverty were widespread in 1914. Many of for their diagram: a) assassination of Crown those who were of British descent, which was Prince Ferdinand, b) Austrian reaction to the as- more than half of Canada’s population, felt in- sassination, c) Russia’s announcement to sup- tense loyalty to their mother country and its em- port Serbia, d) Germany’s response to Russia’s pire. Recently arrived British immigrants were statement, e) France’s and Britain’s decision, f) particularly inclined to enlist. Aboriginal the situation as of August 4, 1914. Canadians set the record for the highest rate of 2. What events in 1914 show that Canada was not voluntary enlistment; 30 percent of those eligible legally or emotionally independent of Great joined the army, twice the national average. Britain? Japanese-Canadians, mainly from British Columbia, enlisted. However, because of preju- When Britain declared war on Germany, legally dice in British Columbia, their home province, that meant that not only Britain itself but also many joined Alberta regiments. African- the entire Empire was automatically at war. As Canadians were not permitted to enlist. After part of the British Empire, Canada had no say as they urged the government to allow them to to whether or not it wanted to be part of the con- serve, they were finally permitted to form the flict. The Canadian government did have the No. 2 Construction Battalion, a segregated work power to decide the extent of the country’s mil- unit commanded by white officers. Because of itary participation, but even that decision was racial discrimination, few non-white Canadians subject to considerable British pressure. rose to the rank of officer. Emotionally, many English-Canadians were very loyal to Britain and the Empire, and considered Page 70, Figure 5–7: Using evidence to themselves British subjects first and Canadians draw conclusions second. This was especially true of the many re- The enemy line was probably located to the left. cent immigrants who had come from the British Examine the design of the trench to prove that this Isles in the 1890s and early 1900s. This shows was the case. that Canada was not legally or emotionally in- dependent of Great Britain. The picture shows that the left-hand side of the trench, in which the two Canadian soldiers are sit- 3. Explain how Canada became involved in the ting, is reinforced with sandbags and wooden boards war. against enemy bombardment or attack. This indi- cates that the enemy lines were on that side of the Britain’s declaration of war against Germany was trench. binding on Canada. [Prime Minister Robert

MAKING HISTORY CHAPTER 5: CANADA GOES TO WAR 173 Borden was informed of this on August 4, 1914. In general, military discipline was tough. At first He had not previously been consulted by British though, new recruits found discipline lax at their government officials.] training camp in Valcartier, Quebec. However, once they arrived at new camps in Britain, they Why was it difficult for Canada to send troops 4. found themselves under the command of British quickly to take part in the war, even though officers, and the discipline was much harsher. there were large numbers of volunteers? When Canadian soldiers experienced first-hand Quickly sending volunteers to take part in the combat on the Western Front, discipline was ex- war was difficult because they had to be trained, tremely strict. Anyone found guilty of desertion then transported overseas by ship. They were while under fire could be court-martialled and sent to Valcartier, Quebec for a month of basic executed by firing squad. This happened to 25 training. By October 1914, the first detachments Canadian soldiers during World War I. [Many were sent to Britain. [The Canadian government more British soldiers were punished in this way.] had difficulty finding enough ships to handle the 7. What contributions did Canadians from differ- large number of recruits.] In Britain, the detach- ent communities make to the war effort? What ments faced more months of training before being problems did they face in doing so? dispatched to the Western Front. [Thus it was almost a year after the assassination of Crown Distribute Activity Sheet 5–1 provided for this Prince Franz Ferdinand, and nine months since activity. war was declared, when the first Canadian units Canadians from many different communities were on the battlefield.] were eager to play their part in World War I. 5. a) Use the written description in the textbook Aboriginal Canadians set the record for volun- and Figure 5–7 to draw and label a sketch tary enlistment, with 30 percent of those eligible of a military trench. joining the armed forces, twice the national av- erage. Most came from British Columbia, where Have students study the picture of Canadian they suffered severe racial prejudice from [white] soldiers in the trenches during World War I citizens. For this reason, many enlisted with (Figure 5–7, page 70). Among the items units from Alberta. [Two Japanese-Canadians shown are duckboards, sandbags, wooden serving with Calgary’s 10th Infantry Battalion supports, and a shovel. received medals for bravery.] African-Canadians b) Examine the visuals of the land war in this were not allowed to join the army, but they chapter and the next. Make a list of at least pressed the military to change its mind. Finally five impressions they convey. they were permitted to form the No. 2 Construction Battalion, a segregated work unit Among the impressions the photos of the commanded by white officers. A thousand men land war convey are: unpleasantness, damp- joined this unit and went to Europe in 1917. No ness, and lack of cleanliness in the trenches, Aboriginal or African-Canadian recruits were but cheerful soldiers nonetheless (Figure 5–7, made officers, because of racial discrimination. page 70), good conditions in a World War I hospital and a soldier’s painful wound (Figure 8. a) Who would read Bertha Merriman’s letters 5–8, page 73), the suffering of soldiers ex- before her parents saw them? posed to poison gas (Figure 6–2, page 79), the Military censors routinely opened all letters sense of triumph after Vimy Ridge (Figure that enlisted men and nurses sent to rela- 6–5, page 81), and the terrible conditions sol- tives and friends in Canada. One of them diers had to fight in at battles like would have read Bertha Merriman’s letters Passchendaele (Figure 6–7, page 83). before they arrived at their destination. 6. Describe the nature of military discipline in the [Frequently, people back home would receive Canadian Army in the Great War. mail that had been opened, with heavy black or red pencil lines covering passages.]

174 MAKING HISTORY CHAPTER 5: CANADA GOES TO WAR b) What type of information was forbidden by If the Serbian nationalists had not assassinated the censor? Suggest reasons why. Austrian Crown Prince Franz Ferdinand in Sarajevo on June 28, 1914, then World War I as we Censors were concerned that reports of the know it would not have occurred, because the heavy casualties and terrible conditions the assassination served as its short-term or imme- soldiers were suffering might get through diate cause. However, when the long-term causes [and turn public opinion in Canada against of tension in Europe, such as imperialism, mili- the war. Military censors also looked for in- tarism, nationalism, and the alliance systems, formation that could be passed on to enemy are taken into consideration, then it is quite agents in Canada that would help the likely that another crisis would have touched off Germans learn about Canadian troop move- a similar conflict. ments, strategy, etc.]. 11. a) Use the atlas to construct a map of Europe. Make a list of conditions at the front that might 9. Choose two colours to show the Allies and have contributed to psychological stress dam- the Central Powers in World War I. Add a age. Use all of the information on pages 70–73 to title and a legend. gather details. Have students consult the map of Europe The following might have contributed to psy- (Figure 5–2, page 63) to construct their maps. chological stress damage, or “shell shock,” among Canadian soldiers serving in World War I: b) Working in a group, use the map to outline • crowded, wet, unpleasant, and unsanitary the strategic advantages and problems for conditions in the trenches each side.

• the noise of constant bombardment from Distribute Activity Sheet 5–2 provided for enemy guns this activity.

• fear that an enemy shell might explode in The main advantage of the Central Powers the trench was that the two main powers, Germany and Austria-Hungary, were neighbours who could • possibility of being hit by shells from one’s come to each other’s aid easily. Their big own side’s artillery problem was location: they had enemies on • poor food and little sleep two sides (France to the west, Russia to the east) who could stage a two-front attack on • possibility of being hit by an enemy sniper them. Britain’s superior navy could blockade their major ports, preventing them from ob- • being ordered to charge the enemy positions taining supplies from overseas. across “no man’s land” The Allies’ main advantage was location: • rats and body lice France and Russia could stage a two-front at- tack on the Central Powers, forcing them to • fear of being subjected to a poison gas attack split their armies in two. The major problem the Allies faced was separation from each 10. What would have happened had the Serbian na- other by the Central Powers; thus, they could tionalists failed to assassinate Crown Prince Franz not fight a united war. Britain also faced the Ferdinand? Do you think that World War I could difficulty of being a small island nation, de- have been avoided or would it have happened pendent for almost all its supplies on overseas anyway? Explain your views. producers. German U-boats could easily sur- Have students consult the Historian’s Handbook, round Britain, cutting off its supply lines. page 412, to answer this question. Suggest that Britain also had to get troops across the they distinguish between the long- and short- English Channel, making them vulnerable term causes. to attack.

MAKING HISTORY CHAPTER 5: CANADA GOES TO WAR 175 c) If you were Germany’s commander, what they served (including Sundays). Workers would your plan be to win this war? Present usually worked a six-day week with Sundays your group’s ideas to the class. off without pay. The field allowance was paid to soldiers only when they were actually de- Provide the information in square brackets ployed on the battlefield. Generally, Canadian to the students. units saw two weeks of action and two The Germans had planned to invade France weeks of relief every month. However, it quickly and capture Paris and then turn its should be kept in mind that soldiers would attention to Russia. Its failure to achieve the not see this much action every month. plan, which occurred when the Germans Considering these facts, the calculations halted their advance just short of Paris, led to would be as follows: a stalemate. The Western Front emerged, a i) Sergeants line that divided the forces of the two sides for most of the rest of the war. Pay per day: $1.35 = $40.50 per month [The strategy that the German military Field allowance: $ .15 per day = $2.10 command had developed in order to deal with Separation allowance: $25.00 per month the possibility of a two-front war against Total: $67.60 per month France and Russia was known as the Schlieffen Plan. It was named after General ii) Corporals von Schlieffen, the head of the German Pay per day: $1.10 = $33.00 per month armed forces in 1905. It called for a rapid, Field allowance: $ .10 per day = $1.40 massive invasion of France across neutral Separation allowance: $20.00 per month Belgium and the capture of Paris before the Total: $54.40 per month slower-moving Russian forces could mobi- lize and present a serious problem. It failed iii) Privates because the Russians moved faster than Pay per day: $1.00 = $30.00 Germany expected them to do, taking terri- Field allowance: $ .10 per day = $1.40 tory in eastern Germany. To deal with this Separation allowance: $20.00 per month threat, the German commanders split their Total: $51.40 per month forces and sent more units to the east, thus weakening their thrust against France in the iv) Factory workers west. They also did not expect that Belgium would mount the resistance it did, or that Pay per day: $2.00 Britain would enter the war on France’s side, Pay per month (24 working days): $48.00 helping the French stall the German advance. From these figures, we can conclude that sol- In 1914, von Schlieffen was dead, and it was diers serving in the Canadian armed forces left to his successors in the German High during World War I were better paid than fac- Command to put his plan into effect.] tory workers on the home front. 12. a) Use Figure 5–3 to calculate the monthly fam- b) What problems were many labourers facing ily income for three types of married sol- in 1914? diers. How did this income compare with the family income of a Canadian labourer In 1914, Canada was in the midst of an eco- in 1914? nomic depression. The long boom of the Laurier era that had begun in the late 1890s In calculating the monthly income of en- had ended in 1913. Many workers were with- listed men and factory workers in Canada out jobs, and poverty was widespread and in- during World War I, students should keep in creasing. In Toronto, 15 percent of the mind that soldiers were paid for every day workforce was unemployed.

176 MAKING HISTORY CHAPTER 5: CANADA GOES TO WAR c) If you were an unemployed worker in 1914, his party. While we by no means approve of would you enlist? Support your answer with his action, we would like the court to con- details and examples from the text. sider some of the circumstances that may have provoked him to behave in this way. Many young unemployed workers were eager to Perhaps when these have been considered, enlist in the armed forces when World War I it will be possible for the court to grant him broke out in 1914. Besides patriotism and a military pardon. the excitement of joining the army, steady pay, food, clothing, and shelter were also Private Botfield is only eighteen years old, strong incentives for new recruits. Canada and comes from a small village in southern was in the midst of an economic slump in England. He has never been away from home 1914, and the scarcity of jobs particularly af- before in his life. He enlisted voluntarily a fected younger men who did not have se- few months ago, and when the incident for niority in their workplaces. which he has been convicted occurred, he had only been at the front for a few days. He 13. Imagine that you are a relative of Private was not familiar with shell explosions, and Botfield, found guilty of cowardice. would have been extremely startled by the a) Develop a set of questions you would like loud sound that accompanied the detonation. to ask the military courts that found him He was momentarily confused and disorien- guilty. tated, and did not know what he was doing until a few hours later. It is true that he ran Here are questions Private Botfield’s relatives away from his work detail, but he never in- might have liked to ask the military court tended to desert his position. that found him guilty of cowardice: • How close to Private Botfield did the Private Botfield is a loyal subject of His shell explode? Majesty the King and is trying to be a good • Were any of the other soldiers on Private soldier. We would urge the court to grant Botfield’s detail injured or killed by the him another chance to prove that he can obey exploding shell? orders and serve his King and Country in this • What was Private Botfield’s explanation Great War for the defence of the Empire and for his running away and not returning to Western Civilization against the Germans. his work detail after the shell exploded? Please do not execute this young man who • Did Private Botfield express any remorse has his whole future ahead of him, and only for running away? wants to serve with pride. Thank you for your consideration of this letter. b) Write a statement supporting a military par- don for your relative. 14. Reread the letters of Bertha Merriman. What feelings does she express towards her patients? Here is an example of the kind of statement Do you think she would have been an effective Private Botfield’s relatives might have made nurse? Why or why not? to the military court in order to seek a mili- tary pardon for him: Bertha Merriman’s letters reveal her to be a com- passionate war nurse, who cared a lot about the Dear Sirs: injured soldiers who were her patients. She ad- mires the bravery of the wounded men, and is We are the relatives of Private A. Botfield of distressed by their pain and suffering. She resents the “X” Regiment, who has been tried and the military censors who do not permit her to found guilty of the offence of “misbehaving write about the number of soldiers who die of before the enemy in such a manner as to their wounds. In addition, she is angry because show cowardice.” We understand that this she was not told about the things that she and charge arises because Private Botfield ran the other nurses could have brought to help the away in fright while on a work detail in the injured soldiers. trenches after an enemy shell exploded near

