t e a c h e r ’ s g u i d e

Indigenous War Heroes s e c o n d a r y s c h o o l c u r r i c u l u m Table of Contents

3 How To Use This Guide 6 Introduction 7 Biography and Rank Information 9 Timeline of Political and Military History 11 Activity One: , Indigenous Homelands

Lesson Plan: Indigenous Homelands 16 Activity Two: History as Story - Gaps and Silences

Lesson Plans: Gaps and Silences in Historical Narratives A Balance of Stories 22 Activity Three: Indigenous Soldier Traditions

Lesson Plans: Answering the Call Diversity in the Section One: Culture and Warrior Traditions Section Two: Support for Diversity in the Canadian Army Recognizing ’s Legacy Section One: Francis Pegahmagabow: Canadian of National Importance Section Two: Mapping the Battles Indigenous Heroes Heritage Presentations 42 Activity Four: Society and Change—Impact of the on post-war benefits for First World War First Nations soldiers

Lesson Plans: Community Partner talk on Indigenous Veterans’ Post-War Treatment Constructing a Timeline for Indigenous Veterans’ Rights 49 Activity Five: The Return Home

Lesson Plans: Indigenous Veteran Activists Indigenous Political Organizations 55 Activity Six: Healing, Wellness, and Reconciliation

Lesson Plans: Disruption of Traditional Healing and Wellness Practices Reconciliation (Final Project) 55 Appendix: Additional Information & Imagery

©, 2016. This teacher's guide created by authors Gerry Weaver and Brian McInnes; layout and design by David J. R. Short. w e l c o m e : How to Use This Guide

elcome to the Teacher’s Guide for Indige- • Understand the term “Aboriginal” includes all Wnous War Heroes, developed by the Wasauk- peoples indigenous to North America. sing War Hero and Native Veteran’s Educational Awareness and Commemoration Project. The • Present Aboriginal People as appropriate role guide and associated website use the story of models to children. Francis Pegahmagabow as a launching point to provide educators and students with a framework • Aboriginal students should not be singled out and and resources for understanding the military con- asked to describe their families’ traditions or their tributions of First World War Indigenous soldiers, peoples’ culture. as well as the cultural and political landscapes in which they lived. • Avoid the assumption there are no Aboriginal The lesson plans explore the connections students in your class. Research the traditions and Francis Pegahmagabow’s life story has with many histories, oral and written, of Aboriginal peoples Indigenous veterans, thus helping illustrate the before attempting to teach these. larger picture of ’s historical relationship with local Indigenous peoples. However, it is • Present Aboriginal peoples as having unique, important to note there are always a diversity of separate and distinct cultures, languages, beliefs, stories and experiences in any complex situation. traditions and customs. Not all Indigenous veterans’ experiences will be the same, and all unique stories are valuable con- • Use books and materials which are written and tributions to our overall understanding of history. illustrated by Aboriginal people as primary source material: speeches, songs, poems, and writings, Creating a Safe Space which show the linguistic skill of people who have Discussions arising from these lesson plans may come from an oral tradition. include difficult subject matter for some students, as the experiences of First Nations, Métis, and In- • Depict Aboriginal peoples, past and present, as uit veterans may feel closely related to their own heroes who are defending their people, rights, and experiences or family history. It is very important lands. to create a safe space in classrooms for all stu- dents, in which different perspectives are respect- • Avoid manipulative phrases and wording such 3 ed. Doug Dokis, the Program Advisor/Instructor as “massacre”, “victory” which distort facts and for Aboriginal Education at Mount Royal College history. in , has written a useful list of strategies to guide respectful dialogue. • Teach Aboriginal History as a regular part of His suggestions include: North American History and discuss what went wrong or right.

• Avoid materials and texts which illustrate Aborig- inal heroes as only those who helped Europeans and Euro-. i.e. Thanksgiving.

• Use materials and texts which outline the continu- ity of Aboriginal societies from past to present.

• Use materials that show respect and understand- ing to the sophistication and complexities of

Indigenous War Heroes: Secondary School Curriculum Aboriginal societies. Understand and impart that Terminology and Glossary the spiritual beliefs of Aboriginal peoples are Indigenous and Northern Affairs Canada has cre- integral to the structure of our societies and are ated a list of definitions to help create a common not “superstitions” or “heathen.” understanding of terms that frequently come up in a discussion of Indigenous history. The glossary • Invite Aboriginal guest speakers/presenters to can be found here. your class. Offer an honorarium or gift to those For terms regarding the identity of Indig- who visit your institution. enous peoples, the Teacher’s Guide follows the guidelines Dr. Brian McInnes outlined in Sound- • Honor and respect the wisdom of the elders, ing Thunder (p. 5). as you would respect the accomplishments of a person with a Ph.D. Within these pages, the terms “Aboriginal,” “First Nations,” “Indigenous,” “Native,” and even “Indian” • Avoid the assumption that an Aboriginal person are all used somewhat interchangeably. Although knows everything about all Aboriginal peoples. the last term might be somewhat politically incor- rect in the present, many Indigenous communities • Most of all, teach about Aboriginal people in a continue to identify with it—at least among each manner that you would like used to depict your other. It is also a term that the people knew them- culture and racial/ethnic origin. selves by in the English language. All Indigenous nations have their own names for themselves. The His complete discussion can be found here. terms “Ojibwe” and “Nishnaabe” are perhaps most fittingly used in this book, since this was how Structure of the Guide Francis best knew his own people (“Nishnaabeg” in This Teacher’s Guide contains four introductory the plural). sections, including an explanation of how to use the guide, an introduction, a biography and a When a collective name is required, the preferred timeline, followed by six Activity sections. A list term in Canada at this point in time is “Indig- of Language Resources is included at the end. enous,” and that is the term we recommend teach- Each activity includes detailed background ers should model in classroom discussion. “First 4 information for teachers and lesson plans with Nations,” “Métis,” and “” are also acceptable linked resources to explore the subject matter. The collective terms for specific groups of Indigenous lesson plans are aimed at the secondary school peoples. level, and the learning activities are designed to While the use of “Indian” by non-Indige- be applicable and adaptable across all regions of nous people has negative connotations for many Canada. Indigenous peoples, the term “Status Indian” is a The guide has been designed to give teachers legal term defined under the Indian Act and still the flexibility to decide if they wish to teach all in force in Canadian law. Discussions of both the activities as a complete unit, or to access in- historical and contemporary Indigenous issues dividual activities or even individual lesson plans will occasionally need to refer to Status Indians as in order to expand their existing curriculum to a particularly defined group of Indigenous people. include Indigenous perspectives and history. We have made no attempt to change outdat- ed terms in historical quotes, documents or titles.

How to Use This Guide Bibliography: Acknowledgements http://indigenousfoundations.arts.ubc.ca/home/ The Teacher’s Guide for Indigenous War Heroes: identity/aboriginal-identity-terminology.html Secondary School Curriculum was developed by the Wasauksing War Hero and Native Veteran’s http://indigenousfoundations.arts.ubc.ca/home/ Educational Awareness and Commemoration identity/terminology.html Project with support from a Canadian Heritage grant from the . The sup- port of the Wasauksing First Nation, and so many community members who shared their stories and encouragement, is deeply appreciated. A special thank you to the late Duncan Pegahmagabow and Marie Anderson who wanted their father Francis’s story shared with the world. We are also thankful to Dr. L. James Dempsey of the University of and LCol Patrick Bryden (ret’d), Headquarters, Canadian Army, who very generously and graciously shared their expertise and answered our questions during content development. We are grateful to the Glenbow Museum, the Esplanade Museum, the King’s Own Calgary Regimental Museum, Library and Archives Can- ada, the Canadian Museum of History, the Them Days Archive, and the McLean family for giving us permission to use the photographs in this guide and on the associated website.

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Indigenous War Heroes: Secondary School Curriculum Introduction

he Wasauksing War Hero and Native Veter- Native military accomplishments in this Tan’s Educational Awareness and Commem- country are broad and far-reaching. Indigenous oration Project explores the experience of First constructs of bravery and honor, and what it Nations soldiers and veterans such as Sergeant means to be a leader and warrior, provide valuable Francis Pegahmagabow, the most decorated for extension to our present understanding of diverse bravery historical Canadian Aboriginal service- military traditions. The historical experience of man. Indigenous men and women have long Aboriginal veterans is also key to understanding contributed to the efforts of the Canadian mili- the struggles that many endured, and the continu- tary. The teacher’s guide and associated website ing challenges faced by all Canadians in finding provide educators and students with a framework meaningful reconciliation. Through studying the and resources for better understanding and cele- unique viewpoints, practices, and experience of brating the past and continuing contributions of Native Canadians, we better prepare ourselves Native Canadian soldiers. for the important conversations that can lead to The guide highlights the experience of lasting resolution. In so doing, we truly honor the national military hero Francis Pegahmagabow involvement and spirit of the sacrifices made by and gives students the opportunity to explore the Aboriginal veterans. stories of other Indigenous heroes such as Thomas Prince and Mike Mountain Horse. The stories of Resource: Curriculum documents: these individuals serve as a proud testament to the contributions, challenges, and accomplish- Equity and Inclusive Education ments of Aboriginal men and women in uniform. In an inclusive education system, all students see Through exploring aspects of their lives outside themselves represented in the curriculum and of the military, an appreciation of Native cultures, broader learning environment. The resultant sense languages, and perspectives may be better real- of belonging, engagement, and empowerment is ized. In addition to stories and photos of Native too often missing for Indigenous students. Teach- Veterans, this guide features a timeline that ers can give students a variety of opportunities to contextualizes Aboriginal military experience in learn about diversity and diverse perspectives. By a Canadian context. As the original inhabitants, drawing attention to the contributions of wom- Native peoples have a long tradition of defending en, the perspectives of various ethno-cultural, 6 their homeland. Such traditions of protection and religious, and racial communities, we better reflect security are continued in the common responsibil- the diversity of Ontario society. ity of all Canadians for shared lands. The learning opportunities in these courses can help break stereotypes, and teach all students about various social, religious, and ethnocultural groups, including First Nations, Métis, and Inuit The stories of these individuals people. In examining ways through which various serve as a proud testament to people act or have acted as agents of change, and serve as role models for responsible, active citizen- the contributions, challenges, ship, students learn about injustice and inequality using a social justice lens that envisions a better and accomplishments of future based on collaboration and inclusivity. Aboriginal men and women in uniform.

Introduction t h e l i f e o f Francis Pegahmagabow

n June 21st, 2016, one of Canada’s greatest At the national level, Francis demonstrated Owar heroes was immortalized in bronze. peacefully for Indigenous rights and self-govern- Francis Pegahmagabow’s statue stands proud- ment, looking for paths to lead to better relations ly overlooking in , among all peoples of Canada. He helped to found Ontario. In a country short on diverse representa- the Brotherhood of Canadian Indians, an early tion of our national icons, Francis’s extraordinary national Indigenous organization, and was elected accomplishments on the Western Front and in supreme Chief of the National Indian Govern- the political sphere mark him as a hero for all ment in 1949 and 1950. Canadians. Francis Pegahmagabow dedicated his life to His story is profoundly resonant and inspi- serving his homeland and his First Nation with rational for a nation aspiring to include, respect honour. His story richly reminds us we need and reconcile with the Indigenous peoples within to continue to look for pathways of our own to its borders. Living through one of the great seek equity for all peoples in our contemporary conflicts of our age, Francis was a man who saw landscape. life through multiple perspectives: First Nations citizen, war hero, disillusioned veteran, political A Question of Rank activist, and perhaps most importantly to him, Those familiar with Francis Pegahmagabow’s father and husband. All of these roles were firmly story know that he attained the rank of corporal grounded in his identity as a proud Nishnaabe. during his four years on the western front of the Francis had to fight as hard for respect as Great War with the Canadian Expeditionary a Nishnaabe at home as he did to protect his Force (CEF). However, Pegahmagabow’s service homeland overseas, albeit in a different kind of did not end with his demobilization in 1919. He battlefield. His story is echoed in the histories of joined the Militia after the war, serving his unit as many Indigenous soldiers and veterans. We have company sergeant-major (CSM). tried to represent many elements of their common The CSM is a highly respected position re- experiences in this guide’s exploration of Pegah- sponsible for the four Ds — dress, drill, discipline magabow’s life. and deportment — as well as providing a com- Francis was a member of the Ojibwe na- munication link between officers and noncom- tion and belonged to the Caribou clan (Adik missioned members. It was no small feat for an odoodeman). Although he was a member of the Indigenous soldier to rise from private to CSM 7 Wasauksing First Nation, Francis was born and in the largely Anglo organization of the early grew up in nearby Shawanaga. He overcame early twentieth century Canadian Army. tragedy in life to become one of 38 Canadian Pegahmagabow was among the first recruits soldiers awarded the and two bars to join the CEF in the First World War, signing for bravery during the First World War. Serving up on August 13, 1914 as a private with the 23rd as a and scout, Francis is Canada’s most Northern Pioneers Regiment, based in Parry decorated Indigenous soldier for bravery and one Sound. This regiment amalgamated with the 1st of the top Allied of the Great War. Battalion of the CEF. Pegahmagabow was pro- Returning to Canada, Pegahmagabow moted to corporal on November 1st, 1917. married and raised his family at Wasauksing. He After his 1919 demobilization, the decorated campaigned against the unequal treatment of veteran returned to Wasauksing First Nation, and Indigenous veterans and Indigenous peoples in in the mid-1920s, he joined the “A” Company general by taking up the political mantle, locally of the 23rd Northern Pioneers Non-Permanent and nationally. He was elected Chief of his First Active Militia (NPAM). The NPAM is known to- Nation, serving from 1921 to 1925 and 1942 to day as the Reserve Force. The Northern Pioneers 1945, and was a Councillor from 1933 to 1936. amalgamated into in

Indigenous War Heroes: Secondary School Curriculum 1936. In 2016, this historic regiment was renamed The Algonquin Regiment (Northern Pioneers) to honour the legacies of both the Algonquin Rifles and the Northern Pioneers. Pegahmagabow, the most decorated Indigenous soldier of the CEF, is an important part of this legacy. Unfortunately, the military records of many militia members between the two world wars were not archived, so there is no formal record of Pegahmagabow’s rank during his NPAM service. However, there is convincing evidence that he served as company sergeant-major of his unit. In addition to newspaper evidence, anecdotal stories from trusted sources, and family histo- ry via Pegahmagabow’s son Duncan, historian Adrian Hayes was able to provide copies of letters from Pegahmagabow’s Company Commander to the soldier, addressing him as either sergeant or sergeant-major. Based on these letters on official military cor- respondence signed by Pegahmagabow’s Northern Pioneers Company Commander, the Canadian Army will now refer to the celebrated soldier as Company Sergeant-Major Pegahmagabow.

