Unit 2 WORLD WAR I: 1914–1918assets.pearsonschool.com/file-vault/ca_school... · The War Begins...

UNIT OVERVIEWIn 1914 when World War I broke out, Canada faced a number of economic and social prob-lems. The long boom of the Laurier era was ending, while unemployment and povertywere on the rise. French-English relations faced yet another test when Ontario passed a lawrestricting the use of French in its schools. Racial prejudice was also evident when a groupof Sikh immigrants from India was prevented from entering the country.

The crisis in Europe that touched off World War I during the summer of 1914 seemedat first to be very far-removed from Canadians’ concerns. Even a month later, when the cri-sis led to war between Austria and Serbia, Canadians, including Prime Minister RobertBorden, did not let it interfere with their summer vacations.

Only when the great European powers, including Britain, were required to honourtheir secret commitments to their alliance partners did the full extent of the looming con-flict become apparent. By August 4, 1914, all the major European powers were at war.When Britain declared war on Germany, this meant the entire British Empire, includingCanada, was at war.

At first, Canadians greeted the war with great enthusiasm. Most were of British back-ground and intensely loyal to their motherland and its empire, and flocked to the re-cruiting stations. Prime Minister Borden announced that the first division of the CanadianExpeditionary Force would comprise 25 000 men. However, within a few months more than33 000 young Canadians had enlisted.

Upon their arrival at the Western Front, the Canadian soldiers encountered the grimrealities of war. Apart from the danger of death or serious injury from enemy fire, thetroops had to contend with the terrible conditions in the trenches and psychological stressknown as “shell shock.” Canada’s forces proved to be brave and determined fighters, whodistinguished themselves in the battles at Ypres, the Somme, and Vimy Ridge. Canadiansfought valiantly at the battle of Passchendaele, and in an Allied offensive that broke theGerman army in the last months of the war.

Participation in World War I fundamentally transformed Canada; many view the waras our “coming of age.” Major victories did much to foster national pride and self-confidence.At the end of the war, Prime Minister Borden won greater recognition for Canada’s statusas a nation. The war also led to a greater government involvement in people’s lives, growthin industrial manufacturing and agriculture, and the increased importance of women in thelabour force. As a result, women won the right to vote.

However, the war also divided Canadians. In the early days, a small band of pacifistsprotested against Canada’s involvement, often meeting strong opposition. Although eth-nic minorities were eager to prove their loyalty to Canada by joining the armed forces,many faced discrimination when they did so. However, the Conscription Crisis that brokein 1917 posed the greatest threat to Canadian unity.

159

WORLD WAR I: 1914–19182Unit

UNIT PLANNING CHARTS

ACADEMIC

Chapter 5: Canada Goes to WarOutline Specific Expectations Pages 74–75 Activity

Canada in 1914 summarize Canada’s changing relationship with the United States from 1900 to the present (external forces shaping policies)

assess the changing relationship between English Canada and Quebec

The War Begins explain how Canada became involved in World War I and World War II, after researching the 1, 6, 10, 11, 16, 17, 21causes of the two wars

Emerging Historian: explain how Canada became involved in World War I and World War II, after researching the 1, 6, 10, 11, 16, 17, 21Interpreting a causes of the two wars Political Cartoon

Canada Supports explain how Canada became involved in World War I and World War II, after researching the 1, 6, 10, 11, 16, 17, 21the War causes of the two wars

describe how Canadians of various ethnocultural backgrounds, individually and as communities, 7contributed at home and overseas to the war effort during World War I and World War II

explain the influence on Canadian society from 1914 to the present of pacifists, the human 20rights movement, and the civil rights movement

assess the backgrounds, careers, and contributions of twentieth-century Canadian prime 15ministers, in both formal and anecdotal reports

Up Close: explain how Canada became involved in World War I and World War II, after researching the 1, 6, 10, 11, 16, 17, 21Sam Hughes causes of the two wars

The Western Front demonstrate a knowledge of Canada’s military contributions in World War I and World War II 6, 18

Changing Technology explain how and why developments in transportation and communication technology affected life in the twentieth century

examine the relationship between war and inventions and explain how and why the technologies developed during and immediately after World War II

160 M A K I N G H I S T O R Y U N I T 2 : W O R L D W A R I : 1 9 1 4 – 1 9 1 8

In 1917, Borden’s government reluctantly introduced a measure calling for conscriptionof all able-bodied men between the ages of 20 and 45. While most English-Canadians sup-ported it, conscription was far less popular among French-Canadians and recent immi-grants from Europe. In 1917 an election fought on the issue split Canada. Although Borden’sUnionists won re-election, Quebec voted solidly for the Opposition Liberals who wereagainst conscription. And when conscription was introduced there in early 1918, riotingbroke out.

World War I was a highly significant period. The country’s military commitment wasstaggering for a country of only 8 million people far from the war zone. Canada emergedas a more self-reliant and internationally respected nation, with its economy more fully de-veloped. Canadian women had gained full political rights, and recognition of their socialand economic contributions. However, the scars opened by the Conscription Crisis, and theanti-Quebec and anti-foreign sentiments it had sparked, would take a long time to heal.

Unit 2 has the following divisions: Chapter 5 Canada Goes to War • Domestic problems in 1914, Canada

gets involved in war, and events to 1916

Chapter 6 Canadians in Battle • Armed forces at war to 1918, Canada gains more political autonomy

Chapter 7 The War at Home • War economy, women’s role, propaganda, Conscription Crisis

Methods of Historical Inquiry Page Activity

formulate different types of questions to focus their historical research 74 13

use school and public libraries, resource centres, museums, historic sites, and community and government resources 75 23effectively to gather information on Canadian history

record and organize information effectively using notes, lists, concept webs, timelines, charts, maps, graphs, and 74 1, 11mind maps

identify different viewpoints and explicit biases when evaluating information for a research report or participating in 75 19, 20a discussion

use relevant and adequate supporting evidence to draw conclusions 64 Emerging Historian75 21

make reasoned generalizations or appropriate predictions based on research 74 10

demonstrate competence in research and writing 74 1575 18

express ideas and arguments in a coherent manner during discussions and debates, or in graphic displays 74 575 17, 22

Chapter 6: Canadians in BattleOutline Specific Expectations Page 92 Activity

An Emerging Identity explain how and why the federal government has tried to promote a common Canadian identity 13through various agencies

demonstrate a knowledge of Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13

summarize the early evolution of Canadian political autonomy from Great Britain for the period 5from World War I to the present

The CEF in Battle demonstrate a knowledge of Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13

evaluate Canada’s role in the Allied victories of World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13

Up Close: demonstrate a knowledge of Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13Forgotten Heroes


Canadians in the Air demonstrate a knowledge of Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13


Emerging Historian: demonstrate a knowledge of Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13Formulating Questions


explain how significant individuals contributed to the growing sense of Canadian identity 2during World War I

Canadians at Sea demonstrate a knowledge of Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13


explain how significant individuals contributed to the growing sense of Canadian identity during 1, 2, 4, 6, 7, 8, 12, 13World War I

Parallels Through demonstrate a knowledge of Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13Time: Canada’s

describe the roles and functions carried out by the Canadian armed forces since 1945 14Military, Past and Present

The Central Powers demonstrate a knowledge of Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13Collapse


The War Ends demonstrate a knowledge of Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13


summarize the early evolution of Canadian political autonomy from Great Britain for the period 5from World War I to the present

assess the backgrounds, careers, and contributions of twentieth-century Canadian prime 2ministers, in both formal and anecdotal reports

161M A K I N G H I S T O R Y U N I T 2 : W O R L D W A R I : 1 9 1 4 – 1 9 1 8


formulate different types of questions to focus their historical research 85–86 Emerging Historian


use computer-stored information and the Internet effectively to research Canadian history topics 92 14

record and organize information effectively using notes, lists, concept webs, timelines, charts, maps, graphs, and 92 1, 2mind maps

use computer-based systems effectively to organize information for research and report preparation 92 6

identify different viewpoints and explicit biases when evaluating information for a research report or participating in a 92 11, 12discussion

distinguish between primary and secondary sources of information, and demonstrate an understanding of how to use 85–86 Emerging Historianeach appropriately in historical research

use relevant and adequate supporting evidence to draw conclusions 92 7

demonstrate competence in research and writing 92 13

express ideas and arguments in a coherent manner during discussions and debates, or in graphic displays 92 10

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

The Home Front describe how Canadians of various ethnocultural backgrounds, individually and as communities, 12, 22contributed at home and overseas to the war effort during World War I and World War II

demonstrate an understanding of the role of government in wartime and explain why the 1, 4, 10, 18government acted as it did

Votes for Women assess the contributions of the women’s movement 9, 20

Up Close: Working in describe how Canadians of various ethnocultural backgrounds, individually and as communities, 12, 22a Munitions Factory contributed at home and overseas to the war effort during World War I and World War II

assess the contributions of the women’s movement 9, 20

The Propaganda War explain how and why the Canadian government restricted certain rights and freedoms in 10, 11, 15, 18wartime, and describe the impact, both short- and long-term, on the general population and on various groups

Emerging Historian: explain how and why the Canadian government restricted certain rights and freedoms in 10, 11, 15, 18Identifying Bias wartime, and describe the impact, both short- and long-term, on the general population and on

various groups

The Conscription describe how the conscription crises of World Wars I and II created tensions between English 19Crisis Canada and Quebec

The Suffering describe how Canadians of various ethnocultural backgrounds, individually and as communities, 12, 22Continues contributed at home and overseas to the war effort during World War I and World War II


formulate different types of questions to focus their historical research 105 4, 6, 12

use school and public libraries, resource centres, museums, historic sites, and community and government resources 105 15effectively to gather information on Canadian history 106 21, 22, 23

use computer-stored information and the Internet effectively to research Canadian history topics 105 6

identify different viewpoints and explicit biases when evaluating information for a research report or participating in a 99 Emerging Historiandiscussion 105 7

106 21

distinguish between primary and secondary sources of information, and demonstrate an understanding of how to use 105 14each appropriately in historical research

distinguish between fact and inference in primary and secondary sources 105 8

(continued)



use relevant and adequate supporting evidence to draw conclusions 105 9


demonstrate competence in research and writing 105 11, 13

express ideas and arguments in a coherent manner during discussions and debates, or in graphic displays 105 11106 18

demonstrate, after participating in dramatizations of historical events, insights into historical figures’ situations 106 17, 18and decisions

APPLIED

Chapter 5: Canada Goes to WarOutline Specific Expectations Pages 74–75 Activity

Canada in 1914 summarize Canada’s changing relationship with the United States from 1900 to the present (external forces shaping policies)

demonstrate an understanding of how the federal government and Canadians in general have reacted to the Quebec separatism movement

The War Begins explain how Canada became involved in World War I and World War II, after researching the 1, 6, 10, 11, 16, 17, 21causes of the two wars

Emerging Historian: explain how Canada became involved in World War I and World War II, after researching the 1, 6, 10, 11, 16, 17, 21Interpreting a causes of the two wars Political Cartoon

Canada Supports explain how Canada became involved in World War I and World War II, after researching the 1, 6, 10, 11, 16, 17, 21the War causes of the two wars

describe how Canadians of various backgrounds, individually and as communities, contributed 7at home and overseas to the war effort during World War I and World War II

explain the influence on Canadian society from 1914 to the present of pacifists, the human 20rights movement, and the civil rights movement

compare the backgrounds, careers, and contributions of twentieth-century Canadian prime 15ministers, in both formal and anecdotal reports

Up Close: explain how Canada became involved in World War I and World War II, after researching the 1, 6, 10, 11, 16, 17, 21Sam Hughes causes of the two wars

The Western Front compare Canada’s military contributions in World War I and World War II 6, 18

Changing Technology use visual displays effectively to show how technological developments have changed lifestyles through the twentieth century

describe the technological innovations that have changed the way war has been fought in the twentieth century


use who, what, where, when, why, and how questions effectively when researching historical topics and issues 74 13


record and organize information effectively using notes, lists, concept webs, timelines, organizers, charts, maps, graphs, 74 1, 11and mind maps

identify different viewpoints and explicit biases when evaluating information for a research report or participating in a 75 19, 20discussion

demonstrate an ability to draw conclusions based on adequate and relevant supporting evidence 64 Emerging Historian 75 21


demonstrate competence in research and writing 74 1575 18

express ideas and arguments in a coherent manner during discussions and debates, or in graphic displays 74 575 17, 22


Chapter 6: Canadians in BattleOutline Specific Expectations Page 92 Activity

An Emerging Identity explain how and why the federal government has tried to promote a common Canadian identity 13through various agencies and assess the effectiveness of these efforts

compare Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13

identify why certain documents are important in the evolution of Canada’s political autonomy 5

The CEF in Battle compare Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13


Up Close: Forgotten compare Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13Heroes


Canadians in the Air compare Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13


Emerging Historian: compare Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13 Formulating Questions


demonstrate an understanding of how significant individuals contributed to the growing 2sense of Canadian identity during World War I

Canadians at Sea compare Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13


demonstrate an understanding of how significant individuals contributed to the growing sense 1, 2, 4, 6, 7, 8, 12, 13of Canadian identity during World War I

Parallels Through compare Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13Time: Canada’s

demonstrate knowledge of the roles and functions carried out by the Canadian armed forces 14Military, Past and since 1945Present

The Central Powers compare Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13Collapse


The War Ends compare Canada’s military contributions in World War I and World War II 1, 2, 4, 6, 7, 8, 12, 13


identify why certain documents are important in the evolution of Canada’s political autonomy 5

compare the backgrounds, careers, and contributions of twentieth-century Canadian prime 2ministers, in both formal and anecdotal reports


use who, what, where, when, why, and how questions effectively when researching historical topics and issues 85–86 Emerging Historian


use technology effectively when researching Canadian history topics 92 14

record and organize information effectively using notes, lists, concept webs, timelines, organizers, charts, maps, graphs, 92 1, 2and mind maps

use computer-based systems effectively to organize information for research, report preparation, and presentation 92 6

identify different viewpoints and explicit biases when evaluating information for a research report or participating in 92 11, 12a discussion

distinguish between primary and secondary sources of information, and use both appropriately in historical research 85–86 Emerging Historian

demonstrate an ability to draw conclusions based on adequate and relevant supporting evidence 92 7

demonstrate competence in research and writing 92 13

express ideas and arguments in a coherent manner during discussions and debates, or in graphic displays 92 10


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

The Home Front describe how Canadians of various backgrounds, individually and as communities, contributed 12, 22at home and overseas to the war effort during World War I and World War II

demonstrate an understanding of the role of government in wartime and explain why the 1, 4, 10, 18government acted as it did

Votes for Women summarize the contributions of the women’s movement 9, 20

Up Close: Working in describe how Canadians of various backgrounds, individually and as communities, contributed 12, 22a Munitions Factory at home and overseas to the war effort during World War I and World War II

summarize the contributions of the women’s movement 9, 20

The Propaganda War explain how and why the Canadian government restricted certain rights and freedoms in 10, 11, 15, 18wartime, and describe the impact on the general population and on various groups

Emerging Historian: explain how and why the Canadian government restricted certain rights and freedoms in 10, 11, 15, 18Identifying Bias wartime, and describe the impact on the general population and on various groups

The Conscription explain how the conscription crises of World Wars I and II created tensions between English 19Crisis Canada and Quebec

The Suffering describe how Canadians of various backgrounds, individually and as communities, contributed 12, 22Continues at home and overseas to the war effort during World War I and World War II


use who, what, where, when, why, and how questions effectively when researching historical topics and issues 105 4, 6, 12

use school and public libraries, resource centres, museums, historic sites, and community and government resources 105 15effectively to gather information on Canadian history 106 21, 22, 23

use technology effectively when researching Canadian history topics 105 6

identify different viewpoints and explicit biases when evaluating information for a research report or participating in 99 Emerging Historiana discussion 105 7

106 21

distinguish between primary and secondary sources of information, and use both appropriately in historical research 105 14

distinguish between fact and inference in primary and secondary sources 105 8

demonstrate an ability to draw conclusions based on adequate and relevant supporting evidence 105 9


demonstrate competence in research and writing 105 11, 13

express ideas and arguments in a coherent manner during discussions and debates, or in graphic displays 105 11106 18

demonstrate, after participating in dramatizations of historical events, insights into historical figures’ situations 106 17, 18and decisions


ACTIVITY NOTES AND ANSWERS

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

The theme of Frederick Varley’s painting, entitled For What?, is the terrible destruction andfutility of war. The painting depicts a cartload of bodies of soldiers killed in the fighting,set against a bleak and devastated battlefield. The artist uses sombre colours such as brownand grey to create a depressing and sorrowful mood. His style is realistic, portraying the dev-astation and slaughter of World War I in a frank, unromanticized way. In his paintingVarley makes it clear that he viewed World War I as a waste of human life that served nopurpose other than to cause the needless deaths of thousands of young soldiers fromCanada and the other nations.

CHAPTER OVERVIEWThis chapter deals with Canada’s entry into World War I in 1914, and how it affected thecountry during the early fighting. It begins with an overview of the main events that oc-curred just before the war broke out, and their effects. It continues with a detailed exam-ination of the long- and short-term causes of the war, and shows how an European conflictcame to involve Canada. It discusses the federal government’s efforts to raise a large armyand dispatch it to the war zone and the way the Canadians greeted the outbreak of war in1914. It focusses on the experience of Canadian soldiers in the trenches, and the role ofwomen. It also highlights the media’s role, the career of Sir Sam Hughes as Canada’s min-ister of defence, and new inventions and technological developments that transformedthe way the war was fought.