MAKING HISTORY CHAPTER 5: CANADA GOES TO WAR 177 Bertha Merriman might have been an effec- your gratitude for the assistance French- tive nurse, because she cared about her patients Canadians gave you then? Could you not use and tried to help them as much as she could. Her your authority as Prime Minister to put pressure compassion could have helped her keep going on the Ontario government to cancel this unjust under difficult circumstances. On the other hand, law? I hope you will come to our assistance soon. her compassion and anger might have distracted Example of a letter to Opposition Leader Laurier: her from treating the wounded. When emotion enters a life-and-death situation, such as those Dear Mr. Laurier: faced by nurses on the battlefield, the caregiver’s ability to work efficiently under pressure may I write to you as a loyal Liberal who has always be impaired. voted for you and your party. I know that you are no longer in power, but I hope you will use 15. As a Franco-Ontarian in Ottawa in 1914, write your influence to defend the right of Franco- a letter to either Prime Minister Borden or Ontarians such as myself to be able to send our Opposition leader Wilfrid Laurier, complaining children to schools where they can be instructed about your treatment under Ontario Regulation in their mother tongue. I know that in the past 17. You might even wish to compose your letter you stood up for our Francophone brothers and in French. sisters in Manitoba and the North-West when the governments there were trying to remove Example of a letter to Prime Minister Borden: their rights. Now we have an English govern- Dear Prime Minister: ment here in Ontario that has made a law called Regulation 17. This unjust act makes it impos- As a Franco-Ontarian living here in Ottawa, not sible for Franco-Ontarian children to receive their too far from the Parliament Buildings where you education in their native language after the sec- work, I would like to express my outrage that ond grade. Here in Ottawa our Roman Catholic you have made no protest over the Ontario gov- clergy and school board have decided to defy this ernment’s imposition of the unfair and discrim- unfair rule. inatory Regulation 17. As you no doubt are aware, this law prevents me from sending my We Francophones in Canada are loyal citizens children to be educated in French, the language who only want the same rights as our English- of their birth and our home, once they have com- speaking compatriots. You were always one who pleted the second grade at school. This is very stood for the unity and mutual respect the people hard on the children, because they are not flu- of our country need to show to each other if ent in English and their grades are suffering be- Canada is to take its place as a great nation in cause they do not understand what their teacher the world. I hope that you will continue to speak is saying. out in Parliament against Regulation 17, and give your support to your fellow Francophones, not Mr. Borden, is it not true that the British North only in your home province of Quebec, our heart- America Act is supposed to guarantee the edu- land, but also all across Canada. Perhaps one day cational rights of French and English minorities you will be back in office as prime minister, and in Canada? I know that the English-speaking peo- our rights will be respected again. ple of Quebec have their own schools, where their children can be educated in their own lan- 16. Prepare either an exciting newspaper headline guage. Why are we not entitled to the same rights and story, or a radio/television news broadcast here in Ottawa, the nation’s capital? We are loyal about the assassination of Crown Prince Franz Canadians who only want to be able to send our Ferdinand and Princess Sophia in Sarajevo. children to French-language schools. I know that Have students read the account of the assassi- your government won the last federal election nation of Crown Prince Franz Ferdinand and his with the support of Mr. Bourassa’s faction in wife Sophia in Sarajevo in the text (page 60), and Quebec. Is it not too much to ask you to show

178 MAKING HISTORY CHAPTER 5: CANADA GOES TO WAR use their imagination to create a newspaper head- Sheet 16, Planning a Paragraph. They should line or story, or a radio/television news broad- then read the Up Close feature on Sam cast about this event. Hughes (page 69) and write a paragraph stat- ing their opinion of him, favourable or un- Draw a poster appropriate for Canada in 1914 17. favourable. Remind them to support their that would encourage volunteers to join the opinion with specific details and examples army. of Hughes’s actions as Minister of Defence Suggest that students study the examples of during World War I. wartime posters designed to encourage volun- 19. Assume you are a member of Bertha Merriman’s teers to enlist in the army (page 66) and incor- family. Write her a letter of encouragement and porate similar messages into the posters that they make a list of items you’d pack to send in re- design. Distribute Skills Development Sheet 23, sponse to her complaints. Checklist: Making a Poster. Example of a letter to Bertha Merriman from her Evaluate the efforts of Sam Hughes by de- 18. a) family: veloping a chart or “balance sheet” to com- pare his successes with his shortcomings. Dear Bertha, Consider his efforts to organize mobiliza- tion and training as well as his efforts to pro- It was so good to hear from you and learn that duce munitions. you are well and doing your bit for all the terri- bly wounded young lads at the front. We are all Have students consult the Historian’s very proud of you and know that your dedica- Handbook, page 411, and read the section on tion and service are contributing to the cause. Balance Sheets. Have them read the Up Close Your news about all the horrifying injuries our section on Sam Hughes (page 69) and prepare boys in uniform are suffering was truly disturb- a PMI chart, listing the “pluses” (Hughes’s ing to read. It’s hard to imagine how they bear achievements as Minister of Defence), the up so well under such agony. We also think of “minuses” (his shortcomings), and the “in- how hard it must be on you and the other nurs- teresting” points they gathered from reading ing sisters to witness their pain and not be able to this section. Distribute Skills Development do more to lessen it. We read in your last letter Sheet 12, Using a PMI (Plus Minus that you were in short supply of certain medical Interesting) Chart. necessities. In order to help you and the lads, and Examples: i) “plus”—Hughes personally to show all of you at the front that we on the supervised the construction of the tent city home front are also doing our bit for the war ef- at the Valcartier army camp in Quebec; ii) fort, we’ve taken up a collection and will be send- “minus”—Hughes issued large contracts for ing you some items soon. Please let us know if war supplies to his friends in industry, who you receive them. They include blankets, gauze, were eager to make as much money as pos- knitted woollen socks, and some treats like sible and frequently turned out shoddy goods; canned fruit, jams, and cookies for the boys while iii) “interesting”—Canadian soldiers took they are recuperating. You and the other sisters Lee Enfield rifles from dead British soldiers might like to help yourselves as well. All the because the Ross rifles Hughes had issued best, Bertha, and we hope to hear from you again them were useless in battlefield conditions. soon. Keep well, and don’t get discouraged. We know that the Allies will prevail and this terrible Write a paragraph or two giving your opinion b) war will be over sooner than we know it! of Hughes. Remember to support your main ideas with details and examples. 20. A pacifist is a person who refuses, for religious or philosophical reasons, to fight. How would a Have students consult the Historian’s pacifist express his or her point of view about Handbook, page 415, and read the section on the war in 1914? Write a letter appropriate to the paragraph. Distribute Skills Development the time, expressing a pacifist view.

MAKING HISTORY CHAPTER 5: CANADA GOES TO WAR 179 Example of a letter from a pacifist in 1914: question our government’s position and call for Canada to bring its troops home. We will con- I am a young Canadian woman who is totally tinue to work for that goal with everything we opposed to this insane and destructive war. Why have. War is a relic of previous times, and has are thousands of young Canadian boys in the no place among the supposedly “civilized” na- prime of their lives marching off to the battle- tions of the twentieth century! fields of Europe to be killed or horribly wounded? This war has absolutely nothing to do with 21 “The lamps are going out all over Europe; we Canada. It is being fought by European countries shall not see them light again in our life-time,” led by kings and wealthy aristocrats who do not said Sir Edward Grey, British foreign secretary, care one bit about the people they rule and are just a few days before Britain declared war. Grey now ordering into battle against each other. had tried to prevent the war, and later wrote, Canada is far from the shores of Europe and we “After the outbreak of war I sometimes lay would do well to stay completely out of this awake asking myself again and again whether ridiculous and unnecessary conflict. the war could have been prevented….” What do you think could have been tried to prevent the As women, we should be especially concerned war? Review the causes of the war and the about stopping this madness. Many of us are events after the assassination of Crown Prince mothers, sisters, wives, or daughters of the men Ferdinand. Think of alternatives to actions in uniform. We have no quarrel with the men taken. Assess your alternatives. Would they have and women of Germany or the other countries, worked? Would they have been fair? which we are now being told are our “enemies.” Our real enemies are the powerful businessmen Have students consult the Historian’s Handbook, and politicians who caused this war to happen page 414, and read the section on the problem- in the first place. Greed for land, colonies, mar- solving model in order to answer these questions. kets, and military power touched off this explo- Distribute Skills Development Sheet 12, Using a sion. The average working people of every PMI (Plus Minus Interesting) Chart. country have nothing to gain and everything to lose from this disaster. The new weapons that Suggest that students keep the following facts have been developed make it certain that this in mind. (The last four facts are additional in- war will go on for a long time, and by the time it formation that you can provide to students.) does end, millions of its victims will lie buried in • Sir Edward Grey and other political leaders the earth. Among them will be many thousands felt themselves to be powerless to halt the of young Canadians who could have contributed chain reaction that led their countries into so much to the building of this great country. war in the summer of 1914 • Germany and France were old enemies and I know that public opinion strongly supports the had fought a war in 1870 war effort, and that views like mine are very un- • Militarism meant the European powers kept popular. I saw a young man who agreed with me large military forces ready to fight being humiliated by a group of pro-war women • Imperialism had further developed rivalries as who presented him with a white feather, a sym- European countries competed for colonies bol of his alleged “cowardice.” It seems to me • The naval rivalry also created a readiness for that the truly brave people right now are those fighting to prove which side was strongest who are standing up for what they believe in, • The quick escalation of events pushed coun- namely peace and a halt to this insane war. Some tries into war; Germany and Russia both en- religious groups like the Quakers and Mennonites tered the war soon after the crisis erupted in have joined our protests, but so far, our numbers Bosnia remain small. However, I’m sure that as this ter- • The rival alliance systems called on their rible war drags on, and the lists of casualties con- members to mobilize their armed forces (put tinue to mount, then more people will start to them on a war footing) when the crisis be-

180 MAKING HISTORY CHAPTER 5: CANADA GOES TO WAR tween Austria and Serbia became serious. each one, identify the topic and the people shown When a country mobilized its troops, then its in the cartoon (if any). Use a scale from 1 (poor) potential enemies in another alliance took this to 5 (excellent) to rate each cartoon’s interest, as a sign that it was preparing for war against creativity, and effectiveness at delivering its mes- them. Thus Russia mobilized for a war against sage. As a class, make a bulletin board display of Austria, and Germany viewed this as a hos- the cartoons and your comments. tile act against it, and it mobilized in turn. Have students consult the daily newspapers in When Germany did this, France regarded it as their communities to collect examples of edito- a threat, and mobilized against Germany to rial cartoons for this activity. come to Russia’s aid. • [It is possible that had the major European 23. Events in Bosnia, Serbia, and surrounding areas powers kept their channels of diplomatic com- caught the attention of the world again in the munication open in the crucial weeks before 1990s. Investigate and report on events in the the war began, then the crisis might have been area from 1914 to the present, using the inquiry averted.] method found in the Historian’s Handbook, page • [A major problem was that the terms of the 403. Present your findings in the form of a time- alliance treaties were secret and Germany, for line, written report, or oral presentation. example, believed that Britain was not com- mitted to going to war on France’s and Russia’s Have students consult the Historian’s Handbook, side. Had Germany known this, it might have page 403, and read the section on the inquiry been less inclined to support Austria’s ag- method to find out about events in the Balkan gression against Serbia.] region of southeastern Europe from World War I • [International organizations that opposed the to the present day. In presenting their findings, war were reduced to powerlessness as the they should consult page 411 for information on wave of patriotic fever swept though the major how to develop a timeline, page 416 for a writ- European states during the summer of 1914. ten report, and page 424 for an oral presentation. The 2nd International, an organization of so- Distribute Skills Development sheets 22 cialist and labour parties in most European (Checklist: Preparing for an Oral Presentation) countries, opposed the war, but one of its main and 24 (Checklist: Making a Timeline). leaders, the French socialist Jean Jaures, was Students could use the following headings for di- assassinated by a pro-war extremist in Paris viding their information into different historical on July 31, 1914. Jaures was one figure who periods: might have been able to use his considerable • The Balkans in World War I political influence to mobilize the workers’ • New nations and their problems from the end movement against the war.] of World War I to the beginning of World War II • [The German Social Democrats were the • The Balkans in World War II strongest party in that country’s parliament. • Yugoslavia under Tito (1945–80) As the most important member of the 2nd • The breakup of Yugoslavia (1980–92) International, they too had always stood • Nationalist rivalries and wars (1991–95) against war, and were officially committed to • The involvement of international actors in opposing their country’s entry into an the Bosnian war European conflict. But when the crucial vote • Continuing conflicts (Kosovo, 1999) and prob- came, most of their members supported the lems in the Balkans war, believing it to be a defensive act against the aggression of Czarist Russia.]

22. Collect at least two different political cartoons from the editorial section of a newspaper. For

MAKING HISTORY CHAPTER 5: CANADA GOES TO WAR 181 ESL ACTIVITY SHEET ANSWERS (See Chapter 5: ESL Activity Sheet.)

Question 1: a) ii b) i c) ii d) i e) ii

Question 2: a) ditches b) bullets, ammunition c) hill d) demand e) pit, drainage ditch f) shooter, soldier g) discussed h) rare i) qualified j) pulled together

182 MAKING HISTORY CHAPTER 5: CANADA GOES TO WAR Name: ACTIVITY SHEET 5–1

CANADIAN CONTRIBUTIONS TO THE WAR EFFORT

For use with activity 7, page 74.

Community Contributions Problems

© Prentice Hall Canada. Making History: The Story of Canada in the 20th Century. Permission to reproduce restricted to purchasing schools. 183 Name: ACTIVITY SHEET 5–2

ADVANTAGES AND PROBLEMS FOR ALLIANCES

For use with activity 11b), page 74.

Advantages Problems

Central Powers— Triple Alliance

Allies—Triple Entente

184 © Prentice Hall Canada. Making History: The Story of Canada in the 20th Century. Permission to reproduce restricted to purchasing schools. Name: CHAPTER 5

ESL ACTIVITY SHEET

1. Choose the correct meaning for the phrase in italics.

a) War was brewing in Europe. (page 61)

i) Europeans were making a drink called “war.”

ii) War was becoming more likely in Europe.

b) The army took up their position. (page 68)

i) The army arrived at the battlefield, ready to fight.

ii) The army was ready to dance.

c) The standing army moved into position first. (page 63)

i) The army that was standing moved into position first.

ii) The existing army moved into position first.

d) Politics is not a one-man show. (page 69)

i) People can’t be successful in politics alone—they need support from other people.

ii) Politics is not a form of entertainment.

e) The war was fought on two fronts. (page 70)

i) The war had two fronts and two backs.

ii) The war was fought on two borders at the same time.