Bibliography http://www.nugget.ca/2016/06/23/algon- quins-history-honoured

8 http://www.army-armee.forces.gc.ca/en/ news-publications/national-news-details-no- menu.page?doc=courage-under-fire-first-nations- war-hero-a-fighter-on-two-fronts/i9se0262 Francis Pegahmagabow, http://www.army-armee.forces.gc.ca/en/ photographed in Ottawa, 1945 news-publications/national-news-details-no- menu.page?doc=sergeant-francis-pegahmaga- Courtesy of Canadian Museum of History, 95292 bow-memorial-an-inspiring-tribute-to-an-origi- nal-war-hero/ioit1o2f

Pegahmagabow: Life-long Warrior, Adrian Hayes, Dundurn Press, 2009

The Life of Francis Pegahmagabow Indigenous War Heroes Timeline

∞ First Nations North American Sovereignty

1700s October 1763 - Royal Proclamation

1800s

1812 - , First Nations participation under Tecumseh

July 1st, 1867 - Canada founded as a country

1870 - Foundation of residential schools for Indian children

1876 - Creation of the Indian Act

March 9, 1889 - Birth of Francis Pegahmagabow, Shawanaga, Ontario

1899–1902 - First Nations enlisted as Canadian soldiers in the Boer War (South )

9 1900s

August 4, 1914 - Beginning of the First World War

August 13, 1914 - Francis Pegahmagabow enlists in the Canadian Expeditionary Force

August 22, 1914 - Canada passes the War Measures Act

September 20, 1917 - Canada passes the Wartime Elections Act

September 1, 1939 - Beginning of the Second World War

Indigenous War Heroes: Secondary School Curriculum 1900s

June 1945 - Formation of the National Indian Government

1946–1948 - Government Special Joint Committee examination of the Indian Act

1950 - Korean War Conflict

August 5, 1952 - Death of Francis Pegahmagabow Parry Sound, Ontario

June 7, 1956 - Status Indians granted Canadian Citizenship

1960 - Status Indians allowed to vote in federal elections

July 11th, 1990 - Oka Crisis

August 18, 1995 - Gustafsen Lake Standoff

2000s

June 21, 2001 - National Aboriginal Veterans Monument Ottawa, Ontario

2001–2014 - Canadian soldiers serve in the Afghan theatre of operations

2002 - Government announces First Nations Benefit Package for veterans 10 June 20, 2015 - Provincial Plaque commemorating Francis Pegahmagabow Wasauksing First Nation, Ontario

December 2012 - Founding of the movement

June 21, 2016 - Unveiling of Statue Celebrating Life of Francis Pegahmagabow Parry Sound, Ontario

Indigenous War Heroes Timeline a c t i v i t y o n e : Indigenous Peoples, Indigenous Homelands

CANADIAN AND WORLD STUDIES was never entirely severed by colonial policy and Canadian History Since - all levels practice. Canada’s Participation in War, Peace, and Security All peoples in Canada today now make their B3. Identity, Citizenship, and Heritage home in territories that were once—and continue to be— the homeland of one of the many original Canada: History, Identity, and Culture, Native nations. Learning about the original histo- Grade 12 CHI4U ry of how one’s hometown or city became a part D3.Diversity and Citizenship of the greater Canadian story is important for our collective history. It is also a way to honor the Background Information for Teachers contributions and sacrifices of the First Peoples. anada is founded on homelands once con- Such investigation also helps us better under- Ctrolled entirely by Indigenous peoples. Re- stand why Native soldiers fought so dedicatedly ferred to as Turtle Island by many North Ameri- to protect lands, that although might not have can Native groups, the establishment of countries been under the direct ownership or control of an such as Canada, the , and Mexico is Indigenous nation, still compelled loyalty and a relatively recent development in the history of dedication from countless generations of steward- the continent. Ancient Indigenous ways of life, ship and care. belief, and stewardship continue into the present. For many Native peoples, the earth is a living an- Lesson Plan: Indigenous Homelands imate being who is afforded tremendous respect. Teacher Preparation Thousands of years of life with the land developed Familiarize yourself with the listed resources for deep feelings of pride and guardianship that Indigenous place names. continue into the present. The innumerable place names of Indigenous origin on Canadian maps Reading provide evidence of the long relationship between Sounding Thunder. Chapter Two - Indigenous Indigenous peoples and the land. Defending one’s Life and Community in Georgian Bay homeland remains a part of many Indigenous Sounding Thunder. Chapter Three - Wind, Rock, traditions. and Water: Maps and Names at Wasauksing and The original territories of Canadian Native Shawanaga peoples are vast and contained all of the resources 11 necessary for life. There is, however, a long history Focus Question of forced separation of Indigenous peoples from How does understanding Indigenous place names their traditional lands. Settler cultures needed help to enrich our understanding of Canadian increasingly more space, and the appropriation of history? Native territories became an ever present facet of colonization. The making of treaties in exchange Learning Outcome for other necessities was one means of trying to Students will have researched the history of their secure some guaranteed rights and sustenance hometown, using primary and seconding sources, capacity for Indigenous nations. The Indian Act, to discover the original place names and histo- which empowered colonial authorities in the ry of the First Peoples of the region. They will appropriation of Native territories, also designat- have demonstrated their understanding of the ed Indian reserves for the occupation of status differences between the way Native peoples and Indians. The reserves greatly reduced mobility non-Indigenous peoples view their relationship and access to traditional territory. While the with the land, and the impact of contact on the Indigenous peoples would lose control of much First peoples. of their original lands, the connection to the earth

Indigenous War Heroes: Secondary School Curriculum Activation Project: Indigenous Homelands Niibna gegoo maa gii-bi-zhiwebad All of us in Canada either come from—or cur- shkweyaang go naa nake gii-mno-bmaadziwag rently inhabit—territories that are the traditional maa naa ge-wiinwaa Nishnaabeg gii-mno-yaawag homeland of an Indigenous people. Learning nshike wedi gii-daawaad. about the original history of the place we now make our home is an important task for all Ca- There were many things that happened long ago, nadians today. Not only are we able to better gain and they lived good lives—the people were very respect for the historical roles and presence of well off living there by themselves. Indigenous peoples, we also have opportunity to —Duncan Pegahmagabow learn about the historical circumstances that dis- (Sounding Thunder, p. 42) possessed them of their original homes. All places in Canada were said to have names in at least Resources one of the many Indigenous languages that were https://en.wikipedia.org/wiki/List_of_place_ once spoken here. These names have sometimes names_in_Canada_of_aboriginal_origin survived—if only in a variant form—in maps we still use today. Researching these names, and their Rayburn, A. 2001. Naming Canada: Stories about associated stories, help us to better understand the Canadian Place Names. Toronto, ON: University significance and function of many of these places of Toronto Press. that we now share with Indigenous Canadians. In reading Chapters Two and Three of http://www.npr.org/assets/news/2014/06/Trib- Sounding Thunder we have opportunity to learn al_Nations_Map_NA.pdf about the home territory of Canadian Indigenous soldier Francis Pegahmagabow. We are presented http://www.historymuseum.ca/cmc/exhibitions/ in the text with a span of history that pre-dates aborig/fp/fpz2d09e.shtml European contact through the recent present. Traditional places of importance, sustenance activities, and spiritual ways of relating to the land are described throughout both periods of change and adaptation for the Ojibwe. Of particular in- 12 terest are the innumerable Native language place names that describe the landscape in a way the Ojibwe would have known it a century ago. Many important stories of Georgian Bay, and the legacy of its Indigenous peoples, are described through such names. All parts of Canada have such place names and stories that can better help us under- stand the original history of our country. Our challenge is to explore and share such learning with each other.

Indigenous Peoples, Indigenous Homelands Students will research the history of their 1. What was an original Indigenous place name home town or city (or a place they currently for the territory being investigated? reside), and will learn about the first place names, peoples, and cultures. Students can explore either 2. Who were the original peoples? Describe their primary or secondary sources to discover an traditional culture, life practices, and language. original place name and the history of the First peoples in the region. The exploration can cover 3. When did European contact occur? What were material from earliest recorded history through the major changes to the land? Explain differ- the present. Each of the following questions ences in how Euro-Canadian society related to should be considered in a paper or presentation. the land in contrast to Indigenous peoples.

4. How did contact influence the area Native peoples? Were they required to reside elsewhere and join the wage economy? What factors drove these changes, and how did Indigenous peoples adapt and participate in the new social order?

There were many things 5. What Native peoples live in the region today? that happened long ago, How have Native Canadians contributed to our society? What is the historic involvement and they lived good lives— in any of Canada’s wars by local Indigenous people? Why might Indigenous peoples want the people were very to defend their homeland by participating in well off living there Canadian military expeditions? by themselves. —Duncan Pegahmagabow

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Indigenous War Heroes: Secondary School Curriculum Indigenous Homelands Project

Inquiry Process

Formulate Questions Gather & Organize Interpret & Analyze Evaluate & Decide Communicate

Read Chapters Two Research how the Compare and contrast What can we learn from Class discussion about and Three of Sounding Ojibwe thought about the different beliefs and the First Nations about traditional First Nations’ Thunder. and lived on the land ways of living with the living with the land? peoples life with the compared to Euro-Ca- land that character- land and what students Reflect on the content nadians. ized both Aboriginal Why did Indigenous learned about Indige- presented about Indige- and Euro-Canadian veterans fight for nous peoples’ identities, nous understandings of What have been some societies. Canada even though lifeways, and perspec- the land. What did you key differences in the they were not citizens tives. learn about Indigenous historical experience Why did different peo- or full-citizens under peoples’ relationship of Indigenous and ples in Canada develop the law? Individual report on with the earth? Euro-Canadians in different relationships the Indigenous history Canada? with the land? Why do most versions of one’s place of birth Review some of the of history that are or current residence. place names featured in What is the name of a Why were Indige- presented in schools This should explore the Sounding Thunder. What place where you were nous peoples treated exclude the stories and identities and major do such place names born or live? What is differently by the federal perspectives of Indige- events of local Native reveal about Indigenous the significance of the government and other nous peoples? groups. Are there any relationship with the history of this place? institutions? How did Indigenous war veterans earth? the Indian Act influence that came from the local What are you able to life for Indigenous area? Think of the Canadian learn about the his- peoples? town or city where you toric or contemporary were born or presently presence of Indigenous live. What do you know peoples? Why is this 14 about the history of this important knowledge place? Who were the for all Canadians to First Peoples? presently know about the original inhabitants? Research the history of the Indigenous peoples who originally occu- pied—and who may continue to occupy—the place where you were born or presently live.

Indigenous Peoples, Indigenous Homelands John Shiwak, an exceptional scout and sniper with the Royal Newfoundland Regiment, was an Inuk from Rigolet, Labrador. He was a talented artist and writer. The Inuit name for Rigolet is Kikiaq.

Photo courtesy of Them Days Archive.

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Indigenous War Heroes: Secondary School Curriculum a c t i v i t y t w o : History as Story—Gaps and Silences

CANADIAN AND WORLD STUDIES Lesson Plan One: Gaps and Silences Canadian History Since World War I - all levels in Historical Narratives Canada’s Participation in War, Peace, and Security Teacher Preparation B3. Identity, Citizenship, and Heritage Familiarise yourself with the listed resources for (FOCUS ON: Continuity and Change; Historical different texts about Francis Pegahmagabow. Perspective) Reading Canada: History, Identity, and Culture, Grade 12 Sounding Thunder. Chapter One - CHI4U Stories as a Means of Understanding Life D3.Diversity and Citizenship Sounding Thunder. Chapter Four - (FOCUS ON: Continuity and Change; Historical Language, Culture, and Stories Perspective) Sounding Thunder. Chapter Five - Learning from Stories Background Information for Teachers torytelling is an important, time-honored Focus Questions Stradition of Indigenous peoples across Can- 1. Why do you think the author chose to examine ada. The history and cultural ways of many First the stories important to Francis Pegahmagabow Nation communities were transmitted from one as a framing device? generation to the next through the oral tradition. 2. What gaps or silences do these stories fill in the The use of rock petroglyphs, pictographs, or birch written record on this Ojibwe war hero? bark scrolls was helpful in documenting many traditional stories, but the integrity of the oral Learning Outcomes tradition was dependent on the sharing of stories Students will have built critical thinking skills by and words of wisdom from previous generations. examining texts for points of view represented or The love of story is as integral to the study not represented. Students will also have developed of history as empirical facts. We use story to their meta analysis skills as they discuss what ave- understand the past and apply that understanding nues of meaning are opened up by the storytelling to the issues of the present. In order to understand structure of Sounding Thunder. the historical significance, cause and consequence, 16 continuity and change, and ever-changing per- Activation spective of our historical narratives, we have to “One cannot know his experience without an understand the gaps and silences within them and appreciation of the places he came from, the the intertextual information we bring to them. complex spiritual reality of the Ojibwe, the ex- tremities of the Great War itself, and the dynamic Lesson Plans oscillation of subjugation and liberation that has Gaps and Silences in Historical Narratives characterized settler-Indian relations since the beginning of contact. For the old Ojibwe, bound- A Balance of Stories aries between physical and spiritual worlds were more fluid—no matter what one’s religious orien- tation. To understand such a world requires being open to what the stories tell us. This might involve considering, if only for a short time, that the truth of another people is equal to that of one’s own.” (Sounding Thunder, p. 18)

History as Story—Gaps and Silences Resources Project: Gaps and Silences in http://www.ammsa.com/content/frances-pegah- Historical Narratives magabow-footprints Students will research to find different texts de- scribing the life and accomplishments of Francis http://www.army-armee.forces.gc.ca/en/ Pegahmagabow. They will examine the texts to news-publications/national-news-details-no- identify any patterns on which points of view are menu.page?doc=company-sergeant-major-fran- represented in the texts, as well as the impact of cis-pegahmagabow-memorial-an-inspiring-trib- any gaps. Students will also consider the impact of ute-to-an-aboriginal-war-hero/ioit1o2f telling stories in Ojibwe in Sounding Thunder. http://www.cbc.ca/news/aboriginal/ legendary-ojibwa-sniper-unsung-he- ro-of-ww-i-1.2725241

Song, “Fighting Fire With Fire” https://www. youtube.com/watch?v=ZGQtzjSPHU4 http://www.nugget.ca/2016/06/23/algon- quins-history-honoured http://www.veterans.gc.ca/eng/remembrance/ those-who-served/aboriginal-veterans/native-sol- diers/peaceful

Hayes, Adrian, Pegahmagabow, Life-Long Warrior, Blue Butterfly, 2009.

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Indigenous War Heroes: Secondary School Curriculum Gaps and Silences in Historical Narratives Project

Inquiry Process

Formulate Questions Gather & Organize Interpret & Analyze Evaluate & Decide Communicate

Find examples of dif- Chart which perspec- Analyze which voices Evaluate the impact Class discussion on the ferent texts describing tives are represented in are most and least of gaps and silences in impact of who is telling Francis Pegahmag- the different narratives, prominent in the differ- Francis Pegahmaga- the story of histori- abow’s military and including those found in ent texts. bow’s story. cal events, as well the post-military life. Sounding Thunder. impact of how the story Identify any gaps Is the inclusion in is told. What are some of the Are any voices given in perspective in the Sounding Thunder of common themes in this more weight in particu- narratives. the stories important literature? Are there lar narratives? to Francis Pegahmaga- patterns to what is bow—and the cultural highlighted and what is perspective of the minimized or excluded? author— an effective way to address some of those gaps?

Are the stories effec- tive in helping to build Francis Pegahmaga- bow’s world view?

What is the significance of telling the stories in Ojibwe?