THEMATIC PATHWAYS

Using the Canadiana Scrapbook SeriesThe Canadiana Scrapbook Series can be used to supplement the text. Teachers of Appliedstudents, in particular, might find it useful to substitute sections of the text they do notwish to cover in detail with sections from the Scrapbooks. For relevant sections of thischapter of the text, see the Scrapbook Canadians at War, 1914–1918, pages 2–5.

166

CANADA GOES TO WAR5Chapter

Key Themes Text Activity Academic Applied

Pages Page Number

French-English Relations 61 62 1 * *

The Impact of Changing Technologies 72 No activities

Immigration and Multiculturalism 61–62 62 2 * *

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

Page 64, Emerging Historian: Interpreting a Political Cartoon Analyzing Political Cartoons: Generic Rubric 3

Pages 74–75, Chapter Activities

Understand and Organize

1–9 No formal evaluation instrument

Analyze and Evaluate

10 No formal evaluation instrument

11 Checklist-Using a Problem-Solving Model: Skills Development Sheet 15Contributing to a Group Task: Self-Assessment Sheet 2Working as a Group: Self-Assessment Sheet 4

12 Analyzing a Chart or Graph: Generic Rubric 1

13 Writing-in-Role: Generic Rubric 13


Research and Communicate


16 Adapt Writing-in-Role: Generic Rubric 13

17 Checklist-Making a Poster: Skills Development Sheet 23Using Advertisements: Generic Rubric 20

18 Adapt Written Editorial: Generic Rubric 14



21 Checklist-Using a Problem-Solving Model: Skills Development Sheet 15

22 Analyzing Political Cartoons: Generic Rubric 3

23 Using Research Notes (Academic): Generic Rubric 6Using Research Notes (Applied): Generic Rubric 7Checklist-Researching on the Internet: Skills Development Sheet 4Completing a Research Assignment: Self-Assessment Sheet 3orChecklist-Using a Timeline: Skills Development Sheet 11orWritten Report (Academic): Generic Rubric 11Written Report (Applied): Generic Rubric 12orChecklist-Preparing for an Oral Presentation: Skills Development Sheet 22

DEFINITIONS FOR KEY TERMS nationalism A strong attachment to one’s nation and culture, sometimes including the

belief that its interests have to be protected at the expense of other countries.Nationalism, and the rivalries it touched off in Europe before World War I, was a majorcause of the conflict.

alliances Formal agreements of support and cooperation among two or more countries,usually in economic or military terms. Some major European countries had formed twodifferent alliances before World War I, and their rivalry was a major cause of the war.

imperialism The building of empires by taking over overseas colonies. Rivalries amongthe great powers of Europe for valuable natural resources and markets in colonieswere a major cause of World War I.

167M A K I N G H I S T O R Y C H A P T E R 5 : C A N A D A G O E S T O W A R

militarism A nation’s policy of enlisting, training, equipping, and maintaining armedforces ready for war. Most European countries kept large standing armies and wereready to use them. Militarism was a major cause of the war.

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

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

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

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

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

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

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

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

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

168 M A K I N G H I S T O R Y C H A P T E R 5 : C A N A D A G O E S T O W A R

ACTIVITY NOTES ANDANSWERS(Notes in square brackets are additional informationnot found in the textbook. They are included forteacher information.)

Page 62

1. In what ways did the conflict over Regulation17 echo the conflict over the Manitoba andNorth-West Schools questions?

The conflict over Regulation 17 echoed the con-flict over the Manitoba and North-West Schoolsquestions because it involved a dispute aboutthe language of instruction in schools. In 1912,the Ontario provincial government issuedRegulation 17 to prevent the use of French as alanguage of instruction beyond Grades 1 and 2in areas of Ontario where a large number ofFrench-speaking Ontarians lived. FrancophoneOntarians urged the federal government of PrimeMinister Wilfrid Laurier to intervene, and Laurierurged the Ontario government to drop Regulation17. The Ottawa Separate School Board defied thelaw, and permitted teaching in French in itsschools. After many court challenges, the BritishPrivy Council finally ruled that the Ontario gov-ernment had the right to decide which languageshould be used in the province’s schools. As withthe resolution of the Manitoba and North-WestSchools questions, French-Canadians felt thatprovincial governments had violated their lan-guage rights and that the federal government hadbeen unwilling to protect them.

2. Why was the Komagata Maru chartered?

In 1913, a judge in British Columbia had ruledthat Canada had no right to bar entry of quali-fied British subjects from any country, regard-less of race. In order to test this judgement, aSikh businessman chartered a ship, theKomagata Maru, to carry immigrants from Indiato Canada.

3. Make a list showing the ways in which 1914 wasa troubled year for Canada.

1914 was a troubled year for Canada for the fol-lowing reasons:

• The country was in the grip of an economicdepression and about 15 percent of Toronto’sworkers were unemployed.

• In May, a passenger liner called the Empress ofIreland collided with a coal ship in dense fogin the St. Lawrence River, with huge loss oflife. This disaster reminded Canadians of theTitanic, which had sunk off Newfoundlandjust two years before.

• In June, a massive explosion rocked theHillcrest Coal Mine in southwestern Alberta,causing the deaths of 189 miners. This wasthe worst mining disaster in Canadian history.

• Ontario’s introduction of Regulation 17 in1912, limiting the use of French as a languageof instruction in schools, further strainedEnglish-French relations in Canada. They hadalready been damaged by the execution ofLouis Riel and by the Manitoba and North-West Schools questions.

• A group of prospective Sikh immigrants fromIndia was prevented from disembarking fromthe ship that had carried them to Vancouver.This created tensions between South-AsianCanadians and [white] residents of BritishColumbia.

Page 64, Emerging Historian: Interpretinga Political Cartoon

1. Identify the countries represented by the childand the adult who is picking on him. Why is onecountry shown as a child?

The country represented by the child is Serbiaand the adult who is picking on him is Austria-Hungary. Serbia is portrayed as a child because itwas a small Balkan country.

2. The cartoon uses caricatures of speech and cloth-ing to identify European countries. IdentifyGermany, Britain, France, and Russia. Explainyour choice in each case.

Germany is portrayed by the figure wearing thespiked helmet and the handlebar moustache.Officers in the German army wore this type ofhelmet, and the German Kaiser, Wilhelm II, hada large moustache. Britain is portrayed by thestout figure wearing an open striped jacket, vest,white pants, and a top hat. This figure, nick-


named “John Bull,” symbolized Britain at thattime in much the same way that “Uncle Sam”does the United States. France is portrayed bythe figure in the buttoned striped jacket, peakedcap, and high boots. This was a typical farmer’scostume of the time, and France was known as amajor agricultural nation in Europe. Russia isportrayed by the bearded figure in a fur cap, longcoat, and high boots. This was the traditionalcostume of the Russian Cossacks, a legendarypart of that country’s military tradition.

3. Use the cartoon to make a list of the countrieson two opposing sides in World War I. Compareyour list to the map in Figure 5–2.

The countries in the cartoon are:

a) Serbia: “If you touch me I’ll…”

b) Austria-Hungary: “If you make a move I’ll…”

c) Russia: “If you hit that little feller I’ll…”

d) Germany: “If you strike my friend I’ll…”

e) France: “If you hit him…”

f) Britain: “Ho there, if you chaps…”

The chain-reaction that caused World War I isshown in this cartoon and in another format onthe map (Figure 5–2) on page 63. Austria attackedSerbia, Russia declared war on Austria to defendSerbia, Germany declared war on Russia to de-fend Austria, France declared war on Germanyto defend Russia, and Britain declared war onGermany to defend France.

4. What is the meaning of the title of the cartoon?Could it be interpreted as an ironic or sarcastictitle? Explain.

The title of the cartoon, “The Chain ofFriendship,” refers to the system of alliances thatlinked the great powers of Europe before WorldWar I. These rival alliance systems were intendedto assure their members of their allies’ friendlyintentions. However, once one member of an al-liance became involved in conflict with anothercountry, the other member nations were draggedinto it. This occurred in 1914, when a disputebetween Serbia and Austria-Hungary led to amajor war involving all of Europe’s great pow-

ers. The title of the cartoon is ironic because the“chain of friendship” depicted in it was in realitya chain of conflict between the members ofEurope’s two rival alliances.

5. Evaluate the cartoon. How effectively does itdeliver its message? Explain.

The cartoon delivers its message effectively be-cause it depicts the chain of events that led tothe outbreak of World War I in Europe in 1914. Aquarrel between Serbia and Austria led to the in-volvement of Germany, Russia, France, andBritain because they belonged to rival allianceswith commitments to defend other members incase of conflict. The ability to identify the vari-ous figures is necessary in order to identify thecountries depicted. It is likely that many Britishand Canadian newspaper readers in 1914 wouldhave been able to do this, but less probable thatstudents of the early twenty-first century wouldbe able to do so without assistance.

Page 65

1. Identify

a) Crown Prince Franz Ferdinand

Crown Prince Franz Ferdinand was thenephew of the Austro-Hungarian Emperorand the heir to the throne. He and his wifewere assassinated by a Serbian during a visitto Sarajevo, the capital of Bosnia, a provinceof the empire, on June 28, 1914. This eventtouched off a chain of events leading to WorldWar I.

b) Gavrilo Princip

Gavrilo Princip was a Serbian student andnationalist who shot Franz Ferdinand andhis wife. He did so because he opposedAustrian control of Bosnia, which he wantedto see become part of Serbia.

c) the Allies

The Allies were a group of countries that hadformed an alliance known as the TripleEntente before World War I. The memberswere Britain, France, and Russia. WhenRussia went to war against Austria-Hungary


in defence of Serbia, and Germany intervenedon behalf of Austria, France and Britain en-tered the war on the side of Russia. After thewar began, the nations of the Triple Ententecame to be known as the Allies. As part ofthe British Empire, Canada was also a mem-ber of the Allies.

d) the Central Powers

The Central Powers was the name given tothe countries of Central Europe who foughtagainst the Allies in World War I. Before thewar, Germany, Austria-Hungary, and Italyhad formed a pact called the Triple Alliance.When the war began in 1914, Italy withdrewand remained neutral until 1915. Instead,Turkey, an enemy of Serbia, joined Germanyand Austria-Hungary as part of the CentralPowers.

2. Explain why the alliances were a leading causeof the war.

The two rival alliance systems made up of thegreat powers of Europe before World War I werea major cause of the conflict. If a member gotinto a dispute with another country, fellow mem-bers were required to come to its assistance.During the summer of 1914, Austria-Hungaryand Serbia went to war after the assassination ofCrown Prince Franz Ferdinand. When Russia in-tervened on the side of Serbia, Germany enteredthe conflict on behalf of Austria-Hungary, its al-liance partner. This step led France and Britain todeclare war on Germany because of their pactwith Russia. In this way, the alliances were aleading cause of the war; if they had not beenformed, then the conflict would only have in-volved Austria-Hungary and Serbia.

3. Make a web diagram to summarize the causes ofthe war. Distinguish between background causesand immediate causes. Show the connectionsbetween the different causes.

See the Historian’s Handbook, page 409, on howto make a web diagram. Headings that could beused include: nationalism, imperialism, mili-tarism, alliances, Triple Entente, Triple Alliance,Allies, Central Powers, Crown Prince Ferdinand,Bosnia, Serbia, war of 1870, industrialization,

naval race, June 28, August 4, Italy, Turkey,Austria-Hungary, Russia, Germany, France,Canada.

Background causes are long-term develop-ments taking place over many years that lead toa major historical conflict like World War I.

Short-term causes are incidents that triggersuch a conflict, but can only do so if the long-term causes have also occurred before them.

Page 66, Figure 5–3: Gathering informationAt this time, factory labourers and machine opera-tors supported families on about $2 per day. Howdid this compare with pay for enlisted men and theirfamilies?

The daily wage for an industrial worker in Canadaduring World War I was higher than the pay and fieldallowance received by enlisted men in the armedforces from the ranks of private to sergeant. However,the monthly separation allowance the governmentpaid to the families of servicemen represented abouttwo weeks’ wages for an industrial worker at thistime.

Page 66, Figure 5–4: Identifying viewpoint Compare these two posters. What methods doeseach one use to appeal to different language groups?What image of war does each one present?

The posters rely on a combination of written and vi-sual messages to appeal to English- and French-Canadians’ feelings of loyalty and patriotism topersuade them to join the army. Each poster depictsa highly idealized, romanticized, and glorified imageof war and fighting.

The English poster appeals to friendship and loy-alty, by saying that since your friends are fighting,why aren’t you. It also appeals to patriotism by de-picting brave and upright Canadian soldiers, rifle andbayonet in hand, ready to attack the Germans. Thatwould also appeal to men’s sense of action.

The French poster appeals to protecting human-ity (symbolized by a dead woman and her child) andliberty. French-Canadians are urged to join the armyto defend the king, the (Canadian) homeland, France(an ally of Britain invaded by Germany), their (French)blood and heritage, humanity (attacked by Germany),and liberty (threatened by the Central Powers). Anappeal is made to their heritage: French-Canadians arecalled to arms as sons of Montcalm, the French gen-


eral who fought the British at the Battle of the Plainsof Abraham in 1759. They are also called sons ofChateauguay, a major battle during the War of 1812when a French-Canadian regiment, the Voltigeurs,played a major role in defeating American invaders.

Page 68

1. Outline three different reasons why the war waspopular with most Canadians at first.

The war was popular with most Canadians whenit began in 1914 because many people of Britishbackground felt a strong sense of loyalty toBritain and its empire. Many young men volun-teered to join the army because they were look-ing for excitement and a sense of adventure.Others enlisted for economic reasons, in orderto escape unemployment and poverty. ManyCanadians believed newspapers and media ac-counts that portrayed Germany and other mem-bers of the Central Powers as aggressors who hadto be stopped before they overran Europe or eventhreatened Britain and its empire. Such viewswere strengthened by reports of alleged Germansubmarine threats to Vancouver and Quebec City,and claims that a German spy had caused a trainderailment in Quebec. These stories increasedCanadian hostility to Germany and bolsteredsupport for the war effort.

2. Cite examples showing how the response ofCanadians to events in Europe changed betweenthe assassination of Crown Prince FranzFerdinand and Canada’s entry into the war.

When Austrian Crown Prince Franz Ferdinandwas assassinated in Sarajevo on June 28, 1914,most Canadians paid little if any attention to theevent. Even a month later, after Austria declaredwar on Serbia, Prime Minister Borden remainedon vacation and did not appear concerned. Onlyafter it became apparent that Britain might bedrawn into the growing European conflict didCanadians begin to take notice. By August 4, allthe major European states were at war. Thismeant that Canada, as a part of the BritishEmpire, was also automatically involved in theconflict. Within a very short time, Canadian pub-lic opinion was mobilized in support of the war,as politicians, newspaper editors, and businessleaders called on Canadians to rally to the cause.

3. Identify

a) the Canadian Expeditionary Force

The Canadian Expeditionary Force (CEF) wasthe name given to the military units Canadaraised, trained, equipped, and dispatched toBritain in order to fight in World War I. Thefirst division of the CEF was to comprise25 000 troops, but over 33 000 men actuallyvolunteered to enlist in the first months of re-cruiting in 1914.

b) Sam Hughes

Sam Hughes was the Defence Minister in SirRobert Borden’s government. Obsessed withpower, he was responsible for raising thetroops of the CEF, training and equippingthem in places like Valcartier camp inQuebec, and arranging for their transporta-tion by ship to Britain. During the war,Hughes was criticized for his handling of anumber of issues such as awarding contractsto friends, insisting on the use of the Rossrifle, which jammed, and supplying poorquality equipment. In 1916 he was removedfrom his position.

c) the Ross rifle

The Ross rifle was a Canadian-made weaponthat Sir Sam Hughes promoted for use byCEF soldiers in Europe. This rifle was goodfor hunting and target practice, but jammedwhen fired rapidly in battle. Therefore, it waspractically useless as a field weapon.Canadian soldiers discarded these guns when-ever they could, and took the much-preferredBritish Lee Enfield rifles from the corpses ofBritish soldiers killed in battle. The Ross riflefiasco was one example of Sir Sam Hughes’sineptitude as a military commander and out-fitter.

d) the Shell Committee

The Shell Committee was set up by Sir SamHughes during World War I to oversee themanufacture of shells for the British army.By mid-1915, contracts worth about $170million had been signed with wealthy in-dustrialists, but only $5.5 million in shells


had actually been made. The committee paidhuge amounts of money to American muni-tions companies who had not yet built anyplants. Both countries made inferior shells,some so poor that they exploded before beingfired and killed the gun crews. [This led tothe “Shells scandal,” a disaster that finallyled to Sir Sam Hughes being dismissed indisgrace.]

4. Explain how different groups in Canada re-sponded to the call for volunteer troops.

Within ten months of the declaration of war in1914, more than 100 000 Canadians had volun-teered to join the armed forces. There were manyreasons for this. Some were attracted by steadypay, food, and clothing because unemploymentand poverty were widespread in 1914. Many ofthose who were of British descent, which wasmore than half of Canada’s population, felt in-tense loyalty to their mother country and its em-pire. Recently arrived British immigrants wereparticularly inclined to enlist. AboriginalCanadians set the record for the highest rate ofvoluntary enlistment; 30 percent of those eligiblejoined the army, twice the national average.Japanese-Canadians, mainly from BritishColumbia, enlisted. However, because of preju-dice in British Columbia, their home province,many joined Alberta regiments. African-Canadians were not permitted to enlist. Afterthey urged the government to allow them toserve, they were finally permitted to form theNo. 2 Construction Battalion, a segregated workunit commanded by white officers. Because ofracial discrimination, few non-white Canadiansrose to the rank of officer.