2. Use a dictionary or a thesaurus to find another word that means the same thing as:

a) trenches (page 70)

b) shells (page 69)

c) ridge (page 58)

d) ultimatum (page 65)

e) cesspools (page 71)

f) sniper (page 71)

g) debated (page 61)

h) in short supply (page 68)

i) eligible (page 67)

j) rallied (page 70)

© Prentice Hall Canada. Making History: The Story of Canada in the 20th Century. Permission to reproduce restricted to purchasing schools. 185 Chapter 6 CANADIANS IN BATTLE

CHAPTER OVERVIEW This chapter presents Canada’s military contribution to World War I, and discusses the war’s impact on forging a distinctive national identity. The chapter deals with the major battles in which Canadian forces participated, such as Ypres, the Somme, Vimy Ridge, and Passchendaele. It also examines Canada’s role in the war both in the air and at sea. The chapter ends with the events of the “Hundred Days” that brought fighting to an end, the Paris Peace Conference, and the Treaty of Versailles that officially ended the war, and the effects of World War I on Canada’s position in the world of nations.

THEMATIC PATHWAYS

Key Themes Text Activity Academic Applied Pages Page Number

Canada’s Military Contribution Passim 81 Fig. 6–5 * *

83 1, 4 *

2, 3 * *

85 6 *

Fig. 6–6 * *

87 1, 2, 4 *

3, 5 * *

Fig. 6–10 * *

90 Fig. 6–14 *

92 1, 2, 4, 11 * *

6, 7, 8, 9, 12, 13, 14 *

Developing Canadian Autonomy 92 5, 8, 9, 13 * *

Using the Canadiana Scrapbook Series The Canadiana Scrapbook Series can be used to supplement the text. Teachers of Applied students, in particular, might find it useful to substitute sections of the text they do not wish to cover in detail with sections from the Scrapbooks. For relevant sections of this chapter of the text, see the Scrapbook Canadians at War, 1914–1918, pages 6–31, 37–39, and 44–45.

186 ASSESSMENT AND EVALUATION TOOLS Activity Suggested rubrics, scoring guides, and checklists

Page 85, Emerging Historian: Formulating Questions Formulating Questions (Academic): Generic Rubric 5 Analyzing Sources: Generic Rubric 2 Page 92, Chapter Activities Understand and Organize 1 Checklist-Making a Timeline: Skills Development Sheet 24 2–5 No formal evaluation instrument 6 Checklist-Making a Chart or Graph (Summarizing Data): Skills Development Sheet 25 Analyze and Evaluate 7–9 No formal evaluation instrument 10 Checklist-Preparing for a Debate: Skills Development Sheet 21 Making a Speech (Academic): Generic Rubric 17 Making a Speech (Applied): Generic Rubric 18 Research and Communicate 11 Writing-in-Role: Generic Rubric 13 12 Writing-in-Role: Generic Rubric 13 13 Essay (Academic): Generic Rubric 9 Essay (Applied): Generic Rubric 10 Checklist-Editing an Essay: Skills Development Sheet 18 14 Using Research Notes (Academic): Generic Rubric 6 Using Research Notes (Applied): Generic Rubric 7 Checklist-Researching on the Internet: Skills Development Sheet 4 Checklist-Preparing for a Research Interview: Skills Development Sheet 7 or Checklist-Preparing for an Oral Presentation: Skills Development Sheet 22 or Completing a Research Assignment: Self-Assessment Sheet 3 15 Using Research Notes (Academic): Generic Rubric 6 Using Research Notes (Applied): Generic Rubric 7 Checklist-Making Academic Notes: Skills Development Sheet 9 Checklist-Researching on the Internet: Skills Development Sheet 4 Checklist-Preparing for an Oral Presentation: Skills Development Sheet 22 Using a Display: Generic Rubric 19 Completing a Research Assignment: Self-Assessment Sheet 3

DEFINITIONS FOR KEY TERMS national identity A sense of, and pride in, the character of one’s nation. Canada developed this as a result of its military contribution to World War I.

Ypres A Belgian city in the region of Flanders, where three major battles took place, and where Canadian troops faced poison gas in 1915.

The Somme A major battle was fought in this part of France in 1916, costing over a mil- lion lives on both sides. Canadian and Newfoundland units suffered heavy casualties.

Vimy Ridge A key German position Canadian troops captured in 1917 after repeated Allied failures to take it. Canada’s victory at Vimy Ridge brought both world recognition and a strong sense of patriotism.

MAKING HISTORY CHAPTER 6: CANADIANS IN BATTLE 187 Passchendaele A major battle was fought in this The photo depicts a group of happy Canadian sol- part of Belgium in late 1917 under terrible con- diers on a truck, returning from their victory at Vimy ditions. Canadian forces suffered heavy casual- Ridge in 1917. It conveys an image of confidence, ties trying to capture an enemy position of little pride, and optimism about Canada’s great military strategic value. success. This was a much-needed boost to morale among soldiers and people on the home front after sappers Engineering Privates responsible for exca- years of suffering and hardship. It also captured the vating the “saps” or trenches used to get closer to new mood of self-assertion and strengthened national enemy lines. Sappers spent long periods of time identity that the victory at Vimy Ridge brought to in tunnels under no man’s land. Canadians. air ace A pilot in World War I who could prove he Page 82, Figure 6–6: Gathering information had shot down five enemy aircraft. Air aces were What aspects of a sapper’s work are evident in this heroes and were used to promote fundraising and photograph? recruiting in their home countries. The sappers in this photo are shown building a bridge merchant marine Civilian ships and sailors that over the dry riverbed of the Canal du Nord in France. transported food, weapons, and other munitions They did a lot of labour by hand: some are carrying in World War I. Canada’s merchant marine played lumber and sandbags, while others place the wooden a major role in supplying Britain with essential structure of the bridge into position. Horses are used supplies. to transport supplies and building materials. The steep slopes give another indication of the difficult Q-ships Innocent-looking ships that had trained conditions they faced. crews, hidden guns, echo-sounders, and depth charges used to find and destroy German U-boats Page 83 during World War I. 1. a) Give three different reasons to account for “Hundred Days” The final Allied offensive of World the high casualty rate in World War I. War I in 1918 that broke the stalemate on the Western Front and forced Germany to retreat Three reasons for the high casualty rate in and eventually seek peace. World War I were: • New weapons [like the machine gun] and Paris Peace Conference A meeting of the countries powerful artillery took many lives who were victorious in World War I. Held at the • The use of poison gas attacks maimed or Palace of Versailles, it determined the shape of killed many soldiers Europe and the world in the post-war era. • Crossing no man’s land caused high ca- sualties for attacking troops Treaty of Versailles The formal agreement that ended World War I. Germany was compelled to b) How did General Haig contribute to the sign it, despite its harsh terms, after the Allies problem? threatened to resume fighting. General Haig contributed to the problem be- cause he did not understand how new mili- ACTIVITY NOTES AND tary technology had changed the way war was fought. He ordered troops to smash ANSWERS through enemy trench lines so that mounted cavalry could then charge into the territory Page 81, Figure 6–5: Expressing opinion behind. But because of new weapons, at- This photograph became one of the most famous tacking troops took heavy losses. The result images of Canadians in World War I. Why do you of Haig’s misguided strategy was a series of think this was so? bloody, costly, yet indecisive battles like the Battle of the Somme in 1916.

188 MAKING HISTORY CHAPTER 6: CANADIANS IN BATTLE 2. Identify ii) Problems Faced - Canadian and French troops were ex- a) Julian Byng posed to poison gas for the first time Julian Byng was a popular British officer who - After releasing a cloud of chlorine commanded Canadian forces in Europe from gas, the Germans attacked May 1916. iii) Achievements - Despite the gas attack, the Canadian b) Arthur Currie line did not break Arthur Currie was a Canadian general who - British reinforcements helped pre- replaced Byng as commander of the coun- vent further German advances try’s forces in Europe in 1917. Under Currie’s - Canadian doctor John McCrae wrote leadership, Canada won its big victory at his famous poem “In Flanders Fields” Vimy Ridge. to commemorate the dead and in- jured Canadians he treated at the 3. What were “sappers”? What types of jobs did Second Battle of Ypres they perform? iv) Casualties Sappers were Engineering Privates of the Royal - 6000 Canadians killed, wounded, or Canadian Engineers (RCE), who were responsi- captured ble for excavating the “saps” or underground tun- nels used to get closer to the enemy’s trench b) The Somme lines. Sappers did very dangerous and difficult i) Dates and Locations work, spending long hours in unsupported tun- - Between July and November 1916, nels under no man’s land. They faced dangers fought in northern France like oxygen loss and cave-ins. As engineers, sap- ii) Problems Faced pers also constructed roads, bridges, and build- - General Douglas Haig did not un- ings in battle zones. They wired explosives, and derstand how new military technol- defused deadly bombs and land mines. Each of ogy had changed the way war was the five Canadian Corps Divisions had three bat- fought talions of engineers who could be asked to do al- - Haig ordered suicidal frontal charges most anything. In July 1918, they built a against German trench lines, which temporary sports stadium to seat some 30 000 were costly failures spectators for a Dominion Day celebration. - Troops fought for five months with no breakthrough 4. Make a chart to summarize Canadian experi- - Canadians criticized Haig’s handling ences in battle at Ypres, the Somme, Vimy Ridge, of the battle and Passchendaele. Include information on dates and locations, problems faced, achievements, iii) Achievements and casualties. - The battle resulted in a stalemate, with neither side winning a clear vic- Distribute Activity Sheet 6–1 provided for this tory activity. - The Central Powers suffered higher Canadian experiences in battle casualties, and the Allies gained 8 kilo- metres of mud, enabling General Haig a) Ypres to claim victory i) Dates and Locations - Demands for more Canadian input - Second battle, April 1915, in and into the conduct of the war led to the around the Belgian city of Ypres in inclusion of Canadians in the Imperial Flanders War Cabinet

MAKING HISTORY CHAPTER 6: CANADIANS IN BATTLE 189 iv) Casualties iv) Casualties - The CEF suffered 24 000 casualties - Vimy Ridge was a costly victory, with - On the first day of the battle, 85 percent 10 600 Canadians killed or wounded of the Royal Newfoundland Regiment in the battle was wiped out in one half-hour d) Passchendaele - During five months of fighting, over a million Allied and Central Powers’ i) Dates and Locations troops were killed or wounded - Late October and early November, 1917 c) Vimy Ridge - Third battle of Ypres, fought around i) Dates and Locations Passchendaele Ridge, a German posi- - Began on Easter Monday, April 9, tion in Flanders 1917, and ended three days later ii) Problems Faced - Fought at Vimy Ridge, a key German - Passchendaele had little strategic defensive position in the Hindenburg value, but General Haig was deter- Line in northern France mined to take it ii) Problems Faced - Massive artillery bombardments had - French units had tried to take Vimy destroyed the drainage system and left Ridge three times and failed, suffering huge shell holes in the fields that high casualties turned the region into a swamp after - The Canadians had to find an ap- heavy autumn rains proach that worked - Advancing Canadian units had to - The Germans had fortified the ridge move over wooden trench mats within with three trench lines, concrete gun range of German guns, with flooded emplacements, and deep protective shell holes offering the only shelter dugouts iii) Achievements - Bad weather - General Currie’s strategy resulted in iii) Achievements lower than usual casualty rates among - Canadian units began their attack on Canadian forces April 9 in a snowstorm and met their - Canada took the deserted village of first two objectives in less than two Passchendaele and the ridge after a se- hours ries of attacks - The Canadian force’s new approach iv) Casualties worked - Canada suffered 8000 losses in the battle - Their last objectives were achieved by - casualties among the Allies and Central that afternoon Powers were about half a million - Three days later, Hill 145, the highest point on the ridge, was taken Pages 85–86, Emerging Historian: - Vimy Ridge was a huge victory for Formulating Questions Canada and the Allies, gaining more ground, prisoners, and captured artillery 1. Which source included above is primary and than any previous offensive in the war which is secondary? - Canada’s victory earned its troops recognition as Allied “storm troop- The second excerpt, quoted from David Barker’s ers,” and boosted pride and confidence The Man and the Aircraft He Flew is a primary - Vimy Ridge was an important turning source; the first excerpt, from Dan McCaffery’s point for Canada, gaining it world book Billy Bishop: Canadian Hero, is a secondary recognition and a strong sense of pa- source. triotism 2. Which source do you find more believable? Why?