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History as Story—Gaps and Silences Lesson Plan Two: A Balance of Stories Stories help us to build connections to what we Teacher Preparation are living or studying and, in the most unexpected Access the photo of Mike Mountain Horse’s story ways, sometimes make us part of the narrative. robe, included in the lesson plan. Stories must always be a core component of Ab- original teaching and learning traditions.” Preview the Primary and (Sounding Thunder, p. 23) Secondary Sources lesson plan through the link in Resources. “The truth about stories is, that’s all we are.” —Thomas King, The Truth About Stories: Preview the “Danger of a Single Story TED Talk” A Native Narrative through the link in Resources. Resources Preview the Honour Magazine article on Mike Canadian War Museum Primary and Secondary Mountain Horse in the University of Calgary Sources lesson plan http://www.warmuseum.ca/ collection through the link in Resources. firstworldwar/ressources/lesson-plans/prima- ry-and-secondary-sources/ Preview the 50th Battalion War Diary entries though the link in Resources. “The Danger of a Single Story” TED Talk https://www.ted.com/talks/chimaman- Reading da_adichie_the_danger_of_a_single_story?lan- Sounding Thunder. Chapter One - guage=en#t-1102403 Stories as a Means of Understanding Life Sounding Thunder. Chapter Four - 50th Battalion War Diaries Language, Culture, and Stories http://data4.collectionscanada.ca/netacgi/ Sounding Thunder. Chapter Five - nph-brs?s1=50TH+CANADIAN+INFAN- Learning from Stories TRY+BATTALION&s13=&s12=&l=20&s9=R Honour Magazine, “Mike Mountain Horse: G9&s7=9-52&Sect1=IMAGE&Sect2=THE- A Passchendaele Warrior’s Diary” SOFF&Sect4=AND&Sect5=WARDPEN&- Sect6=HITOFF&d=FIND&p=1&u=http://www. Focus Questions: collectionscanada.ca/archivianet/02015202_e. 1. What is the impact of people learning a single html&r=1&f=G story about Canadian history? 2. How does a balance of stories impact our un- Mike Mountain Horse story robe and 50th Bat- derstanding of historical events? talion War Diary article http://contentdm.ucalgary.ca/cdm/compoundob- Learning Outcome ject/collection/camh/id/2940/rec/43 Students will have examined different sources about similar events, discussed how to classify Glenbow explanation of story robes: them as primary or secondary sources, identified https://www.glenbow.org/exhibitions/online/ the points of view embedded within them, and robes/srobe.htm analyzed how they illuminate each other. Native Veterans Activation http://www.mta.ca/library/courage/nativeveter- “Stories, after all, are dedicated to understanding ans.html the intricacies of life; they have the capacity not only to teach us but also to involve and include us.

Indigenous War Heroes: Secondary School Curriculum Project: A Balance of Stories In her TED Talk, Chimamanda Ngozi Adichie eloquently explains the danger of a single sto- ry controlling our understanding of the world around us. The danger is not that the single story is necessarily untrue, but that it is incomplete, and that incompleteness limits our view. Sharing a variety of stories is a way to enhance our understanding of history and its con- nection to the present. Different stories help to fill in gaps in the dominant narrative and empower alternate voices and points of view. The power of intertextuality helps one text illuminate another, adding nuance and complexity. Critically examin- ing our historical sources for the perspectives that shape what is and is not told can help to shift how we interpret stories. In this lesson plan, students will have the opportunity to examine the juxtaposition of some of the 50th Battalion’s war diary entries on Passchendaele with the Passchendaele story recorded on First Nations veteran Mike Moun- tain Horse’s story robe. A discussion on how each story enlightens and enriches the other will help to deepen the historical narrative for everyone. It is important to note that this lesson is not presenting the battalion war diaries as discrimina- tory to any one group of people. Produced by the Canadian military as recently as the Afghanistan conflict, these documents are intended to be a collective, general, and brief summation of the battalion’s activities, not a recording of individ- ual exploits. Few individual names occur in the diaries, and when they did in the First World War, those names were usually officers rather than non-commissioned members, reflecting the Mike Mountain Horse’s story robe, detailing importance of class in this time period. events from his service in the First World War.

From the Collection of the Esplanade Museum, Medicine Hat, Alberta, Canada.

Please Note: Larger full-size image of story robe in the Appendix of this Teacher's Guide.

History as Story—Gaps and Silences A Balance of Stories Project

Inquiry Process

Formulate Questions Gather & Organize Interpret & Analyze Evaluate & Decide Communicate

Listen to the TED Talk List the strengths and What is the strength of What is the impact Class discussion about on “The Danger of a weaknesses of primary each of these historical when there is not a students’ findings. Single Story” and secondary sources. narratives? balance of stories about our history? Students will choose Using the War Museum What parts of the TED Does an artifact like the a creative method to lesson plan, discuss the Talk seem pertinent to story robe add another Why is the issue of an illustrate the impor- differences between a discussion on how the voice to our historical incomplete historical tance of diverse voices primary and secondary battalion war diary and record? narrative important for in our historical stories. sources. the story robe tell stories Indigenous peoples? Students may choose to from different perspec- Does the story robe help use drama, art, writing, Look at the photo of tives? fill out and enrich de- song, photography, or Mike Mountain Horse’s tails not covered in the another creative avenue story robe. battalion war diary? of choice.

What is the purpose of Students will include a a story robe? personal reflection on their creative proj- Read the Honour ect and how it adds to magazine article on an understanding of the the differences in story First between Mike Moun- World War and of the tain Horse’s visual diary contributions of Indige- about Passchendaele nous soldiers. and his battalion’s war diary. 21

What is the purpose of a battalion war diary?

How would you classify each source of informa- tion in this lesson?

Indigenous War Heroes: Secondary School Curriculum a c t i v i t y t h r e e : Indigenous Soldier Traditions

CANADIAN AND WORLD STUDIES Many First World War Indigenous soldiers Canadian History Since World War I - all levels such as Francis Pegahmagabow, Henry Norwest Canada’s Participation in War, Peace, and Security and John Shiwak served as scouts and snipers. A B3. Identity, Citizenship, and Heritage life lived on the land, participating in both hunt- (FOCUS ON: Continuity and Change; Historical ing and trapping, proved excellent preparation. Perspective) James Dempsey writes in Warriors of the King that even those Indigenous recruits not officially Canada: History, Identity, and Culture, Grade 12 designated as snipers were often recognized as CHI4U excellent shots by their infantry battalions and D3.Diversity and Citizenship sent to the front. However, Timothy Winegard in (FOCUS ON: Continuity and Change; Historical For King and Kanata notes that Indigenous sol- Perspective) diers were employed in all branches of the combat arms, including the Navy and the Air Force. Background Information for Teachers As examples, the 107th Pioneer Battalion he story of Francis Pegahmagabow is part of was a construction and logging battalion with a Ta larger narrative of Indigenous participation high number of Indigenous soldiers; other Native in Canada’s military history, full of impressive servicemen served in units like the Railway achievements, moving sacrifices, and institu- Troops, responsible for the construction, opera- tional barriers and prejudice. He was among the tion, and maintenance of railway lines along the first volunteers for the Canadian Expeditionary Western Front. Lieutenants James David Moses Force, despite being considered a ward of the and Oliver Milton Martin, Mohawks from Six government rather than a full citizen. Even more Nations of the Grand River, and John Randolph remarkable is that Francis and many other First Stacey, from Kahnawà:ke, served as pilots in the Nation soldiers chose to enlist despite an initial Royal Flying Corps/Royal Air Force. According unofficial government policy discouraging the to Winegard, at least 17 Status Indians were com- recruitment and participation of Indigenous missioned officers in the CEF, including Martin, peoples. who rose to be a brigadier-general when he served An estimated 35% of the eligible First Na- again in the Second World War. However, most tions population enlisted in the First World War, Indigenous soldiers enlisted as non-commissioned 22 above the national average of 30% of eligible men. members, due to what was necessary to obtain a The response was so high on some reserves, such commission, and the preponderance of prejudicial as the Head of the Lake Band, that every single attitudes at the time. eligible man aged between 20 and 35 volunteered. The government did not officially recruit any This level of enlistment was repeated in the units along ethnic lines, so there were no Indig- Second World War, when at least 3,000 Status In- enous regiments, although there were some sug- dians, including 72 women, served. As each war’s gestions made to form one. There were regiments statistic does not include non-Status Indians, with high numbers of Indigenous soldiers, such Métis, and Inuit veterans, the actual number of as the 114th (Brock’s Rangers) Battalion and the Indigenous soldiers was higher. Veterans Can- 107th (Timberwolf ) Battalion. ada site “Native Soldiers - Foreign Battlefields” Although they were not permitted to enlist states, “As early as 1942, opposition member John as soldiers in the First World War, Indigenous Diefenbaker noted in the House of Commons, ‘In women made important contributions to the war the reserves have been depleted effort, both as nurses and on the home front. It is of almost all the physically fit men.’ 56 The same not known how many Indigenous women served could be said of reserves across Canada.” as Nursing Sisters during the war, but Charlotte Edith Anderson Monture of the Grand River Six

Indigenous Soldier Traditions Nations reserve did just that. Charlotte completed Aboriginal Canadians and the Second World War her nursing training in New York State and served http://www.veterans.gc.ca/eng/remembrance/his- with the U.S. Medical Corps. tory/historical-sheets/aborigin Most Indigenous women supported the war through other avenues. Just as Indigenous men Two Decades Later: The Second World War responded strongly to the call to enlist, many http://www.veterans.gc.ca/eng/remembrance/ Indigenous women on the homefront strong- those-who-served/aboriginal-veterans/native-sol- ly supported the war effort through charitable diers/second_response fundraising. James Dempsey writes in Warriors of the King that on reserves, First Nations women Canadian Railway Troops http://www.exporail. organized patriotic societies and joined Red Cross org/can_rail/Canadian%20Rail_no437_1993.pdf charities to collect food, clothing, and money to be sent overseas. They sold traditional crafts to Women and War http://www.thecanadianency- raise funds and knitted socks, sweaters, mufflers, clopedia.ca/en/article/women-and-war/ and bandages for soldiers. These women’s groups raised thousands of dollars. In total, Indigenous Aboriginal Women’s Contributions https://www. groups of all kinds raised almost $45,000 to do- aadnc-aandc.gc.ca/eng/1414152378639/1414152 nate to patriotic funds. 548341#chp6 It is worth noting that the Wartime Elections Act gave the vote to all serving members of the Wartime Elections Act http://www.thecana- military during the First World War, includ- dianencyclopedia.ca/en/article/wartime-elec- ing Status Indians—though they lost this right tions-act/ when they returned home from the war. Civilian women were also enfranchised if they had fathers, Edith Monture http://www.veterans.gc.ca/eng/ husbands, or brothers serving. Status Indian remembrance/those-who-served/aboriginal-veter- women, however, were excluded from this right ans/native-soldiers/nurse under the act. Lesson Plans Bibliography Answering the Call Contributions of Aboriginal Peoples in the First 23 World War (1914–1918) https://thediscoverblog. Diversity in the Canadian Army com/2013/11/07/contributions-of-aboriginal- Section One: Ojibwe Culture and Warrior Traditions peoples-in-the-first-world-war-1914-1918/ Section Two: Support for Diversity in the Canadian Army Winegard, Timothy C. For King and Kanata, Ca- nadian Indians and the First World War, University Recognizing Francis Pegahmagabow’s Legacy of Press, , Manitoba, 2012. Section One: Francis Pegahmagabow: Canadian of National Importance Dempsey, James L. Warriors of the King, Prairie Section Two: Mapping the Battles Indians in World War I. Regina: Canadian Plains Research Center, University of Regina, 1999. Indigenous Heroes Heritage Presentations

Dempsey, James L. “The Indians and World War One,” Alberta History, Summer 1983.

Indigenous War Heroes: Secondary School Curriculum Answering the Call Project

Lesson Plan One: Answering the Call Resources Teacher Preparation https://www.youtube.com/watch?v=i4NGNwD- Familiarize yourself with the list of resources M38w Honouring First Nations Veterans about Indigenous soldiers’ enlistment in the First World War. https://www.youtube.com/watch?v=IqXwmjYD- maA Honouring First Nations Soldiers Preview the interview through the link in Resources. http://www.cmp-cpm.forces.gc.ca/dhh-dhp/pub/ boo-bro/abo-aut/chapter-chapitre-05-eng.asp Remember to pre-order any of the books you wish to include in your discussions. http://ifyebreakfaith.blogspot.ca/2015/02/war- rior-spirit.html Reading Sounding Thunder. Chapter One - http://www.canadianpoetry.ca/confederation/ Stories as a Means of Understanding Life DCScott/address_essays_reviews/vol1/cdn_in- (Of Heroes and Men) dians_great_war.html (1919 report to Indian Sounding Thunder. Chapter Seven - Affairs) An Indian at War http://www.veterans.gc.ca/eng/remembrance/ Focus Question those-who-served/aboriginal-veterans Why did so many Indigenous men voluntarily enlist to fight in the First World War when Indig- http://www.veterans.gc.ca/eng/remembrance/ enous peoples had very limited civil rights and a those-who-served/aboriginal-veterans/native-sol- guarantee they would not have to fight in foreign diers wars? http://www.veterans.gc.ca/eng/remembrance/ Learning Outcomes those-who-served/aboriginal-veterans/native-sol- Students will have researched, analyzed and diers/first_response communicated the various points of view among 24 Indigenous peoples which led to their high enlist- http://www.veterans.gc.ca/eng/remembrance/ ment numbers in the First World War. Students those-who-served/aboriginal-veterans/native-sol- will also have researched, analyzed and communi- diers/tradition cated the institutional barriers to enlistment faced by Indigenous peoples. http://ww1.canada.com/faces-of-war/first-na- tions-on-the-front-lines Activation “And though they were not full citizens under the http://ww1.canada.com/home-front/not-all-ca- law, young Aboriginal people enlisted in numbers nadians-were-equal-at-first-world-war-recruit- disproportionate to their population. Whether ing-stations it was to honour ancient warrior traditions or treaties signed with the crown, or the opportu- http://www.army-armee.forces.gc.ca/en/ nity to find transient equality on the battlefield, news-publications/national-news-details-no- enlistment in the war seemed to herald something menu.page?doc=courage-under-fire-first-nations- different in Indian-settler relations.” war-hero-a-fighter-on-two-fronts/i9se0262 (Sounding Thunder, p. 19)

Indigenous Soldier Traditions http://ww1.canada.com/battlefront/aboriginal- Project: Answering the Call soldiers-were-among--top-first-world- In Sounding Thunder, Brian McInnes notes war-snipers that one of the reasons Francis Pegahmagabow enlisted in the First World War was to engage http://www.thecanadianencyclopedia.ca/en/arti- and hopefully change the colonial narrative about cle/indigenous-peoples-and-the-world-wars/ Indigenous peoples. Pegahmagabow’s story helps to illustrate the overall picture of high Indigenous https://youtu.be/4MfmH5s1moM ( Joseph Boy- enlistment in the Great War, although there is al- den interview) ways a multiplicity of perspectives on any complex situation. Students will draw on the listed resourc- Dempsey, James L. Warriors of the King, Prairie es to research and discuss institutional barriers to Indians in World War I. Regina: Canadian Plains Indigenous enlistment, as well as the various rea- Research Center, University of Regina, 1999. sons why Indigenous peoples’ response to the call was extraordinarily high when their civil rights in Dempsey, James L. “The Indians and World War Canada were so limited at the time. One,” Alberta History, Summer 1983.