Page 70, Figure 5–7: Using evidence todraw conclusionsThe enemy line was probably located to the left.Examine the design of the trench to prove that thiswas the case.

The picture shows that the left-hand side of thetrench, in which the two Canadian soldiers are sit-ting, is reinforced with sandbags and wooden boardsagainst enemy bombardment or attack. This indi-cates that the enemy lines were on that side of thetrench.

Page 73, Figure 5–8: Gathering information What type of wound does the soldier on the operat-ing table have?

The soldier shown on the operating table in this pic-ture has a gaping wound in his arm near the elbow.It was probably caused by shrapnel, jagged pieces ofmetal packed into shells that flew into soldiers’ bod-ies when the shells exploded.

Pages 74–75

1. It is sometimes said that the assassination ofCrown Prince Ferdinand started a chain reac-tion of events that led to a worldwide war. Drawa diagram to illustrate this idea.

Suggest that students use the following labelsfor their diagram: a) assassination of CrownPrince Ferdinand, b) Austrian reaction to the as-sassination, c) Russia’s announcement to sup-port Serbia, d) Germany’s response to Russia’sstatement, e) France’s and Britain’s decision, f)the situation as of August 4, 1914.

2. What events in 1914 show that Canada was notlegally or emotionally independent of GreatBritain?

When Britain declared war on Germany, legallythat meant that not only Britain itself but alsothe entire Empire was automatically at war. Aspart of the British Empire, Canada had no say asto whether or not it wanted to be part of the con-flict. The Canadian government did have thepower to decide the extent of the country’s mil-itary participation, but even that decision wassubject to considerable British pressure.Emotionally, many English-Canadians were veryloyal to Britain and the Empire, and consideredthemselves British subjects first and Canadianssecond. This was especially true of the many re-cent immigrants who had come from the BritishIsles in the 1890s and early 1900s. This showsthat Canada was not legally or emotionally in-dependent of Great Britain.

3. Explain how Canada became involved in thewar.

Britain’s declaration of war against Germany wasbinding on Canada. [Prime Minister Robert


Borden was informed of this on August 4, 1914.He had not previously been consulted by Britishgovernment officials.]

4. Why was it difficult for Canada to send troopsquickly to take part in the war, even thoughthere were large numbers of volunteers?

Quickly sending volunteers to take part in thewar was difficult because they had to be trained,then transported overseas by ship. They weresent to Valcartier, Quebec for a month of basictraining. By October 1914, the first detachmentswere sent to Britain. [The Canadian governmenthad difficulty finding enough ships to handle thelarge number of recruits.] In Britain, the detach-ments faced more months of training before beingdispatched to the Western Front. [Thus it wasalmost a year after the assassination of CrownPrince Franz Ferdinand, and nine months sincewar was declared, when the first Canadian unitswere on the battlefield.]

5. a) Use the written description in the textbookand Figure 5–7 to draw and label a sketchof a military trench.

Have students study the picture of Canadiansoldiers in the trenches during World War I(Figure 5–7, page 70). Among the itemsshown are duckboards, sandbags, woodensupports, and a shovel.

b) Examine the visuals of the land war in thischapter and the next. Make a list of at leastfive impressions they convey.

Among the impressions the photos of theland war convey are: unpleasantness, damp-ness, and lack of cleanliness in the trenches,but cheerful soldiers nonetheless (Figure 5–7,page 70), good conditions in a World War Ihospital and a soldier’s painful wound (Figure5–8, page 73), the suffering of soldiers ex-posed to poison gas (Figure 6–2, page 79), thesense of triumph after Vimy Ridge (Figure6–5, page 81), and the terrible conditions sol-diers had to fight in at battles likePasschendaele (Figure 6–7, page 83).

6. Describe the nature of military discipline in theCanadian Army in the Great War.

In general, military discipline was tough. At firstthough, new recruits found discipline lax at theirtraining camp in Valcartier, Quebec. However,once they arrived at new camps in Britain, theyfound themselves under the command of Britishofficers, and the discipline was much harsher.When Canadian soldiers experienced first-handcombat on the Western Front, discipline was ex-tremely strict. Anyone found guilty of desertionwhile under fire could be court-martialled andexecuted by firing squad. This happened to 25Canadian soldiers during World War I. [Manymore British soldiers were punished in this way.]

7. What contributions did Canadians from differ-ent communities make to the war effort? Whatproblems did they face in doing so?

Distribute Activity Sheet 5–1 provided for thisactivity.

Canadians from many different communitieswere eager to play their part in World War I.Aboriginal Canadians set the record for volun-tary enlistment, with 30 percent of those eligiblejoining the armed forces, twice the national av-erage. Most came from British Columbia, wherethey suffered severe racial prejudice from [white]citizens. For this reason, many enlisted withunits from Alberta. [Two Japanese-Canadiansserving with Calgary’s 10th Infantry Battalionreceived medals for bravery.] African-Canadianswere not allowed to join the army, but theypressed the military to change its mind. Finallythey were permitted to form the No. 2Construction Battalion, a segregated work unitcommanded by white officers. A thousand menjoined this unit and went to Europe in 1917. NoAboriginal or African-Canadian recruits weremade officers, because of racial discrimination.

8. a) Who would read Bertha Merriman’s lettersbefore her parents saw them?

Military censors routinely opened all lettersthat enlisted men and nurses sent to rela-tives and friends in Canada. One of themwould have read Bertha Merriman’s lettersbefore they arrived at their destination.[Frequently, people back home would receivemail that had been opened, with heavy blackor red pencil lines covering passages.]


b) What type of information was forbidden bythe censor? Suggest reasons why.

Censors were concerned that reports of theheavy casualties and terrible conditions thesoldiers were suffering might get through[and turn public opinion in Canada againstthe war. Military censors also looked for in-formation that could be passed on to enemyagents in Canada that would help theGermans learn about Canadian troop move-ments, strategy, etc.].

9. Make a list of conditions at the front that mighthave contributed to psychological stress dam-age. Use all of the information on pages 70–73 togather details.

The following might have contributed to psy-chological stress damage, or “shell shock,”among Canadian soldiers serving in World War I:• crowded, wet, unpleasant, and unsanitary

conditions in the trenches

• the noise of constant bombardment fromenemy guns

• fear that an enemy shell might explode inthe trench

• possibility of being hit by shells from one’sown side’s artillery

• poor food and little sleep

• possibility of being hit by an enemy sniper

• being ordered to charge the enemy positionsacross “no man’s land”

• rats and body lice

• fear of being subjected to a poison gas attack

10. What would have happened had the Serbian na-tionalists failed to assassinate Crown Prince FranzFerdinand? Do you think that World War I couldhave been avoided or would it have happenedanyway? Explain your views.

Have students consult the Historian’s Handbook,page 412, to answer this question. Suggest thatthey distinguish between the long- and short-term causes.

If the Serbian nationalists had not assassinatedAustrian Crown Prince Franz Ferdinand inSarajevo on June 28, 1914, then World War I as weknow it would not have occurred, because theassassination served as its short-term or imme-diate cause. However, when the long-term causesof tension in Europe, such as imperialism, mili-tarism, nationalism, and the alliance systems,are taken into consideration, then it is quitelikely that another crisis would have touched offa similar conflict.

11. a) Use the atlas to construct a map of Europe.Choose two colours to show the Allies andthe Central Powers in World War I. Add atitle and a legend.

Have students consult the map of Europe(Figure 5–2, page 63) to construct their maps.

b) Working in a group, use the map to outlinethe strategic advantages and problems foreach side.

Distribute Activity Sheet 5–2 provided forthis activity.

The main advantage of the Central Powerswas that the two main powers, Germany andAustria-Hungary, were neighbours who couldcome to each other’s aid easily. Their bigproblem was location: they had enemies ontwo sides (France to the west, Russia to theeast) who could stage a two-front attack onthem. Britain’s superior navy could blockadetheir major ports, preventing them from ob-taining supplies from overseas.

The Allies’ main advantage was location:France and Russia could stage a two-front at-tack on the Central Powers, forcing them tosplit their armies in two. The major problemthe Allies faced was separation from eachother by the Central Powers; thus, they couldnot fight a united war. Britain also faced thedifficulty of being a small island nation, de-pendent for almost all its supplies on overseasproducers. German U-boats could easily sur-round Britain, cutting off its supply lines.Britain also had to get troops across theEnglish Channel, making them vulnerableto attack.


c) If you were Germany’s commander, whatwould your plan be to win this war? Presentyour group’s ideas to the class.

Provide the information in square bracketsto the students.

The Germans had planned to invade Francequickly and capture Paris and then turn itsattention to Russia. Its failure to achieve theplan, which occurred when the Germanshalted their advance just short of Paris, led toa stalemate. The Western Front emerged, aline that divided the forces of the two sidesfor most of the rest of the war.

[The strategy that the German militarycommand had developed in order to deal withthe possibility of a two-front war againstFrance and Russia was known as theSchlieffen Plan. It was named after Generalvon Schlieffen, the head of the Germanarmed forces in 1905. It called for a rapid,massive invasion of France across neutralBelgium and the capture of Paris before theslower-moving Russian forces could mobi-lize and present a serious problem. It failedbecause the Russians moved faster thanGermany expected them to do, taking terri-tory in eastern Germany. To deal with thisthreat, the German commanders split theirforces and sent more units to the east, thusweakening their thrust against France in thewest. They also did not expect that Belgiumwould mount the resistance it did, or thatBritain would enter the war on France’s side,helping the French stall the German advance.In 1914, von Schlieffen was dead, and it wasleft to his successors in the German HighCommand to put his plan into effect.]

12. a) Use Figure 5–3 to calculate the monthly fam-ily income for three types of married sol-diers. How did this income compare withthe family income of a Canadian labourerin 1914?

In calculating the monthly income of en-listed men and factory workers in Canadaduring World War I, students should keep inmind that soldiers were paid for every day

they served (including Sundays). Workersusually worked a six-day week with Sundaysoff without pay. The field allowance was paidto soldiers only when they were actually de-ployed on the battlefield. Generally, Canadianunits saw two weeks of action and twoweeks of relief every month. However, itshould be kept in mind that soldiers wouldnot see this much action every month.Considering these facts, the calculationswould be as follows:

i) Sergeants

Pay per day: $1.35 = $40.50 per monthField allowance: $ .15 per day = $2.10 Separation allowance: $25.00 per monthTotal: $67.60 per month

ii) Corporals

Pay per day: $1.10 = $33.00 per monthField allowance: $ .10 per day = $1.40Separation allowance: $20.00 per monthTotal: $54.40 per month

iii) Privates

Pay per day: $1.00 = $30.00Field allowance: $ .10 per day = $1.40Separation allowance: $20.00 per monthTotal: $51.40 per month

iv) Factory workers

Pay per day: $2.00Pay per month (24 working days): $48.00

From these figures, we can conclude that sol-diers serving in the Canadian armed forcesduring World War I were better paid than fac-tory workers on the home front.

b) What problems were many labourers facingin 1914?

In 1914, Canada was in the midst of an eco-nomic depression. The long boom of theLaurier era that had begun in the late 1890shad ended in 1913. Many workers were with-out jobs, and poverty was widespread and in-creasing. In Toronto, 15 percent of theworkforce was unemployed.


c) If you were an unemployed worker in 1914,would you enlist? Support your answer withdetails and examples from the text.

Many young unemployed workers were eager toenlist in the armed forces when World War Ibroke out in 1914. Besides patriotism andthe excitement of joining the army, steadypay, food, clothing, and shelter were alsostrong incentives for new recruits. Canadawas in the midst of an economic slump in1914, and the scarcity of jobs particularly af-fected younger men who did not have se-niority in their workplaces.

13. Imagine that you are a relative of PrivateBotfield, found guilty of cowardice.

a) Develop a set of questions you would liketo ask the military courts that found himguilty.

Here are questions Private Botfield’s relativesmight have liked to ask the military courtthat found him guilty of cowardice:• How close to Private Botfield did the

shell explode?• Were any of the other soldiers on Private

Botfield’s detail injured or killed by theexploding shell?

• What was Private Botfield’s explanationfor his running away and not returning tohis work detail after the shell exploded?

• Did Private Botfield express any remorsefor running away?

b) Write a statement supporting a military par-don for your relative.

Here is an example of the kind of statementPrivate Botfield’s relatives might have madeto the military court in order to seek a mili-tary pardon for him:

Dear Sirs:

We are the relatives of Private A. Botfield ofthe “X” Regiment, who has been tried andfound guilty of the offence of “misbehavingbefore the enemy in such a manner as toshow cowardice.” We understand that thischarge arises because Private Botfield ranaway in fright while on a work detail in thetrenches after an enemy shell exploded near

his party. While we by no means approve ofhis action, we would like the court to con-sider some of the circumstances that mayhave provoked him to behave in this way.Perhaps when these have been considered,it will be possible for the court to grant hima military pardon.

Private Botfield is only eighteen years old,and comes from a small village in southernEngland. He has never been away from homebefore in his life. He enlisted voluntarily afew months ago, and when the incident forwhich he has been convicted occurred, hehad only been at the front for a few days. Hewas not familiar with shell explosions, andwould have been extremely startled by theloud sound that accompanied the detonation.He was momentarily confused and disorien-tated, and did not know what he was doinguntil a few hours later. It is true that he ranaway from his work detail, but he never in-tended to desert his position.

Private Botfield is a loyal subject of HisMajesty the King and is trying to be a goodsoldier. We would urge the court to granthim another chance to prove that he can obeyorders and serve his King and Country in thisGreat War for the defence of the Empire andWestern Civilization against the Germans.Please do not execute this young man whohas his whole future ahead of him, and onlywants to serve with pride. Thank you foryour consideration of this letter.

14. Reread the letters of Bertha Merriman. Whatfeelings does she express towards her patients?Do you think she would have been an effectivenurse? Why or why not?

Bertha Merriman’s letters reveal her to be a com-passionate war nurse, who cared a lot about theinjured soldiers who were her patients. She ad-mires the bravery of the wounded men, and isdistressed by their pain and suffering. She resentsthe military censors who do not permit her towrite about the number of soldiers who die oftheir wounds. In addition, she is angry becauseshe was not told about the things that she andthe other nurses could have brought to help theinjured soldiers.


Bertha Merriman might have been an effec-tive nurse, because she cared about her patientsand tried to help them as much as she could. Hercompassion could have helped her keep goingunder difficult circumstances. On the other hand,her compassion and anger might have distractedher from treating the wounded. When emotionenters a life-and-death situation, such as thosefaced by nurses on the battlefield, the caregiver’sability to work efficiently under pressure maybe impaired.

15. As a Franco-Ontarian in Ottawa in 1914, writea letter to either Prime Minister Borden orOpposition leader Wilfrid Laurier, complainingabout your treatment under Ontario Regulation17. You might even wish to compose your letterin French.

Example of a letter to Prime Minister Borden:

Dear Prime Minister:

As a Franco-Ontarian living here in Ottawa, nottoo far from the Parliament Buildings where youwork, I would like to express my outrage thatyou have made no protest over the Ontario gov-ernment’s imposition of the unfair and discrim-inatory Regulation 17. As you no doubt areaware, this law prevents me from sending mychildren to be educated in French, the languageof their birth and our home, once they have com-pleted the second grade at school. This is veryhard on the children, because they are not flu-ent in English and their grades are suffering be-cause they do not understand what their teacheris saying.

Mr. Borden, is it not true that the British NorthAmerica Act is supposed to guarantee the edu-cational rights of French and English minoritiesin Canada? I know that the English-speaking peo-ple of Quebec have their own schools, wheretheir children can be educated in their own lan-guage. Why are we not entitled to the same rightshere in Ottawa, the nation’s capital? We are loyalCanadians who only want to be able to send ourchildren to French-language schools. I know thatyour government won the last federal electionwith the support of Mr. Bourassa’s faction inQuebec. Is it not too much to ask you to show

your gratitude for the assistance French-Canadians gave you then? Could you not useyour authority as Prime Minister to put pressureon the Ontario government to cancel this unjustlaw? I hope you will come to our assistance soon.

Example of a letter to Opposition Leader Laurier:

Dear Mr. Laurier:

I write to you as a loyal Liberal who has alwaysvoted for you and your party. I know that youare no longer in power, but I hope you will useyour influence to defend the right of Franco-Ontarians such as myself to be able to send ourchildren to schools where they can be instructedin their mother tongue. I know that in the pastyou stood up for our Francophone brothers andsisters in Manitoba and the North-West whenthe governments there were trying to removetheir rights. Now we have an English govern-ment here in Ontario that has made a law calledRegulation 17. This unjust act makes it impos-sible for Franco-Ontarian children to receive theireducation in their native language after the sec-ond grade. Here in Ottawa our Roman Catholicclergy and school board have decided to defy thisunfair rule.

We Francophones in Canada are loyal citizenswho only want the same rights as our English-speaking compatriots. You were always one whostood for the unity and mutual respect the peopleof our country need to show to each other ifCanada is to take its place as a great nation inthe world. I hope that you will continue to speakout in Parliament against Regulation 17, and giveyour support to your fellow Francophones, notonly in your home province of Quebec, our heart-land, but also all across Canada. Perhaps one dayyou will be back in office as prime minister, andour rights will be respected again.

16. Prepare either an exciting newspaper headlineand story, or a radio/television news broadcastabout the assassination of Crown Prince FranzFerdinand and Princess Sophia in Sarajevo.