190 MAKING HISTORY CHAPTER 6: CANADIANS IN BATTLE The second source, quoting Bishop’s own combat The accusation made in the documentary was report, seems more believable because it con- controversial because it raised doubts about Billy tains specific information about his attack on a Bishop’s record as a Canadian World War I air German airfield, which gives his story greater ace and hero. Veterans’ groups were upset be- credibility. The first source appears more like cause it raised doubt about the heroism of one speculation. of Canada’s most famous fighters. The contro- versial nature of this issue might make it difficult Assume that you were going to do research into 3. to find objective, unbiased information on it. what really happened. Write at least five ques- tions that might guide your research. Try to use Page 87, Figure 6–10: Identifying viewpoint a range of questions: factual, causal, compara- This painting is titled Canada’s Answer. Why do you tive, speculative, and decision-making. think the artist, N. Wilkinson, gave it this title? Have students consult the Historian’s Handbook, The artist entitled this painting Canada’s Answer page 404, for information on how to formulate because it depicts the first Canadian and a range of questions on a historical controversy Newfoundland troops being carried across the such as this one. Distribute Skills Development Atlantic to fight in Europe in 1914. The title refers to Sheet 2, Formulating Various Types of Questions. Canada’s answer to Britain that it would help it and Some questions that could be asked are: the other Allied countries in the war, and also sug- • When did the controversy over Billy Bishop’s gests that the troops were Canada’s answer to wartime record as an air ace begin? (factual) Germany and the other Central Powers nations who • What caused the controversy over Billy were believed to have caused the conflict by their Bishop’s wartime record? (causal) aggressive actions. * How do the two sources given in this pas- sage differ? (comparative) • What would happen to Billy Bishop’s place Page 87 in Canadian history if the new interpreta- 1. Explain why it was difficult for Canadians to tion of his wartime record proved to be ac- serve as pilots in the early part of the war. curate? (speculative) • What is your opinion on the controversy sur- It was difficult for Canadians to serve as pilots rounding Billy Bishop as a Canadian World during World War I because Canada had no air War I hero? (decision-making) force of its own. Prospective pilots had to enlist in either of Britain’s two air forces, the Royal 4. List some of the sources you might use to find Flying Corps (RFC), renamed the Royal Air Force answers to your questions. (RAF) in 1918, or the Royal Naval Air Service Some sources that could be used to find answers (RNAS). Canadians wishing to fly had to transfer to these questions are: from the CEF or travel to Britain at their own • NFB documentary video The Kid Who expense and enlist there. Couldn’t Miss 2. Billy Bishop was twice given assignments other • Dan McCaffery, Billy Bishop: Canadian Hero than flying after he became a pilot. Identify these (Halifax: Formac, 1990) assignments and suggest why he was chosen for • David Barker, The Man and the Aircraft He each. Flew (London: Outline, 1990) • Newspaper and magazine accounts of the After he became famous as a World War I fighter controversy over the NFB documentary ace, Billy Bishop spent much of his time on speaking tours in Canada to promote the war ef- 5. Why was the accusation made in the documen- fort. He was later made a Lieutenant-Colonel, tary so controversial that it went to the responsible for selecting staff for an all-Canadian Canadian Senate? What impact might the con- air corps. His reputation as a war hero in Canada troversial nature of the issue have on your re- made him a good choice to appear in public sup- search? porting the war effort, and his knowledge of the

MAKING HISTORY CHAPTER 6: CANADIANS IN BATTLE 191 war in the air and what pilots required to be suc- Canada’s contribution to the war in the air and at cessful enabled him to select staff for a Canadian sea air force. a) In the air 3. Define - Canadian pilots made up a quarter of Britain’s air force a) U-boats - Billy Bishop was Canada’s most famous U-boats [Unterseeboot] were German sub- air ace in World War I, shooting down 72 marines used in World War I to sink Allied German planes ships in the Atlantic. - Four Canadians were among the top 10 Allied war aces b) Q-ships - Canadian ace Roy Brown is believed to have shot down Germany’s top ace, Baron Q-ships were innocent-looking merchant Manfred von Richthofen, in April 1918 boats that had trained Royal Navy crews, hidden guns, echo-sounders, and depth b) At sea charges to find and destroy German sub- - Canada had a small navy of two ships, marines. the Niobe and the Rainbow, responsible for patrolling the east and west coasts re- c) merchant marine spectively The merchant marine was composed of civil- - Many Canadians enlisted in Britain’s ian ships and sailors that transported food, Royal Navy weapons, and other munitions to Britain dur- - Halifax was a major refuelling and repair ing World War I. The ships and sailors pro- base for Allied warships, and a shipping vided a much-needed and dangerous service centre for Canadian and American cargo during the fighting. bound for Europe - Canada’s merchant marine played a d) naval blockade major role in carrying weapons, food, and munitions across the submarine-infested A naval blockade is a strategy to keep enemy Atlantic to Britain and the Allies ships from leaving a harbour by positioning one’s own ships just outside it. Britain’s Royal Navy used its superior strength to prevent Page 88, Figure 6–12 This image is taken from a recruiting poster for Germany from receiving war supplies from Canada’s Armed Forces today. What aspects of mil- its colonies and allies. Germany tried to itary life are emphasized? How does this image of blockade Britain with submarines. military life differ from that in the poster calling for 4. Explain the importance of the Lusitania. recruits to Canada’s new navy in 1911 (see page 48)?

The Lusitania was a passenger liner torpedoed The recruiting poster shown here for Canada’s Armed by a German U-boat in 1915 off the coast of Forces today portrays a very different image of mili- Ireland, with the loss of almost 1200 passengers, tary life than the one promoting enlistment in including many Canadians and Americans. [This Canada’s new navy in 1911 (Figure 4–6, page 48). The incident strained relations between the United four military personnel shown in the contemporary States and Germany.] Two years later, the United poster are all women, indicating that women play States entered the war on the Allied side. an important role in the armed forces. In the 1911 poster, all the people are men. The poster from today 5. Make a table showing Canada’s contribution to also depicts many new roles for military personnel, the war in the air and at sea. based on the technological advances made during Distribute Activity Sheet 6–1 provided for this the twentieth century. These include scuba diving, activity. computer operation, and air travel. The navy poster shows sailors in roles requiring manual labour.

192 MAKING HISTORY CHAPTER 6: CANADIANS IN BATTLE Page 90, Figure 6–14: Using evidence to • Austria and Hungary (divided parts of former draw conclusions Austro-Hungarian Empire) How important was Canada’s contribution to the • Yugoslavia (former Serbia plus territory taken Empire’s war effort? Explain your answer. from Austria-Hungary—Slovenia, Croatia, and Bosnia) Canada made a major military contribution to the • Poland (from Germany, Russia, and Austria- Empire’s war effort during World War I. Canada raised Hungary) an armed force of 620 000 out of a total population of • Czechoslovakia (from Austria-Hungary) only 8 million. Only India and Britain itself raised • Finland, Estonia, Latvia, Lithuania (from Russia) larger armed forces during the war. Of these, 61 000 • Syria, Iraq, Lebanon (from Ottoman Empire) were killed in action, around 10 percent of total en- listments. Only Australia and Britain itself had higher Page 92 casualty rates. Canada also supplied Britain with huge amounts of food and war materials that were 1. Make a timeline of events of World War I. essential to fight and win the war. Have students consult the Historian’s Handbook, Page 91, Figure 6–15: Gathering informa- page 411, for information on how to construct a tion timeline. Distribute Skills Development Sheet Compare this map with the map of Europe in Figure 11, Using a Timeline. Here is a list for a time- 5–2. Describe changes that took place in national line of major events of World War I: borders. Then list the names of new countries created 1914 after World War I. June 28 – Assassination of Austrian Crown Prince Let students know that this activity requires care- Franz Ferdinand and his wife in Sarajevo, ful observation and comparison. Bosnia by a Serbian nationalist July 30 – European alliances prepare for war as cri- The following changes took place in European na- sis between Austria and Serbia escalates tional borders after World War I: August 4 – All members of major European al- • Southern Ireland became independent from liances except Italy are at war: Allies Britain (Britain, France, Russia) versus Central • Belgium and France gained territory from Powers (Germany, Austria-Hungary, Germany on its western border Turkey). As a part of the British Empire, • Italy gained territory from Austria at the north- Canada is also automatically at war ern end of the Adriatic Sea • East Prussia was separated from the rest of late August – German troops advance to within 35 Germany by a strip of Polish territory and the km of Paris before being halted free city of Danzig October 3 – First transport ships leave Canada car- • Austria-Hungary was divided into two countries, rying troops of the CEF and Newfoundland both of which lost territory to new nations in regiments for training camps in Britain central and eastern Europe December 1914 – Western Front is locked in a • Russia became the USSR and lost territory on stalemate as rival armies face each other its western borders across no man’s land • The Ottoman Empire became Turkey and lost 1915 territory on its western and eastern borders April – Second Battle of Ypres. Fresh Canadian • Romania gained territory from Austria-Hungary troops are exposed to German chlorine gas and Russia attack but do not run The new countries created in Europe after World War I May – German U-boat sinks Lusitania, a passenger include: liner crossing the Atlantic, killing 1200 • Ireland [Irish Free State] (from Britain) people, including many Canadians and • Saar (from Germany) Americans

MAKING HISTORY CHAPTER 6: CANADIANS IN BATTLE 193 1916 Robert Borden (Prime Minister of Canada) July–November – Battle of the Somme. Both sides • demanded that Canada have more say in the take heavy casualties in this indecisive way the war was being conducted battle. Canada loses 24 000 troops • joined the Imperial War Cabinet as Canada’s representative in 1916 1917 • angrily told Britain’s Prime Minister Lloyd April 9 – Canadians attack Vimy Ridge, a key George in 1918 that there was to be no re- German defensive position in northern peat of the loss of Canadian lives at France, and capture it three days later Passchendaele, or no more Canadian troops April 17 – United States enters World War I on the would be sent Allied side • played an important part in the Paris Peace October–November – Battle of Passchendaele. Conference at the end of the war, gaining an Canadians suffer heavy casualties in fruit- independent voice for Canada less effort to capture a strategically unim- • signed the Treaty of Versailles, ending World portant position in a sea of mud War I, over American objections that Canada November – Russian Revolution breaks out. was a British colony, not a nation Russia leaves the war • insisted that King George V delay the signing of the Treaty until the Canadian Parliament 1918 could debate and approve it March – Germany launches its last major offensive on the Western Front, and advances to Sir Arthur Currie (Commander of the Canadian within 75 km of Paris Corps, 1917–18) June – Prime Minister Borden tells British Prime • was a highly respected war leader, more Minister Lloyd George that if another aware of modern battle techniques than Passchendaele happens, no more Canadian General Haig soldiers will be sent to Europe • planned his attacks carefully, using more am- munition and fewer men, so as to reduce ca- August–November – Allies begin their huge sualties “Hundred Days” counteroffensive, pushing • brought an independent Canadian point of German forces back. Canadian units play a view to the British war effort key role in this effort, defeating a quarter • opposed fighting at Passchendaele in 1917, of the German army warning Haig of high casualties, but was November 11 – At 11:00 a.m. hostilities cease on overruled the Western Front. World War I is over • opposed and stopped Britain’s plan to split 1919 up the Canadians and mix them with troops January 18 – Paris Peace Conference convenes to from other regiments plan the post-war settlement in Europe • led Canadian forces to impressive victories June 28 – The Treaty of Versailles is signed. during the “Hundred Days” campaign in Germany reluctantly agrees to its harsh August–September 1918, defeating a quarter terms after being threatened with renewed of the German army war Billy Bishop (Canadian World War I air ace) 2. Organize information about Robert Borden, Sir • Canada’s top air ace of World War I, shoot- Arthur Currie, and Billy Bishop in a three-col- ing down 72 enemy planes umn chart. For each person make point-form • started as a cavalry officer in 1915, but soon notes about his contributions to the war and to transferred to the Royal Flying Corps Canada’s growing identity. • at first flew reconnaissance missions, but trained as a fighter pilot in 1916 Distribute Activity Sheet 6–2 provided for this • shot down his first plane in early 1917, and activity. became an ace (five enemy planes shot down) two weeks later

194 MAKING HISTORY CHAPTER 6: CANADIANS IN BATTLE • was awarded the Military Cross, September–October 1918, that ended the Distinguished Service Order, and Victoria fighting Cross by King George after reaching 48 vic- • capturing more territory, prisoners, and tories equipment in the final months of the war • became famous in Canada, and returned than an American force six times larger, de- home to tour the country speaking in favour feating a quarter of the German army of recruitment and the war effort 5. Explain how the Paris Peace Conference and the • returned to the front in 1918, and raised his Treaty of Versailles changed Canada’s relation- total to 72 ship with Britain. • was promoted to lieutenant-colonel, in charge of selecting staff for an all-Canadian The Paris Peace Conference and the Treaty of air corps Versailles changed Canada’s relationship with • in World War II, he was director of recruit- Britain. Prime Minister Robert Borden had de- ing for the Royal Canadian Air Force manded and won a greater voice in planning the • died in 1956 at the age of 62, but remains a war effort as a member of the Imperial War subject of controversy after a documentary Cabinet. When the war ended, Borden was de- about him produced in 1982 raised doubts termined that Canada would have its own seat at about some of his claims of enemy planes the peace conference, despite Britain’s assump- shot down tion that it would speak for the Empire. Canada sent four delegates to Paris, including Borden. 3. How did technology make World War I the dead- liest conflict in history up to that time? When the Treaty of Versailles was signed in June 1919, Borden signed for Canada, despite Technology made World War I the deadliest con- American objections that Canada was not a na- flict up to that time because: tion, but a colony of Britain. Borden also insisted • new weapons like the machine gun, poison that King George V not sign the treaty until the gas, and heavy artillery killed more soldiers Canadian Parliament had had the opportunity on the battlefield than ever before to debate and approve it. [Canada’s participation • submarines torpedoed enemy ships, sinking in the war and post-war peacemaking gave it a them with heavy loss of life on board new sense of independence from Britain, and the country would never again automatically go to Outline the successes of Canadian troops in 4. war for British interests.] World War I. 6. a) Use a computer to construct stacked bar Canadian troops in World War I achieved the fol- graphs comparing the top aces by country. lowing successes: • holding their lines at the Second Battle of Review the process for making graphs on a Ypres in April 1915, despite being attacked by computer with the students. poison gas b) Identify two important conclusions you can • taking part in the bloody battle of the Somme draw from your graph. from July to November 1916, taking heavy losses for minor territorial gains The air aces from the Central Powers all • capturing Vimy Ridge in April 1917, after re- came from either Germany or Austria- peated Allied efforts to take this key German Hungary, whereas the top Allied aces repre- position had failed sented France, Britain, Canada, and Ireland. • fighting in a sea of mud at the battle of The top five German aces shot down a total Passchendaele, October–November 1917, de- of 289 planes, while the top five Allied aces spite high casualties and miserable condi- accounted for 339. The casualty rate among tions air aces in World War I was high—5 of the • winning important victories in the Allied top 10 Central Powers’ aces and 4 of the top “Hundred Days” counteroffensive, 10 Allied aces were killed in action.