Winegard, Timothy, For King and Kanata, Cana- dian Indians and the First World War, University of Manitoba Press, Winnipeg, Manitoba, 2012. Recruits from the Kainai Nation (also known as the Blood Tribe) with their sergeant-major, Fort McLeod, 1916. Left to right (front): Nick King, Harold Chief Moon, Lieutenant-Colonel W.C. Bryan, Joe Mountain Horse, and Mike Mountain Horse. Left to right (back): George Coming Singer, Joe Crow Chief, David Mills, George Strangling Wolf and an unknown recruit.

Courtesy of the Glenbow Archives, NA-2164-1.

25 Answering the Call Project

Inquiry Process

Formulate Questions Gather & Organize Interpret & Analyze Evaluate & Decide Communicate

Starting with Francis Chart the various rea- What areas did many How did Indigenous Produce a bulletin board Pegahmagabow and sons for enlisting. Indigenous soldiers recruits hope to make display illustrating Sounding Thunder, and hope to impact through a difference when they students’ conclusions on then drawing on the Chart reasons for the their service? enlisted in the Canadian reasons for Indigenous listed resources, research government to initially Expeditionary Force? enlistment in the First reasons why Indigenous discourage recruitment World War. soldiers voluntarily from Indigenous com- enlisted. munities.

Why was the govern- ment initially reluctant to recruit people from disenfranchised groups?

26

Indigenous Soldier Traditions s e c t i o n o n e : Ojibwe Culture and Warrior Traditions Project

Lesson Plan Two: Focus Question Diversity in the Canadian Army How did Francis Pegahmagabow’s beliefs, values, Section One: and traditions shape him as a soldier? Ojibwe Culture and Warrior Traditions Section Two: Learning Outcomes Support for Diversity in the Canadian Army Students will have examined and discussed differ- ent points of view on the concept of warriorship, Section One: with an opportunity to apply the definition in a Ojibwe Culture and Warrior Traditions modern context. Teacher Preparation Preview “Living Warriorship: Learning Warrior- Activation ship within the Context of Indigenous Commu- “He took pride in the warrior tradition that ran nity”, an article found in the Appendix. through his lineage, and like Ojibwe youth for generations before him he prepared himself with Preview “Learning from ‘The Way of the War- the vital skills to survive should such hardship rior’” through the link in Resources. ever again come to the people.” (Sounding Thunder, p. 141) Preview “The Military and the People” through the link in Resources. “Zhimaagnish ge gii-aawi zhimaagnishii-gimaa gii-aawi ow. Preview “Way of the Warrior” video through the “He had been a soldier, a sergeant even. link in Resources. Miinwaa weweni enenmagiban iw ji-bmaadzid Preview “American Warriors: Songs for Indian ji-naanoondaagzid giigdad. Veterans” through the link in Resources. I always thought well of the way he lived his life, even when he was speaking aloud during military Preview the article on the unveiling of the statue drills. of Francis Pegahmagabow, WW I hero Francis Pegahmagabow given Aboriginal Day honour Mii-sh go naa enaabminaagziwaad giw nishnaabeg yahaag zhimaagnishiiwi-gimaag. 27 Reading There were some Indians who would try to act Sounding Thunder. Chapter One - like the non-Native sergeants. Stories as a Means of Understanding Life Sounding Thunder. Chapter Two - Gaa gii-zhihaasii gtaamgwaadkamig gaa-izhi-mi- Indigenous Life and Community no-yaad. in Georgian Bay But he would never treat or speak to others badly, Sounding Thunder. Chapter Five - he was always a good person.” Learning from Stories (Sounding Thunder, p. 15) Sounding Thunder. Chapter Six - Family (Tkwaans—The Dead Branch) Sounding Thunder. Chapter Seven - An Indian at War WW I hero Francis Pegahmagabow given Ab- original Day honour http://www.cbc.ca/news/ indigenous/francis-pegahmagabow-aborigi- nal-day-1.3644513

Indigenous War Heroes: Secondary School Curriculum Ojibwe Culture and Warrior Traditions Project

Resources Project: Ojibwe Culture and Ogichidaawin: Warrior Traditions “Learning from the ‘Way of the Warrior’” http:// The way of the warrior is an important and shepherdexpress.com/article-12131-learning- time-honored tradition of many Indigenous peo- from-the-‘way-of-the-warrior’. ples. Mastery of requisite skills and dispositions html were encouraged through ceremonial practices and rites of passage. A peaceful way of co-existing “Way of the Warrior” http://video.wpt.org/vid- in the world is a fundamental goal of perhaps eo/2169538256/ all Canadian Indigenous societies. So too is the capacity and willingness to stand up in defence “The Military and the People” http://muse.jhu. of one’s land, people, culture, and way of life. The edu/chapter/883293 opportunity to go to war provided opportunity for many Indigenous peoples to fulfill a long-cultur- “Living Warriorship: Learning Warriorship with- ally ingrained tradition of defending the greater in the Context of Indigenous Community” good. Every Indigenous culture and language has American Warriors: Songs for Indian Veterans particular words to describe what it means to be http://media.smithsonianfolkways.org/liner_ a warrior. The Ojibwe would refer to soldiers who notes/hart/HRT15014.pdf went to war as Zhimaaganishag after the word https://www.youtube.com/playlist?list=PLUSR- for lance (‘Zhimaagan’). Older words existed foOcUe4YW3ZkKYc7Th0lDbtOuZ_tA in Ojibwe culture for traditional warriors such as minisino, a word that referred to the unique General: distinction and honor that one found through Aboriginal People in the Canadian Military participation in war. The late Basil Johnston, an http://www.cmp-cpm.forces.gc.ca/dhh-dhp/pub/ Ojibwe author and storyteller, often referred to boo-bro/abo-aut/chapter-chapitre-05-eng.asp this word as meaning, “s/he who was an island unto him/herself.” Another word, adopted from Aboriginal Peoples in the Canadian Armed the Dakota, would become commonplace for Forces http://www.forces.gc.ca/en/news/article. many Ojibwe communities; ogichidaa became an 28 page?doc=aboriginal-peoples-in-the-canadi- accepted way to describe the way and culture of an-armed-forces/hie8w98n the warrior, with the Ojibwe meaning of gichi-de’e (‘of great heart’) being used to describe the nec- Francis Pegahmagabow statue unveiling http:// essary qualities and characteristics of those who www.cbc.ca/news/indigenous/francis-pegahmag- engaged in warfare. abow-aboriginal-day-1.3644513 Students will research and discuss the mean- ing of ‘ogichidaawin’. They will find examples in Dempsey, James L. Warriors of the King, Prairie Sounding Thunder that illustrate Francis Pegah- Indians in World War I. Regina: Canadian Plains magabow’s understanding of what it is to be a Research Center, University of Regina, 1999. warrior and discuss how well his own concept of warriorship would have fit into Canadian Army Dempsey, James L. “The Indians and World War culture at the time. Students will also discuss One,” Alberta History, Summer 1983. http://peel. how well the concept of ‘ogichidaawin’ applies in library.ualberta.ca/bibliography/9021.31.3/3.html a contemporary setting. Teachers may choose to have their students communicate their conclu- Hayes, Adrian, Pegahmagabow, Life-Long Warrior, sions in an essay format or by creating a classroom Dundurn Press, 2009 display showcasing the students’ creative reflective responses to ‘ogichidaawin’. Indigenous Soldier Traditions Inquiry Process

Formulate Questions Gather & Organize Interpret & Analyze Evaluate & Decide Communicate

Find examples in Categorize the Sounding How did CSM Pegah- Draw conclusions about Students will write an Sounding Thunder and Thunder examples into magabow’s spirituality how CSM Pegahmag- essay on how Francis the CBC statue article areas such as faith/ help him cope with the abow’s beliefs, values, Pegahmagabow’s beliefs, that illustrate how the spirituality, skills, and horrors of the war? and traditions impacted values, and traditions Ojibwe soldier’s beliefs, personal traits. his military service. shaped him as a soldier values and traditions How did his cultural and impacted his shaped him as a soldier List aspects of ogichi- traditions help shape Draw conclusions on military career or on and impacted his mili- daawin. him as a soldier and a how the concepts of how one could apply the tary career. leader? ogichidaawin could be concepts of ogichi- List aspects of Euro- applied in contemporary daawin to aspects of Discuss the articles on centric army culture How well does the Canada. Can one be a contemporary life. ogichidaawin—Ojibwe that may have clashed statue raised in Parry warrior in this sense in warriorship—and view with Ojibwe traditional Sound illustrate Francis everyday life? Alternatively, students the American film, warrior culture and the Pegahmagbow’s identity may create a classroom “Way of the Warrior.” aspects that meshed as an Ojibwe warrior in display drawing on their Read the PDF and well. the Canadian Army? reflective responses to listen to selected songs the Ojibwe concept of from “American War- warriorship. Their re- riors: Songs for Indian sponse may be a journal Veterans.” What parts of entry, poem, song, paint- Ojibwe warrior culture ing, carving, cartoon, or would have meshed photograph. well with the Canadian Expeditionary Force? 29 What parts may have caused a culture clash?

Indigenous War Heroes: Secondary School Curriculum s e c t i o n t w o : Support for Diversity in the Canadian Army Project

Section Two: Support for Diversity in such soldier. He adjusted well to military life and the Canadian Army according to documented anecdotal stories from Teacher Preparation the men he served with, he was well-liked for his Preview the listed resources on diversity in the generosity and good humour. However, his final Canadian Army, past and present months in the Canadian Expeditionary Force illustrate that, in many ways, he was still a man Reading apart. Sounding Thunder. Chapter Nine - In November of 1918, his medical records The Fourth Day (Honour) show Pegahmagabow was hospitalized to be examined for dementia. Reasons given include Focus Question that he suspected an officer of being a spy, that in How has the Canadian Army changed over time turn he felt many of his fellow soldiers suspected in its approach to diversity in its organization? him of being a spy due to his work as a scout, and that he believed he was being specifically targeted Learning Outcome for persecution by his company sergeant-major Students will have examined the issue of diver- (CSM), also referred to as the senior non-com- sity in the Canadian army at a systemic level, missioned officer (NCO). including the identification of current programs Pegahmagabow’s perspective on the issue was and mechanisms to promote the acceptance of recorded in his medical file: different identities within Army culture. “Says C.S.M. was against him and this made him Background Information for Teachers depressed. Tried to get officers to take it up and in- Although wartime conditions broke down many vestigate reasons for C.S.M.’s antagonism. Says the of the barriers among soldiers of different back- C.S.M. often appeared to be under the influence of grounds, the underlying prejudice of Eurocentric drink, that he did not know his duties or his place, institutions still impacted Indigenous soldiers in that the other NCOs made similar complaints many ways. Cultural differences often led to mis- against the C.S.M., that nobody but the C.S.M. understanding, and dominant perspectives were ever behaved in any unpleasant or unfriendly way regarded as official. Judgements are often made to him and that the only thing wrong with him 30 when we do not understand the cultural world- has been that he got depressed as a result of his view of others, and the perspectives of Indigenous previous ill-health and the way in which the soldiers were seldom elicited or believed. When C.S.M obstructed him and others.” using primary research military documents, it’s necessary to ask which voices are represented The file later states Pegahmagabow’s mood within it and which are not. quickly improved once hospitalised and that he In the stories of Indigenous veterans, it is had good insight into his condition. The notes say, not uncommon to find the sentiment that war- “He still maintains he was the object of perse- time conditions fostered a sense of camaraderie, cution on the part of the C.S.M. and avers that regardless of background. This camaraderie, along other N.C.O.s were complaining of the conduct with the right to vote as a serving soldier, led to of this C.S.M. He is so clear on this point that a sense of increased equality among Indigenous possibly it is not a delusion, though out of this soldiers. As well, many of these soldiers had a state of affairs he developed ideas of reference and skillset that allowed them to adjust to the harsh a depression which have now left him.” conditions of trench warfare with less difficulty Pegahmagabow is described as giving “clear than some of their compatriots and to excel in connected narrative in an intelligent man- wartime tasks. Francis Pegahmagabow was one ner. Memory good. No hallucinations traced.”

Indigenous Soldier Traditions However, a note in the file also says, “Dull and Aboriginal Peoples in the Canadian Armed reserved, depressed over small things.” Summing Forces http://www.forces.gc.ca/en/news/article. up Pegahmagabow’s concerns as “small things” is page?doc=aboriginal-peoples-in-the-canadi- an illustration of the issue with a dominant per- an-armed-forces/hie8w98n spective in primary sources, particularly as there is no evidence in the file that any investigation was In Uniform: First Nations Soldiers http://www. made of the CSM’s behaviour. warmuseum.ca/firstworldwar/history/people/ Pegahmagabow was invalided to Canada, in-uniform/first-nations-soldiers/ where the army had him examined by a special- ist. The file notes, “Since his arrival in Canada, Not All Canadians Were Equal at First World this case was seen by Maj. F. Boyer who reports War Recruiting Stations http://ww1.canada.com/ no evidence at present time of any delusions home-front/not-all-canadians-were-equal-at- of persecution and he has no hallucinations. first-world-war-recruiting-stations Judgement appears good, no evidence of mental disease. There is also no evidence of any organic Canadian Rangers http://www.army-armee.forc- nervous disease. And recommends discharge es.gc.ca/en/canadian-rangers/index.page to civilian life.” Returning home is something Pegahmagabow had requested. The army accepted Dempsey, James L. “The Indians and World War the specialist’s report, changing the diagnosis to One,” Alberta History, Summer 1983. http://peel. exhaustion psychosis. library.ualberta.ca/bibliography/9021.31.3/3.html Pegahmagabow’s story demonstrates, in part, how cultural misunderstandings can give way to Hayes, Adrian, Pegahmagabow, Life-Long Warrior, false conclusions. It also underscores the very real Dundurn Press, 2009 discrimination and racism that Native soldiers were often subjected to. The fact that Francis’s Aboriginal programs allegations were never followed up on further http://www.forces.ca/en/page/aboriginalpro- demonstrates whose story was given greater truth grams-93 value. Interview with the Commander of the Canadian Activation Army http://www.firstnationsdrum.com/2015/04/ 31 “This book is not meant to retell the stories others commander-of-the-canadian-army-lt-gen-mar- have shared; rather, it explores the hidden spaces quis-hainse between the lines of each. It is also intended to clarify some of the inevitable contradictions that Canadian Armed Forces Eagle Staff have arisen in the many years since his passing.” http://www.lookoutnewspaper.com/historic-visit/ (Sounding Thunder, p. 19) http://www.army-armee.forces.gc.ca/en/ news-publications/national-news-details-no- “Duncan thought his father was always looking menu.page?doc=debbie-eisan-ojibway-anishi- for a better way for all peoples to live and work naabe-kwe-navy-petty-officer-wife-and-moth- together. His Nishnaabe people should not, he er-aboriginal-advisor-to-the-canadian-army-ab- would say, ‘have to give up everything’ for this to original-elder/igmfnstq work.” (Sounding Thunder, pp. 142-143) Aboriginal Advisor to the CAF http://www.ar- my-armee.forces.gc.ca/en/news-publications/na- Resources tional-news-details-no-menu.page?doc=first-ev- Aboriginal People in the Canadian Military er-aboriginal-advisor-retires/hwkdz3gq http://www.cmp-cpm.forces.gc.ca/dhh-dhp/pub/ boo-bro/abo-aut/chapter-chapitre-05-eng.asp Indigenous War Heroes: Secondary School Curriculum Support for Diversity in the Canadian Army Project

Project: Support for Diversity in the Canadian Army approaches to diversity in its ranks, particularly in Although the conditions of war fostered a sense relation to Indigenous recruits. They will consider of camaraderie among soldiers of all backgrounds the systemic issues embedded in the organization as they stood shoulder to shoulder in the trenches, and the issue of dominant and non-dominant soldiers from non-dominant sections of Canadi- perspectives. Students will also research cur- an society still felt some impact from prejudicial rent diversity initiatives in Canadian Army and attitudes at the time. Students will research and evaluate how effectively they address inclusion of discuss the Canadian Army’s past and present different cultural perspectives.