Have students read the account of the assassi-nation of Crown Prince Franz Ferdinand and hiswife Sophia in Sarajevo in the text (page 60), and


use their imagination to create a newspaper head-line or story, or a radio/television news broad-cast about this event.

17. Draw a poster appropriate for Canada in 1914that would encourage volunteers to join thearmy.

Suggest that students study the examples ofwartime posters designed to encourage volun-teers to enlist in the army (page 66) and incor-porate similar messages into the posters that theydesign. Distribute Skills Development Sheet 23,Checklist: Making a Poster.

18. a) Evaluate the efforts of Sam Hughes by de-veloping a chart or “balance sheet” to com-pare his successes with his shortcomings.Consider his efforts to organize mobiliza-tion and training as well as his efforts to pro-duce munitions.

Have students consult the Historian’sHandbook, page 411, and read the section onBalance Sheets. Have them read the Up Closesection on Sam Hughes (page 69) and preparea PMI chart, listing the “pluses” (Hughes’sachievements as Minister of Defence), the“minuses” (his shortcomings), and the “in-teresting” points they gathered from readingthis section. Distribute Skills DevelopmentSheet 12, Using a PMI (Plus MinusInteresting) Chart.

Examples: i) “plus”—Hughes personallysupervised the construction of the tent cityat the Valcartier army camp in Quebec; ii)“minus”—Hughes issued large contracts forwar supplies to his friends in industry, whowere eager to make as much money as pos-sible and frequently turned out shoddy goods;iii) “interesting”—Canadian soldiers tookLee Enfield rifles from dead British soldiersbecause the Ross rifles Hughes had issuedthem were useless in battlefield conditions.

b) Write a paragraph or two giving your opinionof Hughes. Remember to support your mainideas with details and examples.

Have students consult the Historian’sHandbook, page 415, and read the section onthe paragraph. Distribute Skills Development

Sheet 16, Planning a Paragraph. They shouldthen read the Up Close feature on SamHughes (page 69) and write a paragraph stat-ing their opinion of him, favourable or un-favourable. Remind them to support theiropinion with specific details and examplesof Hughes’s actions as Minister of Defenceduring World War I.

19. Assume you are a member of Bertha Merriman’sfamily. Write her a letter of encouragement andmake a list of items you’d pack to send in re-sponse to her complaints.

Example of a letter to Bertha Merriman from herfamily:

Dear Bertha,

It was so good to hear from you and learn thatyou are well and doing your bit for all the terri-bly wounded young lads at the front. We are allvery proud of you and know that your dedica-tion and service are contributing to the cause.Your news about all the horrifying injuries ourboys in uniform are suffering was truly disturb-ing to read. It’s hard to imagine how they bearup so well under such agony. We also think ofhow hard it must be on you and the other nurs-ing sisters to witness their pain and not be able todo more to lessen it. We read in your last letterthat you were in short supply of certain medicalnecessities. In order to help you and the lads, andto show all of you at the front that we on thehome front are also doing our bit for the war ef-fort, we’ve taken up a collection and will be send-ing you some items soon. Please let us know ifyou receive them. They include blankets, gauze,knitted woollen socks, and some treats likecanned fruit, jams, and cookies for the boys whilethey are recuperating. You and the other sistersmight like to help yourselves as well. All thebest, Bertha, and we hope to hear from you againsoon. Keep well, and don’t get discouraged. Weknow that the Allies will prevail and this terriblewar will be over sooner than we know it!

20. A pacifist is a person who refuses, for religious orphilosophical reasons, to fight. How would apacifist express his or her point of view aboutthe war in 1914? Write a letter appropriate tothe time, expressing a pacifist view.


Example of a letter from a pacifist in 1914:

I am a young Canadian woman who is totallyopposed to this insane and destructive war. Whyare thousands of young Canadian boys in theprime of their lives marching off to the battle-fields of Europe to be killed or horribly wounded?This war has absolutely nothing to do withCanada. It is being fought by European countriesled by kings and wealthy aristocrats who do notcare one bit about the people they rule and arenow ordering into battle against each other.Canada is far from the shores of Europe and wewould do well to stay completely out of thisridiculous and unnecessary conflict.

As women, we should be especially concernedabout stopping this madness. Many of us aremothers, sisters, wives, or daughters of the menin uniform. We have no quarrel with the menand women of Germany or the other countries,which we are now being told are our “enemies.”Our real enemies are the powerful businessmenand politicians who caused this war to happenin the first place. Greed for land, colonies, mar-kets, and military power touched off this explo-sion. The average working people of everycountry have nothing to gain and everything tolose from this disaster. The new weapons thathave been developed make it certain that thiswar will go on for a long time, and by the time itdoes end, millions of its victims will lie buried inthe earth. Among them will be many thousandsof young Canadians who could have contributedso much to the building of this great country.

I know that public opinion strongly supports thewar effort, and that views like mine are very un-popular. I saw a young man who agreed with mebeing humiliated by a group of pro-war womenwho presented him with a white feather, a sym-bol of his alleged “cowardice.” It seems to methat the truly brave people right now are thosewho are standing up for what they believe in,namely peace and a halt to this insane war. Somereligious groups like the Quakers and Mennoniteshave joined our protests, but so far, our numbersremain small. However, I’m sure that as this ter-rible war drags on, and the lists of casualties con-tinue to mount, then more people will start to

question our government’s position and call forCanada to bring its troops home. We will con-tinue to work for that goal with everything wehave. War is a relic of previous times, and hasno place among the supposedly “civilized” na-tions of the twentieth century!

21 “The lamps are going out all over Europe; weshall not see them light again in our life-time,”said Sir Edward Grey, British foreign secretary,just a few days before Britain declared war. Greyhad tried to prevent the war, and later wrote,“After the outbreak of war I sometimes layawake asking myself again and again whetherthe war could have been prevented….” What doyou think could have been tried to prevent thewar? Review the causes of the war and theevents after the assassination of Crown PrinceFerdinand. Think of alternatives to actionstaken. Assess your alternatives. Would they haveworked? Would they have been fair?

Have students consult the Historian’s Handbook,page 414, and read the section on the problem-solving model in order to answer these questions.Distribute Skills Development Sheet 12, Using aPMI (Plus Minus Interesting) Chart.

Suggest that students keep the following factsin mind. (The last four facts are additional in-formation that you can provide to students.)• Sir Edward Grey and other political leaders

felt themselves to be powerless to halt thechain reaction that led their countries intowar in the summer of 1914

• Germany and France were old enemies andhad fought a war in 1870

• Militarism meant the European powers keptlarge military forces ready to fight

• Imperialism had further developed rivalries asEuropean countries competed for colonies

• The naval rivalry also created a readiness forfighting to prove which side was strongest

• The quick escalation of events pushed coun-tries into war; Germany and Russia both en-tered the war soon after the crisis erupted inBosnia

• The rival alliance systems called on theirmembers to mobilize their armed forces (putthem on a war footing) when the crisis be-


tween Austria and Serbia became serious.When a country mobilized its troops, then itspotential enemies in another alliance took thisas a sign that it was preparing for war againstthem. Thus Russia mobilized for a war againstAustria, and Germany viewed this as a hos-tile act against it, and it mobilized in turn.When Germany did this, France regarded it asa threat, and mobilized against Germany tocome to Russia’s aid.

• [It is possible that had the major Europeanpowers kept their channels of diplomatic com-munication open in the crucial weeks beforethe war began, then the crisis might have beenaverted.]

• [A major problem was that the terms of thealliance treaties were secret and Germany, forexample, believed that Britain was not com-mitted to going to war on France’s and Russia’sside. Had Germany known this, it might havebeen less inclined to support Austria’s ag-gression against Serbia.]

• [International organizations that opposed thewar were reduced to powerlessness as thewave of patriotic fever swept though the majorEuropean states during the summer of 1914.The 2nd International, an organization of so-cialist and labour parties in most Europeancountries, opposed the war, but one of its mainleaders, the French socialist Jean Jaures, wasassassinated by a pro-war extremist in Parison July 31, 1914. Jaures was one figure whomight have been able to use his considerablepolitical influence to mobilize the workers’movement against the war.]

• [The German Social Democrats were thestrongest party in that country’s parliament.As the most important member of the 2ndInternational, they too had always stoodagainst war, and were officially committed toopposing their country’s entry into anEuropean conflict. But when the crucial votecame, most of their members supported thewar, believing it to be a defensive act againstthe aggression of Czarist Russia.]

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

each one, identify the topic and the people shownin the cartoon (if any). Use a scale from 1 (poor)to 5 (excellent) to rate each cartoon’s interest,creativity, and effectiveness at delivering its mes-sage. As a class, make a bulletin board display ofthe cartoons and your comments.

Have students consult the daily newspapers intheir communities to collect examples of edito-rial cartoons for this activity.

23. Events in Bosnia, Serbia, and surrounding areascaught the attention of the world again in the1990s. Investigate and report on events in thearea from 1914 to the present, using the inquirymethod found in the Historian’s Handbook, page403. Present your findings in the form of a time-line, written report, or oral presentation.

Have students consult the Historian’s Handbook,page 403, and read the section on the inquirymethod to find out about events in the Balkanregion of southeastern Europe from World War Ito the present day. In presenting their findings,they should consult page 411 for information onhow to develop a timeline, page 416 for a writ-ten report, and page 424 for an oral presentation.Distribute Skills Development sheets 22(Checklist: Preparing for an Oral Presentation)and 24 (Checklist: Making a Timeline).

Students could use the following headings for di-viding their information into different historicalperiods: • The Balkans in World War I• New nations and their problems from the end

of World War I to the beginning of World War II• The Balkans in World War II• Yugoslavia under Tito (1945–80)• The breakup of Yugoslavia (1980–92)• Nationalist rivalries and wars (1991–95)• The involvement of international actors in

the Bosnian war• Continuing conflicts (Kosovo, 1999) and prob-

lems in the Balkans


ESL ACTIVITY SHEETANSWERS(See Chapter 5: ESL Activity Sheet.)

Question 1:a) iib) ic) iid) ie) ii

Question 2:a) ditchesb) bullets, ammunitionc) hilld) demande) pit, drainage ditchf) shooter, soldierg) discussedh) rarei) qualifiedj) pulled together


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

ACTIVITY SHEET 5–1Name:

CANADIAN CONTRIBUTIONS TO THE WAR EFFORT

For use with activity 7, page 74.

Community Contributions Problems


ADVANTAGES AND PROBLEMS FOR ALLIANCES

For use with activity 11b), page 74.

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

Advantages Problems

Central Powers—Triple Alliance

Allies—Triple Entente


CHAPTER 5Name:

ESL ACTIVITY SHEET

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

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

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

ii) War was becoming more likely in Europe.

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

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

ii) The army was ready to dance.

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

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

ii) The existing army moved into position first.

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

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

ii) Politics is not a form of entertainment.

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

i) The war had two fronts and two backs.

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

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

a) trenches (page 70)

b) shells (page 69)

c) ridge (page 58)

d) ultimatum (page 65)

e) cesspools (page 71)

f) sniper (page 71)

g) debated (page 61)

h) in short supply (page 68)

i) eligible (page 67)

j) rallied (page 70)

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

THEMATIC PATHWAYS

Using the Canadiana Scrapbook SeriesThe Canadiana Scrapbook Series can be used to supplement the text. Teachers of Appliedstudents, in particular, might find it useful to substitute sections of the text they do notwish to cover in detail with sections from the Scrapbooks. For relevant sections of thischapter of the text, see the Scrapbook Canadians at War, 1914–1918, pages 6–31, 37–39, and44–45.

186

CANADIANS IN BATTLE6Chapter


Pages Page Number

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

83 1, 4 *

2, 3 * *

85 6 *

Fig. 6–6 * *

87 1, 2, 4 *

3, 5 * *

Fig. 6–10 * *

90 Fig. 6–14 *

92 1, 2, 4, 11 * *

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

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


Page 85, Emerging Historian: Formulating Questions Formulating Questions (Academic): Generic Rubric 5Analyzing Sources: Generic Rubric 2

Page 92, Chapter Activities


1 Checklist-Making a Timeline: Skills Development Sheet 24


6 Checklist-Making a Chart or Graph (Summarizing Data): Skills Development Sheet 25



10 Checklist-Preparing for a Debate: Skills Development Sheet 21Making a Speech (Academic): Generic Rubric 17Making a Speech (Applied): Generic Rubric 18




13 Essay (Academic): Generic Rubric 9Essay (Applied): Generic Rubric 10Checklist-Editing an Essay: Skills Development Sheet 18

14 Using Research Notes (Academic): Generic Rubric 6Using Research Notes (Applied): Generic Rubric 7Checklist-Researching on the Internet: Skills Development Sheet 4Checklist-Preparing for a Research Interview: Skills Development Sheet 7orChecklist-Preparing for an Oral Presentation: Skills Development Sheet 22orCompleting a Research Assignment: Self-Assessment Sheet 3

15 Using Research Notes (Academic): Generic Rubric 6Using Research Notes (Applied): Generic Rubric 7 Checklist-Making Academic Notes: Skills Development Sheet 9Checklist-Researching on the Internet: Skills Development Sheet 4Checklist-Preparing for an Oral Presentation: Skills Development Sheet 22Using a Display: Generic Rubric 19Completing a Research Assignment: Self-Assessment Sheet 3

DEFINITIONS FOR KEY TERMS

national identity A sense of, and pride in, the character of one’s nation. Canada developedthis as a result of its military contribution to World War I.

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

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

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

187M A K I N G H I S T O R Y C H A P T E R 6 : C A N A D I A N S I N B A T T L E

Passchendaele A major battle was fought in thispart of Belgium in late 1917 under terrible con-ditions. Canadian forces suffered heavy casual-ties trying to capture an enemy position of littlestrategic value.

sappers Engineering Privates responsible for exca-vating the “saps” or trenches used to get closer toenemy lines. Sappers spent long periods of timein tunnels under no man’s land.

air ace A pilot in World War I who could prove hehad shot down five enemy aircraft. Air aces wereheroes and were used to promote fundraising andrecruiting in their home countries.

merchant marine Civilian ships and sailors thattransported food, weapons, and other munitionsin World War I. Canada’s merchant marine playeda major role in supplying Britain with essentialsupplies.

Q-ships Innocent-looking ships that had trainedcrews, hidden guns, echo-sounders, and depthcharges used to find and destroy German U-boatsduring World War I.

“Hundred Days” The final Allied offensive of WorldWar I in 1918 that broke the stalemate on theWestern Front and forced Germany to retreatand eventually seek peace.

Paris Peace Conference A meeting of the countrieswho were victorious in World War I. Held at thePalace of Versailles, it determined the shape ofEurope and the world in the post-war era.

Treaty of Versailles The formal agreement thatended World War I. Germany was compelled tosign it, despite its harsh terms, after the Alliesthreatened to resume fighting.

ACTIVITY NOTES ANDANSWERS

Page 81, Figure 6–5: Expressing opinionThis photograph became one of the most famousimages of Canadians in World War I. Why do youthink this was so?

The photo depicts a group of happy Canadian sol-diers on a truck, returning from their victory at VimyRidge in 1917. It conveys an image of confidence,pride, and optimism about Canada’s great militarysuccess. This was a much-needed boost to moraleamong soldiers and people on the home front afteryears of suffering and hardship. It also captured thenew mood of self-assertion and strengthened nationalidentity that the victory at Vimy Ridge brought toCanadians.

Page 82, Figure 6–6: Gathering informationWhat aspects of a sapper’s work are evident in thisphotograph?

The sappers in this photo are shown building a bridgeover the dry riverbed of the Canal du Nord in France.They did a lot of labour by hand: some are carryinglumber and sandbags, while others place the woodenstructure of the bridge into position. Horses are usedto transport supplies and building materials. Thesteep slopes give another indication of the difficultconditions they faced.

Page 83

1. a) Give three different reasons to account forthe high casualty rate in World War I.

Three reasons for the high casualty rate inWorld War I were:• New weapons [like the machine gun] and

powerful artillery took many lives • The use of poison gas attacks maimed or

killed many soldiers• Crossing no man’s land caused high ca-

sualties for attacking troops

b) How did General Haig contribute to theproblem?

General Haig contributed to the problem be-cause he did not understand how new mili-tary technology had changed the way warwas fought. He ordered troops to smashthrough enemy trench lines so that mountedcavalry could then charge into the territorybehind. But because of new weapons, at-tacking troops took heavy losses. The resultof Haig’s misguided strategy was a series ofbloody, costly, yet indecisive battles like theBattle of the Somme in 1916.

188 M A K I N G H I S T O R Y C H A P T E R 6 : C A N A D I A N S I N B A T T L E

2. Identify

a) Julian Byng

Julian Byng was a popular British officer whocommanded Canadian forces in Europe fromMay 1916.

b) Arthur Currie

Arthur Currie was a Canadian general whoreplaced Byng as commander of the coun-try’s forces in Europe in 1917. Under Currie’sleadership, Canada won its big victory atVimy Ridge.

3. What were “sappers”? What types of jobs didthey perform?

Sappers were Engineering Privates of the RoyalCanadian Engineers (RCE), who were responsi-ble for excavating the “saps” or underground tun-nels used to get closer to the enemy’s trenchlines. Sappers did very dangerous and difficultwork, spending long hours in unsupported tun-nels under no man’s land. They faced dangerslike oxygen loss and cave-ins. As engineers, sap-pers also constructed roads, bridges, and build-ings in battle zones. They wired explosives, anddefused deadly bombs and land mines. Each ofthe five Canadian Corps Divisions had three bat-talions of engineers who could be asked to do al-most anything. In July 1918, they built atemporary sports stadium to seat some 30 000spectators for a Dominion Day celebration.