MAKING HISTORY CHAPTER 6: CANADIANS IN BATTLE 195 c) Calculate the total number of planes shot 9. It was rumoured that by the end of the war down by these top 20 pilots. Britain’s Prime Minister Lloyd George was so disappointed with the performance of General The total number of enemy planes shot down Haig that he considered appointing General by the top 10 Central Powers’ aces was 406, Currie as supreme British commander. What ev- and by the Allied aces 589, for a total of 995. idence is there that Currie deserved such trust? Are there facts to support the claim that Canada 7. General Currie would have qualified for the post made a contribution to the war out of propor- of supreme British commander because he was a tion to the size of its population? Explain. highly respected military leader who was more Canada did contribute to the war effort out of aware of modern battle techniques and strategy proportion to the size of its population. This can than his superior, General Haig. Unlike Haig, be seen by comparing Canada’s total number of Currie planned his attacks carefully and, by using enlisted personnel with that from other parts of more ammunition and fewer men, kept casualty the British Empire, such as Australia, India, New rates lower than usual. He brought an indepen- Zealand, and South Africa. Canada’s total en- dent Canadian viewpoint to the war, and was listments were 620 000 out of a total population able to recognize serious strategic blunders, like of just 8 million people. Canada’s casualty rate the assault on Passchendaele, before they oc- was almost as high as that of Britain itself. curred. He would have made an outstanding com- Besides its military effort, Canada also made a mander of Britain’s forces, and would have been major difference in terms of the supplies of food a much better choice than Haig. and war materials it produced and shipped to 10. a) Is it generally better to forgive or to punish? Britain and the other Allies during the war. Is it better to forgive or to seek revenge? Considering the fact that the fighting was tak- Discuss your opinion, giving examples from ing place far from Canada, and that this country your experience where appropriate. was not directly threatened by the Central Powers, the extent of Canada’s contribution to Have students use examples from their own the war effort takes on even greater proportions. personal relationships and experiences to dis- cuss this question, and then seek to apply “Without the involvement of Canada and the 8. them to the broader context of international Empire, the Central Powers could have won the relations in the period following the end of war.” Find facts to support this thesis. World War I in 1918.

Facts that could support the thesis that without b) Was the Treaty of Versailles fair to Germany? the involvement of Canada and the Empire, the Was it wise? What other approach could a Central Powers would have won the war are: treaty have taken? Evaluate other possible • Canada and the Empire contributed over 2 approaches. million troops to the war effort, approxi- mately a quarter of the total British force Have students consult the Historian’s • Canada and other parts of the Empire sup- Handbook, page 414, for a model of the prob- plied vast quantities of food, munitions, and lem-solving method of drawing conclusions other essential wartime supplies to Britain, on major historical issues. Distribute Skills preventing the German U-boat blockade from Development Sheet 11, Checklist: Using a succeeding Timeline. In discussing these questions, have • Canada came up with new strategies for of- students keep in mind the differing objec- fensives tives of the “Big Three” Allied leaders at the • In the last offensive of the war, Canadian Paris Peace Conference (Britain’s Lloyd troops captured one-quarter of the Germany George, France’s Georges Clemenceau, and army the United States’ Woodrow Wilson), and • Four of the top 10 air aces were Canadians how the final text of the Treaty of Versailles represented a compromise among them.

196 MAKING HISTORY CHAPTER 6: CANADIANS IN BATTLE Have students also consider alternatives, Have students read the section of the chapter such as the new Russian soviet leader V.I. dealing with the Canadian attack on Vimy Lenin’s proposed peace settlement with “no Ridge and its aftermath (pages 79–81) in order indemnities and no annexations,” a renewed to complete this activity. Allied military offensive against Germany, 13. Historian Desmond Morton has said, “For the partition of Germany (as it occurred after Canadians, Vimy Ridge was a nation building World War II), or a less punitive version of experience. For some, then and later, it symbol- the actual Treaty (reduced reparations, more ized the fact that the Great War was also lenient military and/or territorial terms, etc.). Canada’s war of independence… .” (A Military c) Debate the following topic: Germany was History of Canada, 145). Do the facts about largely responsible for World War I and de- Canada’s role in the war support such a conclu- served the harsh terms of the Treaty of sion? Write an essay giving your position. Versailles. Have students consult the Historian’s Handbook, Have students consult the Historian’s page 417, and read the section on how to con- Handbook, page 423, for guidelines on how to struct an argumentative essay on this topic. prepare for and conduct a debate on this Distribute Skills Development Sheet 18, issue. Distribute Skills Development Sheet Checklist: Editing an Essay. Have students read 21, Checklist: Preparing for a Debate. In the parts of the chapter discussing this issue (page preparing, have students consult various his- 91) and/or the works of historians like Desmond torical sources dealing with World War I that Morton and Jonathan Vance to find out more discuss issues such as Germany’s responsi- about their differing views on it. bility for starting the war, and the harshness 14. Use the Internet or contact the nearest Canadian of the terms of the Treaty of Versailles that Armed Forces battalion to find information ended it. about the rights and responsibilities of a 11. In the role of a nurse, soldier, pilot, or merchant Canadian soldier today. What are the rules con- mariner in Europe, write a letter home describ- cerning obedience to officers? What are the pun- ing the dangers you face. ishments for disobedience? Report on your findings to the class. To assist students in creating imaginary letters, distribute Writing-in-Role: Generic Rubric 13 so Have students access the Canadian Forces students understand how these are evaluated. As Internet Web site (www.dnd.ca/) or contact the examples, provide copies of the sample letters local base in their community in order to gather written for questions 13, 15, and 19 in Chapter 5. information necessary to complete this activity. Have students read the following pages to Distribute Skills Development sheets 4 gather information on the conditions faced by (Checklist: Researching on the Internet), 5 Canadian military personnel in Europe during (Checklist: Assessing Internet Information), and World War I in order to complete this activity: 6 (Tracking Internet Search Results). Also dis- nurse (pages 71, 73), soldier (pages 70–71, 76–84), tribute Skills Development Sheet 22, Checklist: pilot (pages 84–86), merchant mariner (pages Preparing for an Oral Presentation. 86–87). 15. The use of chemical weapons remains a world 12. As a commanding officer at Vimy Ridge, pre- issue. Use various sources to gather information pare one of the following speeches: about world laws governing these weapons and specific violations. Use the inquiry method a) a briefing and a “pep talk” the night before shown in the Historian’s Handbook, page 403. the battle Present your findings in a report or display. b) a review of events after the battle Have students consult the Historian’s Handbook, page 403, and read the section on the inquiry

MAKING HISTORY CHAPTER 6: CANADIANS IN BATTLE 197 method in order to find out how to gather and f) question process information on this topic. Newspaper g) battles and magazine articles are good sources of infor- h) not one side or the other mation on the role of chemical and biological Question 2: weapons in conflicts today, and attempts to halt a) natural harbour their manufacture and use. b) hollow victory c) boot camp ESL ACTIVITY SHEET d) turning point ANSWERS e) the toast of Canada (See Chapter 6: ESL Activity Sheet.) Question 3: a) 2 Question 1: b) 5 a) battles, efforts c) 3 b) wounded d) 4 c) upset e) 1 d) strengthened e) bog

198 MAKING HISTORY CHAPTER 6: CANADIANS IN BATTLE Name: ACTIVITY SHEET 6–1

CANADA’S CONTRIBUTION TO THE WAR

For use with activity 5, page 87.

In the air At sea

© Prentice Hall Canada. Making History: The Story of Canada in the 20th Century. Permission to reproduce restricted to purchasing schools. 199 Name: ACTIVITY SHEET 6–2

CONTRIBUTIONS TO THE WAR AND TO CANADA’S GROWING IDENTITY

For use with activity 2, page 92.

Robert Borden Sir Arthur Currie Billy Bishop

200 © Prentice Hall Canada. Making History: The Story of Canada in the 20th Century. Permission to reproduce restricted to purchasing schools. Name: CHAPTER 6

ESL ACTIVITY SHEET

1. Look in your dictionary and find two meanings for these words. Which one is used in your book? Are there other meanings?

a) campaigns (page 77)

b) casualties (page 79)

c) shaken (page 79)

d) fortified (page 80)

e) swamp (page 81)

f) grill (page 85)

g) offensives (page 89)

h) neutral (page 88)

2. Choose one of the expressions in italics to fill in the blanks.

a) A ______is a bay that protects ships from danger without any help from humans. cool nerves (page 84)/natural harbour (page 86)

b) If you win, but the win doesn’t solve the problem, then it’s called a ______. hollow victory (page 81)/hand-to-hand combat (page 79)

c) We send recruits to ______to learn how to be soldiers. aerial reconnaissance (page 80)/boot camp (page 77)

d) When things start to change (for better or worse), we say we have reached a ______. turning point (page 81)/zero hour (page 81)

e) Someone everyone in Canada loves can also be called ______. the toast of Canada (page 85)/a special hearing (page 85)

3. Match the words that mean the same thing.

a) armistice (page 89) 1. mud

b) offensives (page 89) 2. peace

c) old timer (page 76) 3. veteran

d) journal (page 76) 4. diary

e) quagmire (page 83) 5. battles

© Prentice Hall Canada. Making History: The Story of Canada in the 20th Century. Permission to reproduce restricted to purchasing schools. 201 Chapter 7 THE WAR AT HOME

CHAPTER OVERVIEW This chapter focusses on how World War I affected Canadian society on the home front. The chapter begins with a graphic account of the Halifax Explosion of December 1917, when a devastating blast caused by the collision of two foreign ships in the harbour resulted in enormous destruction and loss of life. It describes how mobilization of the country’s re- sources for war led to the expansion of Canada’s economy and an increased role for the federal government in managing it. It highlights the significant contribution women made to the war effort, and how that helped them gain greater political equality, especially the right to vote. It examines how the government used propaganda to mould public opinion. The issue of conscription surfaced in the last years of the war and proved to be politically and so- cially divisive. The chapter looks at how the government of Sir Robert Borden handled this issue, and the consequences for national unity. The chapter ends with a section on the deadly influenza epidemic that swept Canada and much of the world shortly after the war.

THEMATIC PATHWAYS

Key Themes Text Activity Academic Applied Pages Page Number

French-English Relations 101–3 103 Fig. 7–9 * 105 2, 3 * * 106 19 * Women’s Issues 95–98 96 Fig. 7–3 * * 98 2 * * 3* 105–6 105 8, 9 * * 106 20 * Immigration and Multiculturalism 98–101 99 1, 2, 3 * 100 Fig. 7–6 * * 101 1, 2, 3 * * 105 10, 11 *

Economic Trends, Conditions, and Issues 94–95 94 Fig. 7–1 *

95 Fig. 7–2 * *

98 1 *

105 1 * *

202 Key Themes Text Activity Academic Applied Pages Page Number

Canadian Lives and Social Conditions 94–100 95 Fig. 7–2 * * 98 1 * * 99 1, 2, 3 * 101 1, 2, 3 * 105 8, 12 * *

Using the Canadiana Scrapbook Series The Canadiana Scrapbook Series can be used to supplement the text. Teachers of Applied students, in particular, might find it useful to substitute sections of the text they do not wish to cover in detail with sections from the Scrapbooks. For relevant sections of this chapter of the text, see the Scrapbook Canadians at War, 1914–1918, pages 32–37, and 40–47.

ASSESSMENT AND EVALUATION TOOLS Activity Suggested rubrics, scoring guides, and checklists

Page 99, Emerging Historian: Identifying Bias Analyzing Sources: Generic Rubric 2 Pages 105–6, Chapter Activities Understand and Organize 1–5 No formal evaluation instrument Analyze and Evaluate 6 No formal evaluation instrument 7 Analyzing Visual Evidence: Generic Rubric 4 8 Analyzing Sources: Generic Rubric 2 9–10 No formal evaluation instrument 11 Checklist-Preparing for a Debate: Skills Development Sheet 21 Debating (Academic): Generic Rubric 15 Debating (Applied): Generic Rubric 16 or Checklist-Preparing for a Discussion: Skills Development Sheet 20 Contributing to a Discussion: Self-Assessment Sheet 1 12 Formulating Questions (Academic): Generic Rubric 5 Checklist-Preparing for a Research Interview: Skills Development Sheet 7 13 Writing-in-Role: Generic Rubric 13 14 Analyzing Sources: Generic Rubric 2 15 Analyzing Sources: Generic Rubric 2 Research and Communicate 16 Adapt Writing-in-Role: Generic Rubric 13 17 Writing-in-Role: Generic Rubric 13 18 Debating (Academic): Generic Rubric 15 Debating (Applied): Generic Rubric 16 Checklist-Preparing for a Debate: Skills Development Sheet 21 or Making a Speech (Academic): Generic Rubric 17 Making a Speech (Applied): Generic Rubric 18 Checklist-Preparing for an Oral Presentation: Skills Development Sheet 22 19 Scoring Guide for Interview with Borden or Laurier: Specific Evaluation Sheet 7–1 20 Written Report (Academic): Generic Rubric 11 Written Report (Applied): Generic Rubric 12 Completing a Research Assignment: Self-Assessment Sheet 3 21 Adapt Written Editorial: Generic Rubric 14 22 Using Local Research: Generic Rubric 8 23 Checklist-Researching on the Internet: Skills Development Sheet 4 Completing a Research Assignment: Self-Assessment Sheet 3

MAKING HISTORY CHAPTER 7: THE WAR AT HOME 203 DEFINITIONS FOR KEY TERMS

Halifax Explosion A massive detonation in Halifax harbour on December 6, 1917, caused by the collision of the Belgian vessel Imo with the French munitions ship Mont Blanc, causing widespread destruction and thousands of deaths and injuries in the city.

Imperial Munitions Board (IMB) A government agency established during World War I that built factories to produce artillery shells, weapons, ships, airplanes, and other items for the war. The plants employed hundreds of thousands of workers.

inflation An increase in the price of basic goods and a fall in the purchasing power of money. Many Canadians faced this during World War I because wages were frozen but prices were not. Big businesses made huge profits from their inflated prices.