Inquiry Process

Formulate Questions Gather & Organize Interpret & Analyze Evaluate & Decide Communicate

Using the listed List any issues which Compare and contrast How might a soldier Students will create a resources, research the impacted Indigenous the Canadian Army’s like Francis Pegahmaga- display communicating Canadian Army’s past peoples’ recruitment and support for diversity in bow have been impacted their findings. and current approach to advancement in the past. the First World War by attitudes toward supporting Indigenous and today. diversity in the Army in cultures in its organi- List any issues which the First World War? zation. today may continue What is the role of the to impact Indigenous Aboriginal Advisor? How does the Army What does it take to peoples’ recruitment and support diversity today? be an officer in the Ca- advancement. Why do you think it’s nadian Armed Forces? important that an Eagle What areas of equity What does it take to be List ways the Canadian Staff was created for the and diversity continue 32 a Ranger? Army currently supports Canadian Army? to need attention and Indigenous culture in its change? At the time of the organization. First World War, was it common for Indigenous peoples to have a fluent command of spoken and written English or French?

Indigenous Soldier Traditions s e c t i o n o n e : Francis Pegahmagabow: Canadian of National Importance Project

Lesson Plan Three: Recognizing peoples, and hoped there might one day be a Francis Pegahmagabow’s Legacy respectful means of First Nations inclusion and Section One: participation.” Francis Pegahmagabow: (Sounding Thunder, p. 191) Canadian of National Importance Section Two: Mapping the Battles Resources Dave Semple’s song, “Fighting Fire With Fire” Section One: Francis Pegahmagabow: https://www.youtube.com/watch?v=ZGQtzjS- Canadian of National Importance PHU4 Teacher Preparation Preview Dave Semple’s song sung at the statue http://www.nugget.ca/2016/06/23/algon- unveiling ceremony for Francis Pegahmagabow, quins-history-honoured “Fighting Fire with Fire,” listed in Resources. Preview the articles on Francis Pegahmagabow’s http://www.veterans.gc.ca/eng/remembrance/ legacy, listed in Resources. those-who-served/aboriginal-veterans/native-sol- Preview the National Program of Historical diers/peaceful Commemoration, listed in Resources. Preview the First World War timeline, listed in http://www.army-armee.forces.gc.ca/en/ Resources. news-publications/national-news-details-no- menu.page?doc=courage-under-fire-first-nations- Focus Question war-hero-a-fighter-on-two-fronts/i9se0262 What were Francis Pegahmagabow’s accomplish- ments, and do they fall into one of the gaps in our National Program of Historical Commemoration Canadian history narrative? http://www.pc.gc.ca/clmhc-hsmbc/ncp-pcn.aspx

Learning Outcome http://cponline.thecanadianpress.com/graph- Students will have researched, organized and an- ics/2014/ww1-timeline/ alyzed Francis Pegahmagabow’s military achieve- ments, and contextualized them in terms of gaps Hayes, Adrian, Pegahmagabow, Life-Long Warrior, and silences in Canadian history. They will also Blue Butterfly, 2009. 33 have developed their spatial skills by mapping the battles in which Francis Pegahmagabow partici- pated.

Reading Sounding Thunder. Chapter Nine - The Fourth Day (Honour)

Activation “Hayes notes that a petition to have Francis recognized as a Canadian of national historical importance by the Historic Sites and Monuments Board of Canada remains outstanding. This would surely be a distinction of significance to Fran- cis, who fought hard for his country, believed in the greater good that came from unity among

Indigenous War Heroes: Secondary School Curriculum Francis Pegahmagabow: Canadian of National Importance Project

Project: Francis Pegahmagabow: , but many of their stories are Canadian of National Importance not well-known to the majority of Canadians. Asking whether all groups have been given equal Understanding different historical experiences treatment in the development of our historical helps all Canadians better realize diverse perspec- narratives is an important step in identifying gaps tives on current issues. That shared understanding and silences in those narratives. The contributions also helps to identify points of unity as we learn of First Nations, Métis and Inuit veterans are more stories of sacrifice and courage in the devel- a critical part of Canadian military history and opment of our country. Students will research and analyze Francis Pegahmagabow’s achievements during the First World War, evaluating his importance to Cana- da’s First World War historical narrative and as a Canadian of national importance.

Inquiry Process

Formulate Questions Gather & Organize Interpret & Analyze Evaluate & Decide Communicate

Listen to the song Chart the battles and How many Canadian Draw conclusions as to Write a letter addressed “Fighting Fire with Fire” include when and why Expeditionary Force whether Francis Pegah- to, or create a poster or played at the unveiling he was awarded his soldiers won three mili- magabow’s war record song for, Historic Sites of Francis Pegahmaga- medals. tary medals? is an important part of and Monuments Board bow’s statue. Canada’s First World of Canada, making a Chart how long he Does Francis Pegah- War historical narrative. case for Francis Pegah- Research how long served and what injuries magabow’s length magabow to be recog- Francis Pegahmaga- he suffered. of service add to his How does the recogni- nized as a Canadian of 34 bow served in the First accomplishments? tion of Francis Pegah- national importance. World War. How quick- What was his sniper magabow as a war hero ly did he enlist? record? Does the fact that he help to fill in some gaps volunteered to serve and silences in Canadi- Research the main bat- despite being considered an history? tles Francis Pegahmaga- a ward of the Crown bow participated in and without full civil rights How does honouring the actions for which he impact an assessment of Francis Pegahmagabow was awarded his three his war record? provide a point of unity military medals. Why for all Canadians? did he get his commen- Does his political dations? activism after the war add to his historical What do we know significance? about any injuries Fran- cis received in the war?

Indigenous Soldier Traditions Organizational Chart

Battle Details (When and where did it take place? Francis Pegahmagabow’s Battle Name What was it supposed to accomplish? Accomplishments and Any Were there any specific important Injuries Suffered details about this battle?)

35

Indigenous War Heroes: Secondary School Curriculum s e c t i o n t w o : Mapping the Battles Project

Section Two: Mapping the Battles Project: Mapping the Battles Teacher Preparation Using the information from section one, students Review the maps of the Western Front listed will produce a map showing the battles in which in Resources. Francis Pegahmagabow participated. The battles in which he earned each of his Military Medals Focus Question should be marked. Where are the battlefields found in Francis Pegahmagabow’s story located?

Learning Outcome Students will have improved their spatial repre- sentation skills and understanding by creating a map of important First World War battlefields.

Activation “He had exceptional courage and instinct for avoiding danger that the men trusted. His skill with a rifle was also admired. These special abili- ties would earn him roles of both scout and sniper. Francis told his children it was often his respon- sibility to lead his fellow soldiers on the field. Helping to ensure a clear path was a responsibility he took seriously.” (Sounding Thunder, p. 143)

Resources Map of the Western Front http://www.veterans.gc.ca/eng/remembrance/his- tory/first-world-war/canada/map 36 Animated map: The Western Front, 1914–1918 http://www.bbc.co.uk/history/worldwars/wwone/ launch_ani_western_front.shtml

Francis Pegahmagabow photographed shortly after the war by William Boyd. Mathers Mu- seum of World Cultures, Indiana University, 1962-08-7679.

Photo by William Boyd. Indigenous Heroes Heritage Presentation Project

Lesson Plan Four: Indigenous Heroes Heritage Presentations Teacher Preparation Preview the Heritage Minute on Sgt. Thomas Prince. Familiarize yourself with the choices of First Nations, Métis, and Inuit veterans listed in the Resources. Review the searchable databases for First World War veterans listed in the Resources.

Focus Question Who are some of our Indigenous veterans from Canadian conflicts, and what did they accomplish?

Learning Outcome Students will have researched, analyzed and presented on a First Nations, Métis, or Inuk veteran or group of veterans, adding to our understanding of Indigenous contributions to our Canadian identity and filling in some of the gaps and silences in Canadian history.

Reading L/Cpl Henry Norwest, scout and sniper Sounding Thunder. Chapter Seven - An Indian At War Courtesy of The King’s Own Calgary Regimental Museum. Activation “The war presented a rare opportunity for 37 Native soldiers to be perceived as equals with their non-Native countrymen for per- haps the first time in their lives.7 It was a fleeting equality, however, that so many paid for with their lives.” (Sounding Thunder, p. 143)

Indigenous War Heroes: Secondary School Curriculum Indigenous Heroes Heritage Presentation Project

Resources Company Sergeant-Major Francis Pegahmag- Service files of the First World War: abow: http://www.army-armee.forces.gc.ca/en/ http://www.bac-lac.gc.ca/eng/discover/mili- news-publications/national-news-details-no- tary-heritage/first-world-war/first-world-war- menu.page?doc=sergeant-francis-pegahmaga- 1914-1918-cef/pages/search.aspx bow-memorial-an-inspiring-tribute-to-an-ab- original-war-hero/ioit1o2f Great Canadian War Project http://www.canadiangreatwarproject.com/search- http://www.army-armee.forces.gc.ca/en/ es/soldierSearchByName.asp news-publications/national-news-details-no- menu.page?doc=courage-under-fire-first-nations- Canadian Virtual War Memorial war-hero-a-fighter-on-two-fronts/i9se0262 http://www.veterans.gc.ca/eng/remembrance/me- morials/canadian-virtual-war-memorial http://www.veterans.gc.ca/eng/remembrance/ those-who-served/aboriginal-veterans/native-sol- Lives of the First World War diers/peaceful https://livesofthefirstworldwar.org Lance Corporal Henry Norwest: Canadian Aboriginal Veterans and http://ww1.canada.com/faces-of-war/first-na- Serving Members Association tions-on-the-front-lines http://canadianaboriginalveterans.ca/canadi- an-aboriginal-veterans/ http://www.firstnationsdrum.com/2015/11/re- membering-henry-louie-norwest/ General Articles and Video https://www.youtube.com/watch?v=IqXwmjYD- http://www.canadiangreatwarproject.com/search- maA Honouring First Nations Soldiers es/soldierDetail.asp?ID=16341

http://www.veterans.gc.ca/eng/remembrance/ Stephen Toney (rank unknown) those-who-served/aboriginal-veterans/native-sol- http://capebretonsmagazine.com/modules/pub- diers lisher/item.php?itemid=3018 38 http://ww1.canada.com/battlefront/aboriginal- http://thechronicleherald.ca/thegreat- soldiers-were-among-canadas-top-first-world- war/1242897-first-nations-great-war-legacy-of- war-snipers loyalty#.V5ff02VluCQ

Joseph Boyden interview on Pegahmagabow, Captain Alexander Jr. and Captain Charles Smith Norwest and Shiwak http://www.veterans.gc.ca/eng/remembrance/ https://youtu.be/4MfmH5s1moM those-who-served/aboriginal-veterans/native-sol- diers/brothers Sgt Thomas Prince (Second World War and Korean War): Private George McLean https://www.historicacanada.ca/content/heri- https://www.geni.com/people/George-Mc- tage-minutes/tommy-prince?media_type=41& Lean/6000000028569366819

http://www.thecanadianencyclopedia.ca/en/arti- http://www.canadiangreatwarproject.com/search- cle/tommy-prince/ es/soldierDetail.asp?ID=79922

Indigenous Soldier Traditions http://av.canadiana.ca/bio/en/soldier/3837/ Corporal Mike Mountain Horse http://www.avenuecalgary.com/City-Life/ Sgt Sam Glode War-Heroes-Remembrance-Day/ http://www.novanewsnow.com/News/Lo- cal/2014-08-19/video-3839784/Our-Sam- http://ww1.canada.com/faces-of-war/first-na- Gloade%3A-First-World-War-Mikmaq-veteran- tions-on-the-front-lines was-from-Queens-County/1 http://canadiangreatwarproject.com/searches/sol- Private William Cleary dierDetail.asp?Id=152970 http://av.canadiana.ca/bio/en/soldier/9082/ (Pvts William Cleary and Joseph Roussin) Nursing Sister Edith Anderson Montour http://www.veterans.gc.ca/eng/remembrance/ Private Joseph Roussin those-who-served/aboriginal-veterans/native-sol- http://av.canadiana.ca/bio/en/soldier/9082/ (Pvts diers/nurse William Cleary and Joseph Roussin) http://www.canadiangreatwarproject.com/search- Sapper Tom Charles Longboat es/soldierDetail.asp?ID=113024 https://www.historicacanada.ca/content/heri- tage-minutes/tom-longboat Cree Code Talkers (The Second World War) http://www.ammsa.com/content/tom-long- http://indiancountrytodaymedianetwork. boat-footprints com/2015/08/14/unsung-heroes-cree-code- talkers-who-served-canadian-military-during- Lance Corporal John Shiwak wwii-161404 (The Newfoundland Regiment) http://www.biographi.ca/en/bio/shiwak_ Canadian Rangers john_14E.html (ongoing sub-component of the Canadian Armed Forces) http://www.veterans.gc.ca/eng/remembrance/ http://www.army-armee.forces.gc.ca/en/canadi- memorials/canadian-virtual-war-memorial/de- an-rangers/index.page 39 tail/722588 http://www.frontiersmenhistorian.info/canada7. htm http://www.heritage.nf.ca/first-world-war/arti- cles/aboriginals-first-world-war.php http://www.themdays.com/memorial/persons1/ Shiwak_John.html http://www.canadiangreatwarproject.com/search- es/soldierDetail.asp?ID=41221

Indigenous War Heroes: Secondary School Curriculum Indigenous Heroes Heritage Presentation Project

Project: Indigenous Heroes Heritage Possible choices (students are not limited Presentations to these choices): The history and contributions of First Nations, Métis, and Inuit veterans are a critical part of Sergeant Thomas Prince, Canadian heritage. Expanding our knowledge Brokenhead Ojibway Nation (Second World War) of past and present contributions of Indigenous peoples enriches our historical narratives and our Company Sergeant Major Francis Pegahmagabow, understanding of different perspectives on current Wasauksing First Nation issues. Students will form small groups and choose Lance Corporal Henry Norwest, one of the following or a First Nations, Métis, Métis from Maskwacis, Alberta or Inuk veteran of their choice from any con- flict in Canadian history to research and create (Rank unknown) Stephen Toney, a video, audio or live skit presentation of at least Mi’kmaq, five minutes, similar to the one Historica Can- ada produced on Sergeant Thomas Prince. The Captain Alexander Jr. and Captain Charles Smith, presentations should include as full a biography Six Nations of the Grand River as possible, as well as military accomplishments. Students may also choose to do a presentation Private George McLean, Okanagan-Syilx on Cree Code Talkers, or one on Francis Pegah- (Upper Nicola Band and Okanagan Indian Band) magabow, Henry Norwest and John Shiwak as renowned scouts and snipers of the First World Sergeant Sam Glode, Mi’kmaq, Nova Scotia War, or one on the continuing contributions of Canadian Rangers. Private William Cleary, Mashteuiatsh First Nation

Private Joseph Roussin, Kanesatake First Nation

Sapper Tom Charles Longboat, Six Nations of the Grand River (Onondaga) 40 Lance Corporal John Shiwak, Inuk, Labrador

Cpl Mike Mountain Horse, Kainai First Nation (also known as the Blood Tribe)

Nursing Sister Edith Anderson, Six Nations of the Grand River

Combined presentation on Pegahmagabow, Norwest and Shiwak as renowned snipers

Cree Code Talkers (Second World War)

Canadian Rangers (continuing sub-component of the Canadian Armed Forces with a significant percentage of Indigenous soldiers)

Indigenous Soldier Traditions Inquiry Process

Formulate Questions Gather & Organize Interpret & Analyze Evaluate & Decide Communicate

How to best research Gather and organize the Can you make any Evaluate how best to Create a video, audio or Indigenous veterans? information you have correlations from the present the details of live skit presentation of found on your veteran specific details of your your veteran’s life (or at least five minutes to Where is your First or group of veterans. veteran’s life to issues Indigenous group’s be shown to the class, Nations, Métis, or Inuk facing Indigenous peo- history) and the correla- holding a Q&A session veteran from? ples in his or her time? tions you have drawn to afterward. larger issues. What biographical What do you think the details can you find, impact may be of adding from pre-and-post war to our knowledge of the life, as well as military service of First Nations, accomplishments? Métis, or Inuit veterans?