4. Make a chart to summarize Canadian experi-ences in battle at Ypres, the Somme, Vimy Ridge,and Passchendaele. Include information on datesand locations, problems faced, achievements,and casualties.

Distribute Activity Sheet 6–1 provided for thisactivity. Canadian experiences in battle

a) Ypres

i) Dates and Locations- Second battle, April 1915, in and

around the Belgian city of Ypres inFlanders

ii) Problems Faced- Canadian and French troops were ex-

posed to poison gas for the first time- After releasing a cloud of chlorine

gas, the Germans attacked

iii) Achievements- Despite the gas attack, the Canadian

line did not break- British reinforcements helped pre-

vent further German advances- Canadian doctor John McCrae wrote

his famous poem “In Flanders Fields”to commemorate the dead and in-jured Canadians he treated at theSecond Battle of Ypres

iv) Casualties- 6000 Canadians killed, wounded, or

captured

b) The Sommei) Dates and Locations

- Between July and November 1916,fought in northern France

ii) Problems Faced- General Douglas Haig did not un-

derstand how new military technol-ogy had changed the way war wasfought

- Haig ordered suicidal frontal chargesagainst German trench lines, whichwere costly failures

- Troops fought for five months withno breakthrough

- Canadians criticized Haig’s handlingof the battle

iii) Achievements- The battle resulted in a stalemate,

with neither side winning a clear vic-tory

- The Central Powers suffered highercasualties, and the Allies gained 8 kilo-metres of mud, enabling General Haigto claim victory

- Demands for more Canadian inputinto the conduct of the war led to theinclusion of Canadians in the ImperialWar Cabinet


iv) Casualties- The CEF suffered 24 000 casualties- On the first day of the battle, 85 percent

of the Royal Newfoundland Regimentwas wiped out in one half-hour

- During five months of fighting, overa million Allied and Central Powers’troops were killed or wounded

c) Vimy Ridge

i) Dates and Locations- Began on Easter Monday, April 9,

1917, and ended three days later- Fought at Vimy Ridge, a key German

defensive position in the HindenburgLine in northern France

ii) Problems Faced- French units had tried to take Vimy

Ridge three times and failed, sufferinghigh casualties

- The Canadians had to find an ap-proach that worked

- The Germans had fortified the ridgewith three trench lines, concrete gunemplacements, and deep protectivedugouts

- Bad weather

iii) Achievements- Canadian units began their attack on

April 9 in a snowstorm and met theirfirst two objectives in less than twohours

- The Canadian force’s new approachworked

- Their last objectives were achieved bythat afternoon

- Three days later, Hill 145, the highestpoint on the ridge, was taken

- Vimy Ridge was a huge victory forCanada and the Allies, gaining moreground, prisoners, and captured artillerythan any previous offensive in the war

- Canada’s victory earned its troopsrecognition as Allied “storm troop-ers,” and boosted pride and confidence

- Vimy Ridge was an important turningpoint for Canada, gaining it worldrecognition and a strong sense of pa-triotism

iv) Casualties- Vimy Ridge was a costly victory, with

10 600 Canadians killed or woundedin the battle

d) Passchendaele

i) Dates and Locations- Late October and early November,

1917- Third battle of Ypres, fought around

Passchendaele Ridge, a German posi-tion in Flanders

ii) Problems Faced- Passchendaele had little strategic

value, but General Haig was deter-mined to take it

- Massive artillery bombardments haddestroyed the drainage system and lefthuge shell holes in the fields thatturned the region into a swamp afterheavy autumn rains

- Advancing Canadian units had tomove over wooden trench mats withinrange of German guns, with floodedshell holes offering the only shelter

iii) Achievements- General Currie’s strategy resulted in

lower than usual casualty rates amongCanadian forces

- Canada took the deserted village ofPasschendaele and the ridge after a se-ries of attacks

iv) Casualties- Canada suffered 8000 losses in the battle- casualties among the Allies and Central

Powers were about half a million

Pages 85–86, Emerging Historian:Formulating Questions

1. Which source included above is primary andwhich is secondary?

The second excerpt, quoted from David Barker’sThe Man and the Aircraft He Flew is a primarysource; the first excerpt, from Dan McCaffery’sbook Billy Bishop: Canadian Hero, is a secondarysource.

2. Which source do you find more believable? Why?


The second source, quoting Bishop’s own combatreport, seems more believable because it con-tains specific information about his attack on aGerman airfield, which gives his story greatercredibility. The first source appears more likespeculation.

3. Assume that you were going to do research intowhat really happened. Write at least five ques-tions that might guide your research. Try to usea range of questions: factual, causal, compara-tive, speculative, and decision-making.

Have students consult the Historian’s Handbook,page 404, for information on how to formulatea range of questions on a historical controversysuch as this one. Distribute Skills DevelopmentSheet 2, Formulating Various Types of Questions.Some questions that could be asked are:• When did the controversy over Billy Bishop’s

wartime record as an air ace begin? (factual)• What caused the controversy over Billy

Bishop’s wartime record? (causal)* How do the two sources given in this pas-

sage differ? (comparative)• What would happen to Billy Bishop’s place

in Canadian history if the new interpreta-tion of his wartime record proved to be ac-curate? (speculative)

• What is your opinion on the controversy sur-rounding Billy Bishop as a Canadian WorldWar I hero? (decision-making)

4. List some of the sources you might use to findanswers to your questions.

Some sources that could be used to find answersto these questions are:• NFB documentary video The Kid Who

Couldn’t Miss• Dan McCaffery, Billy Bishop: Canadian Hero

(Halifax: Formac, 1990)• David Barker, The Man and the Aircraft He

Flew (London: Outline, 1990)• Newspaper and magazine accounts of the

controversy over the NFB documentary

5. Why was the accusation made in the documen-tary so controversial that it went to theCanadian Senate? What impact might the con-troversial nature of the issue have on your re-search?

The accusation made in the documentary wascontroversial because it raised doubts about BillyBishop’s record as a Canadian World War I airace and hero. Veterans’ groups were upset be-cause it raised doubt about the heroism of oneof Canada’s most famous fighters. The contro-versial nature of this issue might make it difficultto find objective, unbiased information on it.

Page 87, Figure 6–10: Identifying viewpointThis painting is titled Canada’s Answer. Why do youthink the artist, N. Wilkinson, gave it this title?

The artist entitled this painting Canada’s Answerbecause it depicts the first Canadian andNewfoundland troops being carried across theAtlantic to fight in Europe in 1914. The title refers toCanada’s answer to Britain that it would help it andthe other Allied countries in the war, and also sug-gests that the troops were Canada’s answer toGermany and the other Central Powers nations whowere believed to have caused the conflict by theiraggressive actions.

Page 87

1. Explain why it was difficult for Canadians toserve as pilots in the early part of the war.

It was difficult for Canadians to serve as pilotsduring World War I because Canada had no airforce of its own. Prospective pilots had to enlistin either of Britain’s two air forces, the RoyalFlying Corps (RFC), renamed the Royal Air Force(RAF) in 1918, or the Royal Naval Air Service(RNAS). Canadians wishing to fly had to transferfrom the CEF or travel to Britain at their ownexpense and enlist there.

2. Billy Bishop was twice given assignments otherthan flying after he became a pilot. Identify theseassignments and suggest why he was chosen foreach.

After he became famous as a World War I fighterace, Billy Bishop spent much of his time onspeaking tours in Canada to promote the war ef-fort. He was later made a Lieutenant-Colonel,responsible for selecting staff for an all-Canadianair corps. His reputation as a war hero in Canadamade him a good choice to appear in public sup-porting the war effort, and his knowledge of the


war in the air and what pilots required to be suc-cessful enabled him to select staff for a Canadianair force.

3. Define

a) U-boats

U-boats [Unterseeboot] were German sub-marines used in World War I to sink Alliedships in the Atlantic.

b) Q-ships

Q-ships were innocent-looking merchantboats that had trained Royal Navy crews,hidden guns, echo-sounders, and depthcharges to find and destroy German sub-marines.

c) merchant marine

The merchant marine was composed of civil-ian ships and sailors that transported food,weapons, and other munitions to Britain dur-ing World War I. The ships and sailors pro-vided a much-needed and dangerous serviceduring the fighting.

d) naval blockade

A naval blockade is a strategy to keep enemyships from leaving a harbour by positioningone’s own ships just outside it. Britain’s RoyalNavy used its superior strength to preventGermany from receiving war supplies fromits colonies and allies. Germany tried toblockade Britain with submarines.

4. Explain the importance of the Lusitania.

The Lusitania was a passenger liner torpedoedby a German U-boat in 1915 off the coast ofIreland, with the loss of almost 1200 passengers,including many Canadians and Americans. [Thisincident strained relations between the UnitedStates and Germany.] Two years later, the UnitedStates entered the war on the Allied side.

5. Make a table showing Canada’s contribution tothe war in the air and at sea.


Canada’s contribution to the war in the air and atsea

a) In the air- Canadian pilots made up a quarter of

Britain’s air force- Billy Bishop was Canada’s most famous

air ace in World War I, shooting down 72German planes

- Four Canadians were among the top 10Allied war aces

- Canadian ace Roy Brown is believed tohave shot down Germany’s top ace, BaronManfred von Richthofen, in April 1918

b) At sea- Canada had a small navy of two ships,

the Niobe and the Rainbow, responsiblefor patrolling the east and west coasts re-spectively

- Many Canadians enlisted in Britain’sRoyal Navy

- Halifax was a major refuelling and repairbase for Allied warships, and a shippingcentre for Canadian and American cargobound for Europe

- Canada’s merchant marine played amajor role in carrying weapons, food, andmunitions across the submarine-infestedAtlantic to Britain and the Allies

Page 88, Figure 6–12This image is taken from a recruiting poster forCanada’s Armed Forces today. What aspects of mil-itary life are emphasized? How does this image ofmilitary life differ from that in the poster calling forrecruits to Canada’s new navy in 1911 (see page 48)?

The recruiting poster shown here for Canada’s ArmedForces today portrays a very different image of mili-tary life than the one promoting enlistment inCanada’s new navy in 1911 (Figure 4–6, page 48). Thefour military personnel shown in the contemporaryposter are all women, indicating that women playan important role in the armed forces. In the 1911poster, all the people are men. The poster from todayalso depicts many new roles for military personnel,based on the technological advances made duringthe twentieth century. These include scuba diving,computer operation, and air travel. The navy postershows sailors in roles requiring manual labour.


, Figure 6–14: Using evidence todraw conclusionsHow important was Canada’s contribution to theEmpire’s war effort? Explain your answer.

Canada made a major military contribution to theEmpire’s war effort during World War I. Canada raisedan armed force of 620 000 out of a total population ofonly 8 million. Only India and Britain itself raisedlarger armed forces during the war. Of these, 61 000were killed in action, around 10 percent of total en-listments. Only Australia and Britain itself had highercasualty rates. Canada also supplied Britain withhuge amounts of food and war materials that wereessential to fight and win the war.

Page 91, Figure 6–15: Gathering informa-tionCompare this map with the map of Europe in Figure5–2. Describe changes that took place in nationalborders. Then list the names of new countries createdafter World War I.

Let students know that this activity requires care-ful observation and comparison.

The following changes took place in European na-tional borders after World War I:• Southern Ireland became independent from

Britain• Belgium and France gained territory from

Germany on its western border• Italy gained territory from Austria at the north-

ern end of the Adriatic Sea• East Prussia was separated from the rest of

Germany by a strip of Polish territory and thefree city of Danzig

• Austria-Hungary was divided into two countries,both of which lost territory to new nations incentral and eastern Europe

• Russia became the USSR and lost territory onits western borders

• The Ottoman Empire became Turkey and lostterritory on its western and eastern borders

• Romania gained territory from Austria-Hungaryand Russia

The new countries created in Europe after World War Iinclude:• Ireland [Irish Free State] (from Britain)• Saar (from Germany)

• Austria and Hungary (divided parts of formerAustro-Hungarian Empire)

• Yugoslavia (former Serbia plus territory takenfrom Austria-Hungary—Slovenia, Croatia, andBosnia)

• Poland (from Germany, Russia, and Austria-Hungary)

• Czechoslovakia (from Austria-Hungary)• Finland, Estonia, Latvia, Lithuania (from Russia)• Syria, Iraq, Lebanon (from Ottoman Empire)

Page 92

1. Make a timeline of events of World War I.

Have students consult the Historian’s Handbook,page 411, for information on how to construct atimeline. Distribute Skills Development Sheet11, Using a Timeline. Here is a list for a time-line of major events of World War I:

1914

June 28 – Assassination of Austrian Crown PrinceFranz Ferdinand and his wife in Sarajevo,Bosnia by a Serbian nationalist

July 30 – European alliances prepare for war as cri-sis between Austria and Serbia escalates

August 4 – All members of major European al-liances except Italy are at war: Allies(Britain, France, Russia) versus CentralPowers (Germany, Austria-Hungary,Turkey). As a part of the British Empire,Canada is also automatically at war

late August – German troops advance to within 35km of Paris before being halted

October 3 – First transport ships leave Canada car-rying troops of the CEF and Newfoundlandregiments for training camps in Britain

December 1914 – Western Front is locked in astalemate as rival armies face each otheracross no man’s land

1915

April – Second Battle of Ypres. Fresh Canadiantroops are exposed to German chlorine gasattack but do not run

May – German U-boat sinks Lusitania, a passengerliner crossing the Atlantic, killing 1200people, including many Canadians andAmericans


1916

July–November – Battle of the Somme. Both sidestake heavy casualties in this indecisivebattle. Canada loses 24 000 troops

1917

April 9 – Canadians attack Vimy Ridge, a keyGerman defensive position in northernFrance, and capture it three days later

April 17 – United States enters World War I on theAllied side

October–November – Battle of Passchendaele.Canadians suffer heavy casualties in fruit-less effort to capture a strategically unim-portant position in a sea of mud

November – Russian Revolution breaks out.Russia leaves the war

1918

March – Germany launches its last major offensiveon the Western Front, and advances towithin 75 km of Paris

June – Prime Minister Borden tells British PrimeMinister Lloyd George that if anotherPasschendaele happens, no more Canadiansoldiers will be sent to Europe

August–November – Allies begin their huge“Hundred Days” counteroffensive, pushingGerman forces back. Canadian units play akey role in this effort, defeating a quarterof the German army

November 11 – At 11:00 a.m. hostilities cease onthe Western Front. World War I is over

1919

January 18 – Paris Peace Conference convenes toplan the post-war settlement in Europe

June 28 – The Treaty of Versailles is signed.Germany reluctantly agrees to its harshterms after being threatened with renewedwar

2. Organize information about Robert Borden, SirArthur Currie, and Billy Bishop in a three-col-umn chart. For each person make point-formnotes about his contributions to the war and toCanada’s growing identity.


Robert Borden (Prime Minister of Canada)• demanded that Canada have more say in the

way the war was being conducted• joined the Imperial War Cabinet as Canada’s

representative in 1916• angrily told Britain’s Prime Minister Lloyd

George in 1918 that there was to be no re-peat of the loss of Canadian lives atPasschendaele, or no more Canadian troopswould be sent

• played an important part in the Paris PeaceConference at the end of the war, gaining anindependent voice for Canada

• signed the Treaty of Versailles, ending WorldWar I, over American objections that Canadawas a British colony, not a nation

• insisted that King George V delay the signingof the Treaty until the Canadian Parliamentcould debate and approve it

Sir Arthur Currie (Commander of the CanadianCorps, 1917–18)

• was a highly respected war leader, moreaware of modern battle techniques thanGeneral Haig

• planned his attacks carefully, using more am-munition and fewer men, so as to reduce ca-sualties

• brought an independent Canadian point ofview to the British war effort

• opposed fighting at Passchendaele in 1917,warning Haig of high casualties, but wasoverruled

• opposed and stopped Britain’s plan to splitup the Canadians and mix them with troopsfrom other regiments

• led Canadian forces to impressive victoriesduring the “Hundred Days” campaign inAugust–September 1918, defeating a quarterof the German army

Billy Bishop (Canadian World War I air ace)• Canada’s top air ace of World War I, shoot-

ing down 72 enemy planes• started as a cavalry officer in 1915, but soon

transferred to the Royal Flying Corps• at first flew reconnaissance missions, but

trained as a fighter pilot in 1916• shot down his first plane in early 1917, and

became an ace (five enemy planes shot down)two weeks later


• was awarded the Military Cross,Distinguished Service Order, and VictoriaCross by King George after reaching 48 vic-tories

• became famous in Canada, and returnedhome to tour the country speaking in favourof recruitment and the war effort

• returned to the front in 1918, and raised histotal to 72

• was promoted to lieutenant-colonel, incharge of selecting staff for an all-Canadianair corps

• in World War II, he was director of recruit-ing for the Royal Canadian Air Force

• died in 1956 at the age of 62, but remains asubject of controversy after a documentaryabout him produced in 1982 raised doubtsabout some of his claims of enemy planesshot down

3. How did technology make World War I the dead-liest conflict in history up to that time?

Technology made World War I the deadliest con-flict up to that time because:• new weapons like the machine gun, poison

gas, and heavy artillery killed more soldierson the battlefield than ever before

• submarines torpedoed enemy ships, sinkingthem with heavy loss of life on board

4. Outline the successes of Canadian troops inWorld War I.

Canadian troops in World War I achieved the fol-lowing successes: • holding their lines at the Second Battle of

Ypres in April 1915, despite being attacked bypoison gas

• taking part in the bloody battle of the Sommefrom July to November 1916, taking heavylosses for minor territorial gains

• capturing Vimy Ridge in April 1917, after re-peated Allied efforts to take this key Germanposition had failed

• fighting in a sea of mud at the battle ofPasschendaele, October–November 1917, de-spite high casualties and miserable condi-tions

• winning important victories in the Allied“Hundred Days” counteroffensive,

September–October 1918, that ended thefighting

• capturing more territory, prisoners, andequipment in the final months of the warthan an American force six times larger, de-feating a quarter of the German army

5. Explain how the Paris Peace Conference and theTreaty of Versailles changed Canada’s relation-ship with Britain.

The Paris Peace Conference and the Treaty ofVersailles changed Canada’s relationship withBritain. Prime Minister Robert Borden had de-manded and won a greater voice in planning thewar effort as a member of the Imperial WarCabinet. When the war ended, Borden was de-termined that Canada would have its own seat atthe peace conference, despite Britain’s assump-tion that it would speak for the Empire. Canadasent four delegates to Paris, including Borden.When the Treaty of Versailles was signed in June1919, Borden signed for Canada, despiteAmerican objections that Canada was not a na-tion, but a colony of Britain. Borden also insistedthat King George V not sign the treaty until theCanadian Parliament had had the opportunityto debate and approve it. [Canada’s participationin the war and post-war peacemaking gave it anew sense of independence from Britain, and thecountry would never again automatically go towar for British interests.]