Victory Bonds Certificates that Canadian individuals and companies purchased from the government during World War I to help finance the war effort. Purchasing Victory Bonds was promoted as an act of patriotic duty. After the war, buyers could cash them in and get interest. The average Canadian invested $300 in Victory Bonds during the war.

munitions factories Production sites for shells used by the military. About 35 000 Canadian women worked in these factories, playing an important role in Canada’s military effort.

female suffrage The right to vote for women, which was first won in provincial elec- tions in Manitoba in 1916 after a political campaign by female suffragists led by Nellie McClung. Within a few years, most provinces extended the right to vote to women. Women relatives of servicemen were also permitted to vote in the federal election of 1917. In 1918, the government granted women the right to vote in federal elections on the same terms as men, but Quebec restricted women from voting in provincial elec- tions until 1940.

propaganda An organized program carried on by the government in the mass media to spread certain opinions or beliefs. During World War I, propaganda was used to promote enlistment in the armed forces and encourage patriotism, loyalty, and commitment to the war effort. Alleged German atrocities were highlighted or even invented to instil hatred and inspire Canadians to fight harder in order to defeat the Central Powers.

internment camps Isolated places where alleged “enemy aliens” were forcibly relocated during World War I. More than 8500 people accused of plotting for the enemy were held in these camps, sometimes with their families. Many internees were of Ukrainian background, having emigrated from Austria-Hungary, a country with which Canada was at war.

conscription Compulsory military service during wartime. At first, this was not neces- sary, but as casualties rose and enlistment rates declined, the government realized it was necessary to maintain a high level of military commitment to the war. However, conscription proved a highly divisive and controversial political issue in Canada in 1917–18.

204 MAKING HISTORY CHAPTER 7: THE WAR AT HOME Union Government A coalition of Borden’s Conservatives and the Liberals who favoured conscription that formed to contest the federal election of 1917 as a demonstration of national unity. However, many Liberals from Quebec, including party leader Wilfrid Laurier, opposed the Union Government and its policy, and campaigned against it in the election.

Khaki Election Nickname for the federal election of 1917, because many Canadians who voted were serving overseas. People used the name because conscription was the main issue over which the Union Government and its anti-conscriptionist opponents fought. The election resulted in a victory for Borden’s Unionists, although Quebec voted mas- sively against conscription.

Spanish flu A virulent form of influenza that swept Canada and much of the rest of the world in the winters of 1918–20. Soldiers returning from the European battlefields carried it to this country. In Canada, more than 50 000 people died from the epidemic, about the same number as those killed in the war. Worldwide, about 21 million peo- ple died, more than twice the death toll of the war.

MAKING HISTORY CHAPTER 7: THE WAR AT HOME 205 ACTIVITY NOTES AND Page 96, Figure 7–3: Using evidence to draw conclusions ANSWERS How do you think these women felt about their sac- (Notes in square brackets are additional information rifice? Give reasons for your view. What is your re- not found in the textbook. They are included for sponse to this photograph? teacher information.) This picture shows four Canadian women who col- lectively lost 28 of their sons during World War I, Page 94, Figure 7–1: Gathering information being driven in a car. The occasion is the first What does this graph tell you about the impact of the Remembrance Day parade in 1919. Likely, these war on Canada’s economy? women had mixed feelings about their great loss. This bar graph indicates that the war had a significant Undoubtedly, the deaths of their sons emotionally impact on trade. The measurements of the dollar devastated them but the women probably felt a great value of Canada’s total exports to and imports from deal of pride and loyalty. The banners and flags dec- Britain in the years 1911, 1916, and 1921, tell us the orated with maple leaves gives this impression. following: • in 1911, before World War I began, the value of Page 98 Canada’s exports to Britain was slightly larger 1. Describe the economic role of government in than that of imports from Britain ($132 billion wartime, using these examples: vs. $110 billion) • in 1916, two years after the war began, the value a) Imperial Munitions Board of Canada’s exports to Britain had risen dramat- ically, to $452 billion, while total imports had The Imperial Munitions Board (IMB) estab- fallen to $77 billion lished factories in Canada, which made $2 • in 1921, the value of Canada’s exports to Britain million worth of quality war materials daily. had fallen to $313 billion, while that of imports IMB-run factories produced artillery shells, had risen to $214 billion weapons, ships, airplanes, and other weapons • during the war, Canada’s exports to Britain rose and war supplies. These plants employed because we were supplying it with essential hundreds of thousands of workers, and helped wartime materials and food. Imports fell because create an economic boom. A third of Britain’s Britain’s manufacturing industry was geared for shells came from Canada, and industrial out- the war effort and supplying the domestic econ- put here rose to record levels. omy, not for overseas exports b) Victory Bonds • after the war, Canada exported less to Britain, but Britain’s economy revived and it started to The government needed to pay for the costs sell Canada more goods of the war effort. The scope of the fighting and new technologies made World War I very Page 95, Figure 7–2: Identifying viewpoint expensive. The government appealed to What was the purpose of this poster? What tech- Canadians’ patriotism and sense of thrift in niques did it use to make its point? the Victory Bonds drive. Individuals and com- panies bought these bonds, which they could The purpose of this poster from the government Food cash with interest after the war. Many busi- Controller was to encourage Canadians to use more nesses and banks invested their wartime prof- fish and vegetables and less meat, wheat, and fats. its in these bonds. On average, Canadians Canadian soldiers overseas and Allied countries like contributed $300 each to the purchase of Britain who did not have enough essential foods, Victory Bonds. needed them. The poster is designed to make foods like fresh vegetables and fish look attractive and c) Food Controller healthy to eat. The caption appeals to Canadian pa- The government appointed a Food Controller triotism by calling on people at home to conserve to prevent profiteering on food supplies dur- meat, wheat, and fats.

206 MAKING HISTORY CHAPTER 7: THE WAR AT HOME ing the war. This agency also used posters It was assumed that once the war ended and to encourage Canadians not to hoard food or the men returned home women would leave waste food needed to feed the soldiers over- the paid workforce. seas. 3. Make a timeline showing when women in dif- d) income tax and tax on profits ferent parts of Canada first won the vote.

In 1917, the federal government introduced 1915 – Liberals elected in Manitoba, promis- Canada’s first income tax, which was supposed ing to introduce the right to vote for to be a temporary measure. Rich individuals women in that province and families had to pay a tax of 3 percent of their income. The government imposed a busi- 1916 – Women win the right to vote in ness tax of 4 percent on profits, which many Manitoba, and later the same year in Canadians considered too low because of the Alberta and Saskatchewan huge profits some companies made. 1917 – Women in Ontario and British 2. a) List roles played by Canadian women during Columbia win the right to vote, and the war. Highlight those that were non-tra- female relatives of servicemen gain ditional. the right to vote in the federal elec- tion held that year Canadian women played many roles while the men were away fighting during the war. 1918 – Women in Canada gain the right to Some of these were traditional, others less vote in federal elections on the same so. As well as knitting warm clothing and terms as men making bandages for the soldiers, women or- 1940 – Women in Quebec win the right to ganized committees such as the Canadian vote in provincial elections Patriotic Fund to send food parcels, cards, and letters overseas. They also visited the Page 99, Figure 7–5: Building Your Skills families of soldiers who had been killed. Many women took on key positions in vol- 1. Propaganda often uses exaggeration, emotion, unteer organizations like the Red Cross. distortion, and selective evidence to persuade Women also served as unofficial recruiters, the public. Find examples of each of these char- appealing to mothers, wives, and girlfriends acteristics in the poster. to encourage their men to enlist. Women also worked at jobs previously considered “men’s Exaggeration—The claims that Germans had work.” Although some women had worked landed and on both coasts, Halifax, Portland, in the food and clothing industries before the Montreal, and Vancouver, and the number used, war, very few had performed skilled labour in 2 000 000. Even if Germany had wanted to or heavy industry. However, with a shortage of been able to invade Canada, it would hardly have workers, women did jobs like operating fish- had this many troops to send while still fighting ing boats and running farms. About 35 000 against the Allies in Europe. Another exaggera- Canadian women worked in munitions fac- tion is the claim that the entire British fleet was tories making shells, while others drove cabs, sunk. Others are: Ottawa was burning, German streetcars, and delivery trucks. Women also planes had bombed Toronto, that the headquar- worked as secretaries in wartime industries ters were in Hamilton, and finally that each day and government offices (work men had usu- 40 people were shot and 20 children were muti- ally done before the war). lated. Emotion—anger was encouraged with claims b) What were women expected to do when the that enemy officers had assaulted an aged mayor, war ended? Why? and that a horseman had kicked a child in the face and finally thrown the youngster into a sewer with its mother. The statement claiming

MAKING HISTORY CHAPTER 7: THE WAR AT HOME 207 that enemy officers were cutting off the ears and post, and may have served as the officers’ residence. noses of 20 children daily and firing on the main An open field, probably for the inmates’ recreation is hospital would have aroused disgust. It evoked to the right of the bunkhouses, and two inmates are fear with the claim that the enemy had invaded. playing a game there. Other inmates are in front of Wartime atrocity propaganda frequently played the bunkhouses with clothes and bed sheets hang- on alleged or fabricated incidents of cruelty and ing out to dry. Overall, this photo conveys an im- violence such as these, directed against civilians. pression of conditions being basic, but not overly Distortion—enemy planes raid Toronto. harsh. Technically no German aircraft at that time could have crossed the Atlantic in order to bomb Page 101 Toronto or any other Canadian city. Even in World War II, warplanes could not cross such an 1. Define expanse without stopping to refuel. a) propaganda Selective evidence—Only extreme, one-sided examples of what happens in war are used. In Propaganda is information designed to in- this use of propaganda, the poster contains no spire and spread particular beliefs. During real evidence to support any of the claims, nor World War I, governments in Canada and does it need to because it also says that none of other countries used propaganda to promote the things listed had happened. patriotism, sacrifice, and a determination to fight and win the war at all costs on both the 2. What was the purpose of this poster? home and battle front. They also employed The purpose of this poster was to frighten propaganda to instil hatred of the enemy, fre- Canadians with the spectre of what a German quently inventing “atrocity stories” to por- invasion might mean. The intent was to cause tray Germans as bloodthirsty and cruel. people to be so appalled that they would pur- b) internment camps chase Victory Bonds “until it hurts” to prevent an invasion from ever happening. Internment camps were encampments in re- mote places where the government detained 3. Define the term “bias,” using a dictionary if nec- people suspected of being “enemy aliens” for essary. Identify examples of bias in this poster. the duration of the war. Have students consult a dictionary for the mean- 2. Explain how the War Measures Act restricted ing of the term “bias,” and apply it to the spe- the rights of Canadians. cific examples of bias that can be noted in this poster. The War Measures Act suspended the democra- tic rights and freedoms Canadians usually enjoy Page 100, Figure 7–6: Gathering informa- in peacetime. It empowered the government to tion censor any newspaper or magazine or other form What can you tell about conditions in the camp of communications. [Government censors would from this photograph? have suppressed the presentation of facts or opin- ions about the war it did not want Canadians to This photo of a World War I internment camp at know about. The Act classified half a million Vernon, B.C., shows that the camp was in a remote immigrants from Germany and Austria-Hungary area, surrounded by low hills. A barbed wire fence who were not yet citizens as “enemy aliens.” It enclosed it to prevent the inmates from escaping. restricted their movements and forced them to The camp grew its own food, as can be observed from carry special identity cards and report regularly to the field of corn seen on the right. It housed inmates registration offices. [Anyone suspected of being an in long bunkhouses or tents, both of which are visi- “enemy alien,” saboteur, pacifist, or German ble on the left. The large permanent, two-storey struc- sympathizer could be arrested and held without ture in the middle probably housed the command trial, or deported and have their property seized.]

208 MAKING HISTORY CHAPTER 7: THE WAR AT HOME Another 8579 people who were suspected of plot- and direction. ting for the enemy were detained in internment 2. Why did Prime Minister Borden think that con- camps. scription was necessary? 3. Make a chart or diagram to show the impact of propaganda in Canada during World War I. By late 1917, after thousands of soldiers had died and a visit to the battlefront, Prime Minister Have students consult the Historian’s Handbook, Borden realized that voluntary enlistment would page 410, for information on how to design a not be enough to keep the Canadian army up to chart, and then read pages 8–100 for information full strength. The 125 000 killed or wounded in on the propaganda war during World War I and its the battles of Vimy Ridge and Passchendaele were impact on Canada. double the number of volunteers at the time. Although he had promised at the beginning of Page 103, Figure 7–9: Using evidence the war that there would be no conscription, he Find evidence to support the view that the Khaki had changed his mind, and introduced the Election divided the nation. Military Service Act.

The information on the results of the “Khaki 3. What opposition did Borden face on the issue? Election” of 1917 indicates that Canadian voters Borden faced considerable opposition to his con- were deeply divided along regional and linguistic scription policy from Quebec political leaders lines. Robert Borden’s pro-conscription Unionists like Wilfrid Laurier and . Both won most of the seats in Atlantic Canada, Ontario, had supported Canada’s participation in the war, and the West, but the anti-conscription Liberals led but opposed conscription. In this view, they re- by Wilfrid Laurier won a huge majority of seats in flected the majority opinion of French-Canadians, Quebec. This indicates that while most English- who were less likely to want to enlist in the Canadians in Canada had voted one way, a large ma- armed forces than were their English-Canadian jority of French-Canadians in Quebec had voted fellow citizens. The trade union movement op- another. posed conscription as did many farmers and new Canadians who had emigrated from Europe partly Pages 105–6 to escape compulsory military service before the 1. Why did the federal government take such an war. active role in economic planning, production, 4. In note or chart form, summarize each of the and censorship during World War I? following and explain how Borden felt it would The federal government took such an active role help his cause: in economic planning, production, and censor- Distribute Activity Sheet 7–1 provided for this ship during World War I to achieve the goal of activity. fighting a “total war.” To produce the war ma- terial required and to have enough food to send to a) Military Voters Act its soldiers and Allies in Europe, Canada started • allowed soldiers and military personnel managing production in 1916, after two years of to vote, but only for or against the gov- chaos under Sam Hughes, the minister of de- ernment, not for specific candidates fence. [The government was the only institution • if military voters could not identify their powerful enough to initiate and direct this huge home riding, then their vote could be put undertaking. It told private businesses what to into any riding chosen by a government- produce and assigned workers to wartime pro- appointed electoral commissioner duction.] • this helped Borden’s Unionists in the The government viewed censorship as neces- 1917 election, because they were able to sary so it could manage what Canadians learned distribute many military votes in ridings about the war. It wanted to control pessimism, where they needed extra support in order defeatism, or questions about the war’s purpose to defeat the Liberals