What are some of the issues your veteran may have faced both in and out of the army?

If you are researching a group like the Cree Code Talkers or Cana- dian Rangers, why were they formed? What impact did they have or do they continue to 41 have?

Indigenous War Heroes: Secondary School Curriculum a c t i v i t y f o u r : Society and Change—Impact of the Indian Act on Post-War Benefits for First World War First Nations Soldiers

CANADIAN AND WORLD STUDIES languages and ceremonial practice;the act had the Canadian History Since World War I - all levels overall goal of pushing First Nations people to as- Canada’s Participation in War, Peace, and Security similate into Euro-Canadian society by choosing B3. Identity, Citizenship, and Heritage enfranchisement. Enfranchisement allowed for (FOCUS ON: Continuity and Change; Historical the right to vote and other associated privileges of Perspective) citizenship. However, the resulting loss of status under the Indian Act took away the protections Canada: History, Identity, and Culture, Grade 12 and rights negotiated in the treaties, as they CHI4U only applied to Status Indians. Just as residential D3.Diversity and Citizenship schools were intended to “kill the Indian in the (FOCUS ON: Continuity and Change; Historical child,” enfranchisement was intended to kill the Perspective) Indian in the adult. The war, for all its horrors, offered First Na- Background Information for Teachers tions soldiers the right to vote during the conflict fter the First World War, returning veterans without a resulting loss of status under the act. Astruggled to pick up their lives while deal- Many veterans, including Francis Pegahmaga- ing with the stresses of their war experience and bow, hoped the government would recognize the changes in their home communities. The gov- valiant response to the call to war by Indigenous ernment offered assistance programs, such as the peoples and continue to expand their civil rights War Veterans Allowance Act, the Veterans Land Act, at home. Instead, the veterans returned to a land- and the Soldier Settlement Acts of 1917 and 1919. scape just as restrictive, if not more so, as before However, Status Indian veterans found that the the war. Indian Act gave them unequal access to many of these benefits while continuing their position as wards of the Crown, leading many of these veterans to end The Indian Act, first enacted in their lives in poverty. 1876, has been been amended The Indian Act, first enacted in 1876, has been been amended several times. It several times. It continues to 42 continues to govern life for many Indig- enous peoples in Canada. Among other govern life for many Indigenous aspects, the act controls Indian status, peoples in Canada. land, resources, wills, education, and band administration. The legislation governs only people defined in the act as Status Indians; the Inuit and Métis have never been subject to it. Post-war, the Indian Act continued to define In the early twentieth century under the act, all Status Indians as wards of the Crown, which Status Indians were regarded as wards of the gov- meant First Nations veterans lost their wartime ernment, treated as children, and in many ways ability to vote. In addition, because these veterans not protected by Canadian law. They were unable were subject to the act, they did not get the same to vote and fell under the authority of Indian access to post-war benefits as non-Indigenous agents, who had sweeping powers and almost veterans. total control over life on reserves. According to Aboriginal People in the Canadi- At this time, the Indian Act outlawed many an Military on www.forces.gc.ca, “complications cultural practices, including speaking Indigenous regarding ownership of lands both on and off

Society and Change—Impact of the Indian Act on Post-War Benefits for First World War First Nations Soldiers reserves made it nearly impossible for Indian changes, but not only were grievances about First veterans to receive reestablishment loans. Alle- Nations veterans’ treatment under the Veterans’ gations that returned soldiers were being forcibly Land Act still being aired at the 1946 and 1947 enfranchised (losing their Indian status), were hearings into the Indian Act, those same frustra- denied War Veterans’ Allowance Act benefits, tions were examined at the Royal Commission that the application of the Last Post Fund was on Aboriginal Peoples half a century later. The inequitable, and also that 85,000 acres of allegedly Commission’s 1996 report recommended further ‘surplus’ land were surrendered for work on addressing Indigenous veterans’ access to non-Aboriginal veteran settlers, further frustrated benefits, leading to the 2002 First Nations Benefit Aboriginal veterans during the 1920s and 30s.” Package, to which First Nations veterans or their In his book, Warriors of the King, James surviving spouses can make claims of differential Dempsey explains that much of the surrendered treatment under the Veteran’s Charter. Discus- land was acquired by the government through an sions continue today on recognizing the inequities amendment of the Indian Act which allowed ex- suffered by all Indigenous veterans. propriation of reserve land without band consent, something that previously could not be done. The Bibliography amendment was in aid of the “Greater Produc- Aboriginal Veterans Day, Turtle Island Indige- tion” scheme, which was a plan to increase food nous Education production during the war. Not only did the loss of land negatively impact First Nations people’s The Origins and Evolution of Veterans Benefits economic conditions during the war, after the in Canada 1914–2004 war the surrendered land was made available to non-Indigenous veterans. “The Indian Act: An Historical Perspec- First Nations veterans would also experience tive” http://www.revparl.ca/english/issue.as- inequitable treatment with respect to their pen- p?param=83&art=255 sions. Because the government regarded Status Indian veterans on reserves as having their own Aboriginal People in the Canadian Military support through Indian Affairs, these soldiers 2002 First Nations Benefit Package http://www. were awarded smaller pensions and less assistance turtleisland.org/news/veterans.pdf than their non-Indigenous counterparts. Indian 43 agents controlled First Nations veterans’ access Dempsey, James L. Warriors of the King, Prairie to any post-discharge benefits. Not only did they Indians in World War I. Regina: Canadian Plains require these veterans to ask permission to spend Research Center, University of Regina, 1999. their pension money, the agents could block any applications for benefits or simply not inform Dempsey, James L. “The Indians and World War First Nations veterans of the benefits to which One,” Alberta History, Summer 1983. they were entitled. That ability to block appli- cations gave Indian agents a powerful method http://www.thecanadianencyclopedia.ca/en/arti- to control any dissent to government policies by cle/indigenous-peoples-and-the-world-wars/ denying benefits to Indigenous rights activists like Francis Pegahmagabow and Frederick Loft, Lesson Plans despite their wartime service. Community Partner talk on The Royal Canadian Legion recognized many Indigenous Veterans’ Post-War Treatment of the inequities First Nations veterans faced and drafted resolutions demanding changes in the Constructing a Timeline for 1930s. In 1936, the government enacted some Indigenous Veterans’ Rights

Indigenous War Heroes: Secondary School Curriculum Lesson Plan One: Community Partner Talk on Indigenous Veterans’ Post-War Treatment Teacher Preparation Read the included Teacher Background on the evolution of benefits for Status Indian veterans.

Preview the historical perspective on The Indian Act, listed in Resources.

Preview the links on the history of benefits for Indigenous veterans, listed in Resources.

Remember to pre-order any of the books you wish to include in your discussions.

Draw on the list of First Nations linked in Re- sources if necessary to reach out to a local First Nation for a possible Community Partner to talk about Indigenous Veterans Benefits.

Ask your point of contact about the protocol (such as an honorarium or a gift) for having that Community Partner come to speak to your class, and make any necessary arrangements to follow that protocol.

If no Community Partner is available, teach- ers should feel free to adapt this lesson plan to include resources found through research on the internet, such as Youtube and TEDTalks.

Focus Question What impact did the Indian Act have on First First World War veteran Mike Mountain Horse Nations veterans’ access to government support of the Kainai Nation (also known as programs? the Blood Tribe). Learning Outcomes

Photo courtesy of Glenbow Archives NB-44-92 Students will have assessed and compared the significance of different groups’ access to veter- ans’ benefits and demonstrated an awareness of the causal relationship between past and present issues.

Society and Change—Impact of the Indian Act on Post-War Benefits for First World War First Nations Soldiers Students will have listened to the voice and per- Aboriginal People in the Canadian Military spective of a member of an Indigenous communi- ty, adding to the ongoing discussion on gaps and Dempsey, James L. Warriors of the King, Prairie silences in Canadian historical narratives. Indians in World War I. Regina: Canadian Plains Research Center, University of Regina, 1999. Reading Sounding Thunder. Chapter Seven - Dempsey, James L. “The Indians and World War An Indian at War One,” Alberta History, Summer 1983.

Activation Project: Community Partner talk “Francis did not believe that Veterans Affairs on Indigenous Veterans’ Post-War would provide any lasting or substantial help to Treatment his family, and he was correct.” Preparation (Sounding Thunder, p. 193) Building Context for the Visit - Discussion Guide Resources Teacher Background included in the lesson plan Using the Teacher Background material and the listed resources on the impact of the Indian Act “The Indian Act: An Historical Perspec- and prejudice had on Indigenous veterans, guide a tive” http://www.revparl.ca/english/issue.as- classroom discussion using the following ques- p?param=83&art=255 tions:

List of First Nations What does it mean to be a service member? http://www.aboriginalcanada.com/firstnation What debt do we owe veterans? http://aptn.ca/news/2015/05/29/cana- What does it mean to be a ward of the Crown? das-top-judge-says-country-committed-cultur- al-genocide-indigenous-peoples/ What does it mean to be enfranchised? What implications did enfranchisement hold for Status http://www.thecanadianencyclopedia.ca/en/arti- Indians? 45 cle/indigenous-peoples-and-the-world-wars/ Is cultural genocide as defined by Supreme Court http://www.warmuseum.ca/firstworldwar/history/ Chief Justice Beverley McLachlin relevant to the after-the-war/veterans/benefits-and-land-for-vet- Indian Affairs’ concept of assimilation? erans/ How do you think it felt to First Nations soldiers to Aboriginal Contribution to the First World be given the right to vote while serving Canada in War https://www.aadnc-aandc.gc.ca/ the First World War? eng/1414152378639/1414152548341 How do you think it felt to First Nations soldiers to Turtle Island Indigenous Education, Aboriginal go back to being regarded as a ward of the Crown Veterans Day on their return from war?

The Origins and Evolution of Veterans Benefits What were some of the relevant legislative acts to in Canada 1914–2004 help with veterans’ resettlement?

Indigenous War Heroes: Secondary School Curriculum Community Partner Talk and Creative Writing Project

Did all returning veterans have the same access to Project: Community Partner talk post-war benefits? If not, why do you think that given by an Indigenous Veteran or was? other Indigenous Community Member on Indigenous Veterans’ Has the ease of access to benefits by different Post-War Treatment Indigenous veteran groups changed over time? Using the List of First Nations in the Resources What current initiatives help Indigenous veterans list or a local Indigenous organization as a contact, be recompensed for past inequities? invite an Indigenous veteran or a member of an Indigenous community familiar with Indigenous Have students chart the differences between First veterans’ stories to speak about the experience of Nations and non-Indigenous veterans’ past access First and Second World War Indigenous veterans’ to post-war benefits. Lead a discussion on wheth- post-war treatment, including access to benefits. er the post-war treatment of Indigenous veterans Check with the contact on the protocol associated helped to unify or divide Canadians. with asking a member such as an Elder to speak to the class. If no Community Partner is available, teachers should feel free to adapt this lesson plan to make use of the listed resources, and other platforms such as Youtube and TEDTalks, to find information regarding the treatment of Indige- nous veterans.

Inquiry Process

Formulate Questions Gather & Organize Interpret & Analyze Evaluate & Decide Communicate

If it is within the proto- Students will organize Did anything they heard Does their understand- Class discussion reflect- 46 col of the guest speaker, their notes according to surprise them? ing of the historical ex- ing on the community have students take notes topics covered. perience of Indigenous partner talk. on the talk given by veterans change the the visiting community students’ perspectives on As an exercise, have the partner. An alternative any current issues? students write a letter exercise would be to addressed to Veteran’s have the students sum- Affairs from the point marize their memory of of view of a First Na- the main points of the tions First World War talk. veteran, based on his post-war experiences of help with resettlement.

Society and Change—Impact of the Indian Act on Post-War Benefits for First World War First Nations Soldiers Community Partner Talk and Creative Writing Project

Lesson Plan Two: Constructing Resources a Timeline for Indigenous Teacher Background Veterans’ Rights Teacher Preparation Veterans Canada Military History Timeline Read the included Background Information for Teachers on the history of Indigenous Veterans’ Aboriginal Veterans Day, Turtle Island Indige- access to benefits. nous Education

Preview the linked resources on benefits for In- The Origins and Evolution of Veterans Benefits digenous veterans listed in Resources. in Canada 1914–2004 Q4 Aboriginal Veterans

Preview the Veterans Canada Military History Aboriginal People in the Canadian Military Timeline linked in Resources. Dempsey, James L. Warriors of the King, Prairie Focus Questions Indians in World War I. Regina: Canadian Plains What are the important dates in the continuing Research Center, University of Regina, 1999. story of Indigenous veterans’ access to benefits? Why are these dates important? Dempsey, James L. “The Indians and World War One,” Alberta History, Summer 1983. Learning Outcome Students will have identified, graphically orga- nized and analysed the significance of key dates in Indigenous veterans’ challenges for equitable treatment.

Reading Sounding Thunder. Chapter Seven - An Indian at War The Origins and Evolution of Veterans Benefits in Canada 1914–2004 (Q4 Aboriginal Veterans) 47

Activation “Instead of reaping any benefits during and after the war, native veterans and their families found instead that they were excluded from many of the regular wartime and post-war programs.” (Warriors of the King, p. 76)

Indigenous War Heroes: Secondary School Curriculum Constructing a Timeline for Indigenous Veterans’ Rights Project

Project: Constructing a Timeline for Breaking into small groups, students will Indigenous Veterans’ Rights draw on the guided classroom discussion in the Equal access to veterans’ benefits has been a con- previous lesson plan as well as the guided discus- tinuing challenge in the recognition of Indigenous sion in this lesson to research which acts impact- rights. Status Indian veterans faced inequities as a ed Indigenous veterans and how. They will also result of several Government acts, and discussions research which organizations have lobbied the continue today on recognizing and addressing government for change and when. Having gath- issues that impacted veterans from all Indigenous ered and organized important dates, students will groups. then graphically organize and present the dates on a timeline, including an appended written analysis on why the included dates were chosen.