6. a) Use a computer to construct stacked bargraphs comparing the top aces by country.

Review the process for making graphs on acomputer with the students.

b) Identify two important conclusions you candraw from your graph.

The air aces from the Central Powers allcame from either Germany or Austria-Hungary, whereas the top Allied aces repre-sented France, Britain, Canada, and Ireland.The top five German aces shot down a totalof 289 planes, while the top five Allied acesaccounted for 339. The casualty rate amongair aces in World War I was high—5 of thetop 10 Central Powers’ aces and 4 of the top10 Allied aces were killed in action.


c) Calculate the total number of planes shotdown by these top 20 pilots.

The total number of enemy planes shot downby the top 10 Central Powers’ aces was 406,and by the Allied aces 589, for a total of 995.

7. Are there facts to support the claim that Canadamade a contribution to the war out of propor-tion to the size of its population? Explain.

Canada did contribute to the war effort out ofproportion to the size of its population. This canbe seen by comparing Canada’s total number ofenlisted personnel with that from other parts ofthe British Empire, such as Australia, India, NewZealand, and South Africa. Canada’s total en-listments were 620 000 out of a total populationof just 8 million people. Canada’s casualty ratewas almost as high as that of Britain itself.Besides its military effort, Canada also made amajor difference in terms of the supplies of foodand war materials it produced and shipped toBritain and the other Allies during the war.Considering the fact that the fighting was tak-ing place far from Canada, and that this countrywas not directly threatened by the CentralPowers, the extent of Canada’s contribution tothe war effort takes on even greater proportions.

8. “Without the involvement of Canada and theEmpire, the Central Powers could have won thewar.” Find facts to support this thesis.

Facts that could support the thesis that withoutthe involvement of Canada and the Empire, theCentral Powers would have won the war are:• Canada and the Empire contributed over 2

million troops to the war effort, approxi-mately a quarter of the total British force

• Canada and other parts of the Empire sup-plied vast quantities of food, munitions, andother essential wartime supplies to Britain,preventing the German U-boat blockade fromsucceeding

• Canada came up with new strategies for of-fensives

• In the last offensive of the war, Canadiantroops captured one-quarter of the Germanyarmy

• Four of the top 10 air aces were Canadians

9. It was rumoured that by the end of the warBritain’s Prime Minister Lloyd George was sodisappointed with the performance of GeneralHaig that he considered appointing GeneralCurrie as supreme British commander. What ev-idence is there that Currie deserved such trust?

General Currie would have qualified for the postof supreme British commander because he was ahighly respected military leader who was moreaware of modern battle techniques and strategythan his superior, General Haig. Unlike Haig,Currie planned his attacks carefully and, by usingmore ammunition and fewer men, kept casualtyrates lower than usual. He brought an indepen-dent Canadian viewpoint to the war, and wasable to recognize serious strategic blunders, likethe assault on Passchendaele, before they oc-curred. He would have made an outstanding com-mander of Britain’s forces, and would have beena much better choice than Haig.

10. a) Is it generally better to forgive or to punish?Is it better to forgive or to seek revenge?Discuss your opinion, giving examples fromyour experience where appropriate.

Have students use examples from their ownpersonal relationships and experiences to dis-cuss this question, and then seek to applythem to the broader context of internationalrelations in the period following the end ofWorld War I in 1918.

b) Was the Treaty of Versailles fair to Germany?Was it wise? What other approach could atreaty have taken? Evaluate other possibleapproaches.

Have students consult the Historian’sHandbook, page 414, for a model of the prob-lem-solving method of drawing conclusionson major historical issues. Distribute SkillsDevelopment Sheet 11, Checklist: Using aTimeline. In discussing these questions, havestudents keep in mind the differing objec-tives of the “Big Three” Allied leaders at theParis Peace Conference (Britain’s LloydGeorge, France’s Georges Clemenceau, andthe United States’ Woodrow Wilson), andhow the final text of the Treaty of Versaillesrepresented a compromise among them.


Have students also consider alternatives,such as the new Russian soviet leader V.I.Lenin’s proposed peace settlement with “noindemnities and no annexations,” a renewedAllied military offensive against Germany,the partition of Germany (as it occurred afterWorld War II), or a less punitive version ofthe actual Treaty (reduced reparations, morelenient military and/or territorial terms, etc.).

c) Debate the following topic: Germany waslargely responsible for World War I and de-served the harsh terms of the Treaty ofVersailles.

Have students consult the Historian’sHandbook, page 423, for guidelines on how toprepare for and conduct a debate on thisissue. Distribute Skills Development Sheet21, Checklist: Preparing for a Debate. Inpreparing, have students consult various his-torical sources dealing with World War I thatdiscuss issues such as Germany’s responsi-bility for starting the war, and the harshnessof the terms of the Treaty of Versailles thatended it.

11. In the role of a nurse, soldier, pilot, or merchantmariner in Europe, write a letter home describ-ing the dangers you face.

To assist students in creating imaginary letters,distribute Writing-in-Role: Generic Rubric 13 sostudents understand how these are evaluated. Asexamples, provide copies of the sample letterswritten for questions 13, 15, and 19 in Chapter 5.

Have students read the following pages togather information on the conditions faced byCanadian military personnel in Europe duringWorld War I in order to complete this activity:nurse (pages 71, 73), soldier (pages 70–71, 76–84),pilot (pages 84–86), merchant mariner (pages86–87).

12. As a commanding officer at Vimy Ridge, pre-pare one of the following speeches:

a) a briefing and a “pep talk” the night beforethe battle

b) a review of events after the battle

Have students read the section of the chapterdealing with the Canadian attack on VimyRidge and its aftermath (pages 79–81) in orderto complete this activity.

13. Historian Desmond Morton has said, “ForCanadians, Vimy Ridge was a nation buildingexperience. For some, then and later, it symbol-ized the fact that the Great War was alsoCanada’s war of independence… .” (A MilitaryHistory of Canada, 145). Do the facts aboutCanada’s role in the war support such a conclu-sion? Write an essay giving your position.

Have students consult the Historian’s Handbook,page 417, and read the section on how to con-struct an argumentative essay on this topic.Distribute Skills Development Sheet 18,Checklist: Editing an Essay. Have students readthe parts of the chapter discussing this issue (page91) and/or the works of historians like DesmondMorton and Jonathan Vance to find out moreabout their differing views on it.

14. Use the Internet or contact the nearest CanadianArmed Forces battalion to find informationabout the rights and responsibilities of aCanadian soldier today. What are the rules con-cerning obedience to officers? What are the pun-ishments for disobedience? Report on yourfindings to the class.

Have students access the Canadian ForcesInternet Web site (www.dnd.ca/) or contact thelocal base in their community in order to gatherinformation necessary to complete this activity.Distribute Skills Development sheets 4(Checklist: Researching on the Internet), 5(Checklist: Assessing Internet Information), and6 (Tracking Internet Search Results). Also dis-tribute Skills Development Sheet 22, Checklist:Preparing for an Oral Presentation.

15. The use of chemical weapons remains a worldissue. Use various sources to gather informationabout world laws governing these weapons andspecific violations. Use the inquiry methodshown in the Historian’s Handbook, page 403.Present your findings in a report or display.

Have students consult the Historian’s Handbook,page 403, and read the section on the inquiry


method in order to find out how to gather andprocess information on this topic. Newspaperand magazine articles are good sources of infor-mation on the role of chemical and biologicalweapons in conflicts today, and attempts to halttheir manufacture and use.

ESL ACTIVITY SHEETANSWERS (See Chapter 6: ESL Activity Sheet.)

Question 1:a) battles, effortsb) woundedc) upsetd) strengthenede) bog

f) questiong) battlesh) not one side or the other

Question 2:a) natural harbourb) hollow victoryc) boot campd) turning pointe) the toast of Canada

Question 3:a) 2b) 5c) 3d) 4e) 1




CANADA’S CONTRIBUTION TO THE WAR


In the air At sea



CONTRIBUTIONS TO THE WAR AND TO CANADA’S GROWINGIDENTITY


Robert Borden Sir Arthur Currie Billy Bishop


CHAPTER 6Name:

ESL ACTIVITY SHEET

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

a) campaigns (page 77)

b) casualties (page 79)

c) shaken (page 79)

d) fortified (page 80)

e) swamp (page 81)

f) grill (page 85)

g) offensives (page 89)

h) neutral (page 88)

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

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

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

c) We send recruits to _________________________________________ to learn how to be soldiers. aerialreconnaissance (page 80)/boot camp (page 77)

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

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

3. Match the words that mean the same thing.

a) armistice (page 89) 1. mud

b) offensives (page 89) 2. peace

c) old timer (page 76) 3. veteran

d) journal (page 76) 4. diary

e) quagmire (page 83) 5. battles

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

THEMATIC PATHWAYS

202

THE WAR AT HOME7Chapter


Pages Page Number

French-English Relations 101–3 103 Fig. 7–9 *

105 2, 3 * *

106 19 *

Women’s Issues 95–98 96 Fig. 7–3 * *

98 2 * *

3 *

105–6 105 8, 9 * *

106 20 *

Immigration and Multiculturalism 98–101 99 1, 2, 3 *

100 Fig. 7–6 * *

101 1, 2, 3 * *

105 10, 11 *

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

95 Fig. 7–2 * *

98 1 *

105 1 * *

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


Page 99, Emerging Historian: Identifying Bias Analyzing Sources: Generic Rubric 2

Pages 105–6, Chapter Activities





7 Analyzing Visual Evidence: Generic Rubric 4

8 Analyzing Sources: Generic Rubric 2


11 Checklist-Preparing for a Debate: Skills Development Sheet 21Debating (Academic): Generic Rubric 15Debating (Applied): Generic Rubric 16orChecklist-Preparing for a Discussion: Skills Development Sheet 20Contributing to a Discussion: Self-Assessment Sheet 1

12 Formulating Questions (Academic): Generic Rubric 5Checklist-Preparing for a Research Interview: Skills Development Sheet 7





16 Adapt Writing-in-Role: Generic Rubric 13


18 Debating (Academic): Generic Rubric 15Debating (Applied): Generic Rubric 16Checklist-Preparing for a Debate: Skills Development Sheet 21orMaking a Speech (Academic): Generic Rubric 17Making a Speech (Applied): Generic Rubric 18Checklist-Preparing for an Oral Presentation: Skills Development Sheet 22

19 Scoring Guide for Interview with Borden or Laurier: Specific Evaluation Sheet 7–1

20 Written Report (Academic): Generic Rubric 11Written Report (Applied): Generic Rubric 12Completing a Research Assignment: Self-Assessment Sheet 3

21 Adapt Written Editorial: Generic Rubric 14

22 Using Local Research: Generic Rubric 8

23 Checklist-Researching on the Internet: Skills Development Sheet 4Completing a Research Assignment: Self-Assessment Sheet 3

203M A K I N G H I S T O R Y C H A P T E R 7 : T H E W A R A T H O M E


Pages Page Number

Canadian Lives and Social Conditions 94–100 95 Fig. 7–2 * *

98 1 * *

99 1, 2, 3 *

101 1, 2, 3 *

105 8, 12 * *

DEFINITIONS FOR KEY TERMS

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

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

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

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

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

female suffrage The right to vote for women, which was first won in provincial elec-tions in Manitoba in 1916 after a political campaign by female suffragists led by NellieMcClung. Within a few years, most provinces extended the right to vote to women.Women relatives of servicemen were also permitted to vote in the federal election of1917. In 1918, the government granted women the right to vote in federal elections onthe same terms as men, but Quebec restricted women from voting in provincial elec-tions until 1940.

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

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

conscription Compulsory military service during wartime. At first, this was not neces-sary, but as casualties rose and enlistment rates declined, the government realized itwas necessary to maintain a high level of military commitment to the war. However,conscription proved a highly divisive and controversial political issue in Canada in1917–18.

204 M A K I N G H I S T O R Y C H A P T E R 7 : T H E W A R A T H O M E

Union Government A coalition of Borden’s Conservatives and the Liberals who favouredconscription that formed to contest the federal election of 1917 as a demonstrationof national unity. However, many Liberals from Quebec, including party leader WilfridLaurier, opposed the Union Government and its policy, and campaigned against it inthe election.

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

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


ACTIVITY NOTES ANDANSWERS (Notes in square brackets are additional informationnot found in the textbook. They are included forteacher information.)

Page 94, Figure 7–1: Gathering informationWhat does this graph tell you about the impact of thewar on Canada’s economy?

This bar graph indicates that the war had a significantimpact on trade. The measurements of the dollarvalue of Canada’s total exports to and imports fromBritain in the years 1911, 1916, and 1921, tell us thefollowing:• in 1911, before World War I began, the value of

Canada’s exports to Britain was slightly largerthan that of imports from Britain ($132 billionvs. $110 billion)

• in 1916, two years after the war began, the valueof Canada’s exports to Britain had risen dramat-ically, to $452 billion, while total imports hadfallen to $77 billion

• in 1921, the value of Canada’s exports to Britainhad fallen to $313 billion, while that of importshad risen to $214 billion

• during the war, Canada’s exports to Britain rosebecause we were supplying it with essentialwartime materials and food. Imports fell becauseBritain’s manufacturing industry was geared forthe war effort and supplying the domestic econ-omy, not for overseas exports

• after the war, Canada exported less to Britain,but Britain’s economy revived and it started tosell Canada more goods

Page 95, Figure 7–2: Identifying viewpoint What was the purpose of this poster? What tech-niques did it use to make its point?

The purpose of this poster from the government FoodController was to encourage Canadians to use morefish and vegetables and less meat, wheat, and fats.Canadian soldiers overseas and Allied countries likeBritain who did not have enough essential foods,needed them. The poster is designed to make foodslike fresh vegetables and fish look attractive andhealthy to eat. The caption appeals to Canadian pa-triotism by calling on people at home to conservemeat, wheat, and fats.

Page 96, Figure 7–3: Using evidence todraw conclusionsHow do you think these women felt about their sac-rifice? Give reasons for your view. What is your re-sponse to this photograph?

This picture shows four Canadian women who col-lectively lost 28 of their sons during World War I,being driven in a car. The occasion is the firstRemembrance Day parade in 1919. Likely, thesewomen had mixed feelings about their great loss.Undoubtedly, the deaths of their sons emotionallydevastated them but the women probably felt a greatdeal of pride and loyalty. The banners and flags dec-orated with maple leaves gives this impression.

Page 98

1. Describe the economic role of government inwartime, using these examples:

a) Imperial Munitions Board

The Imperial Munitions Board (IMB) estab-lished factories in Canada, which made $2million worth of quality war materials daily.IMB-run factories produced artillery shells,weapons, ships, airplanes, and other weaponsand war supplies. These plants employedhundreds of thousands of workers, and helpedcreate an economic boom. A third of Britain’sshells came from Canada, and industrial out-put here rose to record levels.

b) Victory Bonds

The government needed to pay for the costsof the war effort. The scope of the fightingand new technologies made World War I veryexpensive. The government appealed toCanadians’ patriotism and sense of thrift inthe Victory Bonds drive. Individuals and com-panies bought these bonds, which they couldcash with interest after the war. Many busi-nesses and banks invested their wartime prof-its in these bonds. On average, Canadianscontributed $300 each to the purchase ofVictory Bonds.

c) Food Controller

The government appointed a Food Controllerto prevent profiteering on food supplies dur-


ing the war. This agency also used postersto encourage Canadians not to hoard food orwaste food needed to feed the soldiers over-seas.

d) income tax and tax on profits

In 1917, the federal government introducedCanada’s first income tax, which was supposedto be a temporary measure. Rich individualsand families had to pay a tax of 3 percent oftheir income. The government imposed a busi-ness tax of 4 percent on profits, which manyCanadians considered too low because of thehuge profits some companies made.

2. a) List roles played by Canadian women duringthe war. Highlight those that were non-tra-ditional.