MAKING HISTORY CHAPTER 7: THE WAR AT HOME 209 b) Wartime Elections Act 6. Use a Canadian atlas or CD-ROM to make a • gave the vote to women directly related sketch-map of Halifax harbour, including to servicemen Bedford Basin. Use the map to explain why • removed the vote from conscientious ob- Halifax was so important to the Allies. Mark jectors or immigrants who had come to the location of the 1917 collision. Shade the area Canada from enemy countries in the last that was likely to be destroyed. 15 years Have students consult a Canadian atlas or CD- • this helped Borden’s Unionists in the ROM to complete this activity. 1917 election, because it gave the vote to a group of people (women relatives of 7. Analyze the poster titled “A Few Reasons…” servicemen) most of whom could be ex- (page 95). pected to support conscription. It re- moved the vote from others (opponents a) Identify words and phrases aimed at creat- of the war, new Canadians) most of ing a sense of patriotism and duty. whom would have opposed it Words and phrases from the poster entitled c) Union Government “A Few Reasons...” aimed at creating a sense • Borden invited prominent English- of patriotism and duty are: “King and Canadian Liberals who supported con- Country,” “chief obligation,” “noble women scription to form a coalition Union who have answered the call,” “Women of Government Canada,” and “King and Country” again. • Liberals were given important cabinet b) Quote sections aimed at making readers feel positions as an incentive to join guilty. • presented itself as a patriotic party that had put aside political differences in order Sections of the poster intended to make read- to win the war ers feel guilty are questions and statements • this helped Borden win the election of such as: “Are you failing to meet your chief 1917 because it split the opposition obligation as Canadians at such a critical Liberals into two factions, and weakened time?”; “There is unfortunately too much those who remained loyal to Laurier and reason to fear that this charge can be fairly opposed to conscription, mainly in brought against many Canadian women Quebec today”; “men, willing and ready to join the colours, are being discouraged from doing 5. Explain how the 1918–19 Spanish flu epidemic their duty by their wives, mothers, and was linked to World War I. sweethearts”; “is it reasonable and fair that During the winter of 1918 –19, after the war had you should keep your men-folk from doing ended, many people were hungry across Europe. their duty?”; and “How will you feel about it The war had ruined their crops and transportation afterward… ?” systems, creating ideal conditions for the spread c) How effective do you think this poster was? of a deadly influenza virus known as the Spanish Explain your views. flu or swine flu. It swept the world, killing mil- lions of people in Europe. Returning soldiers car- This poster was probably quite effective in ried the virus to North America, where it struck persuading some Canadian mothers, wives, many victims, including 50 000 Canadians be- or girlfriends of men of military age that they fore it subsided in 1920. Although the epidemic should encourage them to enlist in the army. hit after the war, it is connected with the results The poster appeals to patriotism and guilt to of war. Without the conditions in Europe and encourage women to put the interests of the soldiers returning home, it would not have “King and Country” ahead of personal con- spread as quickly or killed as many people as it cerns about the men in their lives. Many peo- did. ple already valued patriotism and Canada’s

210 MAKING HISTORY CHAPTER 7: THE WAR AT HOME ties to the King and the Empire, so this ap- Women’s contribution to the war effort in Canada peal tied into existing feelings, which would during World War I was very important. Women make the impact strong. served as nurses in the armed forces and worked in the medical and field ambulance corps, often Reread Elaine Nelson’s memories of wartime 8. at great personal risk. On the home front, women work. organized volunteer activities to help the men a) What do they tell you about her character at the front and their families in Canada. Many and her experiences? thousands of women worked at jobs previously considered “men’s work”; they were in essential Elaine Nelson was a hard-working, fast-learn- areas of the wartime economy like heavy indus- ing, and determined young woman who try and transportation. Women workers in mu- wanted to do the best job she possibly could nitions plants were a crucial element of the at the munitions factory during World War I. wartime labour force. Canada’s total war effort She had to adapt quickly to her new job, be- depended on the work of women, and would not cause the foreman only gave her a brief lesson have succeeded without them. on how to make a shell. She overcame her fear and panic, and performed the tasks as- 10. List the ways in which the rights and freedoms of signed to her quickly and effectively. She also Canadians were restricted during World War I. overcame her class and ethnic biases regard- What would be the short-term (during the war) ing people who differed from her, and real- and long-term (in the years since) impact of these ized that she shared many things in common restrictions? with the women who were working along- The War Measures Act suspended a great many side her. of the democratic rights Canadians take for b) These memories were recorded about 50 granted during peacetime. The government had years after World War I. Discuss the relia- the power to ban or censor any publication it bility of recollected information. considered harmful to the war effort or Canadians’ morale. It could arrest and detain Memories such as Elaine Nelson’s, which anyone suspected of sympathizing with the people record years after the events they re- enemy or opposing the war. Many Canadians call, are valuable sources of information who had emigrated from countries that were en- about historical events. Historians refer to emies during the war were deported, and their them as “oral history,” and it provides a rich property seized. Some new Canadians were in- source of documentation. However, these terned as “enemy aliens.” Cities like Berlin, sources have to be read and interpreted with Ontario, had to change their names because they caution. Everyone’s memories can change were considered too German-sounding. In the over time, because we forget some things short-term, most Canadians probably supported and overemphasize others. Quite possibly, these measures, because government propaganda Elaine Nelson’s account of her experiences persuaded them that they were necessary to fight in the munitions factory and of what she and win the war. But those who suffered from learned are totally reliable. But there is also these harsh laws probably felt bitter and betrayed the chance that she re-interpreted some by a government and a country they had done things she had learned and felt at the time nothing against. In the long term, such feelings as a result of events and opinions she later led to deepening divisions between native-born developed about the war and its importance Canadians and recent immigrants. They did not for her and her country. help restore Canadian unity once the war was over, and gave support to government actions 9. How important was the contribution of women such as the deportation of recent immigrants as to the war effort? Select facts from the chapter to alleged pro-Communist revolutionaries after the defend your conclusion. Winnipeg General Strike of 1919.

MAKING HISTORY CHAPTER 7: THE WAR AT HOME 211 11. The War Measures Act was a drastic action. Is it Bourassa on conscription in 1917 (page 102) justifiable in a democracy to restrict citizens’ and the information on pages 101–3, and de- rights during times of war, in the name of pro- cide which of the positions they agree with tecting the country? Discuss or debate this prob- most and why. lem, and then write your position in a paragraph. b) Imagine that you are a young Canadian of Have students read pages 98–100 of the chapter, enlistment age in wartime. Write a para- which contain information about the War graph expressing your views about con- Measures Act. Have them also read pages 301–3 scription. in Chapter 19, describing the only time the Act Suggest to the students that they first decide: was imposed during peacetime, during the 1970 whether the young Canadian of enlistment in Quebec. Have students then age is of English, French, or from another consult the Historian’s Handbook, page 423, on background; his age; and whether he comes how to prepare for and conduct a debate. from the city or the country, is married or Distribute copies of Skills Development Sheet single, a member of a trade union or not, etc. 21, Checklist: Preparing for a Debate. Such factors will likely influence the writer’s 12. Make a list of six to eight important questions opinion on conscription. you would ask a veteran of war on the home Primary documents show us events and thoughts front about his or her experiences. Try to include 14. as they occurred. Find two examples of primary a range of types of questions. documents in this chapter. What makes them Have students consult the Historian’s Handbook, interesting? What makes their message powerful page 404, for information on how to develop a and informative? What additional information range of questions. Students could ask the fol- would you want to complete the picture they lowing types of questions: factual, definitional, create? comparative, causal, decision-making, and spec- Students may choose from among the following ulative. Examples that could be asked of a World primary documents on Canada in World War I War I (or II, because not many people alive now that are found in this chapter: were adults during World War I) veteran of the • Page 95 (poster issued by Food Controller) home front could include: • Page 95 (recruitment poster “A Few • Where did you work during the war? (fac- Reasons...”) tual) • Page 96 (photo of women in car in first • What was a munitions plant? (definitional) Remembrance Day parade) • How did your experience working during the • Page 97 (painting of “Women making shells”) war compare with the job you had done be- • Page 97 (selections from memoirs of Elaine fore (or after)? (comparative) Nelson, a munitions-plant worker) • What caused you to seek a job in a war fac- • Page 99 (“Victory Telegraph” propaganda tory? (causal) poster) • Why do you or do you not think your con- • Page 100 (photo of B.C. wartime internment tribution to the war effort was important? camp) (decision-making) • Page 101 (quotation from Sir Sam Hughes on • If another war broke out, how do you think enlistment rates) Canadians would respond? (speculative) • Page 102 (quotations from Robert Borden, 13. a) Consider the differing views on conscription Wilfrid Laurier, and Henri Bourassa on con- shown on page 102. Which do you find most scription) convincing? • Page 102 (selection from message given to Canadian troops during 1917 election) Have students read the quotations from • Page 103 (campaign poster for Union Prime Minister Robert Borden, Liberal leader Government during 1917 election) Wilfrid Laurier, and Quebec nationalist Henri

212 MAKING HISTORY CHAPTER 7: THE WAR AT HOME • Page 104 (photo of men wearing protective ment during wartime? Prepare a short speech or masks during Spanish flu epidemic) debate to argue your view.

15. a) Work with a partner. Using this chapter and Have students read pages 101–3 on conscription a dictionary, draw up a list of characteris- during World War I and consult the Historian’s tics of propaganda. Consider differences (if Handbook, pages 423–24, on how to prepare for any) between positive propaganda and neg- and conduct a debate. Distribute copies of Skills ative propaganda. Development Sheet 21, Checklist: Preparing for a Debate. b) Find some examples of propaganda from modern life. Clip an article or advertisement, 19. Imagine that you have the opportunity to inter- record the example, or write a description view Robert Borden or Wilfrid Laurier, or both of of what you have found. them, about the conscription issue. Either pre- pare a program script or make an audiotape or c) Write a brief analysis showing how your ex- videotape of the interview. Be sure to include ample meets the criteria of propaganda. questions on the Wartime Elections Act, the Explain its aims and give your opinion of Military Service Act, and the Khaki Election of the example. 1917.

Have students read pages 98–100 for infor- Evaluation: Specific Evaluation Sheet 7–1. mation on the propaganda war, and have them use a dictionary in order to determine Have students read the sections on the Wartime the differences between positive and nega- Elections Act, the Military Service Act, and the tive propaganda. Khaki Election of 1917 (pages 101–3), and con- sult the Historian’s Handbook, page 404, for a Prepare an audiotape of a news broadcast re- 16. range of questions to pose. Distribute Skills porting on the Halifax Explosion. Development Sheet 7, Checklist: Preparing for Have students read the section of the chapter a Research Interview to the students. that deals with the Halifax Explosion (pages 20. a) Investigate the role played by Nellie 93–94), and consult the full account on page 93 to McClung before and during the war in gain- prepare their audiotape accounts of the event. ing the vote for women. Use the text and 17. Write a letter to Prime Minister Borden in one of other sources. Prepare a short report of your the following roles: findings.

a) a German-Canadian, born in this country, Have students consult page 32, where they complaining about the pressure placed on can read more about the life and career of Berlin, Ontario Nellie McClung. Suggest that they also refer to the additional sources listed in the bibli- b) a person of British background urging a new ography at the end of the unit to learn about name for Berlin how women gained the right to vote in Canada. Have students read page 100 of the chapter, which gives the information they need to b) Discuss which Canadians did not get the write their letters to Prime Minister Borden vote, and why. in the roles assigned about the World War I name-change of Berlin to Kitchener, Ontario. Several groups of people were excluded from You could also distribute copies of Generic voting after women won the right to vote in Rubric 13, Writing-in-Role, to give students 1918. Among these were Aboriginal people an idea of how to approach this activity. and Canadians of Asiatic background (Chinese, Japanese). Suggest that the students 18. Does a country have the right to take away in- find out more about how and why these peo- dividual freedom by requiring military enlist- ple suffered discrimination, and when they

MAKING HISTORY CHAPTER 7: THE WAR AT HOME 213 were allowed to vote. Students can find out Have students find out where a military more by reading the Did You Know? feature cemetery is located in their community, on page 96. and/or contact a local branch of the Canadian Legion to obtain more information in order to Summarize the viewpoint of historian 21. a) complete this activity. Jonathan Vance (page 91). 23. Careers: The propaganda war was waged by peo- b) Write a paragraph agreeing or disagreeing ple who today would be called public relations with his opinion. Cite evidence from all experts. Find out more about careers in public chapters of this unit to support your views. relations today. What courses are offered? What Have students read page 91 and summarize qualifications are required? What job opportu- the views of historian Jonathan Vance on nities exist? What kind of work is involved? If whether or not Canada’s participation in possible, interview someone who works in pub- World War I, and the victory at Vimy Ridge in lic relations to find out more about his or her particular, marked the country’s “coming of job. Prepare a career profile from your findings. age” as a nation. They should also consult Have students consult local public relations firms the Historian’s Handbook, page 415, for in- in their community or get information about ca- formation on how to write an effective para- reer opportunities in public relations via Internet graph stating their opinion on a controversial Web sites. historical issue. 22. Find out what the war meant to the area in ESL ACTIVITY SHEET which you live. Visit a military cemetery or a war memorial in your community or one nearby. ANSWERS (See Chapter 7: ESL Activity Sheet.) a) Use inscriptions to compare the number of soldiers who served in the First and the Question 1: Second World Wars, as well as other con- a) violence flicts, such as the Boer War (1899–1900), the b) plants Korean War (1950–1953), and Canadian c) policy peacekeeping missions since 1956. d) people e) exclusions b) Look for the names of families you recog- f) sides nize from the community. Do the veterans’ names represent the cultural diversity of the Question 2: community today? Can you identify any fe- a) drafting them male veterans? b) troop losses, calling up conscripts c) make ends meet c) Record information about individual veter- ans in a spreadsheet or graph. Question 3: a) 4 d) Make a sketch-map of the area around the b) 2 memorial. Has the community taken enough c) 1 care to make this a peaceful and respectful d) 3 place? Would you recommend any changes e) 5 in order to preserve the community’s mem- ory of these war veterans?

e) Keep a record of your visit as a journal re- flection, a poem, a drawing, or a collection of photographs.