Inquiry Process

Formulate Questions Gather & Organize Interpret & Analyze Evaluate & Decide Communicate

Using the teacher Have the students break Each group of students Each group will draw Each group will background and the into groups to research will analyze why these conclusions on whether construct a timeline listed resources, teachers and gather potentially dates are important. the dates should be in- showing the important will lead a discussion on applicable dates, putting cluded on the timeline. dates, and they will key dates in the struggle them in historical order. include a discussion on for equitable access to why the dates have been veterans’ support by chosen. Indigenous veterans. The timelines can When did the wars be displayed in the begin and end? What classroom or a school legislative acts are bulletin board if the 48 important? When teacher chooses. were they examined or amended? Have any groups led initiatives for change? When?

Society and Change—Impact of the Indian Act on Post-War Benefits for First World War First Nations Soldiers a c t i v i t y f i v e : Constructing a Timeline for The Return Home Indigenous Veterans’ Rights Project

CANADIAN AND WORLD STUDIES war as helping push this agenda forward. In his Canadian History Since World War I - all levels mind, Indigenous soldiers’ overseas service with Canada’s Participation in War, Peace, and Security non-Indigenous compatriots would make them Strand: B3. Identity, Citizenship, and Heritage unhappy with their previous way of life and more likely to embrace assimilation into Euro-Anglo Canada: History, Identity, and Culture, culture. However, the war had quite a different Grade 12 CHI4U effect on many of these soldiers. Strand: D3.Diversity and Citizenship According to James Dempsey in Warriors of the King, Indigenous veterans’ exposure both to CANADIAN AND WORLD STUDIES the global community and to other Indigenous POLITICS nations across Canada gave them the self-con- Canadian Politics and Citizenship Grade 11 fidence and desire to speak for themselves to Open (CPC30) make changes. Before the war, communication Strand: Power, Influence, and the Resolution of among Indigenous groups had been limited, in Differences part because Status Indians could not leave their reserves without permission of the Indian agent. Background Information for Teachers The war allowed Indigenous soldiers from across When Indigenous veterans returned home after the country to speak about common issues. the war, they did so with a feeling of pride in Those issues bound many Indigenous vet- their wartime achievements. Standing shoulder erans together when they returned to the same to shoulder with non-Indigenous soldiers in the discriminatory environment they had left. Status battlefield, First Nations, Métis, and Inuit recruits Indian veterans lost their wartime ability to vote, felt they had shown through their actions and returned to being wards of the government, and sacrifices that their peoples should have the same were given unequal access to veterans benefits. rights and responsibilities as non-Indigenous In addition, many of these soldiers’ reserves had Canadians. lost land during the war through expropriation In his 1918-1919 Indian Affairs Annual by the government, and much of that land was Report, Deputy Superintendent of Indian Affairs made available after the war to non-Indigenous Duncan Campbell Scott appeared to agree that veterans. Angry at this treatment, veterans looked Indigenous soldiers had a right to that sense of not to assimilation, but to political organization to 49 pride: make changes. One of the early activists was Frederick Ogil- In this year of peace, the Indians of Canada may vie Loft of the Six Nations of the Grand River look with just pride upon the part played by them reserve, who served as a lieutenant in the For- in the Great War both at home and on the field of estry Corps. In 1919, he was one of the leading battle. They have well and nobly upheld the loyal organizers and first president of the League of traditions of their gallant ancestors who rendered Indians of Canada. Although Loft asked to work invaluable service to the British cause in 1776 with government officials to make changes, the and in 1812, and have added thereto a heritage government viewed the League as a threat to the of deathless honour, which is an example and an goal of assimilation. Campbell Scott ordered Indi- inspiration for their descendants. an agents to refuse to communicate with Loft. Indeed, according to Dempsey, these agents came However, Campbell Scott had a competing and to view many Indigenous war veterans as compe- overriding set of priorities. He strongly believed tition to their authority. In 1927, section 141 was in assimilation as a way to get rid of what he inserted into the Indian Act, banning the pursuit termed “the Indian problem,” and he viewed the of land claims.

Indigenous War Heroes: Secondary School Curriculum Francis Pegahmagabow experienced many Bibliography of these issues first hand, including the lack of Winegard, Timothy C. For King and Kanata, access to benefits and being regarded as a threat Canadian Indians and the First World War, Uni- to the status quo. Although he was welcomed as versity of Manitoba Press, Winnipeg, Manitoba, a war hero when he first returned to Wasauksing 2012. First Nation, the celebrated veteran soon found he was viewed as a troublemaker by the local Indian Dempsey, James L. Warriors of the King, Prairie agent, who used his influence to deny Pegah- Indians in World War I. Regina: Canadian magabow’s loan applications under the Soldier Plains Research Center, University of Regina, Resettlement Act. The war veteran had just as diffi- 1999. cult a relationship with the replacement agent in 1922 and found himself virtually shut out of the Hayes, Adrian, Pegahmagabow, Life-Long War- wage economy, joining many Indigenous veterans rior, Blue Butterfly, 2009. in living a post-war life of poverty. Nonetheless, nothing deterred Pegahmagabow from advocating http://www.newfederation.org/Native_Leaders/ for Indigenous rights at the local and national Bios/Loft.htm levels. Pegahmagabow followed family tradition http://www.cmp-cpm.forces.gc.ca/dhh-dhp/pub/ in serving as chief of Wasauksing First Nation boo-bro/abo-aut/chapter-chapitre-05-eng.asp from 1921 to 1925 and from 1942 to 1945. He was a band councillor from 1933 to 1936. Adrian http://www.collectionscana- Hayes writes in Pegahmagabow, Life-Long Warrior da.gc.ca/008/001/008001-5000-e. that during the veteran’s tenure as chief, the band php?&e=1&brws=1&st=Aboriginal%20Docu- voted to join the League of Indians of Canada. mentary%20Heritage:%20Historical%20Collec- Pegahmagabow pursued grievances such as the tions%20of%20the%20Canadian%20Govern- illegal surrender of reserve land, resulting in the ment&ts_nbr=4& Indian agent recommending Pegahmagabow be replaced as chief during his first term. He eventu- http://www.ammsa.com/content/frances-pegah- ally resigned in 1925. magabow-footprints 50 Despite the extremely antagonistic attitude both Indian agents had toward Pegahmagabow, http://www.cmp-cpm.forces.gc.ca/dhh-dhp/pub/ the veteran maintained excellent relationships boo-bro/abo-aut/chapter-chapitre-05-eng.asp with many Army connections from his First World War service and his time in the militia. Lesson Plans Hayes notes in his book that Brigadier-General Indigenous Veteran Activists Percy Ball said of the decorated veteran, “[He was] the most honourable man I ever met.” Indigenous Political Organizations Pegahmagabow continued his political advocacy and was part of a delegation to Ottawa in 1943. In 1945 he was elected supreme chief of the Native Independent Government, an early precursor to the Assembly of First Nations.

The Return Home Francis Pegahmagabow in Ottawa, 1945.

Photo courtesy of Canadian Museum of History, 95293.

Lesson Plan One: Indigenous Veteran Activists Teacher Preparation Familiarise yourself with the documents on activ- ism by Indigenous veterans in the listed resources.

Remember to pre-order any of the books you wish to include in your discussions.

Focus Questions 1. What political organizations did Francis Pegahmagabow belong to?

2. What issues did he hope these organizations would help address?

3. What contemporary issues have direct links to these historic issues?

Learning Outcome Students will have examined the roles returning Indigenous veterans played in the development of pan-Indigenous political organizations in Can- ada, as well as an awareness of the relationship between past and present issues.

Reading Sounding Thunder. Chapter Seven - An Indian At War “Francis Pegahmagabow—Footprints” http:// 51 www.ammsa.com/content/frances-pegahmaga- bow-footprints Frederick Loft http://www.newfederation.org/ Native_Leaders/Bios/Loft.htm

Frederick O. Loft

Courtesy of Canada. Dept. of National Defence/Library and Archives Canada/Copy negative PA-007439

Indigenous War Heroes: Secondary School Curriculum Indigenous Veteran Activists Project

Activation Project: Indigenous Veteran Activists “The battle against hegemonic and paternalistic Although many Indigenous soldiers felt a sense structures was the ultimate battle Francis would of respect and a sense of camaraderie from their face and would rival any conflict he had endured fellow men and women in uniform, they returned in the trenches of the Great War.” home to the same discriminatory environment (Sounding Thunder, p. 25) they had left to serve in the war. Political leaders such as Deputy Superintendent of Indian Affairs Resources Duncan Campbell Scott hoped the exposure to Frederick Loft http://www.newfederation.org/ the global community would encourage Indige- Native_Leaders/Bios/Loft.htm nous veterans to adopt the assimilationist policies of the government. Instead, Indigenous veterans’ http://www.cmp-cpm.forces.gc.ca/dhh-dhp/pub/ exposure not only to that global community but boo-bro/abo-aut/chapter-chapitre-05-eng.asp also to Indigenous peoples’ shared issues helped empower their desire to speak on their own behalf The Evidence Web http://www.collection- on those issues. scanada.gc.ca/008/001/008001-5000-e. Francis Pegahmagabow was one of several php?&e=1&brws=1&st=Aboriginal%20Docu- Indigenous veterans who became politically active mentary%20Heritage:%20Historical%20Collec- on his return from the war. Students will research tions%20of%20the%20Canadian%20Govern- and analyze his and other First World War veter- ment&ts_nbr=4& ans’ political careers and place them in context of the rise of pan-Indigenous political organizations Aboriginal Contribution to the First World in Canada. War https://www.aadnc-aandc.gc.ca/ eng/1414152378639/1414152548341

League of Indians of Canada http://www.ammsa. com/content/frances-pegahmagabow-footprints

http://www.thecanadianencyclopedia.ca/en/arti- 52 cle/indigenous-peoples-and-the-world-wars/

http://www.warmuseum.ca/firstworldwar/history/ people/in-uniform/first-nations-soldiers/

Winegard, Timothy C. For King and Kanata, Ca- nadian Indians and the First World War, University of Manitoba Press, Winnipeg, Manitoba, 2012.

Dempsey, James L. Warriors of the King, Prairie Indians in World War I. Regina: Canadian Plains Research Center, University of Regina, 1999.

Hayes, Adrian, Pegahmagabow, Life-Long Warrior, Blue Butterfly, 2009.

The Return Home Indigenous Veteran Activists Project

Inquiry Process

Formulate Questions Gather & Organize Interpret & Analyze Evaluate & Decide Communicate

How did Indigenous Chart some common How did the war lead Why were Indigenous Class discussion on the soldiers’ wartime access issues faced by Status to an increased common veteran activists like students’ findings. to a global community Indian veterans. understanding of issues Francis Pegahmagabow and different Indigenous among Indigenous and Frederick Loft key communities help lead List the names of prom- veterans? figures in organizing to the first pan-Indig- inent activists. early pan-Indigenous enous political organi- How did Indigenous political organizations? zations? List the political veterans respond to their organizations Francis unequal treatment after What organizations did Pegahmagabow joined the war? Francis Pegahmagabow and what position, if join? Who were other any, he held. What was the govern- leading activists? ment’s response?

How did the govern- ment respond to the early political organiza- tions?

53

Indigenous War Heroes: Secondary School Curriculum Indigenous Political Organizations Project

Lesson Plan Two: Indigenous Activation Political Organizations “He supported foundational initiatives to unite Teacher Preparation First Nations people everywhere. Francis would be Preview the Ontario Ministry of Education among the first to help other Native people un- Aboriginal Perspectives Lesson Plan “Shaping the derstand that they had real and meaningful rights Political Landscape” listed in Resources. and needed to stand together in solidarity.” (Sounding Thunder, p. 185) Focus Question What organizations continue to advocate for Resources Indigenous rights today? Ontario Ministry of Education Aboriginal Perspectives Lesson Plan “Shaping the Political Learning Outcome Landscape” Students will have made links between early pan-Indigenous organizations and the contem- Project: Indigenous porary political landscape, as well as examined Political Organizations specific issues in detail. Pan-Indigenous political organizations continue to shape Canadian identity, culture and citi- Reading zenship. Drawing on the Ontario Ministry of Sounding Thunder. Chapter Seven - Education Aboriginal Perspectives Lesson Plan An Indian At War “Shaping the Political Landscape,” students will research and analyze contemporary Indigenous political organizations, discussing the links be- tween historic and contemporary issues. Students will then choose one Indigenous issue to trace from its beginnings in our history to its contem- porary status and present it to the class.

Inquiry Process 54

Formulate Questions Gather & Organize Interpret & Analyze Evaluate & Decide Communicate

Using the “Shaping the Chart the various What are some of the Are many of the historic Choose an issue im- Political Landscape” organizations, including issues these organiza- issues found in the early portant to Indigenous lesson plan as a guide, which groups they serve. tions address? pan-Indigenous political peoples today and trace what are some current organizations still being it from its beginnings in Indigenous political or- pursued in contempo- our history to its current ganizations in Canada? rary Canada? standing. Present your findings to the class in a powerpoint presen- tation.