Canadian women played many roles whilethe men were away fighting during the war.Some of these were traditional, others lessso. As well as knitting warm clothing andmaking bandages for the soldiers, women or-ganized committees such as the CanadianPatriotic Fund to send food parcels, cards,and letters overseas. They also visited thefamilies of soldiers who had been killed.Many women took on key positions in vol-unteer organizations like the Red Cross.Women also served as unofficial recruiters,appealing to mothers, wives, and girlfriendsto encourage their men to enlist. Women alsoworked at jobs previously considered “men’swork.” Although some women had workedin the food and clothing industries before thewar, very few had performed skilled labour inheavy industry. However, with a shortage ofworkers, women did jobs like operating fish-ing boats and running farms. About 35 000Canadian women worked in munitions fac-tories making shells, while others drove cabs,streetcars, and delivery trucks. Women alsoworked as secretaries in wartime industriesand government offices (work men had usu-ally done before the war).

b) What were women expected to do when thewar ended? Why?

It was assumed that once the war ended andthe men returned home women would leavethe paid workforce.

3. Make a timeline showing when women in dif-ferent parts of Canada first won the vote.

1915 – Liberals elected in Manitoba, promis-ing to introduce the right to vote forwomen in that province

1916 – Women win the right to vote inManitoba, and later the same year inAlberta and Saskatchewan

1917 – Women in Ontario and BritishColumbia win the right to vote, andfemale relatives of servicemen gainthe right to vote in the federal elec-tion held that year

1918 – Women in Canada gain the right tovote in federal elections on the sameterms as men

1940 – Women in Quebec win the right tovote in provincial elections

Page 99, Figure 7–5: Building Your Skills

1. Propaganda often uses exaggeration, emotion,distortion, and selective evidence to persuadethe public. Find examples of each of these char-acteristics in the poster.

Exaggeration—The claims that Germans hadlanded and on both coasts, Halifax, Portland,Montreal, and Vancouver, and the number used,2 000 000. Even if Germany had wanted to orbeen able to invade Canada, it would hardly havehad this many troops to send while still fightingagainst the Allies in Europe. Another exaggera-tion is the claim that the entire British fleet wassunk. Others are: Ottawa was burning, Germanplanes had bombed Toronto, that the headquar-ters were in Hamilton, and finally that each day40 people were shot and 20 children were muti-lated.

Emotion—anger was encouraged with claimsthat enemy officers had assaulted an aged mayor,and that a horseman had kicked a child in theface and finally thrown the youngster into asewer with its mother. The statement claiming


that enemy officers were cutting off the ears andnoses of 20 children daily and firing on the mainhospital would have aroused disgust. It evokedfear with the claim that the enemy had invaded.Wartime atrocity propaganda frequently playedon alleged or fabricated incidents of cruelty andviolence such as these, directed against civilians.

Distortion—enemy planes raid Toronto.Technically no German aircraft at that timecould have crossed the Atlantic in order to bombToronto or any other Canadian city. Even inWorld War II, warplanes could not cross such anexpanse without stopping to refuel.

Selective evidence—Only extreme, one-sidedexamples of what happens in war are used. Inthis use of propaganda, the poster contains noreal evidence to support any of the claims, nordoes it need to because it also says that none ofthe things listed had happened.

2. What was the purpose of this poster?

The purpose of this poster was to frightenCanadians with the spectre of what a Germaninvasion might mean. The intent was to causepeople to be so appalled that they would pur-chase Victory Bonds “until it hurts” to prevent aninvasion from ever happening.

3. Define the term “bias,” using a dictionary if nec-essary. Identify examples of bias in this poster.

Have students consult a dictionary for the mean-ing of the term “bias,” and apply it to the spe-cific examples of bias that can be noted in thisposter.

Page 100, Figure 7–6: Gathering informa-tionWhat can you tell about conditions in the campfrom this photograph?

This photo of a World War I internment camp atVernon, B.C., shows that the camp was in a remotearea, surrounded by low hills. A barbed wire fenceenclosed it to prevent the inmates from escaping.The camp grew its own food, as can be observed fromthe field of corn seen on the right. It housed inmatesin long bunkhouses or tents, both of which are visi-ble on the left. The large permanent, two-storey struc-ture in the middle probably housed the command

post, and may have served as the officers’ residence.An open field, probably for the inmates’ recreation isto the right of the bunkhouses, and two inmates areplaying a game there. Other inmates are in front ofthe bunkhouses with clothes and bed sheets hang-ing out to dry. Overall, this photo conveys an im-pression of conditions being basic, but not overlyharsh.

Page 101

1. Define

a) propaganda

Propaganda is information designed to in-spire and spread particular beliefs. DuringWorld War I, governments in Canada andother countries used propaganda to promotepatriotism, sacrifice, and a determination tofight and win the war at all costs on both thehome and battle front. They also employedpropaganda to instil hatred of the enemy, fre-quently inventing “atrocity stories” to por-tray Germans as bloodthirsty and cruel.

b) internment camps

Internment camps were encampments in re-mote places where the government detainedpeople suspected of being “enemy aliens” forthe duration of the war.

2. Explain how the War Measures Act restrictedthe rights of Canadians.

The War Measures Act suspended the democra-tic rights and freedoms Canadians usually enjoyin peacetime. It empowered the government tocensor any newspaper or magazine or other formof communications. [Government censors wouldhave suppressed the presentation of facts or opin-ions about the war it did not want Canadians toknow about. The Act classified half a millionimmigrants from Germany and Austria-Hungarywho were not yet citizens as “enemy aliens.” Itrestricted their movements and forced them tocarry special identity cards and report regularly toregistration offices. [Anyone suspected of being an“enemy alien,” saboteur, pacifist, or Germansympathizer could be arrested and held withouttrial, or deported and have their property seized.]


Another 8579 people who were suspected of plot-ting for the enemy were detained in internmentcamps.

3. Make a chart or diagram to show the impact ofpropaganda in Canada during World War I.

Have students consult the Historian’s Handbook,page 410, for information on how to design achart, and then read pages 8–100 for informationon the propaganda war during World War I and itsimpact on Canada.

Page 103, Figure 7–9: Using evidenceFind evidence to support the view that the KhakiElection divided the nation.

The information on the results of the “KhakiElection” of 1917 indicates that Canadian voterswere deeply divided along regional and linguisticlines. Robert Borden’s pro-conscription Unionistswon most of the seats in Atlantic Canada, Ontario,and the West, but the anti-conscription Liberals ledby Wilfrid Laurier won a huge majority of seats inQuebec. This indicates that while most English-Canadians in Canada had voted one way, a large ma-jority of French-Canadians in Quebec had votedanother.

Pages 105–6

1. Why did the federal government take such anactive role in economic planning, production,and censorship during World War I?

The federal government took such an active rolein economic planning, production, and censor-ship during World War I to achieve the goal offighting a “total war.” To produce the war ma-terial required and to have enough food to send toits soldiers and Allies in Europe, Canada startedmanaging production in 1916, after two years ofchaos under Sam Hughes, the minister of de-fence. [The government was the only institutionpowerful enough to initiate and direct this hugeundertaking. It told private businesses what toproduce and assigned workers to wartime pro-duction.]

The government viewed censorship as neces-sary so it could manage what Canadians learnedabout the war. It wanted to control pessimism,defeatism, or questions about the war’s purpose

and direction.

2. Why did Prime Minister Borden think that con-scription was necessary?

By late 1917, after thousands of soldiers had diedand a visit to the battlefront, Prime MinisterBorden realized that voluntary enlistment wouldnot be enough to keep the Canadian army up tofull strength. The 125 000 killed or wounded inthe battles of Vimy Ridge and Passchendaele weredouble the number of volunteers at the time.Although he had promised at the beginning ofthe war that there would be no conscription, hehad changed his mind, and introduced theMilitary Service Act.

3. What opposition did Borden face on the issue?

Borden faced considerable opposition to his con-scription policy from Quebec political leaderslike Wilfrid Laurier and Henri Bourassa. Bothhad supported Canada’s participation in the war,but opposed conscription. In this view, they re-flected the majority opinion of French-Canadians,who were less likely to want to enlist in thearmed forces than were their English-Canadianfellow citizens. The trade union movement op-posed conscription as did many farmers and newCanadians who had emigrated from Europe partlyto escape compulsory military service before thewar.

4. In note or chart form, summarize each of thefollowing and explain how Borden felt it wouldhelp his cause:


a) Military Voters Act• allowed soldiers and military personnel

to vote, but only for or against the gov-ernment, not for specific candidates

• if military voters could not identify theirhome riding, then their vote could be putinto any riding chosen by a government-appointed electoral commissioner

• this helped Borden’s Unionists in the1917 election, because they were able todistribute many military votes in ridingswhere they needed extra support in orderto defeat the Liberals


b) Wartime Elections Act• gave the vote to women directly related

to servicemen• removed the vote from conscientious ob-

jectors or immigrants who had come toCanada from enemy countries in the last15 years

• this helped Borden’s Unionists in the1917 election, because it gave the voteto a group of people (women relatives ofservicemen) most of whom could be ex-pected to support conscription. It re-moved the vote from others (opponentsof the war, new Canadians) most ofwhom would have opposed it

c) Union Government• Borden invited prominent English-

Canadian Liberals who supported con-scription to form a coalition UnionGovernment

• Liberals were given important cabinetpositions as an incentive to join

• presented itself as a patriotic party thathad put aside political differences in orderto win the war

• this helped Borden win the election of1917 because it split the oppositionLiberals into two factions, and weakenedthose who remained loyal to Laurier andopposed to conscription, mainly inQuebec

5. Explain how the 1918–19 Spanish flu epidemicwas linked to World War I.

During the winter of 1918 –19, after the war hadended, many people were hungry across Europe.The war had ruined their crops and transportationsystems, creating ideal conditions for the spreadof a deadly influenza virus known as the Spanishflu or swine flu. It swept the world, killing mil-lions of people in Europe. Returning soldiers car-ried the virus to North America, where it struckmany victims, including 50 000 Canadians be-fore it subsided in 1920. Although the epidemichit after the war, it is connected with the resultsof war. Without the conditions in Europe andthe soldiers returning home, it would not havespread as quickly or killed as many people as itdid.

6. Use a Canadian atlas or CD-ROM to make asketch-map of Halifax harbour, includingBedford Basin. Use the map to explain whyHalifax was so important to the Allies. Markthe location of the 1917 collision. Shade the areathat was likely to be destroyed.

Have students consult a Canadian atlas or CD-ROM to complete this activity.

7. Analyze the poster titled “A Few Reasons…”(page 95).

a) Identify words and phrases aimed at creat-ing a sense of patriotism and duty.

Words and phrases from the poster entitled“A Few Reasons...” aimed at creating a senseof patriotism and duty are: “King andCountry,” “chief obligation,” “noble womenwho have answered the call,” “Women ofCanada,” and “King and Country” again.

b) Quote sections aimed at making readers feelguilty.

Sections of the poster intended to make read-ers feel guilty are questions and statementssuch as: “Are you failing to meet your chiefobligation as Canadians at such a criticaltime?”; “There is unfortunately too muchreason to fear that this charge can be fairlybrought against many Canadian womentoday”; “men, willing and ready to join thecolours, are being discouraged from doingtheir duty by their wives, mothers, andsweethearts”; “is it reasonable and fair thatyou should keep your men-folk from doingtheir duty?”; and “How will you feel about itafterward… ?”

c) How effective do you think this poster was?Explain your views.

This poster was probably quite effective inpersuading some Canadian mothers, wives,or girlfriends of men of military age that theyshould encourage them to enlist in the army.The poster appeals to patriotism and guilt toencourage women to put the interests of“King and Country” ahead of personal con-cerns about the men in their lives. Many peo-ple already valued patriotism and Canada’s


ties to the King and the Empire, so this ap-peal tied into existing feelings, which wouldmake the impact strong.

8. Reread Elaine Nelson’s memories of wartimework.

a) What do they tell you about her characterand her experiences?

Elaine Nelson was a hard-working, fast-learn-ing, and determined young woman whowanted to do the best job she possibly couldat the munitions factory during World War I.She had to adapt quickly to her new job, be-cause the foreman only gave her a brief lessonon how to make a shell. She overcame herfear and panic, and performed the tasks as-signed to her quickly and effectively. She alsoovercame her class and ethnic biases regard-ing people who differed from her, and real-ized that she shared many things in commonwith the women who were working along-side her.

b) These memories were recorded about 50years after World War I. Discuss the relia-bility of recollected information.

Memories such as Elaine Nelson’s, whichpeople record years after the events they re-call, are valuable sources of informationabout historical events. Historians refer tothem as “oral history,” and it provides a richsource of documentation. However, thesesources have to be read and interpreted withcaution. Everyone’s memories can changeover time, because we forget some thingsand overemphasize others. Quite possibly,Elaine Nelson’s account of her experiencesin the munitions factory and of what shelearned are totally reliable. But there is alsothe chance that she re-interpreted somethings she had learned and felt at the timeas a result of events and opinions she laterdeveloped about the war and its importancefor her and her country.

9. How important was the contribution of womento the war effort? Select facts from the chapter todefend your conclusion.

Women’s contribution to the war effort in Canadaduring World War I was very important. Womenserved as nurses in the armed forces and workedin the medical and field ambulance corps, oftenat great personal risk. On the home front, womenorganized volunteer activities to help the menat the front and their families in Canada. Manythousands of women worked at jobs previouslyconsidered “men’s work”; they were in essentialareas of the wartime economy like heavy indus-try and transportation. Women workers in mu-nitions plants were a crucial element of thewartime labour force. Canada’s total war effortdepended on the work of women, and would nothave succeeded without them.

10. List the ways in which the rights and freedoms ofCanadians were restricted during World War I.What would be the short-term (during the war)and long-term (in the years since) impact of theserestrictions?

The War Measures Act suspended a great manyof the democratic rights Canadians take forgranted during peacetime. The government hadthe power to ban or censor any publication itconsidered harmful to the war effort orCanadians’ morale. It could arrest and detainanyone suspected of sympathizing with theenemy or opposing the war. Many Canadianswho had emigrated from countries that were en-emies during the war were deported, and theirproperty seized. Some new Canadians were in-terned as “enemy aliens.” Cities like Berlin,Ontario, had to change their names because theywere considered too German-sounding. In theshort-term, most Canadians probably supportedthese measures, because government propagandapersuaded them that they were necessary to fightand win the war. But those who suffered fromthese harsh laws probably felt bitter and betrayedby a government and a country they had donenothing against. In the long term, such feelingsled to deepening divisions between native-bornCanadians and recent immigrants. They did nothelp restore Canadian unity once the war wasover, and gave support to government actionssuch as the deportation of recent immigrants asalleged pro-Communist revolutionaries after theWinnipeg General Strike of 1919.


11. The War Measures Act was a drastic action. Is itjustifiable in a democracy to restrict citizens’rights during times of war, in the name of pro-tecting the country? Discuss or debate this prob-lem, and then write your position in a paragraph.

Have students read pages 98–100 of the chapter,which contain information about the WarMeasures Act. Have them also read pages 301–3in Chapter 19, describing the only time the Actwas imposed during peacetime, during the 1970October Crisis in Quebec. Have students thenconsult the Historian’s Handbook, page 423, onhow to prepare for and conduct a debate.Distribute copies of Skills Development Sheet21, Checklist: Preparing for a Debate.

12. Make a list of six to eight important questionsyou would ask a veteran of war on the homefront about his or her experiences. Try to includea range of types of questions.

Have students consult the Historian’s Handbook,page 404, for information on how to develop arange of questions. Students could ask the fol-lowing types of questions: factual, definitional,comparative, causal, decision-making, and spec-ulative. Examples that could be asked of a WorldWar I (or II, because not many people alive nowwere adults during World War I) veteran of thehome front could include:• Where did you work during the war? (fac-

tual)• What was a munitions plant? (definitional)• How did your experience working during the

war compare with the job you had done be-fore (or after)? (comparative)

• What caused you to seek a job in a war fac-tory? (causal)

• Why do you or do you not think your con-tribution to the war effort was important?(decision-making)

• If another war broke out, how do you thinkCanadians would respond? (speculative)

13. a) Consider the differing views on conscriptionshown on page 102. Which do you find mostconvincing?

Have students read the quotations fromPrime Minister Robert Borden, Liberal leaderWilfrid Laurier, and Quebec nationalist Henri

Bourassa on conscription in 1917 (page 102)and the information on pages 101–3, and de-cide which of the positions they agree withmost and why.

b) Imagine that you are a young Canadian ofenlistment age in wartime. Write a para-graph expressing your views about con-scription.

Suggest to the students that they first decide:whether the young Canadian of enlistmentage is of English, French, or from anotherbackground; his age; and whether he comesfrom the city or the country, is married orsingle, a member of a trade union or not, etc.Such factors will likely influence the writer’sopinion on conscription.

14. Primary documents show us events and thoughtsas they occurred. Find two examples of primarydocuments in this chapter. What makes theminteresting? What makes their message powerfuland informative? What additional informationwould you want to complete the picture theycreate?

Students may choose from among the followingprimary documents on Canada in World War Ithat are found in this chapter:• Page 95 (poster issued by Food Controller)• Page 95 (recruitment poster “A Few

Reasons...”)• Page 96 (photo of women in car in first

Remembrance Day parade)• Page 97 (painting of “Women making shells”)• Page 97 (selections from memoirs of Elaine

Nelson, a munitions-plant worker)• Page 99 (“Victory Telegraph” propaganda

poster)• Page 100 (photo of B.C. wartime internment

camp)• Page 101 (quotation from Sir Sam Hughes on

enlistment rates)• Page 102 (quotations from Robert Borden,

Wilfrid Laurier, and Henri Bourassa on con-scription)

• Page 102 (selection from message given toCanadian troops during 1917 election)

• Page 103 (campaign poster for UnionGovernment during 1917 election)


• Page 104 (photo of men wearing protectivemasks during Spanish flu epidemic)

15. a) Work with a partner. Using this chapter anda dictionary, draw up a list of characteris-tics of propaganda. Consider differences (ifany) between positive propaganda and neg-ative propaganda.

b) Find some examples of propaganda frommodern life. Clip an article or advertisement,record the example, or write a descriptionof what you have found.

c) Write a brief analysis showing how your ex-ample meets the criteria of propaganda.Explain its aims and give your opinion ofthe example.