214 MAKING HISTORY CHAPTER 7: THE WAR AT HOME Name: ACTIVITY SHEET 7–1

BORDEN’S CAUSE

For use with activity 4, page 105.

Military Voters Act Wartime Elections Act Union Government

© Prentice Hall Canada. Making History: The Story of Canada in the 20th Century. Permission to reproduce restricted to purchasing schools. 215 Name: CHAPTER 7

ESL ACTIVITY SHEET

1. Use a dictionary or a thesaurus to find another word that means the same thing.

a) atrocities (page 99)

b) factories (page 94)

c) measure (page 95)

d) civilians (page 104)

e) exemptions (page 102)

f) camps (page 103)

2. Fill in the blanks, choosing one of the expressions in italics.

a) The government can force people to join the army by ______. drafting them (page 103)/drawing them together (page 97)

b) All ______troop losses (page 98)/key roles (page 95) are filled by ______. comfort visits (page 95)/calling up conscripts (page 104)

c) Without money, it’s hard to pay all the bills, or ______. morgues (page 94)/make ends meet (page 94)

3. Match the words that mean the same thing.

a) the draft (page 103) 1. behaved better

b) able-bodied (page 98) 2. capable

c) smartened up (page 97) 3. no matter what

d) at any cost (page 101) 4. conscription

e) spoiled their ballots (page 100) 5. voted for nobody

216 © Prentice Hall Canada. Making History: The Story of Canada in the 20th Century. Permission to reproduce restricted to purchasing schools. SPECIFIC EVALUATION SHEET 7–1

SCORING GUIDE FOR INTERVIEW WITH BORDEN OR LAURIER

Use for activity 19, page 106.

Student: ______Unit/task: ______Date: ______Assessor: ❑ Self ❑ Peer ❑ Teacher

Achievement Criteria Score Comments/suggestions

Knowledge/understanding

• provides accurate information about the conscription issue including reference to:

- Military Service Act ______/2 - Wartime Elections Act ______/2 - Military Voters Act ______/2 - Khaki Election ______/2 - anti-conscription riots ______/2 Thinking/inquiry

• shows historical empathy—insight into the situation and decisions made by Borden and/or Laurier ______/5

• includes research, detail, and examples that Borden and/or Laurier might logically have used to support their views and actions ______/5

Application

• connects the conscription issue to the development of French-English relations ______/5

Communication

• expresses ideas clearly ______/5

Total ______/30

© Prentice Hall Canada. Making History: The Story of Canada in the 20th Century. Permission to reproduce restricted to purchasing schools. 217 Unit 2 CLOSING NOTES

UNIT ACTIVITIES • Germanic mayor of Berlin, Ont. (page 100) ASSESSMENT AND • African-Canadian volunteer (pages 66–67) EVALUATION TOOLS • Young woman not permitted to enlist Activity Suggested rubrics, scoring guides, (pages 71–73) and checklists • Young man not permitted to enlist (pages Page 107 66–67) 1 Writing-in-Role: Generic Rubric 13 • French-Canadian conscientious objector 2 Checklist-Preparing for a Debate: Skills Development (pages 101–2) Sheet 21 Debating (Academic): Generic Rubric 15 b) Share your work with a group. Which best Debating (Applied): Generic Rubric 16 express the experiences and emotions one 3 Scoring Guide for Analysis of Canadian Contributions to of these people might have felt? the Allied Victory: Specific Evaluation Sheet Unit 2–1 4 Scoring Guide for Poster: Specific Evaluation Sheet Have students work in groups to learn more Unit 2–2 Using a Display: Generic Rubric 19 about the experiences of each of the types of Checklist-Making a Poster: Skills Development Sheet 23 people listed using sources included in the 5 Scoring Guide for Gains and Problems: Specific bibliography at the end of this unit. Evaluation Sheet Unit 2–3 6 Scoring Guide for Report Card: Specific Evaluation 2. a) British philosopher Bertrand Russell called Sheet Unit 2–4 World War I “a meaningless battle between two dogs on a street.” Assess this point of view. ACTIVITY NOTES AND Have students find out more about Bertrand ANSWERS Russell, a British philosopher active in the pacifist movement during World War I. A 1. Evaluation: Generic Rubric 13 (Writing-in-Role). small but influential group of people in many countries, including Canada, shared Russell’s a) In the role of one of the following, write a view that the war was pointless and wasteful journal entry or letter expressing your expe- of human lives and property. riences and feelings during the war. b) Evaluation: Generic Rubric 15 ( Debating: Have students read the cited pages of the text Academic) or 16 (Debating: Applied). to find the information they require on the following people: Debate the statement: “No one really won • unemployed Austro-Hungarian immi- World War I.” grant (pages 98–100) • Prairie woman denied the vote (pages Have students determine the meaning of this 96–98) statement in light of the information about • First Nations soldier unable to gain pro- how World War I led to World War II (see motion (pages 66–67) pages 90–91). Also have them consult the Historian’s Handbook, page 423.

218 3. Evaluation: Specific Evaluation Sheet Unit 2–1. c) List three problems that emerged during these years. Evaluate Canada’s contribution to the Allied victory. In your assessment, refer to both military Three problems that emerged during the war and economic contributions. years are: • economic and social unrest among work- Have students read the relevant sections of ers because of low wages, high prices, Chapter 6 on Canada’s military contribution to and business profiteering the Allied war effort during World War I, and • division and conflict between English- Chapter 7 for its economic contribution. and French-Canadians over conscription 4. Evaluation: Specific Evaluation Sheet Unit 2–2. • rising intolerance and prejudice toward immigrants because of the War Measures Prepare a Remembrance Day–type poster on a Act and the internment of “enemy theme such as “Lest We Forget” or “No More aliens” War.” Draw on information from this unit to make your point. Use bold design, colour, and d) Predict which of these gains or problems lettering to express a clear point of view. would be important in the future. Give rea- sons for your views. Distribute copies of Skills Development Sheet 23, Checklist: Making a Poster. All of these gains and problems would be im- portant for Canada during the 1920s and 5. Evaluation: Specific Evaluation Sheet Unit 2–3. 1930s, and beyond.

a) Review the predictions you made for Canada e) Which of the gains or problems you have at the end of Unit 1. Write one or two para- identified do you regard as being the most graphs explaining which of your predictions important to Canada today? Why? were correct and which were incorrect for the period 1914–1918. Among the problems that continue to face Canada today are divisions between English Have students review the predictions they and French-Canadians, prejudice and dis- made at the end of Unit 1. crimination toward immigrants and racial minorities, and socio-economic injustices. b) List three major gains that you think Canada made in the World War I years. 6. Evaluation: Specific Evaluation Sheet Unit 2–4.

Three major gains Canada made during the Continue your “report card” on the state of World War I years are: Canadian identity. Complete the criteria you • a greater social and political role for have chosen for the World War I period. Add women (right to vote) new criteria if necessary. • a greater degree of independence for Canada (signing Treaty of Versailles, in- Have students add information for the World ternational recognition) War I years to their report cards on the Canadian • a more industrialized economy (as a re- identity. sult of the war)

MAKING HISTORY UNIT 2: CLOSING NOTES 219 SPECIFIC EVALUATION SHEET UNIT 2–1

SCORING GUIDE FOR ANALYSIS OF CANADIAN CONTRIBUTIONS TO THE ALLIED VICTORY

Use for activity 3, page 107.

Student: ______Unit/task: ______Date: ______Assessor: ❑ Self ❑ Peer ❑ Teacher

Achievement Criteria Score Comments/suggestions

Knowledge/understanding

• accurately identifies at least five military contributions (e.g., Ypres, the Somme, Vimy Ridge, Passchendaele, air aces, nurses) ______/5

• accurately identifies two economic contributions (e.g., munitions, food relief) ______/2

Thinking/inquiry

• presents relevant evidence about the impact or importance of military contributions (may be combined for all military contributions) ______/5

• presents relevant evidence about the impact or importance of economic contributions (may be combined for all economic contributions) ______/2

Application

• draws logical (reasoned) conclusions about Canada’s overall contributions, in light of the evidence presented ______/4

Communication

• presents information clearly ______/2

Total ______/20

220 © Prentice Hall Canada. Making History: The Story of Canada in the 20th Century. Permission to reproduce restricted to purchasing schools. SPECIFIC EVALUATION SHEET UNIT 2–2

SCORING GUIDE FOR POSTER

Use for activity 4, page 107.

Student: ______Unit/task: ______Date: ______Assessor: ❑ Self ❑ Peer ❑ Teacher

Achievement Criteria Score Comments/suggestions

Knowledge/understanding

• rich content: includes a variety of relevant images from WWI ______/5

Thinking/inquiry

• theme or message shows insight into events and issues of WWI ______/5

Application

• arrangement of images makes new connections and raises questions in the viewer’s mind ______/5

Communication

• clearly communicates an overall message or theme ______/5

• has visual impact ______/5

Total ______/25

© Prentice Hall Canada. Making History: The Story of Canada in the 20th Century. Permission to reproduce restricted to purchasing schools. 221 SPECIFIC EVALUATION SHEET UNIT 2–3

SCORING GUIDE FOR GAINS AND PROBLEMS

Use for activity 5, page 107.

Student: ______Unit/task: ______Date: ______Assessor: ❑ Self ❑ Peer ❑ Teacher

Achievement Criteria Score Comments/suggestions

Knowledge/understanding. Part a)

• provides relevant and accurate evidence to support conclusions about which predictions were/were not correct ______/10

Knowledge/understanding. Parts b) & c)

• accurately identifies three gains ______/3

• accurately identifies three problems ______/3

Thinking/inquiry. Part d)

• gives at least one logical reason why each gain/problem would/ would not be important in the future ______/6

Application. Part e)

• makes logical predictions about which gains/problems would have future importance ______/2

• provides relevant evidence to support their choice ______/2

Communication. Parts a)–e)

• paragraph is clearly written ______/2

• answers to Parts b)–e) are clear ______/2

Total ______/30

222 © Prentice Hall Canada. Making History: The Story of Canada in the 20th Century. Permission to reproduce restricted to purchasing schools. SPECIFIC EVALUATION SHEET UNIT 2–4

SCORING GUIDE FOR REPORT CARD

Use for activity 6, page 107.

Student: ______Unit/task: ______Date: ______Assessor: ❑ Self ❑ Peer ❑ Teacher

Achievement Criteria Score weak highly effective Knowledge/understanding. Part a) • includes specific, accurate evidence for each criterion [1 point each] 123456 Thinking/inquiry. • the grades assigned to various categories (criteria) show logical analyses 123456 of historical events [1 point each] Application. Part b) • identifies at least two “areas for improvement” and provides a logical 123456 explanation or course of action for each Communication. Part b) • communicates ideas and information clearly 1 2 Total ______/20

© Prentice Hall Canada. Making History: The Story of Canada in the 20th Century. Permission to reproduce restricted to purchasing schools. 223 ADDITIONAL RESOURCES Morton, Desmond, and J.L. Granatstein. Marching to Armageddon: Canadians and the Great War, Books 1914–18. Toronto: Lester and Orpen Denys, 1989. Nicholson, G.W.L. Canada’s Nursing Sisters. Berton, Pierre. Vimy. Toronto: McClelland & Stewart, Toronto: S. Stevens, 1975. 1986. ———. The Canadian Expeditionary Force, 1914–19. Brown, R. Craig. Robert L. Borden (vol. 2). Ottawa: Ottawa: Queen’s Printer, 1964. Carleton University Press, 1969. Read, Daphne, ed. The Great War and Canadian Cook, Ramsay, and R. Craig Brown. Canada Society: An Oral History. Toronto: New 1896–1921: A Nation Transformed. Toronto: Hogtown, 1978. McClelland & Stewart, 1974. Ruck, Calvin W. The Black Battalion, 1916–20. Cook, Ramsay, R. Craig Brown, and Carl Berger. Halifax: Nimbus, 1987. Conscription: 1917. Toronto: University of Socknat, Thomas. Witness Against War: Pacifism in Toronto Press, 1969. Canada, 1900–45. Toronto: University of Toronto Dancocks, Daniel G. Legacy of Valour: The Press, 1987. Canadians at Passchendaele. Edmonton: Hurtig, Thompson, John Herd. The Harvests of War: The 1986. Prairie West, 1914–18. Toronto: McClelland & ———. Spearhead of Victory: Canada and the Great Stewart, 1978. War. Edmonton: Hurtig, 1987. Trofimenkoff, Susan Mann. A Dream of Nation: A Freeman, Bill, and Richard Nielson. Far from Home: Social and Intellectual History of Quebec. Canadians in the First World War. Toronto: Toronto: Gage, 1983. McGraw-Hill Ryerson, 1999. Gaffield, Chad. Language, Schooling, and Cultural Videos Conflict: The Origins of the French-Language Controversy in Ontario. Montreal and Kingston: Far from Home: Canada and the Great War (3 parts): McGill-Queen’s University Press, 1987. Part 1: “Sam’s Army,” Part 2: “The Battle of Granatstein, J.L., and J.M. Hitsman. Broken Promises: Vimy Ridge,” Part 3: “The Last Hundred Days.” A History of Conscription in Canada. Toronto: Dir. Richard Neilson. Norflicks Productions, Oxford University Press, 1977. 1999. Gwynn, Sandra. Tapestry of War: A Private View of Canadians in the Great War. Toronto: Web Sites Harper/Collins, 1992.

Johnston, Hugh. The Voyage of the Komagata Maru: The Canadian Great War Home Page: The Sikh Challenge to Canada’s Colour Bar. http://www.rootsweb.com/~www1can/index.html Delhi: Oxford University Press, 1970. LaPierre, Laurier. Sir Wilfrid Laurier and the The Internment of Ukrainians in Canada, 1914–1920: Romance of Canada. Toronto: Stoddart, 1996. http://www.infoukes.com/history/internment/ McCaffery, Dan. Billy Bishop: Canadian Hero. Halifax: Formac, 1990. Morton, Desmond. When Your Number’s Up. Toronto: Random House, 1993. Morton, Desmond, and Glenn Wright. Winning the Second Battle: Canadian Veterans and the Return to Civilian Life, 1915–30. Toronto: University of Toronto Press, 1987.

224 MAKING HISTORY UNIT 2: ADDITIONAL RESOURCES