The Return Home a c t i v i t y s i x : Indigenous Political Organizations Project Healing, Wellness, and Reconciliation

CANADIAN AND WORLD STUDIES matic Stress Disorder (PTSD) on top of their Canadian History Since World War I - all levels other injuries, and Indigenous veterans were no Canada’s Participation in War, Peace, and Security exception. Western medicine at the time offered Strand: B3. Identity, Citizenship, and Heritage few treatments for PTSD and similar disorders. However, any Indigenous veterans who may have Canada: History, Identity, and Culture, sought out traditional healing methods upon their Grade 12 CHI4U return found that they had little access. Strand: D3.Diversity and Citizenship Government officials had reacted to concerns that Indigenous assimilation was not happening CANADIAN AND WORLD STUDIES as quickly as anticipated by outlawing traditional POLITICS ceremonies in 1884, a move that dealt a signif- Canadian Politics and Citizenship Grade 11 icant blow to the continuity of First Nations Open (CPC30) cultures. Nevertheless, in many communities, spir- Strand: Power, Influence, and the Resolution itual practices continued to be observed covertly; of Differences some soldiers such as Francis Pegahmagabow observed and even practised ceremonial rites for Lesson Plans strength, healing, and direction both before and Disruption of Traditional Healing and during the war. Wellness Practices During his youth, Pegahmagabow had participated in ceremonies such as fasting or Reconciliation (Final Project) the madoodooswan (“sweatlodge”) that prepared people for times of change, great journey, or Lesson Plan One: even battle. These rituals, he later said, were what Disruption of Traditional Healing helped him survive the rigours of war. However, and Wellness Practices he returned to a community that had changed in many regards. Background Information for Teachers The First World War introduced an unprece- By the end of the war, many of those who had once dented level of firepower into warfare, leading to helped to lead such outlawed ceremonies were no a scale and range of injury so severe new terms longer able or willing to do so. The ceremonial rites 55 had to be introduced. According to “The Shock that helped returning warriors to reintegrate into of War,” a Smithsonian magazine special report, their communities would have been helpful to Fran- shell shock was first seen as a diagnosis in British cis and other returning Native soldiers. The pipe medical journals in 1915, and no wonder. The ceremony, sweatlodge, shaking tent, or entry into report notes that 432,000 shells had been fired in one of the medicine lodges had all offered healing a five-day period of the September engagement and restoration to a wounded warrior’s body, mind, on the Marne alone; “shell shock was to be the or spirit. By the time Francis found his way back signature injury of the opening war of the modern to Georgian Bay, however, all such rites seemed to age.” have been extinguished, silenced, or hidden away. With this level of artillery fire, it’s no surprise (Sounding Thunder, p. 148) to learn in the report that 60% of the 9.7 million First World War military fatalities were due to Pegahmagabow’s experience was echoed across shrapnel from mortars, grenades and shells, nor Canada, although there were occasional excep- that survivors often experienced lingering trauma. tions. In Warriors of the King, James Dempsey Soldiers lucky enough to return home often did writes that the Kainai Nation (also known as the so suffering from what we now call Post Trau- Blood Tribe) held a Sundance for its returning

Indigenous War Heroes: Secondary School Curriculum veterans in June, 1919. On another occasion, a Bibliography veteran from the Piapot reserve asked Indian “The Shock of War” http://www.smithsonianmag. Commissioner W.M. Graham for permission to com/history/the-shock-of-war-55376701/?no-ist hold a Sundance for returning soldiers. Graham refused, replying, “Look, you have been forbidden Dempsey, James, Warriors of the King, Prairie to hold the Sun Dance. It’s part of the Indian Indians in World War I, Canadian Plains Research religion and it’s no damn good.” Centre, University of Regina, Regina, 1999. According to Dempsey, the young veteran replied, “I went to war. I offered my life to protect Aboriginal Medicine and Healing Practices this country. I have come back. I fought for you http://www.med.uottawa.ca/sim/data/Aborigi- and I fought for all those who sat in this office nal_Medicine_e.htm during the war. I have the right to ask you to give us back our Sun Dance.” McInnes, Brian D., Sounding Thunder, the Stories Graham responded to this eloquence by of Francis Pegahmagabow, University of Manitoba granting permission for the Sundance as long as Press, Manitoba, 2016. no people from other reserves attended. In some other cases, reserves held these celebrations or Teacher Preparation dances without permission, showing how import- Read the Background information included in the ant these ceremonies were to the communities lesson plan. and to the veterans. The government-mandated disruption to Access and review the Four Directions Teachings traditional Indigenous cultural and spiritual Senior Lesson Plan for The Medicine Wheel practices had far reaching consequences. Today, http://www.fourdirectionsteachings.com/ojib- these ceremonies are undergoing a resurgence. All we_senior.pdf approaches to medicine have a cultural element; Indigenous wellness models such as the Medicine Review the documents on First World War shell Wheel or ceremonies such as the Sundance con- shock and Aboriginal medicine and healing prac- sider the balance of the physical, emotional, men- tices linked in Resources. tal, and spiritual dimensions of self, with a focus 56 on creating safe healing spaces. The use of group Preview Global News “Invisible Wounds” on ceremonies in the outdoors helps to foster a sense PTSD injuries among veterans, linked in Re- of belonging to the community and connecting to sources. nature. Indigenous paradigms of medicine offer valuable paths to healing on multiple levels. Focus Questions 1. What kinds of injuries were common in the First World War? 2. What impact did the Indian Act have on First Nations veterans’ access to traditional healing ceremonies? 3. How does a traditional wellness model like the Medicine Wheel help heal mind, body, and spirit?

Healing, Wellness, and Reconciliation Learning Outcomes Resources Students will have researched and discussed the Four Directions Teachings Senior Lesson Plan for types of injuries commonly suffered in the First The Medicine Wheel http://www.fourdirection- World War, and the treatment options available, steachings.com/ojibwe_senior.pdf particularly for PTSD-type injuries. Ojibwe explanation of The Strawberry Teaching Students will have learned about the Medicine and the West quadrant of the Medicine Wheel Wheel and how it fits into an Indigenous healing (Blackfoot, Cree, Mohawk and M’ikmaq expla- paradigm. They will have reflected on what this nations are also available on the site) http://www. paradigm offers veterans injured on multiple fourdirectionsteachings.com/main.html levels. “The Shock of War” http://www.smithsonianmag. Reading com/history/the-shock-of-war-55376701/?no-ist Sounding Thunder. Chapter Seven - An Indian at War Aboriginal Medicine and Healing Practices http://www.med.uottawa.ca/sim/data/Aborigi- Activation nal_Medicine_e.htm “The ceremonial rites that helped returning war- riors to reintegrate into their communities would Global News “Invisible Wounds” http://global- have been helpful to Francis and other returning news.ca/invisible-wounds/1257394/invisi- Native soldiers. The pipe ceremony, sweatlodge, ble-wounds/ shaking tent, or entry into one of the medicine lodges had all offered healing and restoration to a wounded warrior’s body, mind, or spirit. By the time Francis found his way back to Georgian Bay, however, all such rites seemed to have been extinguished, silenced, or hidden away.” (Sounding Thunder, p. 148)

57

Indigenous War Heroes: Secondary School Curriculum Disruption of Traditional Healing and Wellness Practices Project

Project: Disruption of Traditional Healing and Wellness Practices The disruption of traditional healing and wellness practices had far reaching consequences for Indig- enous people, including returning veterans such as Francis Pegahmagabow. Students will research the types of injuries commonly suffered by First World War veterans and the healing modalities they had access to. Students will also consider the impact on Indigenous veterans of the banning of traditional healing practices by the Indian Act. They will then create a reflective piece illustrat- ing what they have learned in this unit.

58

Healing, Wellness, and Reconciliation Inquiry Process

Formulate Questions Gather & Organize Interpret & Analyze Evaluate & Decide Communicate

Have students read Chart the types of Analyze how well Does a traditional Create a reflective piece “The Shock of War” injuries common to PTSD was and is treat- wellness model like the in any medium (eg. art, and watch “Invisible the First World War, ed in western medicine. Medicine Wheel offer poetry, photography, Wounds.” and whether there were Have veterans identified paths of healing for dif- drama) considering the efficacious treatments treatment as an issue? ferent kinds of wounds, kinds of injuries soldiers How did western med- for them. ie. physical, emotional, could sustain at physical, icine treat shell shock Analyze what impact and spiritual? emotional, mental, and or what we today would Organize the four quad- the banning of tradi- spiritual levels. call PTSD? Do veterans rants of the Medicine tional healing practices Would access to tradi- today feel they have Wheel and what each may have had on Indig- tional cultural and spir- The piece should be ac- good access to PTSD direction symbolizes. enous veterans. itual practices have been companied by a written treatments? beneficial to returning reflection considering *(The Four Directions Indigenous veterans? how these wounds Use the Four Direc- site provides examples impact each other, and tions Teachings Senior of Ojibwe, Blackfoot, what the student has Lesson Plan for The Cree, Mohawk and learned about traditional Medicine Wheel to M’ikmaq models. healing methods in this teach *Ojibwe version of The lesson plan can lesson. this healing paradigm. be adapted to use any Discuss how wounds version.) can injure more than one part of ourselves and how this may im- pact veterans. 59 Research how the Indian Act impacted Indigenous cultural and spiritual practices. How would this impact returning veterans?

Indigenous War Heroes: Secondary School Curriculum Reconciliation (Final) Project

Lesson Plan Two (final project): Resources Reconciliation Honouring First Nations Veterans The historical experience of Indigenous peoples in https://www.youtube.com/watch?v=i4NGNwD- Canada has unfortunately been characterized by M38w much strife and historical trauma. The Truth and Reconciliation Commission of Canada (2008- Honouring First Nations Soldiers 2015) was dedicated to uncovering the enduring https://www.youtube.com/watch?v=IqXwmjYD- consequence of the Canadian residential school maA system that was devoted to separating Indigenous children from their families as an act of assimila- Giving Traditional Ecological Knowledge Its tion. The atrocities that had taken place in these Rightful Place in Environmental Impact Assess- schools were exposed through the testimony of ment http://www.carc.org/pubs/v22no1/know. survivors. A number of recommendations were htm made by the commission in the spirit of redress and reconciliation. The work of the Truth and The Six Faces of Traditional Ecological Knowl- Reconciliation Commission is demonstrative of edge: Challenges and Opportunities for Canadian how relationships with Indigenous peoples can be Co-Management Arrangements http://www. improved through honestly addressing negative ecologyandsociety.org/vol12/iss2/art34/ aspects of history. Moving forward in a positive direction is Program Coordination and Aboriginal Part- an important vision for Indigenous veterans and nerships http://www.science.gc.ca/default. families. The negative treatment of returned In- asp?lang=En&n=3EC2D344-1&offset=4&toc=- digenous soldiers under the Indian Act and other show social institutions has perhaps still not fully been addressed. Questions of racism and discrimina- Online resources highlight Aboriginal contribu- tion also linger into the present. However, helping tions http://www.ammsa.com/publications/sas- all returned veterans—Native and non-Native katchewan-sage/online-resources-highlight-ab- alike—again find a place of belonging, acceptance, original-contributions and wellness is a primary objective we can all 60 aspire to. Aboriginal Arts, Culture, and Heri- tage https://www.aadnc-aandc.gc.ca/ Activation eng/1100100012788/1100100012792 “The government of Canada sincerely apologizes and asks for the forgiveness of the aboriginal peo- hidden in plain sight: contributions of ab- ples of this country for failing them so profoundly. original peoples to canadian identity and We are sorry.” culture, volume 1 (epub available) http://www. utppublishing.com/Hidden-in-Plain-Sight-Con- Prime Minister Stephen Harper, June 11, 2008. tributions-of-Aboriginal-Peoples-to-Canadi- Apology to residential school survivors and an-Identity-and-Culture-Volume-1.html families Contemporary Aboriginal Arts in Canada http:// canadacouncil.ca/~/media/files/research%20-%20 en/contemporary%20aboriginal%20art%20in%20 canada/factsheetaboriginaleng.pdf

Healing, Wellness, and Reconciliation The Participation of Aboriginal and Other Cul- Final Project: Understanding History tural Minorities in Cultural Development http:// for Reconciliation www.cjc-online.ca/index.php/journal/article/ Exploring the experience of Francis Pegahmaga- view/829/735 bow and other returned Native veterans helps us better gain an appreciation for the multi-varied The Development of Aboriginal Broadcasting contributions of Indigenous Canadians. Mili- in Canada http://mediasmarts.ca/digital-me- tary experience has been one of many ways that dia-literacy/media-issues/diversity-media/aborig- Indigenous peoples have contributed to the legacy inal-people/development-aboriginal-broadcast- of Canadian society. Learning about and valuing ing-canada these continuing contributions - and the associat- ed challenges Indigenous peoples faced in making Inuit Cultural Online Resource http://icor. them - is an important way to forge a better fu- ottawainuitchildrens.com/node/29 ture based on understanding, respect, and honour. Propose ways to support the meaningful 8th Fire: Aboriginal Peoples, Canada & the Way inclusion of Indigenous peoples in Canada. What Forward http://www.cbc.ca/8thfire/index.html should all Canadians have to know about the cultures and contributions of the First Peoples? A Commemorative History of Aboriginal People What is a way that Canadian society can make in the Canadian Military http://www.cmp-cpm. lasting repair for the poor historic treatment of forces.gc.ca/dhh-dhp/pub/boo-bro/abo-aut/in- Indigenous peoples (including Indigenous vet- dex-eng.asp erans, and many of their children who may have attended residential schools)? Truth and Reconciliation Commission Calls to Write a letter to a government representative, Action http://www.trc.ca/websites/trcinstitution/ school official, or community leader outlining File/2015/Findings/Calls_to_Action_English2. your ideas for how Indigenous issues can be more pdf respectfully acknowledged given: A) the numer- ous ways that Indigenous peoples have contrib- Teacher Preparation uted to Canadian life and B) the historical ways Review the list of resources for this lesson plan. Indigenous peoples have been disadvantaged by Canadian society and laws. 61 Focus Question Provide clear examples in building your case. How does learning about challenges faced by In- Students may focus on military or other contri- digenous peoples, as well as the past and present butions in demonstrating how Native peoples contributions they have made to Canadian society continue to add to Canadian life. In exploring and identity, help to forge meaningful inclusion historic challenges, students should thoughtfully and respect for Canada’s Indigenous peoples? outline a policy or issues that have had conse- quences for Indigenous communities, and how Learning Outcome Native people have struggled with or adapted to In a final project, students will have drawn on these circumstances. Consider ways that mean- their knowledge of challenges faced by Indigenous ingful recognition, repair, and reconciliation can peoples, as well as the broad range of contribu- occur in the present and future, and how the tions they have made and continue to make to general population could be educated to become Canadian society. Students will have organized more aware of the contributions of Native Cana- and analyzed what they have learned over the dians and the challenges they continue to face. course of the unit in order to propose ways of healing and inclusion for Indigenous peoples.

Indigenous War Heroes: Secondary School Curriculum Reconciliation (Final) Project

Inquiry Process

Formulate Questions Gather & Organize Interpret & Analyze Evaluate & Decide Communicate

What are some of Research contributions What is the signifi- What do the contribu- Write a letter to a gov- the various ways that that Indigenous peoples cance of contributions tions of Indigenous ernment representative, Indigenous peoples have made to Canadian made by Indigenous people suggest about school official, or com- have contributed to, and life. What element(s) Canadians? What are their commitment to munity leader outlining continue to contribute of Canadian society some specific contribu- our country? Why is it why it is important for to, Canadian life? benefitted? Who were tions and how are they important for all Ca- all Canadians to know the Indigenous peoples important to Canadian nadians to know about about the contributions What are some Canadi- involved? life? Native contributions. of Native peoples in this an policies or practices country. that have disadvantaged Research a particular What was the rationale How did Native peoples Indigenous Canadians? policy or practice in for a particular policy resist and/or adapt How could improved Canada’s history that or practice that had con- to imposed changes education help improve has had serious implica- sequence for Indigenous on their livelihood? relationships? tions for Native peoples. peoples? What were What were some of the What would meaningful the intended and actual consequences for Native repair for past policies outcomes? Canadians? involve? Why should this repair be made in the present time? What would this mean in the context of reconcilia- tion?

62

Healing, Wellness, and Reconciliation a p p e n d i x : Reconciliation (Final) Project Additional Information & Imagery

Appendix Contents

Living Warriorship article by Sandra J. Wolf

Mike Mountain Horse's story robe - Full Image

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Indigenous War Heroes: Secondary School Curriculum Living Warriorship: Learning Warriorship within the Context of Indigenous Community Wolf, Sandra J Canadian Journal of Native Education; 2011; 34, 1; Ethnic NewsWatch pg. 67

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Mike Mountain Horse’s story robe, detailing events from his service in the First World War.

From the Collection of the Esplanade Museum, Medicine Hat, Alberta, Canada.

Appendix: Additional Information & Imagery t h a n k y o u Indigenous War Heroes Indigenous War Heroes: Secondary School Curriculum ©2016 Wasauksing First Nation.