Have students read pages 98–100 for infor-mation on the propaganda war, and havethem use a dictionary in order to determinethe differences between positive and nega-tive propaganda.

16. Prepare an audiotape of a news broadcast re-porting on the Halifax Explosion.

Have students read the section of the chapterthat deals with the Halifax Explosion (pages93–94), and consult the full account on page 93 toprepare their audiotape accounts of the event.

17. Write a letter to Prime Minister Borden in one ofthe following roles:

a) a German-Canadian, born in this country,complaining about the pressure placed onBerlin, Ontario

b) a person of British background urging a newname for Berlin

Have students read page 100 of the chapter,which gives the information they need towrite their letters to Prime Minister Bordenin the roles assigned about the World War Iname-change of Berlin to Kitchener, Ontario.You could also distribute copies of GenericRubric 13, Writing-in-Role, to give studentsan idea of how to approach this activity.

18. Does a country have the right to take away in-dividual freedom by requiring military enlist-

ment during wartime? Prepare a short speech ordebate to argue your view.

Have students read pages 101–3 on conscriptionduring World War I and consult the Historian’sHandbook, pages 423–24, on how to prepare forand conduct a debate. Distribute copies of SkillsDevelopment Sheet 21, Checklist: Preparing fora Debate.

19. Imagine that you have the opportunity to inter-view Robert Borden or Wilfrid Laurier, or both ofthem, about the conscription issue. Either pre-pare a program script or make an audiotape orvideotape of the interview. Be sure to includequestions on the Wartime Elections Act, theMilitary Service Act, and the Khaki Election of1917.

Evaluation: Specific Evaluation Sheet 7–1.

Have students read the sections on the WartimeElections Act, the Military Service Act, and theKhaki Election of 1917 (pages 101–3), and con-sult the Historian’s Handbook, page 404, for arange of questions to pose. Distribute SkillsDevelopment Sheet 7, Checklist: Preparing fora Research Interview to the students.

20. a) Investigate the role played by NellieMcClung before and during the war in gain-ing the vote for women. Use the text andother sources. Prepare a short report of yourfindings.

Have students consult page 32, where theycan read more about the life and career ofNellie McClung. Suggest that they also referto the additional sources listed in the bibli-ography at the end of the unit to learn abouthow women gained the right to vote inCanada.

b) Discuss which Canadians did not get thevote, and why.

Several groups of people were excluded fromvoting after women won the right to vote in1918. Among these were Aboriginal peopleand Canadians of Asiatic background(Chinese, Japanese). Suggest that the studentsfind out more about how and why these peo-ple suffered discrimination, and when they


were allowed to vote. Students can find outmore by reading the Did You Know? featureon page 96.

21. a) Summarize the viewpoint of historianJonathan Vance (page 91).

b) Write a paragraph agreeing or disagreeingwith his opinion. Cite evidence from allchapters of this unit to support your views.

Have students read page 91 and summarizethe views of historian Jonathan Vance onwhether or not Canada’s participation inWorld War I, and the victory at Vimy Ridge inparticular, marked the country’s “coming ofage” as a nation. They should also consultthe Historian’s Handbook, page 415, for in-formation on how to write an effective para-graph stating their opinion on a controversialhistorical issue.

22. Find out what the war meant to the area inwhich you live. Visit a military cemetery or awar memorial in your community or one nearby.

a) Use inscriptions to compare the number ofsoldiers who served in the First and theSecond World Wars, as well as other con-flicts, such as the Boer War (1899–1900), theKorean War (1950–1953), and Canadianpeacekeeping missions since 1956.

b) Look for the names of families you recog-nize from the community. Do the veterans’names represent the cultural diversity of thecommunity today? Can you identify any fe-male veterans?

c) Record information about individual veter-ans in a spreadsheet or graph.

d) Make a sketch-map of the area around thememorial. Has the community taken enoughcare to make this a peaceful and respectfulplace? Would you recommend any changesin order to preserve the community’s mem-ory of these war veterans?

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

Have students find out where a militarycemetery is located in their community,and/or contact a local branch of the CanadianLegion to obtain more information in order tocomplete this activity.

23. Careers: The propaganda war was waged by peo-ple who today would be called public relationsexperts. Find out more about careers in publicrelations today. What courses are offered? Whatqualifications are required? What job opportu-nities exist? What kind of work is involved? Ifpossible, interview someone who works in pub-lic relations to find out more about his or herjob. Prepare a career profile from your findings.

Have students consult local public relations firmsin their community or get information about ca-reer opportunities in public relations via InternetWeb sites.

ESL ACTIVITY SHEETANSWERS(See Chapter 7: ESL Activity Sheet.)

Question 1:a) violenceb) plantsc) policyd) peoplee) exclusionsf) sides

Question 2:a) drafting themb) troop losses, calling up conscriptsc) make ends meet

Question 3:a) 4b) 2c) 1d) 3e) 5




BORDEN’S CAUSE


Military Voters Act Wartime Elections Act Union Government

CHAPTER 7Name:

ESL ACTIVITY SHEET

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

a) atrocities (page 99)

b) factories (page 94)

c) measure (page 95)

d) civilians (page 104)

e) exemptions (page 102)

f) camps (page 103)

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

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

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

c) Without money, it’s hard to pay all the bills, or ________________________________ . morgues (page94)/make ends meet (page 94)

3. Match the words that mean the same thing.

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

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

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

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

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



SPECIFIC EVALUATION SHEET 7–1

SCORING GUIDE FOR INTERVIEW WITH BORDEN OR LAURIER

Use for activity 19, page 106.

Student: _________________________________________ Unit/task: ___________________________

Date: __________________________________________________ Assessor: ❑ Self ❑ Peer ❑ Teacher

Achievement Criteria Score Comments/suggestions

Knowledge/understanding

• provides accurate information about the conscription issue

including reference to:

- Military Service Act ______ /2

- Wartime Elections Act ______ /2

- Military Voters Act ______ /2

- Khaki Election ______ /2

- anti-conscription riots ______ /2

Thinking/inquiry

• shows historical empathy—insight into the situation and

decisions made by Borden and/or Laurier ______ /5

• includes research, detail, and examples that Borden and/or

Laurier might logically have used to support their views and actions ______ /5

Application

• connects the conscription issue to the development of

French-English relations ______ /5

Communication

• expresses ideas clearly ______ /5

Total ______ /30

218

2Unit

UNIT ACTIVITIESASSESSMENT ANDEVALUATION TOOLSActivity Suggested rubrics, scoring guides,

and checklists

Page 107


2 Checklist-Preparing for a Debate: Skills Development Sheet 21

Debating (Academic): Generic Rubric 15Debating (Applied): Generic Rubric 16

3 Scoring Guide for Analysis of Canadian Contributions to the Allied Victory: Specific Evaluation Sheet Unit 2–1

4 Scoring Guide for Poster: Specific Evaluation Sheet Unit 2–2

Using a Display: Generic Rubric 19Checklist-Making a Poster: Skills Development Sheet 23

5 Scoring Guide for Gains and Problems: Specific Evaluation Sheet Unit 2–3

6 Scoring Guide for Report Card: Specific Evaluation Sheet Unit 2–4

ACTIVITY NOTES ANDANSWERS

1. Evaluation: Generic Rubric 13 (Writing-in-Role).

a) In the role of one of the following, write ajournal entry or letter expressing your expe-riences and feelings during the war.

Have students read the cited pages of the textto find the information they require on thefollowing people:• unemployed Austro-Hungarian immi-

grant (pages 98–100)• Prairie woman denied the vote (pages

96–98)• First Nations soldier unable to gain pro-

motion (pages 66–67)

• Germanic mayor of Berlin, Ont. (page100)

• African-Canadian volunteer (pages 66–67)• Young woman not permitted to enlist

(pages 71–73)• Young man not permitted to enlist (pages

66–67)• French-Canadian conscientious objector

(pages 101–2)

b) Share your work with a group. Which bestexpress the experiences and emotions oneof these people might have felt?

Have students work in groups to learn moreabout the experiences of each of the types ofpeople listed using sources included in thebibliography at the end of this unit.

2. a) British philosopher Bertrand Russell calledWorld War I “a meaningless battle betweentwo dogs on a street.” Assess this point ofview.

Have students find out more about BertrandRussell, a British philosopher active in thepacifist movement during World War I. Asmall but influential group of people in manycountries, including Canada, shared Russell’sview that the war was pointless and wastefulof human lives and property.

b) Evaluation: Generic Rubric 15 ( Debating:Academic) or 16 (Debating: Applied).

Debate the statement: “No one really wonWorld War I.”

Have students determine the meaning of thisstatement in light of the information abouthow World War I led to World War II (seepages 90–91). Also have them consult theHistorian’s Handbook, page 423.

CLOSING NOTES

3. Evaluation: Specific Evaluation Sheet Unit 2–1.

Evaluate Canada’s contribution to the Alliedvictory. In your assessment, refer to both militaryand economic contributions.

Have students read the relevant sections ofChapter 6 on Canada’s military contribution tothe Allied war effort during World War I, andChapter 7 for its economic contribution.


Prepare a Remembrance Day–type poster on atheme such as “Lest We Forget” or “No MoreWar.” Draw on information from this unit tomake your point. Use bold design, colour, andlettering to express a clear point of view.

Distribute copies of Skills Development Sheet23, Checklist: Making a Poster.


a) Review the predictions you made for Canadaat the end of Unit 1. Write one or two para-graphs explaining which of your predictionswere correct and which were incorrect forthe period 1914–1918.

Have students review the predictions theymade at the end of Unit 1.

b) List three major gains that you thinkCanada made in the World War I years.

Three major gains Canada made during theWorld War I years are:• a greater social and political role for

women (right to vote)• a greater degree of independence for

Canada (signing Treaty of Versailles, in-ternational recognition)

• a more industrialized economy (as a re-sult of the war)

c) List three problems that emerged duringthese years.

Three problems that emerged during the waryears are:• economic and social unrest among work-

ers because of low wages, high prices,and business profiteering

• division and conflict between English-and French-Canadians over conscription

• rising intolerance and prejudice towardimmigrants because of the War MeasuresAct and the internment of “enemyaliens”

d) Predict which of these gains or problemswould be important in the future. Give rea-sons for your views.

All of these gains and problems would be im-portant for Canada during the 1920s and1930s, and beyond.

e) Which of the gains or problems you haveidentified do you regard as being the mostimportant to Canada today? Why?

Among the problems that continue to faceCanada today are divisions between Englishand French-Canadians, prejudice and dis-crimination toward immigrants and racialminorities, and socio-economic injustices.


Continue your “report card” on the state ofCanadian identity. Complete the criteria youhave chosen for the World War I period. Addnew criteria if necessary.

Have students add information for the WorldWar I years to their report cards on the Canadianidentity.

219M A K I N G H I S T O R Y U N I T 2 : C L O S I N G N O T E S


SPECIFIC EVALUATION SHEET UNIT 2–1

SCORING GUIDE FOR ANALYSIS OF CANADIAN CONTRIBUTIONSTO THE ALLIED VICTORY






• accurately identifies at least five military contributions (e.g.,

Ypres, the Somme, Vimy Ridge, Passchendaele, air aces, nurses) ______ /5

• accurately identifies two economic contributions (e.g., munitions,

food relief) ______ /2

Thinking/inquiry

• presents relevant evidence about the impact or importance of

military contributions (may be combined for all military

contributions) ______ /5

• presents relevant evidence about the impact or importance of

economic contributions (may be combined for all economic

contributions) ______ /2

Application

• draws logical (reasoned) conclusions about Canada’s overall

contributions, in light of the evidence presented ______ /4

Communication

• presents information clearly ______ /2

Total ______ /20



SCORING GUIDE FOR POSTER






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

Thinking/inquiry

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

Application

• arrangement of images makes new connections and raises

questions in the viewer’s mind ______ /5

Communication

• clearly communicates an overall message or theme ______ /5

• has visual impact ______ /5

Total ______ /25



SCORING GUIDE FOR GAINS AND PROBLEMS





Knowledge/understanding. Part a)

• provides relevant and accurate evidence to support conclusions

about which predictions were/were not correct ______ /10

Knowledge/understanding. Parts b) & c)

• accurately identifies three gains ______ /3

• accurately identifies three problems ______ /3

Thinking/inquiry. Part d)

• gives at least one logical reason why each gain/problem would/

would not be important in the future ______ /6

Application. Part e)

• makes logical predictions about which gains/problems would

have future importance ______ /2

• provides relevant evidence to support their choice ______ /2

Communication. Parts a)–e)

• paragraph is clearly written ______ /2

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

Total ______ /30



SCORING GUIDE FOR REPORT CARD




Achievement Criteria Scoreweak highly effective

Knowledge/understanding. Part a)

• includes specific, accurate evidence for each criterion [1 point each] 1 2 3 4 5 6

Thinking/inquiry.

• the grades assigned to various categories (criteria) show logical analyses 1 2 3 4 5 6of historical events [1 point each]

Application. Part b)

• identifies at least two “areas for improvement” and provides a logical 1 2 3 4 5 6explanation or course of action for each

Communication. Part b)

• communicates ideas and information clearly 1 2

Total ________ /20

ADDITIONAL RESOURCES

Books Berton, Pierre. Vimy. Toronto: McClelland & Stewart,

1986.

Brown, R. Craig. Robert L. Borden (vol. 2). Ottawa:Carleton University Press, 1969.

Cook, Ramsay, and R. Craig Brown. Canada1896–1921: A Nation Transformed. Toronto:McClelland & Stewart, 1974.

Cook, Ramsay, R. Craig Brown, and Carl Berger.Conscription: 1917. Toronto: University ofToronto Press, 1969.

Dancocks, Daniel G. Legacy of Valour: TheCanadians at Passchendaele. Edmonton: Hurtig,1986.

———. Spearhead of Victory: Canada and the GreatWar. Edmonton: Hurtig, 1987.

Freeman, Bill, and Richard Nielson. Far from Home:Canadians in the First World War. Toronto:McGraw-Hill Ryerson, 1999.

Gaffield, Chad. Language, Schooling, and CulturalConflict: The Origins of the French-LanguageControversy in Ontario. Montreal and Kingston:McGill-Queen’s University Press, 1987.

Granatstein, J.L., and J.M. Hitsman. Broken Promises:A History of Conscription in Canada. Toronto:Oxford University Press, 1977.

Gwynn, Sandra. Tapestry of War: A Private View ofCanadians in the Great War. Toronto:Harper/Collins, 1992.

Johnston, Hugh. The Voyage of the Komagata Maru:The Sikh Challenge to Canada’s Colour Bar.Delhi: Oxford University Press, 1970.

LaPierre, Laurier. Sir Wilfrid Laurier and theRomance of Canada. Toronto: Stoddart, 1996.

McCaffery, Dan. Billy Bishop: Canadian Hero.Halifax: Formac, 1990.

Morton, Desmond. When Your Number’s Up.Toronto: Random House, 1993.

Morton, Desmond, and Glenn Wright. Winning theSecond Battle: Canadian Veterans and theReturn to Civilian Life, 1915–30. Toronto:University of Toronto Press, 1987.

Morton, Desmond, and J.L. Granatstein. Marchingto Armageddon: Canadians and the Great War,1914–18. Toronto: Lester and Orpen Denys, 1989.

Nicholson, G.W.L. Canada’s Nursing Sisters.Toronto: S. Stevens, 1975.

———. The Canadian Expeditionary Force, 1914–19.Ottawa: Queen’s Printer, 1964.

Read, Daphne, ed. The Great War and CanadianSociety: An Oral History. Toronto: NewHogtown, 1978.

Ruck, Calvin W. The Black Battalion, 1916–20.Halifax: Nimbus, 1987.

Socknat, Thomas. Witness Against War: Pacifism inCanada, 1900–45. Toronto: University of TorontoPress, 1987.

Thompson, John Herd. The Harvests of War: ThePrairie West, 1914–18. Toronto: McClelland &Stewart, 1978.

Trofimenkoff, Susan Mann. A Dream of Nation: ASocial and Intellectual History of Quebec.Toronto: Gage, 1983.

VideosFar from Home: Canada and the Great War (3 parts):

Part 1: “Sam’s Army,” Part 2: “The Battle ofVimy Ridge,” Part 3: “The Last Hundred Days.”Dir. Richard Neilson. Norflicks Productions,1999.

Web Sites

The Canadian Great War Home Page:http://www.rootsweb.com/~www1can/index.html

The Internment of Ukrainians in Canada, 1914–1920:http://www.infoukes.com/history/internment/

224 M A K I N G H I S T O R Y U N I T 2 : A D D I T I O N A L R E S O U R C E S

Unit 2 WORLD WAR I: 1914–1918assets.pearsonschool.com/file-vault/ca_school... · The War Begins...

Documents

Transcript of Unit 2 WORLD WAR I: 1914–1918assets.pearsonschool.com/file-vault/ca_school... · The War Begins...